Learning Disabilities

Code:

PEDH07

Acronym:

DA

Keywords
Classification	Keyword
CNAEF	Psychology

Instance: 2022/2023 - 2S

Active?	Yes
Responsible unit:	Psychology
Course/CS Responsible:	Master Degree in Psychology

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MPSIC	10	Plano Oficial do ano letivo 2021	1	-	6	54	162
MTP	9	Official Curricular Structure	1	-	6	54	162

Teaching language

Portuguese

Objectives

1. To get to know explanatory theoretical models of the learning process of reading, writing and mathematics.


2. To define and characterize learning disabilities (LD).


3. To identify critical dimensions of the teaching process in the promotion of learning and in the prevention of LD.


4. To develop skills to plan and implement intervention strategies in LD.


5. To be able to collaborate with education professionals and other stakeholders in the organization of integrated intervention plans.

Learning outcomes and competences

The objectives were defined above as learning outcomes.

Working method

Presencial

Program

1. Concepts and relevant models in the field of LD. The Response to Intervention (RtI) model and the LD: Promotion, prevention and remediation. The example of RtI in the area of reading, writing and mathematics.


2. Expanatory models of the learning process in the area of reading, writing and mathematics. Development of language and emergent literacy skills. Development of mathematical skills in preschool age.


3. Assessment and intervention in reading, writing and mathematic learning difficulties at the beginning of schooling.




1. Assessment and intervention in reading difficulties.


2. Assessment and intervention in writing difficulties.


3. Assessment and intervention in mathematic difficulties.

Mandatory literature

Clements, M. K., Bishop, A., Keitel-Kreidt, C., Kilpatrick, J., & Leung, F. K. S. (Eds.); Third international handbook of mathematics education, Springer, 2013
Leal, T., Gamelas, A. M., Peixoto, C., & Cadima, J. ; Linguagem e literacia emergente: Propostas de intervenção em jardim de infância. , Almedina., 2014
Sanchez, J. N. G. ; Prevención en dificultades del desarrollo y del aprendizaje., Piramide, 2014
Sugai, G., La Salle, T., Everett, S, & Feinberg, A. ; Multi-tiered systems of support: The what, why, and how for school counselors., Routledge, 2019

Complementary Bibliography

Santos Maria Thereza Mazarro dos 570; Distúrbios de leitura e escrita. ISBN: 85-204-1354-4
Snowling Margaret 205; Dislexia, fala e linguagem. ISBN: 85-363-0400-6
Greenberg, M. T., Weissberg, R. P., O'Brien, M. U., et al.; Enhancing school-based preventio and youth develoment through coordinated social, emotional, and academic learning., 2003
Ginsburg, H. ; Children´s Arithmetic, pro-ed, 1989. ISBN: 0890791813
Snowling Margaret J. 340; The^science of reading. ISBN: 1-4051-1488-6
Sucena Ana; Aprender a ler e avaliar a leitura. ISBN: 978-972-40-3919-0
Swanson, H. L., Harris, K. R., & Graham, K.; Handbook of learning disabilities, The Guilford Press, 2013
S. Jimerson, M. Burns, A. VanDerHeyden; Handbook of Response to Intervention. , Springer, 2005. ISBN: 0-387-49052-3

Comments from the literature

Additional references are indicated during the course.

Teaching methods and learning activities

Participation in expository sessions prepared by the teacher and consultation of literature on the CU subjects. In practical classes students will study assessment instruments in the area of reading, writing and mathematics, in small groups. According to the the RtI model, students will conduct a universal screening in the area of reading, writing and mathematics in a school context, with the supervision of the teacher; they will analyse the assessment protocols and develop intervention plans. A case study of a student with a specific learning disorder will also be presented for analysis.

keywords

Social sciences > Psychological sciences > Psychology > Educational psychology

Evaluation Type

Distributed evaluation with final exam

Assessment Components

designation	Weight (%)
Apresentação/discussão de um trabalho científico	10,00
Trabalho escrito	25,00
Teste	40,00
Trabalho prático ou de projeto	25,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Apresentação/discussão de um trabalho científico	8,00
Estudo autónomo	60,00
Frequência das aulas	54,00
Trabalho escrito	20,00
Elaboração de projeto	20,00
Total:	162,00

Eligibility for exams

Students must attend at least 75% of the classes. They have to present the following assignments:
In group, a presentation on an assessment procedure/instrument in the reading, writing or mathematics domain (10%); a report on the implementation of the Response to Intervention Model (RTI) (25%);
Individually, a report about a case study of a student with a specific learning disorder (25%).

Calculation formula of final grade

The final classification will be obtained by the classifications obtained in the individual component (65%) and in the group component (35%). The assessment in the individual component will consist of the classifications obtained in the two tests on theoretical contents of the CU (each with a weighting of 20%) and in the written report on the analysis of a case (25% weighting); the assessment in the group component consists of the classification obtained in the presentation of an assessment instrument in reading, writing or mathematics (10% weighting) and in the report on the implementation of the Response to Intervention Model (25% weighting).

Special assessment (TE, DA, ...)

Students in special conditions should contact the responsible for the unit at the beginning of the semester.

Classification improvement

The appeal season can be used to take the theoretical component (40%) for those who have missed, failed both tests, or to improve their grades.
Improvement on the practical assignments is not considered.