Learning Disorders

Code:

P830

Acronym:

DA

Keywords
Classification	Keyword
OFICIAL	Psychology

Instance: 2018/2019 - 1S

Active?	Yes
Responsible unit:	Psychology
Course/CS Responsible:	Integrated Master Psychology

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MIPSI	15	Official Curricular Structure	4	-	6	54	162
MTP	7	Official Curricular Structure	1	-	6	54	162

Teaching language

Portuguese

Objectives

1. To define and to characterize learning disabilities (LD) 2. To get to know explanatory theoretical models of the learning process of reading and writing 3. To identify critical dimensions of the teaching process in the promotion of learning and in the prevention of LD 4. To plan and to implement intervention strategies in LD, in students of elementary school 5. To be able to collaborate with education professionals and others to organize integrated intervention strategies 6. To identify other problems associated with LD

Learning outcomes and competences

To be able to:

Working method

Presencial

Program

1. Concepts and relevant models in the domain of Learning Disabilities (LD). The Response-to-Intervention model (RTI) and LD: Promotion, prevention, and remediation. An example of implementation of the RTI model in the area of reading. 2. From emergent literacy to the formal learning – explanatory models of the learning process of reading and writing. Intervention in language and emergent literacy skills. 3. Assessment and intervention in reading and writing disabilities at the beginning of formal schooling. 4. Reading comprehension and intervention strategies to enhance reading comprehension in students with LD 5. The learning process of mathematics. Identification of critical dimensions in the teaching process of mathematics in order to enhance learning and prevent LD. 6. LD and associated problems: Developing behavioral, social and emotional skills.

Mandatory literature

Ginsburg, H. ; Children´s Arithmetic, pro-ed, 1989. ISBN: 0890791813
S. Jimerson, M. Burns, A. VanDerHeyden; Handbook of Response to Intervention. , Springer, 2005. ISBN: 0-387-49052-3
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

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

Comments from the literature

Additional references are indicated during the course.

Teaching methods and learning activities

To participate in the expository sessions prepared by the teacher (presentation of concepts and models, operationalization, and illustration) and to read the bibliography about the different subjects approached in the curricular unit. In the scope of the practical courses, case studies are analyzed in small groups and then presented and discussed in the whole group with feedback from the teacher; instruments are applied with teacher’s support; specific procedures are trained; intervention plans are developed.

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
Exame	40,00
Participação presencial	0,00
Trabalho de campo	25,00
Trabalho escrito	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 de campo	20,00
Trabalho escrito	20,00
Total:	162,00

Eligibility for exams

Students must attend at least 75% of the classes. They have to present the following assignments: Oral presentation on a assessment procedure/instrument in the reading/writing domain; a group report on the implementation of the Response to Intervention Model (RTI); and an individual report about a case study of a student with LD. This report  should include the assessment and characterization of the situation, as well as an intervention plan.
The final classification is obtained by the classifications on the three assignments (10%+25%+25% weight) and the examination classification (40% weight).

Calculation formula of final grade

The final classification is obtained by the sum of the classifications on the three practical assignments(60% weight) and the examination classification (40% weight).

Special assessment (TE, DA, ...)

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

Classification improvement

Students can improve their grades once, in one of the two examination periods that follow that one in which they were approved.
Improvement on the pactical assignments is not considered.