IAE202 - Adults With Learning Disabilities

Outline info
Semester
School
Last revision date 2017-11-21 10:37:11.054
Last review date 2017-11-21 10:37:26.252


Subject Title
Adults With Learning Disabilities

Subject Description
This course will help you gain insight into the abilities, needs and issues of Adults with Learning Disabilities in an educational or training setting, and society as a whole. You gain general knowledge and awareness of the various exceptionalities with a primary focus on understanding adults with Learning Disabilities. Strategies and skills are explored so that educators/trainers can provide appropriate modifications and accommodations to course content, delivery and evaluation, to ensure that all learners have an opportunity to be successful.

Credit Status
This is a required credit in the Issues in Adult Education Recognition of Achievement Program.

Learning Outcomes
Upon successful completion of this subject the student will be able to:

1. Recognize categories of exceptionalities.
2. Define the term "learning disabilities".
3. Describe common characteristics of adults with learning disabilities.
4. Demonstrate an awareness and understanding of the needs and issues of adult learners with learning disabilities.
5. Recognize and apply principles and instructional models for teaching adults with learning disabilities.
6. Identify and apply modifications/accommodations which may be appropriate to course content, instructional methods and evaluation for adults with learning disabilities.
7. Analyze case studies and select appropriate modifications and accommodations related to adults with Learning Disabilities.
8. Research and critique articles related to adult learning disabilities issues.
9. Participate in reflective learning activities designed to evaluate and assess the accomplishment of individual learning goals.
10. Develop a presentation that demonstrates integration of the learning outcomes for this course.

Cheating and Plagiarism
Each student should be aware of the College's policy regarding Cheating and Plagiarism. Seneca's Academic Policy will be strictly enforced.

To support academic honesty at Seneca College, all work submitted by students may be reviewed for authenticity and originality, utilizing software tools and third party services. Please visit the Academic Honesty site on http://library.senecacollege.ca for further information regarding cheating and plagiarism policies and procedures.

Discrimination/Harassment
All students and employees have the right to study and work in an environment that is free from discrimination and/or harassment. Language or activities that defeat this objective violate the College Policy on Discrimination/Harassment and shall not be tolerated. Information and assistance are available from the Student Conduct Office at student.conduct@senecacollege.ca.

Accommodation for Students with Disabilities
The College will provide reasonable accommodation to students with disabilities in order to promote academic success. If you require accommodation, contact the Counselling and Disabilities Services Office at ext. 22900 to initiate the process for documenting, assessing and implementing your individual accommodation needs.

Prerequisite(s)
BEC910 - Introduction to Adult Education

Topic Outline
Course orientation and Overview

  • Meet the Instructor
  • Introductions
  • Course Outline
  • Assignments
  • Time Guidelines

Section One: Special Education, An Overview
  • Defining Terms
  • A Historical Perspective
  • Exceptionality Groupings

Section Two:  Learning Disabilities, An Overview
  • Definitions of Learning Disabilities
  • Intelligence Quotient
  • Attention Deficit Hyperactivity disorder
  • Multiple Intelligence Theory

Section Three:  Walking in the Shoes of a Person with a Learning Disability
  • Video
  • Experiential Activities
  • Examples of Adults with Learning Disabilities who have experienced success
  • Maslow's Hierarchy of Needs

Section Four:  Categories of Learning Disabilities
  • Five major categories
  • Understanding the learning process
  • Strategies, Modifications, Accommodations
  • Case Studies

Section Five:  Building Blocks to Learning
  • Executive Function
  • The Concrete Learner
  • Task Analysis

Section Six:  Summary and Application of Learning
  • Case Studies
  • Group Presentations
  • Summary Charts
  • Course Evaluation 

Mode of Instruction
This program uses a “self-directed learner” or “independent” learner approach. The teaching and learning approach is based on the premise that learners, when given the option and encouragement, will want and come to prefer learning involvement where considerable freedom and personal direction is possible. There is an opportunity to submit questions and comments both privately to the facilitator and to a public discussion area.

This subject is delivered online.  This may involve the use of digital materials and/or a text, group discussions, interaction with your instructor, and online activities.

Prescribed Texts
There is no required text book for this subject.

Reference Material
You will be provided with supplementary reading materials and handouts.  The following resources relate specifically to the content.

LDAO – Learning Disabilities Association of Ontario  (416) 340-6511

Ministry of Training, Colleges and Universities

Job Accommodation Network Canada   (800) 526-2262

Future Abilities and Creative Employment (FACE)   (905) 830-9299

Alder Centre (Adult Learning Disability Employment Resource Centre  (416) 693-2922

Canadian Dyslexia Association  (613) 722-2699

Shapiro, Joan; Rich, Rebecca, Facing Learning Disabilities in the Adult Years, Oxford University Press, New York, 1999

Roffman, J. Arlyn, Meeting the Challenge of Learning Disabilities in Adulthood, Paul H. Brookes Publishing Co., Inc., 2000

Crux, Sandra C., Learning Strategies for Adults, Compensations for LD, Wall and Emerson., Inc. 1991

Cordoni, Barbara.  Living with a Learning Disability.  Southern Illinois University Press, 1990.

Woods, James E.  How to Succeed in College With Dyslexia.  Sem-Co Books, Inc., Dallas, Texas, 1989.

Wong, Bernice Y.L.  Learning About Learning Disabilities.  Academic Press, Inc., San Diego, CA., 1991.

Smith, Sally L.  Succeeding Against the Odds.  Jeremy P. Tarcher, Inc., Los Angeles, CA, 1991.

Thomson, M.E., Watkins, E.J.  Dyslexia A Teaching Handbook.  Whurr Publishers Ltd., London, England, 1990.

Kovach, Karen E.  A Collection of the Best Learning Strategies on Earth.  University of Alberta, 1993.

Weiss, Dr. Lynn.  Attention Deficit Disorder in Adults.  Taylor Publishing Co., Dallas, Texas, 1992.

Kelly, Kate; Ramunda, Peggy.  You Mean I'm Not Lazy, Stupid or Crazy?!  Tyrell and Jerem Press, Cincinnati, Ohio, 1993.

Hatt, Pat; Nichols, Eva.  Target Literacy A Learning Disability Resource Guide.  Learning Disabilities Association of Ontario, 1992.

Winzer, Margret.  Children with Exceptionalities A Canadian Perspective (Fourth Edition).  Allyn & Bacon Canada, Scarborough, Ontario, 1996.

Herriot, Carol.  Post - Secondary Screening Inventory for Suspected Learning Disabilities.  University of Guelph, 1996.

Required Supplies
None.

Promotion Policy

Grading Policy
A+ 90%  to  100%
A 80%  to  89%
B+ 75%  to  79%
B 70%  to  74%
C+ 65%  to  69%
C 60%  to  64%
D+ 55%  to  59%
D 50%  to  54%
F 0%    to  49% (Not a Pass)
OR
EXC Excellent
SAT Satisfactory
UNSAT Unsatisfactory

For further information, see a copy of the Academic Policy, available online (http://www.senecacollege.ca/academic-policy) or at Seneca's Registrar's Offices.

Modes of Evaluation
Journal and Communication Tasks: 30%
Literature Review: 30%
Presentation Topic Research: 10%
Research Project and Presentation: 30%

Note: Seneca College's grading policy applies to online subjects.

Expected English Competencies

The ability to communicate in writing is essential for success in all business subjects. All written work must display the following characteristics of clarity and conciseness: 

  • writing is consistent with the rules of English grammar 
  • spelling and punctuation are correct 
  • appropriate vocabulary is used 
  • sentences are structured correctly 
  • main points are supported with specific, relevant examples and reasons
  • work flows logically through supporting statements/paragraphs 
  • work is arranged in correct format (i.e., reports, essays) 
  • layout is attractively displayed

Up to 10% of the final grade may be deducted on all written work if the above mentioned expected English competencies are not met. 
 

Students must attain a grade of at least 50% to pass the course. 

Assignments are due at the beginning of the class on the dates specified.  Begin your assignments early in anticipation of unforeseen problems that may arise in your work or personal life.  Should extenuating circumstances arise, please contact your instructor immediately, prior to when your assignment is due, so an appropriate course of action be established.  Late assignments may be subject to a penalty of up to 10% per week and will not generally be accepted beyond two sessions after the assignment due date.

The College's Academic Policy will prevail regarding Academic Honesty.

Assignments will be marked on the basis of an appropriate standard of research, content, organizaton of material and presentation.  Assignments are to be grammatically correct and typewritten or prepared by computer.

Students are expected to demonstrate a professional level of communication skills both verbally and in their written work.

All academic policies of the College at which you registered apply.  This includes, but is not limited to, policies related to grading supplemental exams, and accommodations.

PLEASE RETAIN THIS SUBJECT OUTLINE DOCUMENT FOR FUTURE EDUCATIONAL AND/OR EMPLOYMENT USE

Approved by: Sandra Noble