www.stfrancis.edu · College of Education · Regional Educational Academy for Leadership
Dyslexia and Reading Disabilities: 1 in 5
- Template 2016
- Section TMPL
- 1 Credits
- 01/01/2016 to 01/01/2115
- Modified 12/06/2021
As a Catholic university rooted in the liberal arts, we are a welcoming community of learners challenged by Franciscan values and charism, engaged in a continuous pursuit of knowledge, faith, wisdom, and justice, and ever mindful of a tradition that emphasizes reverence for creation, compassion and peacemaking. We strive for academic excellence in all programs, preparing women and men to contribute to the world through service and leadership.
Provides candidates an overview of Dyslexia and other reading disabilities. Candidates learn how to identify the signs and symptoms of Dyslexia and explore teaching strategies, resources, and tools to address the needs of struggling readers. Elements of multi-sensory structured learning are introduced, and candidates will learn how to apply these elements to reach and teach struggling readers in the areas of phonemic awareness, phonics, fluency, comprehension, vocabulary and spelling.
College of Education Mission
The mission of the College of Education is to prepare competent and caring educators who understand students, serve the community and develop professionally to become ethical decision-makers and leaders.
Candidates will learn what signs and symptoms to look for to identify students struggling with literacy,how to use effective interventions to help these students, and they will gain awareness of ethical standards related to student and family interaction.
Serving the Community
Candidates will demonstrate the knowledge and skills they gain from this course to promote and implement appropriate, effective instruction for Dyslexic students in their professional education communities as well as with parents/caregivers.
Finding Our Professional Selves
Candidates will also become leaders and collaborators in the professional community to improve practices and programs for students with Dyslexia and their families.
Access to standards referenced in this section can be found HERE
By the conclusion of the course, each participant will be able to do the following:
1) Students will increase their understanding of Dyslexia and other learning disorders. (NBPTS 1,2,4; IDA 2.3, 2.4)
• 1a. Know the definition of Dyslexia. (NBPTS 1,2,4; IDA 2.1)
• 1b. Recognize characteristics of Dyslexia and related reading/learning disabilities. (NBPTS 1,2,4: IDA 2.3, 2.4)
• 1c. Tailor instruction to the student’s level of Dyslexia. (NBPTS 1,2,4; IDA 1.2, 4 A.3)
• 1d. Become familiar with state and federal laws pertaining to reading disabilities. (NBPTS 1,2,4; IDA 2.2)
2) Students will know the elements of Multi-Sensory Structured Language Teaching and explain the reasons for its effectiveness with struggling students. (NBPTS 1,2,3,4; IDA 4 A.1, A.2)
• 2a. Understand and define the elements of Multi-Sensory Structured Language Teaching and identify these elements as shown in lesson videos. (NBPTS 1,2,3,4; IDA 4 A.1, A.2, A.3)
3) Students will become familiar with various assessment tools used for planning instruction. (NBPTS 1,3,4; IDA 3.1)
• 3a. Understand the implications of the definition of Dyslexia on assessment. (NBPTS 1,3,4; IDA 3.1)
• 3b. Understand the differences and purposes for various assessment tools such as screening, diagnostic, outcome, and progress monitoring. (NBPTS 1,3,4; IDA 3.1)
• 3c. Explore various assessments of early literacy skills, phonics and decoding, reading, and spelling. (NBPTS 1, 3,4; IDA 3.1, 3.4, 3.6)
4) Students will describe aspects of ethical teaching and conduct related to individuals with learning disabilities and their families. (NBPTS 1,4,5; IDA 5.1, 5.8)
Reflective writing assignments
Candidates will complete reflective writing assignments as assigned in each module.
• Course outcomes 1,2,3,4,5
• Standards NBPTS 1,2,3,4,5; IDA 1.2, 2.1 - 2.4, 4 A.1 - A.3, 3.1, 3.4, 3.6
Respond to discussions
Candidates will respond to weekly discussion topics as assigned in each module.
• Course outcomes 1,2,3,4
• Standards NBPTS 1,2,3,4,5; IDA 1.2, 4 A.3, 5.1, 5.8
Final project on Dyslexia
Candidates will create a product of their choosing that will be used to share important information gained in this course about Dyslexia with other people in the candidate’s circle of influence.
• Course outcomes 1,2,3,4,5,6
• Standards NBPTS 1,2,3,4,5; IDA
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Academic integrity requires that all academic work be wholly the product of an identified individual or individuals. Collaboration is only acceptable when it is explicitly acknowledged. Ethical conduct is the obligation of every member of the University community, and breaches of academic integrity constitute serious offenses. Since a lack of integrity hinders the student’s academic development, it cannot be tolerated under any circumstances. Violations include but are not limited to: cheating, fabrication, facilitating academic dishonesty, plagiarism, and denying others access to information or material. See the University of St. Francis Catalog for further clarification and information on grievance procedures.
Services and Accommodations for Students with Disabilities (ADA)
The University strives to be in compliance with the Americans with Disabilities Act (ADA) and the ADA Amendments Act (ADAAA). A student who requires special accommodations or arrangements due to a disability should contact the Office of Disability Services. This contact preferably should occur no later than the first week of classes. Early contact before the semester starts is encouraged to allow sufficient time to provide accommodations. Extra time is needed for some types of accommodations such as sign language interpreters or special text formatting. Should a need arrive after the start of a semester; the student is encouraged to contact the Office of Disability Services as soon as possible. Note that accommodations are not retroactive. Each case will be reviewed on an individual basis to determine reasonable and appropriate accommodations.
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