IAE202 - Adults With Learning Disabilities
| Semester | |
| School | |
| Last revision date | 2024-09-23 01:34:17.979 |
| Last review date | 2024-10-07 00:15:05.182 |
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
Special Interest
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.
Academic Integrity
Seneca upholds a learning community that values academic integrity, honesty, fairness, trust, respect, responsibility and courage. These values enhance Seneca's commitment to deliver high-quality education and teaching excellence, while supporting a positive learning environment. Ensure that you are aware of Seneca's Academic Integrity Policy which can be found at: http://www.senecapolytechnic.ca/about/policies/academic-integrity-policy.html Review section 2 of the policy for details regarding approaches to supporting integrity. Section 2.3 and Appendix B of the policy describe various sanctions that can be applied, if there is suspected academic misconduct (e.g., contract cheating, cheating, falsification, impersonation or plagiarism).
Please visit the Academic Integrity website http://open2.senecac.on.ca/sites/academic-integrity/for-students to understand and learn more about how to prepare and submit work so that it supports academic integrity, and to avoid academic misconduct.
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@senecapolytechnic.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 Accessibility Services Office at ext. 22900 to initiate the process for documenting, assessing and implementing your individual accommodation needs.
Camera Use and Recordings - Synchronous (Live) Classes
Synchronous (live) classes may be delivered in person, in a Flexible Learning space, or online through a Seneca web conferencing platform such as MS Teams or Zoom. Flexible Learning spaces are equipped with cameras, microphones, monitors and speakers that capture and stream instructor and student interactions, providing an in-person experience for students choosing to study online.
Students joining a live class online may be required to have a working camera in order to participate, or for certain activities (e.g. group work, assessments), and high-speed broadband access (e.g. Cable, DSL) is highly recommended. In the event students encounter circumstances that impact their ability to join the platform with their camera on, they should reach out to the professor to discuss. Live classes may be recorded and made available to students to support access to course content and promote student learning and success.
By attending live classes, students are consenting to the collection and use of their personal information for the purposes of administering the class and associated coursework. To learn more about Seneca's privacy practices, visit Privacy Notice.
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
None
To find out the cost of books and learning material go here.
Any courses not listed on the bookstore webpage do not require any resources for purchase. All resources will be provided by your instructor.
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.
Student Progression and Promotion Policy
http://www.senecapolytechnic.ca/about/policies/student-progression-and-promotion-policy.html
Grading Policyhttp://www.senecapolytechnic.ca/about/policies/grading-policy.html
| 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.senecapolytechnic.ca/about/policies/academics-and-student-services.html) or at Seneca's Registrar's Offices. (https://www.senecapolytechnic.ca/registrar.html).
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