Study-Unit Description

Study-Unit Description


CODE INE3622

 
TITLE Learning Disabilities

 
UM LEVEL 03 - Years 2, 3, 4 in Modular Undergraduate Course

 
MQF LEVEL 6

 
ECTS CREDITS 4

 
DEPARTMENT Inclusion and Access to Learning

 
DESCRIPTION This study-unit intends to introduce the students to the field of Learning Disabilities. Learning Disabilities is a relatively new field (less than forty years) and people with Learning Disabilities are the largest population within the field of Disabilities, having been and still are being often mislabled and misunderstood. The students will also be exposed to multi sensory techniques with regard to intervention and teaching techniques.

Tentative Study-unit Outline:

- Learning Disabilities: An Overview;
- Aetiology and Cognitive Difficulties;
- Personality and Social Characteristics;
- Assessment and Learning Disabilities;
- Dyslexia and Dyscalculia;
- ADhD A related Difficulty;
- Multi-sensory Techniques of Teaching Reading & Mathematics;
- The Child with LD in the Classroom;
- The future for a person with LD;
- Listening to parents and youngsters with LD.

Required Text:

-Sternberg, R. (2018). Perspectives on learning disabilities: biological, cognitive, contextual. Routledge. https://doi.org/10.4324/9780429498381
Main Text/s and any supplementary readings:

Reading list:

- Journal of learning disabilities (USA: pro-ed).
- Intervention in school and clinic (USA: pro-ed).
- Reading: A Journal about Literacy and Language in Education (Blackwell Publishers, UK).
- Antonelli, L., Bilocca, S., Borg, D., Borg, S., Boxall, M., Briffa, L., Debono, C., Falzon, R., Farrugia, V., Gatt, L, Formosa, M., Mifsud, D., Mizzi, K., Scurfield, L., Scurfield, M., Vella, G.L. (2014). Drama, performance ethnography, and self-esteem: Listening to youngsters with dyslexia and their parents. SAGE Open, 4(2), 2158244014534696.
- Azzopardi, A., Bilocca, S., Falzon, R., Farrugia, V., Formosa, M. R., Formosa, M., Gatt, L., Gatt, S., McAlister, S. & Mizzi, K. (December 2017) Empowering dyslexic students through mobility. In M. Devlin (Editor-in-Chief), S. Kristensen, E. Krzaklewska & M. Nico (Eds) Learning mobility, social inclusion and non-formal education: Access, processes and outcomes. Joint European Commission and Council of Europe Publication. European Commission and Council of Europe, 123-136
- Camilleri, S., Chetcuti, D., & Falzon, R. (2019). “They Labeled Me Ignorant”: Narratives of Maltese Youth With Dyslexia on National Examinations. SAGE Open, 9(2), 2158244019855674.
- Camilleri, S., Chetcuti, D. & Falzon, R. (in press) “They Labelled Me Ignorant”: The role of neuroscience to support students with a profile of dyslexia. In Ayman El-Baz and Jasjit S. Suri. (Eds.) Neurological Disorders and Imaging Physics, Volume 3: Application to Dyslexia, Epilepsy and Parkinson’s: Chapter 09
- Chetcuti, D., Falzon, R. & Camilleri S. (2016) d pebble in my shoe – teenagers; experiences of dyslexia and examinations. Published by the authors (Erasmus+ programme)
- Chetcuti, D., Falzon, R. & Camilleri S. (2019) ‘The Pebble in my shoe’: Dyslexic students and their views of examinations. In C. Bezzina & S. Caruana (Eds.) Teacher Education Matters: Transforming Lives…Transforming Schools. pp. 433-447
- Falzon, R., 2010. Teaching Strategies for Children with Dyslexia in the Classroom
In: A. Azzopardi, (Ed.), Making sense of inclusive education: Where everyone belongs. Saarbrücken, Germany: VDM Publishing, pp. 95-105.
- Falzon, R. (2019). Literacy and Wellbeing. In S. Vella, R. Falzon & A. Azzopardi (Eds), Perspectives on Wellbeing - A Reader (pp. 79-95). Brill Sense.
- Falzon, R., & Calleja, C., 2015. Structured Multisensory Techniques in Reading and Learning Patterns: Some Considerations. In Calleja, C. & Johnston, C., (Eds) A Learning Paradigm Informed by Knowledge of the Learning Self: A Compendium of Applied Research on the Let Me Learn Process. Horizons-Forum on Learning Publications. pp. 379-398
- Falzon, R., Calleja, C., & Muscat, C. (2011). Structured multisensory techniques in reading and learning patterns: Some considerations. Revista de Ciències de l’Educació, XXXVI, 51-71.
- Falzon, R., & Camilleri, S. (2010). Dyslexia and the school counsellor: A Maltese case study. Counselling and Psychotherapy Research, 10(4), 307-315.
- Falzon, R. & Mifsud D. (2019) Drama, performance ethnography and Self- esteem listening to Youngsters with dyslexia and their parents. In S.B. Merriam & R.S. Grenier. (Eds.). Qualitative research in practice: Examples for discussion and analysis. John Wiley & Sons.

 
ADDITIONAL NOTES Students reading psychology as an area of study.

 
STUDY-UNIT TYPE Lecture

 
METHOD OF ASSESSMENT
Assessment Component/s Sept. Asst Session Weighting
Assignment Yes 100%

 
LECTURER/S Ruth Falzon

 

 
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It should be noted that all the information in the description above applies to study-units available during the academic year 2023/4. It may be subject to change in subsequent years.

https://www.um.edu.mt/course/studyunit