1 / 23

Experimental Course for Students with LD/ADHD

Experimental Course for Students with LD/ADHD. Diana Cassie, Ph.D. Dalhousie University. Addressing the Learning Needs of Students Diagnosed with LD and/or ADHD. 2.5 to 4.5% of university students have LD and/or ADHD These students benefit from special educational resources

ciaran-wolf
Download Presentation

Experimental Course for Students with LD/ADHD

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Experimental Course for Students with LD/ADHD Diana Cassie, Ph.D. Dalhousie University

  2. Addressing the Learning Needs of Students Diagnosed with LD and/or ADHD • 2.5 to 4.5% of university students have LD and/or ADHD • These students benefit from special educational resources • An experimental course is underway

  3. What challenges do those diagnosed with LD and/or ADHD face? • Differences between high school and university • Pace of learning • Independence • Nature of instruction • Learning resources • Demand for self-advocacy • Social challenges • Some of these differences can have a greater impact on students with LD and/or ADHD

  4. Research Support for a Course Intervention • Existing university courses for this student population • Research on effectiveness of learning services • Economic implications of not responding

  5. Key Elements of the Presentation • Draft Article • Curriculum Design Meta-Strategy • Learning Outcome Organizer • Software Solution for Career-Relevant Learning Outcomes

  6. ICPOGMUER • (Acronym) • Meta-strategy • Program heuristic

  7. Image (1/4) • Involves focus on the learner • What do these students need to know/need to know? • What experiences do they require? • Ideally, what should they be able to do? • Culminates in a list of potential Learning Outcomes

  8. Learning Outcomes: Students will learn and apply metacognitive strategies to monitor and regulate their learning. Students will understand their learning strengths and weaknesses. Students will explore their learning styles. Students will complete an assessment of their multiple intelligences. Students will relate their multiple intelligences to their educational and career plans. Students will explore and use assistive technologies to address their learning needs. Image (2/4)

  9. Image (3/4) Learning Outcomes (cont.): • Students will learn about, develop and apply self-advocacy skills. • Students will monitor and document the effectiveness of learning strategies explored and acquired in the course. • Students will use valid and reliable measures to explore and understand their career interests, aptitudes, and values. • Students will incorporate knowledge of their interests, values, aptitudes, and learning challenges, in their educational and career decision-making.

  10. Image (4/4) Learning Outcomes (cont.): • Students will identify accommodations and strategies that would be appropriate for use in the workplace to address their particularized learning disabilities. • Students will know the rights of individuals in the workplace who have disabilities. • Students will identify considerations for disclosure of a disability in the workplace. • Students will record and maintain their career-relevant knowledge and attainments in an electronic career portfolio.

  11. Category System (1/2) • Involves analysis of extensive list of possible Learning Outcomes • Classification via Category System

  12. Category System (2/2)

  13. Priorities • Involves selection of Learning Outcome Priorities for the course to be designed • Consider limitations of context

  14. Organizers (1/2) • “Content Organizers” link Learning Outcomes to enhance conceptual clarity and facilitate instructional methodology • Example: S-O-S

  15. Organizers (2/2) The S-O-S Organizer Levels of Knowledge Contexts

  16. Growth • Identify lowest and highest levels of learning associated with each of the Learning Outcomes Lowest Level Highest Level

  17. Methodologies (1/2) • Selection of creative and motivational instructional methods to facilitate learner movement Lowest Level Highest Level

  18. Methodologies (2/2) • Variety of instructional methodologies • Incorporation of supportive interactions in the learning process (learning tutors, coaches, mentors, etc.)

  19. Units (1/2) • The basic unit of instruction at university tends to be a “lecture” • Lectures can be clustered to comprise units of instruction • Apply a Generic Lesson Plan format

  20. Units (2/2) • Format should encompass the following: • Title of Lesson • Learning Outcome • Timeframe • Learning Resources Required • Initial Instructional Activity • Instructional Sequence • Alternative Instructional Strategies • Evaluation: Diagnostic/Formative/Summative

  21. Evaluation • Focus on evaluation tools that can facilitate learners’ performance, educator’s instruction and management of course

  22. Resources • Identify, describe, and “locate” relevant instructional resources

  23. A Helpful Resource • Personal History Documentation (PHD) • Software solution to identify, explore, analyse, organize, manage, and record career-relevant attributes

More Related