Learning Difficulties

Learning Difficulties
Μάθημα: Learning Difficulties
Course Number: 8Ε19
Ώρα:
Προαπαιτούμενα:
Μονάδες: 5
Αίθουσα:
Ημέρα:
Component(s):
Χάρτης: Map

COURSE OUTLINE

  • GENERAL
SCHOOL EDUCATION SCIENCES
DEPARTMENT PRIMARY EDUCATION
LEVEL OF STUDIES LEVEL 6
COURSE CODE 8Ε19 SEMESTER 8th
COURSE TITLE LEARNING DIFFICULTIES
TEACHING ACTIVITIES
If the ECTS Credits are distributed in distinct parts of the course e.g. lectures, labs etc. If the ECTS Credits are awarded to the whole course, then please indicate the teaching hours per week and the corresponding ECTS Credits.		 TEACHING HOURS PER WEEK ECTS CREDITS
  3 5
     
     
Please, add lines if necessary. Teaching methods and organization of the course are described in section 4.    
COURSE TYPE

Background, General Knowledge, Scientific Area, Skill Development

 Scientific area
PREREQUISITES:

 

 No
TEACHING & EXAMINATION LANGUAGE: Greek
COURSE OFFERED TO ERASMUS STUDENTS: No
COURSE URL: https://eclass.duth.gr/courses/429454/
  • LEARNING OUTCOMES
Learning Outcomes
Please describe the learning outcomes of the course: Knowledge, skills and abilities acquired after the successful completion of the course.
Upon completion of the course, the student will be able to:

• Critically examine dominant theoretical and diagnostic approaches to learning difficulties (LO7, LO12).
• Analyze developments in assessment and educational intervention over the past ten years, utilizing contemporary scientific evidence (LO7, LO12).
• Interpret and critically evaluate debates and scientific controversies regarding established diagnostic practices (LO7, LO12).
• Identify and compare national and international educational policies related to learning difficulties (LO7, LO12).
• Justify the selection and/or design of educational interventions based on research evidence and best practices (LO7, LO8).
• Adopt a critical stance toward established educational practices and propose alternative approaches to support skills such as reading, writing, arithmetic problem-solving, and understanding mathematical concepts (LO7, LO8).
General Skills
Name the desirable general skills upon successful completion of the module
Search, analysis and synthesis of data and information,

ICT Use

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

 Project design and management

Equity and Inclusion

Respect for the natural environment

Sustainability

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive reasoning
Equity and Inclusion

Critical thinking

 
  • COURSE CONTENT
1.       Course Introduction – Introduction to Learning Difficulties

2.       Concepts, Historical Context, and Contemporary Approaches

3.       Alternative Perspectives on Learning Difficulties: Social, Cultural, and Pedagogical Views

4.       Critical Analysis of Assessment Tools: Practical Applications, Validity, and Limitations

5.       Dyslexia under Critical Examination: Interpretations, Diagnostic Models, and Scientific Controversies

6.       Dysgraphia and Dysorthography under Critical Examination: Interpretations, Diagnostic Models, and Scientific Controversies

7.       Dyscalculia under Critical Examination: Interpretations, Diagnostic Models, and Scientific Controversies

8.       Educational Policy for Learning Difficulties: Legal Framework, Convergences and Divergences at National and International Level I

9.       Educational Policy for Learning Difficulties: Legal Framework, Convergences and Divergences at National and International Level II

10.    Educational Interventions with a Critical Perspective: Research Evidence, Assumptions, and Applications

11.    Support Strategies in Reading

12.    Support Strategies in Writing

13.    Support Strategies in Mathematical Thinking
  • LEARNING & TEACHING METHODS – EVALUATION
TEACHING METHOD
Face to face, Distance learning, etc.		 Face to face
USE OF INFORMATION & COMMUNICATIONS TECHNOLOGY (ICT)
Use of ICT in Teaching, in Laboratory Education, in Communication with students		 Use of ICT in Teaching, Use of ICT in Teaching in Communication with students
TEACHING ORGANIZATION

The ways and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographic research & analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.

 

The supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards.
Activity Workload/semester
Lectures 39
Bibliographic research & analysis 45
Assignment 41
Total workload 125
   
   
Student Evaluation

Description of the evaluation process

 

Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Presentation in audience, Laboratory Report,Clinical examination of a patient,Artistic interpretation, Other/Others

 

Please indicate all relevant information about the course assessment and how students are informed 

Written Assignment (50%) & Assignment Presentation (50%)

  1. Written Assignment with Reflective/Critical Approach (50%): Students select a topic from the course syllabus (e.g., the validity of diagnostic tools for dyslexia or educational policy on learning difficulties in Greece) and are asked to approach it critically, referencing relevant scientific literature.
  2. Group Assignment Presentation (50%): Students participate collaboratively in a presentation or structured discussion on research articles, case studies, or educational policy texts. The criteria and assessment method for both the Written Assignment and the Presentation are explained in detail during the first lecture of the semester and subsequently uploaded to the eClass platform.

Language of assessment: Greek

 
  • SUGGESTED BIBLIOGRAPHY
Grigorenko, E. L. (2008). Learning Disabilities: From Identification to Intervention. Springer.

Grigorenko, E. L., Compton, D. L., Fuchs, D. E., Fuchs, L. S., & Fletcher, J. M. (2020). Understanding, Diagnosing, and Treating Comorbid Learning Disorders. Springer.

Reid, G., & Peer, L. (Eds.) (2016). Multilingualism, Literacy and Dyslexia: A Challenge for Educators. Routledge.

Sideridis, G. D., & Swanson, H. L. (Eds.) (2023). Learning Disabilities: An International Perspective. Routledge.

Solovieva, Y., Koutsoklenis, A., & Quintanar, L. (2021). Overcoming theoretical stagnation through cultural–historical neuropsychology: The case of dyslexia. Theory & Psychology, 32(2), 263-280. https://doi.org/10.1177/09593543211040812