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Professor: Dr. Thomas Holub 663-2303
Credits: 3 credits
Classroom: 11:00-2:00
Dates: June 27 to July 1, July 11- July 15 with a practicum July 19-21 or July 30
Course Description: This course investigates the nature and assessment of learning disabilities together with related
educational intervention strategies. An overview of historical perspectives, major theoretical positions,
and diagnostic and remedial disabilities. A practicum is required.
Possible Assignments
1. Assignment 1: DRIVING TOWARD SELF-DETERMINATION
Goal: To help students learn how to make good decisions in the classroom and why
making good decisions leads to a better learning environment for the entire class.
Strategies:
1. With the students’ help, list on the board or on flip charts some bad decisions students
make in the classroom. Encourage the students to us their own experiences
2. Opposite each bad decision, write at least one good decision the students could make,
instead of the bad decision. Again enlist the students’ help.
3. Discuss with the students how their ability to learn would be affected by the bad
decisions, by the good decisions. If this strategy is used on a different day, the lists
needs to be saved and redisplayed.
4. Have each student prepare an art project, drawing, collage, cube, etc., that show a bad
decision they have made and a good decision they have made in the classroom.
5. Each student will write a 2 to 4 paragraph paper explaining the consequences or
possible consequences of the bad decision they made and the consequences or
possible consequences of the good decision they made.
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Assignment 2:
Title: Decision to do your in class, get good grades, and do your homework.
Level of Instruction: 7-12
Goal: To help students understand that grades are important, and good ones will help them in the long run.
Strategies:
1.) Talk about how good grades will make you feel good about yourself, will help you get into college, and will give you respect from your teachers.
2.) Discuss with the class why I feel its important to do good in class and how teachers can usually tell if the students are giving it their all in the class.
3.) Ask the students if they always do their best on every assignment and have their homework in on time. If they do their best, or don’t try their hardest have them tell us why. What is holding them back? What makes them do their best?
4.) Assign them a writing on how they can change their behavior to try harder, because realistically 95% of people can usually do better or try harder.
Title: Decision whether to engage in risky behavior
Level of Instruction: 7-12
Goal: To help students understand that engaging in risky behavior has serious consequences.
Strategies:
1.) Talk about the pressures that adolescence face while growing up
2.) Describe and give facts of different types of risky behavior
a) Unprotected Sex/Having Sex/Experiencing with same sex partners
b) Smoking Marijuana/snorting Cocaine/Injecting Heroine
c) Driving Drunk/underage drinking/Binge Drinking
3.) Go around the room and ask the students to participate and give examples if they think there is a lot of pressure put on them by other students to engage in risky behavior.
4.) Make a handout of stories that ended badly because students participated in risky behavior.
5.) Assign students a risky behavior (hopefully all students will have a different one) to research and give a presentation on in front of the class, to inform everyone of the consequences of making a wrong decision.
Title: Decision on whether to get a part-time job or participate in an extra-curricular activity
Level of Instruction: 7-12
Goal: To help students understand that deciding to get a part-time job or participating in an extra-curricular activity during high school, will give you a good sense of responsibility and social inclusion.
Strategies:
1.) Talk about how the extra money you get from your job will be useful, and how fun it would be to do something you like with your peers and go all around the state.
2.) Research for facts on the positive and negative effects on students for getting a part-time job or participating in an extra-curricular.
3.) Make a chart on the board of the positives and negatives.
4.) Ask the students to show a raise of hands whose involved in an extra-curricular activity or part-time job.
5.) Assign the students to write an essay on why they decide to be involved or not be involved in an extra-curricular activity or pat-time job, and how their decision will help or hurt them in the future.