Εκπαιδευτικές προσεγγίσεις στις Μαθησιακές Δυσκολίες

Εισαγωγικό μάθημα στην Ειδική Αγωγή

Η αξιολόγηση περιλαμβάνει: - Ατομική γραπτή εργασία βιβλιογραφικής υποστήριξης συγκεκριμένης διδακτικής προσέγγισης (50% του τελικού βαθμού) - Ομαδική εργασία παραγωγής υλικού υποστήριξης (power point) (25% του τελικού βαθμού) - Συμμετοχή σε ομαδική παρουσίαση (25% του τελικού βαθμού) Τα κριτήρια αξιολόγησης των εργασιών δίνονται στους φοιτητές κατά την έναρξη του μαθήματος και διαφοροποιούνται ανάλογα με τις συγκεκριμένες εργασίες.

Antoniou, F. & Padeliadu, S. (2014). Screening for Specific Learning Disabilities in Second Language Learners. In D. Tsagari & G. Spanoudis (Eds.), Assessing second language students with learning and other disabilities (pp.115-132). London: Lit Verlag. Archer, A. L., Gleason, M. M., & Vachon, V. L. (2003). Decoding and fluency: foundation skills for struggling older readers. Learning Disability Quarterly, 26, 89-101. Bender, W. N. (2004). Learning disabilities. Characteristics, identification and teaching strategies (5th ed). Boston, MA: Pearson Education Inc. Biemiller, A. (2001). Teaching vocabulary: Early, direct, and sequential. American Educator, 25(1), 24-28, 47. Boyle, J. R. (2000). The effects of a Venn diagram strategy on the literal, inferential, and relational comprehension of students with mild disabilities. Learning Disabilities: A Multidisciplinary Journal, 10(1), 5-13. Butler, D. L. (2002). Metacognition in comprehension instruction. In C. Collins Block & M. Pressley (Eds.), Comprehension instruction: Research-based best practices (pp. 77-95). New York, NJ: The Guilford Press. Butler, F. M., Miller, S. P., Creham, K., Babbitt, B., & Pierce, T. (2003). Fraction instruction for students with mathematics disabilities: Comparing tow teaching sequences. Learning Disabilities Research & Practice, 18, 99-111. Cass, M., Cates, D., Smith, M., & Jackson, C. (2003). Effects of manipulative instruction solving area and perimeter problems by students with learning disabilities. Learning Disabilities Research & Practice, 18, 112-120. Cawley, J. F. (2002). Mathematics interventions and students with high-incidence disabilities. Remedial and Special Education, 23(1), 2-6. Denton, C. A., Vaughn, S., & Fletcher, J. M. (2003). Bringing research-based practice in reading intervention to scale. Learning Disabilities Research & Practice, 18, 201-211. Dowker, A. (2005). Early identification and intervention for students with mathematics difficulties. Journal of Learning Disabilities, 38, 324-332. Elbaum, B., Vaughn, S., Hughes, M. T., & Moody, S.W. (2000). How effective are one-to-one tutoring programs in reading for elementary students at risk for reading failure?: A meta-analysis of the intervention research. Journal of Educational Psychology, 92, 605-619. Geary, D. C. (2004). Mathematics and learning disabilities. Journal of Learning Disabilities, 37, 4-15. Gersten, R., & Baker, S. (2001). Teaching expressive writing to students with Learning Disabilities: A meta-analysis. Elementary School Journal, 101, 251-272. Gersten, R., Fuchs, L. S., Williams, J., & Baker, S. (2001). Teaching reading comprehension strategies to students with learning disabilities: A review of research. Review of Educational Research, 71, 279-320. Gersten, R., Jordan, N. C., & Flojo, J. R. (2005). Early identification and interventions for students with mathematics difficulties. Journal of Learning Disabilities, 38, 293-304. Graham, S., & Harris, K.R. (2003). Students with learning disabilities and the process of writing: A meta-analysis of SRSD studies. In H. L. Swanson, K. R. Harris, & S. Graham (Eds.), Handbook of Learning Disabilities (pp.323-344). New York: Guilford Press. Graham, S., & Perrin, D. (2007). A meta-analysis of writing instruction for adolesnent students. Journal of Educational Psychology, 99, 445-476. Joseph, L.M. (2002). Best practices in planning interventions for students with reading problems. Best practices in school psychology IV, 803-816. Kavale, K. A., & Forness, S. R. (1987). Substance over style: A quantitative synthesis assessing the efficacy of modality testing and teaching. Exceptional Children, 54, 228-234. Kim, A., Vaughn, S., Wanzek, J., & Wie, S. (2004). Graphic organizers and their effects on the reading comprehension of students with LD: A synthesis of research. Journal of Learning Disabilities, 37(2), 105-118. Lederer, J. M. (2000). Reciprocal teaching of social studies in inclusive elementary classrooms. Journal of Learning Disabilities, 33, 91-106. Lenz, B. K., & Deshler, D. D. (2004). Teaching content to all: Evidence-based inclusive practices in middle and secondary schools. Boston: Pearson. Mason, L. H., & Graham, S. (2008). Writing instruction for adolescents with learning disabilities: Programs of intervention research. Learning Disabilities Research & Practice, 23(2), 103-112. Murawski, W.W., & Dieker, L.A. (2004). Tips and strategies for co-teaching at the secondary level. Teaching Exceptional Children, 36(5), 52-58 Nikolopoulos, D., Goulandris, N., & Snowling, M. J. (2003). Developmental dyslexia in Greek. In N. Goulandris (Ed.), Dyslexia in Different Languages: Cross-linguistic Comparisons (pp. 53-67). London: Whurr. O’ Connor, R., & Padeliadu, S. (2000). Blending Versus Whole Word Approaches in First Grade Remedial Reading: Short-term and Delayed Effects on Reading and spelling Words. Reading and Writing: A multi-disciplinary Journal ,13(1-2), 159-182. Padeliadu, S., Botsas, G., & Sideridis, G. (2000). The explanation of reading achievement using phoneme awareness, home environment and social status: Preliminary analysis with first-graders. In I. Austad & E. Tosdal Lyssand (Eds.), Literacy – challenges for the new millennium, (pp.173-181). Norwegian Reading Association – Center for Reading Research. Rogers, L., & Graham, S. (2008). A meta-analysis of single-subject design writing intervention research. Journal of Educational Psychology, 100, 879-906. Shaywitz, S. E. (2004). Overcoming dyslexia. New York: Knopf. Sideridis, G., Morgan, P. L., Botsas, G., Padeliadu, S., & Fuchs, D. (2006). Identifying students with or at risk for learning disabilities based on motivation, affect, and psychopathology: A ROC analysis. Journal of Learning Disabilities, 39(3), 215-229. Sideridis, G.D., Morgan, P.L., Botsas, G., Padeliadu, S. & Fuchs, D. (2006). Predicting LD on the basis of motivation, metacognition, and psychopathology: An ROC Analysis. Journal of Learning Disabilities, 39(3), 215-229. Silver, L. B. (2001). Controversial therapies. Perspectives, 27(3), 5-8. Swanson, H. L., & Hoskyn, M. (1998). A synthesis of experimental intervention literature for students with learning disabilities: A meta-analysis of treatment outcomes. Review of Educational research, 68, 271-321. Swanson, H. L., & Sachse-Lee, C. (2001). A subgroup analysis of working memory in children with reading disabilities: Domain-general or domain-specific deficiency? Journal of Learning Disabilities, 34, 249-263. Troia, G. A. (2006). Writing instruction for students with learning disabilities. In C.A. MacArthur, S. Graham, & J. Fitzg erald (Eds.), Handbook of Writing Research (pp. 324-336). NY: The Guilford Press. Vaughn, S., & Linan-Thompson, S. (2006). Special education for students with learning disabilities: What makes it so special? In B. G. Cook and B. R. Schrimer (Eds.), What is Special about Special Education? (pp. 1-11). Austin, TX: PRO-ED, Inc. Vaughn, S., Gersten, R., & Chard, D. J. (2000). The underlying message in LD intervention research: Findings from research synthesis. Exceptional Children, 67, 99-114. Vaughn, S., Levy, S., Coleman, M., & Bos, C. S. (2002). Reading instruction for students with LD and EBD : A synthesis of observation studies. Journal of Special Education, 36(1), 2-13. Wanzek, J., Vaughn, S., Wexler, J., Swanson, E. A., Edmonds, M., & Kim, A. (2006). A synthesis of spelling and reading interventions and their effects on the spelling outcomes of students with LD. Journal of Learning Disabilities, 39, 467-478. Werner, E. E. (1993). Risk and resilience in individuals with learning disabilities: Lessons learned from the Kauai longitudinal study. Learning Disabilities Research & Practice, 8, 28-35. Zigmond, N. (2003). Searching for the most effective service delivery model for students with learning disabilities. In H. L. Swanson, K. R. Harris, & S. Graham (Eds.), Handbook of learning disabilities (pp. 110-124). New York: Guilford Press. Βεκύρη, Ι. και Παντελιάδου, Σ. (2006). Είναι το εργαστήριο Φυσικών Επιστημών αποτελεσματικό για μαθητές με Μαθησιακές Δυσκολίες; Θέματα στην Εκπαίδευση,7(2),121-139. Μανωλίτσης, Γ. (2001). Σχέση μεταγλωσσικών ικανοτήτων και εκμάθησης της ανάγνωσης: Από το νηπιαγωγείο στη Β’ δημοτικού. Παιδαγωγικός Λόγος, 1, 9-29. Παντελιάδου, Σ. (2011). Μαθησιακές Δυσκολίες και Εκπαιδευτική Πράξη (διευρυμένη έκδοση). ΠΕΔΙΟ, Αθήνα. Παντελιάδου, Σ. & Μπέλιου, Β. (2006). Αξιολόγηση και αντιμετώπιση των Μαθησιακών Δυσκολιών: η ιδιαίτερη συμβολή της φωνολογικής επίγνωσης. Πρακτικά του 5ου Πανελλήνιου Συνεδρίου ΟΜΕΡ «Η αξιολόγηση στην εκπαίδευση – παιδαγωγική και διδακτική διάσταση» (383-392). Εκδοτικός Οίκος Αδελφών Κυριακίδη α.ε., Θεσσαλονίκη. Παντελιάδου, Σ. & Αντωνίου, Φ. (2008). Τεστ Ανάγνωσης (Τεστ-Α). ΕΠΕΑΕΚ, ΥΠΕΠΘ. (σταθμισμένο τεστ – 4 τεύχη: Περιγραφή του τεστ, Οδηγός εξεταστή, εργαλείο και φυλλάδιο εξέτασης). Παντελιάδου, Σ. & Αργυρόπουλος, Β. (Επιστημ. Επιμέλεια) (2011). Ειδική αγωγή: Από την έρευνα στη διδακτική πράξη,. ΠΕΔΙΟ, Αθήνα. Παντελιάδου, Σ. & Σιδερίδης, Γ. (2008). ΑΜΔΕ-Ανίχνευση Μαθησιακών Δυσκολιών από Εκπαιδευτικούς ΕΠΕΑΕΚ- ΥΠΕΠΘ. (σταθμισμένο τεστ – 3 τεύχη- Περιγραφή του τεστ, Οδηγός εξεταστή, εργαλείο). Παντελιάδου, Σ. & Φιλιππάτου, Δ. (Επιστημ. Επιμέλεια) (2013). Διαφοροποιημένη Διδασκαλία: Θεωρητικές προσεγγίσεις και εκπαιδευτικές πρακτικές. ΠΕΔΙΟ, Αθήνα. Παντελιάδου, Σ., Α. Πατσιοδήμου, & Γ. Μπότσας (2004) Οι Μαθησιακές Δυσκολίες στη Δευτεροβάθμια Εκπαίδευση (σελ. 130). Adaction, Βόλος. -Συναφή επιστημονικά περιοδικά: ⎼ Journal of Learning Disabilities ⎼ Learning Disabilities Quarterly ⎼ Remedial and Special Education ⎼ Exceptional Children ⎼ Learning Disabilities Research and Practice ⎼ Dyslexia