Course Content (Syllabus)
• to teach learning theories implemented in teaching practice with emphasis on cognitive behaviorism, the constuctivistic theory and on the socio-cultural theory of learning and teaching.
•to teach well-known remedial programs tailored for different types of learning disabilities in the areas of reading, speaking and writing etc.
•to teach programs of cognitive-metacognitive strategies in an inclusive setting for reading, spelling and writing as well as teaching interventions such as differentiated teaching, curricula adaptations for reading, writing and spelling
learning disabilities, cognitive behaviorism, remedial programs, cognitive-metacognitive strategies
Course Bibliography (Eudoxus)
Bulgren, J.A. Lenz, B.K. (1996). Strategic instruction in the content areas. In D.D. Deshler, E.S. Ellis, & B. Lenz (eds), Teaching adolescents with learning disabilities: Strategies and methods (2nd ed., pp.409-473). Denver, CO: Love Publishing
Delacato, C.H. (1963). The Diagnosis and Treatment of Speech and Reading Problems. Springfield, 71 (6), 914-915
Ellis, E.S., & Colvert, G. (1996). Writing strategy instruction. In D.D. Deshler, E.S. Ellis, & B.K. Lenz (eds), Teaching adolescents with learning disabilities: Strategies and methods (2nd ed., pp.127-170). Denver, CO: Love Publishing
Frostig, M. (1967). Education of children with learning disabilities. In E. Frierson & W. Barbe (eds), Educating children with learning disabilities. New York: Appleton-Century_Crofts, 387-398
Gersten, R., & Baker, S. (2001). Teaching exressive writing to students with learning disabilities: A meta-analysis. The Elementary School Journal, 101, 251-272