Special Education - Learning Disabilities

Course Information
TitleΕιδική Αγωγή-Μαθησιακές δυσκολίες / Special Education - Learning Disabilities
CodeΥ-002
Interdepartmental ProgrammeLanguages, Communication and Management of Educational Services in modern social, economic and tech
Collaborating SchoolsFrench Language and Literature
Economics
Philosophy and Education
German Language and Literature
Cycle / Level2nd / Postgraduate
Teaching PeriodWinter/Spring
CommonNo
StatusActive
Course ID600012601

Programme of Study: Languages, Communication and Management of Educational Services in modern social, economic and tech

Registered students: 37
OrientationAttendance TypeSemesterYearECTS
KORMOSCompulsory Course116

Class Information
Academic Year2025 – 2026
Class PeriodWinter
Faculty Instructors
Weekly Hours3
Total Hours39
Class ID
600282176
Course Type 2021
Specific Foundation
Course Type 2016-2020
  • General Knowledge
  • Skills Development
Mode of Delivery
  • Face to face
Language of Instruction
  • Greek (Instruction, Examination)
Learning Outcomes
Upon successful completion of the course students will be able to: • identify the consequences of theoretical models of disability on the structure of special education. • interpret relevant contemporary literature and research articles. • demonstrate a positive attitude towards disability and special education. • recognize the academic consequences of Learning Disabilities. • identify the specific learning needs through informal assessment. • adapt their instruction appropriately.
General Competences
  • Apply knowledge in practice
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Make decisions
  • Work autonomously
  • Work in teams
  • Work in an interdisciplinary team
  • Generate new research ideas
  • Appreciate diversity and multiculturality
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
1. Historical evolution of disability perceptions and practices Interpretive models of disability – Individual and Social model 2. Historical emergence of special education – international and Greek development Theoretical approaches to special education and teaching - Yniversal Design in Education. 3. The content and role of diagnostic learning services, methods, approaches and tools. 4. The concept of Inclusion and Inclusive Education- A School for All. 5. The implementation of special education in the context of the regular school and class – possibilities and limitations – the role of curriculum and grading. 6. The role of family–school relations – effective communication. 7. Learning Disabilities: myth and reality. Conceptual clarifications for the category and existing definitions. 8. Learning characteristics of students and students with LD. 9. Systematic Screening of Learning Difficulties – Response to Intervention (RtI) Model. 10. Current approaches to teaching students with LD- Co-teaching, collaborative teaching, peer counseling 11. Research-based teaching methods and approaches. 12. Universal Design- Curriculum and Instruction adaptations.
Keywords
disability, special education, inclusion, learning disabilities, dyslexia, differentiated instruction
Educational Material Types
  • Notes
  • Slide presentations
  • Multimedia
  • Interactive excersises
  • research articles
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Communication with Students
  • Use of ICT in Student Assessment
Description
In each lesson, video and PowerPoint presentations are used. For their project, students work on computers and design with the help of electronic sources. Communication with students takes place almost exclusively via the internet.
Course Organization
ActivitiesWorkloadECTSIndividualTeamworkErasmus
Lectures301.2
Reading Assigment401.6
Project351.4
Written assigments451.8
Total1506
Student Assessment
Description
The evaluation is in the Greek. The assessment includes an individual research synthesis paper. The assignment evaluation criteria are provided at the beginning of the course and they vary depending on the specific assignment.
Student Assessment methods
  • Written Assignment (Summative)
Bibliography
Course Bibliography (Eudoxus)
Παντελιάδου, Σ. & Αργυρόπουλος, Β. (2011). Ειδική Αγωγή- Από την έρευνα στη διδακτική πράξη. Αθήνα: Πεδίο Παντελιάδου, Σ.(2011). Μαθησιακές Δυσκολίες και εκπαιδευτική πράξη. Τι και γιατί. Αθήνα: Πεδίο
Additional bibliography for study
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. Bashan, B. & Holsblat, R. (2012). Co-teaching Through Modeling Processes: Professional Development of Students and Instructors in a Teacher Training Program, Mentoring & Tutoring: Partnership in Learning, 20 (2), pp. 207-226. 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. Friend, M., Cook, L., Hurley-Chamberlain, D & Shamberger, C. (2010). Co-Teaching: An Illustration of the Complexity of Collaboration in Special Education, Journal of Educational and Psychological Consultation, 20 (1), pp. 9-27. 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. Halvorsen, A. T. & Neary, Th. (2001). Building inclusive schools. Tools and strategies for success. Allyn & Bacon. 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. Kimberly, E. Bryant, D. Dieker, L., Pearl C. & Kirkpatrick, R. M. (2012). Planning in the Middle: Co-Planning Between General and Special Education, Journal of Educational and Psychological Consultation, 22(3), pp. 208-226. Lampropoulou, V. & Padeliadu, S. (1997). Teachers of the deaf as compared with other groups of teachers on attitudes towards people with disabilities and inclusion. Annals of the Deaf, 142(1), 26-33. 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. Loreman, T. Deppeler, J. & Harvey, D. (2010). Inclusive Education – Supporting diversity in the classroom. Routledge. 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. Mavropoulou, S. & Padeliadu, S. (2002). Teachers’ Causal Attributions for Behaviour Problems in relation to Perceptions of control. Educational Psychology, 22(2), 191-202. Mavropoulou, S., & Padeliadu, S. (2000). Greek Teachers’ Perception of Autism and Implications for Educational Practice : A Preliminary Analysis. Autism , 4(2), 173-183 Murawski, W.W., & Dieker, L.A. (2004). Tips and strategies for co-teaching at the secondary level. Teaching Exceptional Children, 36(5), 52-58 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. & Lampropoulou, V. (1997). Attitudes of special and regular education teachers towards school integration. European Journal of Special Needs Education, 12(3), 173-183. Padeliadu, S. (1998). Time demands and experienced stress in Greek mothers of children with Down’s syndrome. Journal of Intellectual Disability Research, 42(2), 144-153. 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. Shallcross, T. & Robinson, J. (1999). A Model of Participation in Continuing Professional Develoment and Evaluation through Action Research in Educating for Sustainability, Journal of In-Service Education, 25(3), pp. 403-422. 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. Swain, J. & French, S. (2008). Disability on equal terms. Sage Publications. 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? 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Last Update
26-05-2023