HU Credits: 1

Degree/Cycle: 2nd degree (Master)

Responsible Department: Education

Semester: 2nd Semester

Teaching Languages: English

Campus: Mt. Scopus

Course/Module Coordinator: Prof. Sheyla Blumen Cohen

Coordinator Email: sblumen@pucp.pe

Coordinator Office Hours: -

Teaching Staff:
Prof Sheyla Blumen Cohen

Course/Module description:
This is a theoretical-practical course in which the he/she student analyzes, understands and integrates the components of both learning differences and cultural diversity, to analyze the risk-factors of a particular learning situation, in order to establish the psycho-pedagogical strategies to be applied.

Course/Module aims:
This course aims to address the challenges of the demographic diversity of children and youth attending Israeli schools, which represent a risk-factor for any educator who wants to ensure the inclusivity of all students. Creating equitable and inclusive learning environments for the school community involves facing differences related to their religion, ethnic origin, socio-economic background, sex, gender identity, physical abilities, and learning differences, among others. Therefore, the configuration of any pedagogical intervention needs to involve learning differences and social identity, to fulfill the learning needs of the student.

Learning outcomes - On successful completion of this module, students should be able to:
At the end of this intensive course, the student:
- Compares the intersection of cultural diversity and learning differences to establish learning priorities following cultural needs.
- Discriminates the different types of LD from a critical, reflective, and creative perspective.
- Identifies best practices by learning needs, and the psycho-educational interventions proposed.
- Designs a psycho-educational proposal that addresses learning differences and cultural diversity taking into consideration ethics principles, respect for cultural diversity, human rights, and dignity.
- Communicates both, through written essays and oral presentations, the coherent integration of his/her proposal using a formal scientific language.
- Manages his/her own learning process exhibiting autonomous learning, seeking new knowledge, and identifying significant data.

Attendance requirements(%):
57

Teaching arrangement and method of instruction: Teaching strategies involves formative assessment with Kahoot, activities, group dynamics, case studies, and summative assessments.

Course/Module Content:
Module 1
Learning differences and diversity from a culturally responsive approach
- Introduction: Why and How?
- Learning differences: Inclusion or Exclusion?
- Identification of Students with Learning Disabilities
- What´s bad about being too good?
- LD and Social identify may exacerbate discrimination
Module 2
Diversity, equity, and curriculum
- A culturally responsive pedagogy
- Classroom strategies
- Teacher´s roles
Module 3
Ordinary measures to attend learning needs in ethnic-linguistic diversity
- Program Planning for Students with Learning Disabilities
- Accommodations, modifications and alternative skill areas for LDs
- Inquiry based approaches
- The culturally responsive teacheר
Module 4
Extraordinary measures to attend learning disabilities and cultural diversity
- Pre-learning self-assessment
- Struggling readers: The hardest task to face at school
- Differentiated instruction by content, process, product, affect/environment
Module 5
Meeting case-study learning needs/My project
- Case study: Keytha, Karen, Hugo, … and more
- Monitoring the students´ proposal of an IEP by case

Required Reading:
Blasi, E. The elephant in the classroom. Recovered from https://www.ldatschool.ca/the-elephant-in-the-room/
Gonen-Yaacovi, G., de Souza, L. C., Levy, R., Urbanski, M., Josse, G., & Volle, E. (2013). Rostral and caudal prefrontal contribution to creativity: A meta-analysis of functional imaging data. Frontiers in Human Neuroscience, 7, 465.
Mantiri, O. (2015). The Influence of Culture on Learning Styles. Recovered from https://papers.ssrn.com/sol3/papers.cfm?abstract_id&eq;2566117
Prater, M., Redman, A., Anderson, D., & Gibb, G. (2014). Teaching adolescent students with learning disabilities to self-advocate for accommodations. Intervention in School and Clinic, 49(5), 298-305.

Additional Reading Material:
Abraham, A., Pieritz, K., Thybusch, K., Rutter, B., Kröger, S., Schweckendiek, J. & Hermann, C. (2012). Creativity and the brain: uncovering the neural signature of conceptual expansion. Neuropsychologia, 50(8), 1906-1917.
Beaty, R. E. (2015). The neuroscience of musical improvisation. Neuroscience and Biobehavioral Reviews, 51, 108–117. http://dx.doi.org/ 10.1016/j.neubiorev.2015.01.004
Binder, J. R., Desai, R. H., Graves, W. W., & Conant, L. L. (2009). Where is the semantic system? A critical review and meta-analysis of 120 functional neuroimaging studies. Cerebral Cortex, 19, 2767–2796.
Cappa, S. F. (2008). Imaging studies of semantic memory. Current Opinion in Neurology, 21, 669–675.
Chambers, C., Wehmeyer, M., Saito, Y., Lida, K., Lee, Y., & Singh, V. (2007). Self-determination: What do we know? Where do we go? Exceptionality: A Special Education Journal, 15(1), 3-15.
Eide, B & Edie, F. (2011) The Dyslexic Advantage: Unlocking the Hidden Potential of the Dyslexic Brain. New York: Penguin.
Fiebach, C. J., Friederici, A. D., Smith, E. E., & Swinney, D. (2007). Lateral inferotemporal cortex maintains conceptual-semantic representations in verbal working memory. Journal of Cognitive Neuroscience, 19, 2035–2049.
Finke, R. A., Ward, T. B., & Smith, S. M. (1992). Creative cognition: Theory, research and applications. Cambridge, MA: MIT Press.
Kelley, K., Bartholomew, A., & Test, D. (2013). Effects of the self-directed IEP delivered using computer-assisted instruction on student participation in educational planning meetings. Remedial and Special Education 34(2), 67-77.
Shaywitz, B. A., Lyon, G. R., & Shaywitz, S. E. (2006). The role of functional magnetic resonance imaging in understanding reading and dyslexia. Developmental Neuropsychology, 30(1), 613-632.

Course/Module evaluation:
End of year written/oral examination 0 %
Presentation 30 %
Participation in Tutorials 30 %
Project work 0 %
Assignments 40 %
Reports 0 %
Research project 0 %
Quizzes 0 %
Other 0 %

Additional information:
https://www.ldatschool.ca/wp-content/uploads/2015/08/Feed-All-Four_Transcript.pdf
https://www.ldatschool.ca/learn-about-lds/ppm-8/
https://www.ldatschool.ca/learn-about-lds/accommodations-mods-alt-skill-areas/
https://www.edutopia.org/blog/5-minute-film-festival-culturally-responsive-teaching
https://www.ldatschool.ca/self-determination-and-self-advocacy/