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HU Credits:
2
Degree/Cycle:
2nd degree (Master)
Responsible Department:
Education
Semester:
1st Semester
Teaching Languages:
Hebrew
Campus:
Mt. Scopus
Course/Module Coordinator:
Sarit Ashkenazi
Coordinator Office Hours:
Sunday 10:00-12:00
Teaching Staff:
Ms. yaara Lador-Weizman,
Dr. Sarit Ashkenazi
Course/Module description:
The course consists of two parts:
1.Dyslexia : Will be given by Yaara Lador
This part will consist of description of symptoms and course of Dyslexia, assessment process and evidence-based interventions for the disorder, and the research aimed to test hypotheses regarding the core deficits that underlie the disorder..
2. Dyscalculia: Will be given by Dr. Sarit Ashkenazi,
This part will focus on the development of numeric abilities, models of arithmetical comprehension, and theories, characteristics and underlying mechanisms of specific learning disorder in math. In addition, we will discuss the contribution of general cognitive factors for intact and compromised numerical processing.
Course/Module aims:
The course is aimed for special education professionals who work with students with specific learning disorders. The course aims to enable an understanding of the disorders, the rationale of the assessment and the limitations of the procedure, as well as an intelligent reading of an assessment report and recommendations.
Learning outcomes - On successful completion of this module, students should be able to:
At the end of the course, students will be able to:
•Identify the characteristics of SLD
•Recognize basic concepts of learning disorders and appreciate assessment reports.
•Discuss intervention possibilities for students with SLD
Attendance requirements(%):
100
Teaching arrangement and method of instruction:
Frontal
Course/Module Content:
The course consists of two parts:
1. Dyslexia: Will be given by , Yaara Lador between 19.5.2021 – 30.6.2021
This part will comprise of discussions of the following topics: (1) a brief introduction to the development of writing systems, (2) a concise discussion of the process of reading: what is the essence of written word recognition, (3) a discussion of the inherent problems of the theoretical and operational definitions of dyslexia, (4) a selective review of suggested etiologies for Dyslexia, (5) a concise discussion of the term 'reading comprehension', (6) the relation between reading disorders and difficulties in spelling: Is dysgraphia part of the dyslexia syndrome? (7) Intervention methods for reading disorders.
2. Dyscalculia: Will be given by Dr. Sarit Ashkenazi, between 24.05.2023-28.6.2023
This part will focus on the development of numeric abilities, models of arithmetical comprehension, and theories, characteristics and underlying mechanisms of specific learning disorder in math. In addition, we will discuss the contribution of general cognitive factors for intact and compromised numerical processing.
Required Reading:
Dyscalculia
Dehaene, S., Piazza, M., Pinel, P., & Cohen, L. (2003). Three parietal circuits for number processing. Cognitive neuropsychology, 20(3-6), 487-506.
הניק, א', רובנשטיין, א', אשכנזי, ש', מרק-זיגדון, נ' (2010). היבטים נוירו קוגניטיביים בעיבוד מידע נומרי. אוריינות ושפה, 3, (עמ' 130-113).
Noel, M. P., & Rousselle, L. (2011). Developmental changes in the profiles of dyscalculia: an explanation based on a double exact-and-approximate number representation model. [Perspective]. Frontiers in Human Neuroscience, 5. doi: 10.3389/fnhum.2011.00165
Geary, D. C. (2004). Mathematics and learning disabilities. J Learn Disabil, 37(1), 4-15.
Szucs, D., Devine, A., Soltesz, F., Nobes, A., & Gabriel, F. (2013). Developmental dyscalculia is related to visuo-spatial memory and inhibition impairment. Cortex, 49(10), 2674-2688.0
רותם, א' והניק א' 2016). מה יודעים מתבגרים עם לקות למידה במתמטיקה על לוח הכפל? אוריינות ושפה.
Kucian, K., Grond, U., Rotzer, S., Henzi, B., Schonmann, C., Plangger, F., et al. (2011). Mental number line training in children with developmental dyscalculia. Neuroimage.
Ashcraft M. H. & Moore, A. (2009). Mathematics Anxiety and the Affective Drop in Performance. Journal of Psychoeducational Assessment, 27, 197- 205.
Dyslexia :
Frost, R. (2005). Orthographic systems and skilled word recognition processes in reading. In M. J. Snowling and C. Hulme (Eds.) The Science of Reading: A Handbook. Blackwell Publishing Ltd. (pp. 277-287)
Rayner, K., Pollatsek, A. Ashby, J., and Clifton, C. (2012). Psychology of reading. Second edition, Psychology Press, Taylor & Francis Group, NY and London. (Ch. 2, pp. 23-48, and Ch. 13, pp. 321-343.)
Rayner, K., Foorman, B. R., Perfetti, C. A., Pesetsky, D., and Seidenverg, M. S. (2001). How psychological science informs the teaching of reading. Psychological Science in the Public Interest, 2, 31-74. (Selected pages: 31-31; 36-38; 39-44; 47-48; 52-61.)
Additional Reading Material:
Grading Scheme :
Written / Oral / Practical Exam 60 %
Essay / Project / Final Assignment / Home Exam / Referat 40 %
Additional information:
At end of each of the course subjects, students will be required to submit an exercise (2 exercises during the semester). The weight of each exercise is 20% of the final course grade. Dates of submission will be appear at the Model course site. Students must be present in the lectures. Taking the final exam at the end of each semester the course is conditioned by the fulfilment of the above two requirements.
Office hours:
Wednesday, 456, 11:00-11:45
Dr. Sarit Ashkenazi, Sunday, 10:00-12:00
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