Liberal Arts & Professional Studies
Languages and Linguistics
Working Class Outline
Course: AS/LLS 1000 6.0
Course Webpage:
Language and Learning Seminar (LLS)
eClass - http://www.yorku.ca/eClass
Term: Fall/Winter 2021.2022
Course Description:
The course is intended primarily for first year students with disabilities to assist
them with in their transition to university studies at York. Students at other levels
may enroll but need to understand that the focus is geared towards the first-year
experience.
Enrollment is through permission of the instructor. This means that interested
students need to fill in the registration form here :
https://forms.students.yorku.ca/embed.php?id=17218
Once the form is received, we will email you with instructions on how to enroll as
we need to open a window of 24 hours so that you can enroll.
(If you are reading this on the website, on eClass, you have already done this
step!)
One of the major goals of the course this year is to support students with a
transition not just to 1st year studies but to remote learning.
There are 3 main content modules. Throughout the content modules, students
will also learn HOW to learn as both a university student and one in a remote
learning environment. Students will be exposed to a variety of methods of
evaluation so that they can learn how their academic accommodation might work
within the context of a course which is offered remotely (and some of this will of
course transfer to in person learning).
If in person teaching becomes a possibility in the winter semester, the
class will meet in person, and we can Zoom students in who cannot come
to campus for those classes. Our experience is that the teaching
environment is a richer one when it is in person, so we ask that you
consider coming to campus if in person learning it permitted. All health
protocols will be in place. As of right now, as we have not room
assignments and it is not clear what technology will be available in the
classroom in the winter. The backup plan will be that a laptop will be
available and mounted on a lectern at the front of the class. Hopefully we
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will have a higher tech solution, but it is important for you to have a sense
of what the set up will be for both semesters.
Topics for Study
1) Study of Disability
Models of disability will be discussed – the dominant medical model as well as
the social model of disability will be discussed.
The role of trauma (both “trauma” and “Trauma”) will be discussed. The
principles of trauma informed practices will be discussed in the context of the
class as well as with the study of disability.
Students are provided with a theoretical overview of the etiology of a variety of
disabilities including but not limited to Learning Disabilities (LDs), Attention Deficit
Hyper Activity Disorder (ADHD), Autism Spectrum Disorders (ASDs), Mental
Health Disabilities (Depression, Anxiety, Schizophrenia), Addiction and Sensory
Disabilities (specifically students who are deaf, deafened, hard of hearing).
We will explore their common academic and social manifestations. Current
support models as well as different models of disability are reviewed.
The intersectionality of disability and other identities such as race, religion, and
sexuality will be discussed as well as the social and emotional implications.
2) Stress Management and Mindfulness
The course also explores Stress and Stress Management Theories. We explore
the stressors encountered in daily living. Various etiological theories will be
proposed for stress, followed by a critical analysis of different therapeutic models.
Students will learn concepts around Mindful approaches to dealing with stress as
well as gaining an understanding of Cognitive Behavioral Therapy.
3) Career Development for Individuals with Disabilities
Another module focuses on a detailed examination of career development
theories and the potential impact of disabilities on an individual's career path. We
hope that exploring these issues will benefit students as they progress through
university and beyond.
Please note the course outline will be finalized the first day of classes after
discussion with the students
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Course Instructors:
Maureen Barnes, BA, B.Ed., MA (Course Director)
N204 Bennett Centre for Student Services
416-736 - 5755
maureen@yorku.ca
Mitch Mallette, BA, B.Ed., M (Course Instructor) – Mindfulness Section – Winter Term
N108 Ross
416-736- 5755
Mitchm22@yorku.ca
Course Assistants:
Gaetano Minto. <gaetanominto@gmail.com>
Shannon Harman <shrm93@my.yorku.ca>
Course organization
This fall, the course is a remotely delivered course, which means that there are no inperson/on campus components or activities.
The first class on Tuesday, September 14th, 2021, will run from 11:30 – 2:30pm.
As of September 21st, lectures will run synchronously (live) from 11:30 – 12:20pm. There will
be a 10-minute break. From 12:30 – 1:30pm there will be a synchronous (live) tutorial.
All lectures will be delivered synchronously, will have active participation components, and will
be recorded.
Tutorial attendance is worth 40% of the course grade, and students will be expected to engage
in tutorial. This will mostly take place in smaller breakout rooms.
Much of the work in the tutorial will be on exploring the content of the course through active
discussion. These sessions will not be recorded to allow for fulsome discussion of what can
be more difficult conversations around disability, stigma, and advocacy.
Technical requirements for taking the course
There will be times in the lectures and tutorials where students will be welcome
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to have their video cameras off if they concentrate better that way. There will be
times when students will break into smaller working groups of 4-5 peers. During
these sessions, students are encouraged to have their video on as it increases
the ability to connect with fellow students. Students need to ensure that they are
able to meet the course’s technical requirements. These requirements include
the following:






Relatively stable, higher-speed Internet connection (Speedtest can be
used to check Internet speed and stability); and
A computer with webcam and microphone, and/or a smart device (e.g.,
mobile phone) with these features.
For more information about the platforms that this course will use, please
visit the following useful links for student computing information, resources
and technical help:
Student Guide to Moodle
Zoom@YorkU Best Practices and Zoom@YorkU User Reference Guide
For technical assistance, please visit the Computing for Students website.
Contact for Instructors
Each instructor will indicate to you how best to contact them at the start of their
section.
Maureen, the Course Director, will be available on most Thursdays from 12 –
1pm in the Zoom room for open group office hours. If office hours are cancelled
or shortened one week, students will be notified over eClass. If you want to
connect individually, you need to email to arrange a 1:1 appointment.
Email Contact
To ensure that email is responded to in a timely way, it is important to identify in
the subject line that it is a course related email. By putting in the subject line :
LLS1000: Title of Email - this is the best way to ensure the email is not lost in my
inbox.
I respond to course emails from 8am – 9am daily. Emails that are sent after 9am
will be responded to starting at 8am the next day.
Time and Locations:
This course is traditionally taught in a face-to-face environment. For this academic year, we
will hosting the course as a remote learning experience for the fall, hoping that we can meet in
person in the winter semester.
There will be 3 learning environments for the course:
1) Self-guided activities on eClass
2) Lecture on Zoom
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Topic: LLS F/W 2021 2022
Time: Sep 14, 2021 11:30 AM Eastern Time (US and Canada)
Every week on Tue, until Apr 5, 2022, 30 occurrence(s)
Sep 14, 2021 11:30 AM
Sep 21, 2021 11:30 AM
Sep 28, 2021 11:30 AM
Oct 5, 2021 11:30 AM
READING WEEK BREAK NO CLASSES Oct 12th
Oct 19, 2021 11:30 AM
Oct 26, 2021 11:30 AM
Nov 2, 2021 11:30 AM
Nov 9, 2021 11:30 AM
Nov 16, 2021 11:30 AM
Nov 23, 2021 11:30 AM
Nov 30, 2021 11:30 AM
Dec 7, 2021 11:30 AM
EXAM PERIOD STARTS Dec 9th
Jan 11, 2022 11:30 AM
Jan 18, 2022 11:30 AM
Jan 25, 2022 11:30 AM
Feb 1, 2022 11:30 AM
Feb 8, 2022 11:30 AM
Feb 15, 2022 11:30 AM
READING WEEK BREAK NO CLASSES Feb 22nd
Mar 1, 2022 11:30 AM
Mar 8, 2022 11:30 AM
Mar 15, 2022 11:30 AM
Mar 22, 2022 11:30 AM
Mar 29, 2022 11:30 AM
Apr 5, 2022 11:30 AM
Join Zoom Meeting
https://yorku.zoom.us/j/92674447915?pwd=RlArWldFZ1Ztc1JqYXJ2WnZ5bW9CQT09
Meeting ID: 926 7444 7915
Passcode: 973191
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One tap mobile
+14388097799,,92674447915#,,,,*973191# Canada
+15873281099,,92674447915#,,,,*973191# Canada
2) Tutorial over Zoom - 12:30 – 1:30pm – Sept 21st - April 5th, 2022
Same Zoom link as above
Course Format
As a first-year course, students are intentionally exposed to multiple formats of learning and
evaluation. As such, students will be expected to demonstrate their understanding of course
material in a variety of ways. Students will be expected to hand material in on time, actively
engage on-line (in small groups and with the larger class), read academic material, respond to
academic material both orally and in writing.
The content and format of the course implements Universal Design Principles and as such,
most students do not need to arrange for individualized accommodation as accommodations
are built in within the structure and format of the course. Students who feel that the course
does not meet one of their accommodation needs are strongly encouraged to come to “virtual “
office hours and/or set a time for a telephone appointment to discuss their individual concerns.
Core Learning Objective: The course is meant to provide students with an opportunity to
develop ways to accommodate themselves in a supportive environment. Open dialogue is
encouraged at all times between students, course assistance and course instructors around
any concerns the course format or content might present.
Weekly on-line assignments are a fundamental component of the course. The purpose of the
on-line sections of the course is to familiarize students with the emerging practice of instructors
asking students to post assignments, look up course materials, and do course evaluations online. The platform that will be used to support this section of the course is eClass.
As a part of familiarizing themselves with the process of being a 1st year student, students in
this course will be expected to attend virtual/remote workshops offered by Learning Skills
Services which is an on-campus support for all students.
At the university level, typically, students are expected to be devoting 2-3 hours of study time
for every hour of classroom time. This means within the context of LLS, students should be
expecting to spend 6-9 hours outside of class working on various components of the course.
How these 6-9 hours breaks down will vary on a week-to-week basis. For example, the first
week of classes, students can expect to attend class and then spend 2-3 hour researching and
the possibly researching and/or attending workshops they will be using to satisfy the Learning
Skills workshops assignment.
Course Structure
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Zoom - “Video”/Synchronous/ Instruction - 2 hours a week from 11:30am – 1:20pm on
Tuesdays
On-line Discussions and Posting of Pre/Post Class Assignments - 1-2 hours a week
Independent Reading for On-line Discussions - 2 hours a week
Independent Work on Major Assignment (reading, writing research) – 2 hours a week
Some students find it very difficult to organize their time in remote learning environments. As
such, we will be discussing different strategies you can use. The course structure above
suggests that you need to find about 8 hours a week that you can dedicate to this course – and
only 2 of those hours is pre-scheduled for you on Tuesdays from 11:30 – 12:10pm
Course Text/Readings – 2021 - 2022
There are 2 required text for the course.
1) Ellis, D., Toft, D., and Dawson, D. (2020). Becoming a Master Student. 7th CANADIAN
Edition. Toronto: Nelson.
a. The bookstore has order hard copies
b. You can rent or buy digital copies at:
https://www.nelsonbrain.com/shop/ProductDisplay?langId=1&storeId=10651&catalogId=10052&productId=1538544
2) Duckworth, Angela. (2018). Grit: The Power of Passion and Perserverance. Toronto:
Collins.
a. The bookstore has ordered hard copies and you can order from them
b. You can buy audio copies at: https://www.audible.ca/pd/GritAudiobook/B072BH5V2T?source_code=GDGGBRF0814170003&ipRedirectOver
ride=true&mkwid=JBvOX1pg_dc&pcrid=218210530477&pmt=&pkw=&product=B
K_SANS_007459CA&pgrid=51625898131&ptaid=aud-366776972099%3Apla363329398217&gclid=Cj0KCQjwkK_qBRD8ARIsAOteukCvXvzDWt4BmqG11Hb
hfPqnOTJXDyWaXoCjD4WVtUAt4FgqE6MYFYQaAijeEALw_wcB&gclsrc=aw.ds
c. Or order Kindle edition
https://www.amazon.ca/s?k=grit+angela+duckworth&crid=RGC6FIIKOOMZ&spre
fix=Grit%2Caps%2C210&ref=nb_sb_ss_i_4_4
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Evaluation Breakdown - Short Version
Fall Term:
10% - On-Line Moodle Quizzes
10% - Critical Response to the Proposed Post Secondary Standards under the AODA
20% - Oral/Video Presentation about Learning Process
This assignment starts in October with presentations starting in January
10% for tracking/logging/write up 2-page summary of the process – to begin in
October and end in December
These components are due in Jan/Feb
2.5% for the physical presentation - images/interest – power point/sway/etc
2.5% for “presenting” (can be narrated and presented or presented live)
5% for providing constructive comments to 2 peers
Note: “Presenting is just one component of this assignment – many students
who have concerns about presenting in class realize that it is only 2.5% of the
total grade. Students who are really concerned about this component are encouraged
to meet with the Course Director early in the semester as we can also arrange to
present 1:1
10% - Participation
5% of this grade is earned through attending a Learning Skills Workshop
5% for engaging in tutorials – contributing to the chat, offering to give feedback to the
larger group the end result of mini group discussions, and/or asking questions during
the lecture
Winter Term:
15% - Content Test Jan 26th, 2022
20% - Essay - March 8th, 2022
5% - Career Assignments on-line modules
10% - Participation - for engaging in tutorials – contributing to the chat, offering to give
feedback to the larger group the end result of mini group discussions, and/or asking
questions during the lecture
Evaluation Breakdown – Long Version
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First Term:
Date
1) 10 On-line Quizzes/Activity
10%
Due each weekly
First quiz is due Sept 21st
** Extensions are not automatically granted for on-line quizzes. If you get behind on a quiz –
best to speak to your TA about options that might be available. The purpose of the quizzes is
to make sure that you are on track and have some solid learning skills that you need to
participate in the class
2) Critical Response to the Proposed Post Secondary Standards under the AODA
10%.
Due between October 5th and October 19th
3) Attendance at 1 Learning Skills Program Remote Workshops and submission of the write up
of the session and your reflections on your learning (This is part of your participation grade)
5%
Due between October 19th and October 29th
Please note that extensions for workshops are not usually granted past October 19th th as one
of the goals of the assignments is for you to become familiar with resources that are meant to
support you throughout the end of the semester and into the winter semester. If there are
extenuating circumstances, please speak with your TA.
Second Term:
4) Content Test on eClass
15%
Open Book test
January 26th test opens and closes January 31st
5) Essay
March 8th – March 15th th at 8:30AM
Grade/Feedback Received
6) Oral Presentation
March
20%
March 30th
20%
TBA - Posted in the month of
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7) Career Section
5%
- Completion of weekly on-line assignments – TBA in winter term
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Grading, Assignment Submission, Late Penalties and Missed Tests
Grading will follow the Common Grading Scheme for Undergraduate Faculties at York. See
the table below for letter grades and their numerical equivalents.
Letter Grade
A+
A
B+
B
C+
C
D+
D
E
F
Point Value
9
8
7
6
5
4
3
2
1
0
%
90+
80-89
75-79
70- 74
65-69
60-64
55-59
50-54
40-49
0-39
Definition
Exceptional
Excellent
Very good
Good
Competent
Fairly competent
Passing
Barely passing
Marginally failing
Failing
Extensions for Assignments
A firm adherence to set due dates is in the best interest of students so that they do not fall
behind with their work. Students with flexible deadlines as an accommodation are welcome to
discuss the need for an extension with the course director. All students can ask for up to 5
days of extensions automatically for any assignments. In order to be granted an extension,
student can email the course instructor.
Extensions of more than 5 days need to be discussed with the course director and supporting
documentation might be requested as per university policy.
On-line quizzes are used as a way to support your learning in the classroom. They are to
provide you with the tools you need to use to engage with the class material of that week. In
addition, they are a reflective tool for the writing process you will engage in during the winter
with your essay.
Important Course Information for Students
All students are expected to familiarize themselves with the following information, available on
the Senate Committee on Curiculum & Academic Standards webpage (see reports, Initiaives,
Documents) – http://www.yorku.ca/secretariat/senate_cte_main_pages/ccas.htm


York’s Academic Honesty Policy and procedures /Academic Integrity Website
Ethics Review Process for research involving human participants
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Course requirement accommodation for students with disabilities, including
physical, medical, systemic, learning and psychiatric disabilities
Student Conduct Standards
Religious Observance Accommodation
Special Accommodations
The evaluation system in LLS1000 is designed to be equitable to students with a variety of
special needs. Nevertheless, students are invited to discuss individual concerns about specific
assignments with the instructor to whom that assignment is due or the Course Director,
Maureen Barnes (maureen@yorku.ca).
The course is designed in keeping with the principles of universal design. As a result, there is
no need for students to provide a letter of accommodation. If students would like to discuss
the need for further accommodation, they are encouraged to speak with the course director at
the start of the class to see how appropriate supports can be put into place.
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ASSIGNMENT BREAK DOWNS/ DESCRIPTIONS
1) On-Line/Quizzes Component of the course
The on-line component will vary to give you a broad sense of how the on-line environment can
support your learning.
Weekly you can minimally expect that you will be reading 1 chapter from the Becoming a
Master Student ( 30-40 pages) as well as 1 chapter from the “Grit” text (about 20 pages).
Quiz due dates and associated reading:
Date
Week 1 – Sept 14th
Welcome and Overview
Week 2 – Sept 21
Ellis – Chapter 1 and 2 - First Steps/Time
Practice On-Line – Quiz 0 / Trial Quiz
3 different mini activities to try - no marks. The purpose
is to make sure you can get on-line and do a quiz before it
counts
Quiz 0 – Due Sept 27th @ 11:59pm
Week 3 – Sept 28
Transistions, Intro Chapter 1 and 2 – First Steps - Ellis text
Duckworth Chapter 1
Quiz #1 Due Monday Sept 27th at 11:59PM on
Week 4 – October 5th
Chapter 2 – Ellis - Time
Chapter 2: Distracted by Talent - Duckworth
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Quiz # 2 – Chapter 2 – Time
Due Monday, October 4th at 11:59PM
October 12th
READING WEEK NO CLASSES NOTHING DUE
Week 5 - October 19th,
Chapter 4 – Ellis – Reading
Chapter 3 - Effort Counts Twice - Duckworth
Quiz #3 - Due Monday Oct 18th @ 11:59PM
Week 6 – October 26th
Ellis Chapter 3 - Memory
Chapter 4 – How Grit Affects You - Duckworth
Quiz #4 – Due Monday October 25th @ 11:59 pm
Week 7 - November 2nd
Chapter 5 – Grit Grows - Duckworth
Chapter 6– Interest - Duckworth
Chapter 5 – Ellis Notes
Quiz #5 Due Monday Nov 1 st at 11:59PM
Week 8 – November 9th
-Chapter 6 - Ellis - Test
Chapter 7– Practice - Duckworth
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Quiz #6 Due Nov 8th
Week 9 – November 16th
Chapter 7 – Thinking - Ellis
Chapter 8– Purpose- Duckworth
Quiz #7 – Due Mon Nov. 15th at 11:59pm
Week 10 – Nov 23rd
Chapter 5 – Communicating – Ellis
Chapter 9– Hope - Duckworth
Quiz #8 Due Nov 22nd at 11:59pm
Week 11 – Nov 30th
Diversity Chpt 9 - Ellis
Chapter 11– Playing the Fields of Grit- Duckworth
Quiz#9 - Due Nov 29th at 11:59pm
Week 12 - Dec 7th
Chapter 12– A Culture of Grit- Duckworth
Chapter 11 – Health – Ellis
Quiz # 10 – Due Dec 6th at 11:59
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2) Critical Response to the Proposed Post Secondary Standards under the AODA
10%.
Due between October 5th and October 19th
The purpose of the assignment is 2 fold. The first purpose is to get a sense of your baseline
writing skills. The second purpose is to allow you to start understanding the law in Ontario
around disability and to possibly affect positive change.
You are to write 3-4 pages, double spaced where you provide a 1 page introduction/overview
of what the Post Secondary Standards are and then discuss in 2-3 pages what you think the
strengthes are of the standards, the feasibility of what is being proposed, and the content.
With respect to the content, you can choose to focus on one or more of the barrier areas ( you
do not need to speak to all of them). Your final page should be your conclusion and take the
form of feedback that you could actually send as a part of the public consultation process.
3) Learning Skills Services Workshop – Part of Your Participation Grade
– 5% of Final grade
– 10 marks
– Attend 1- Due between October 19th and October 29th
Learning Skills Workshops are offered to ALL York university students. Their aim is to provide
learning skills supports to students in the areas of reading, writing, note taking and studying for
tests and exams.
LLS students will choose which workshops are most relevant to them and their own learning
needs. Students will be expected to choose, sign up for and then reflect, through the
submission of an on-line assignment, how they can use material presented in these workshops
to better develop their own learning skills.
Each workshop that a student attends will be graded out of 10 marks
Marks will be allocated to the reflection on the workshop:
o 2 marks for grammar and spelling
o 4 marks for a summary of the concepts taught
o 4 marks for a reflection on how the student can apply what was taught to
their own learning and/or how they felt the material was relevant to them or
not relevant to them
Students will be expected to attend 2 – One in September and One in October
More information about specific workshops can be found on the Learning Skills page at:
http://lss.info.yorku.ca/workshops/
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Advance registration is not necessary but LSS workshops fill up on a firstcome, first-served basis, so come early for a good seat! Attend 8 or more
different Learning Skills Workshops to earn your Passport to Success.
Please NOTE: Other workshops that are offered through Student Counselling &
Development , Student Accessibility Services, Career Services or other units on
campus WILL NOT count towards this part of the grade. The purpose of this
component of the course is to develop academic learning skills.
4) Content Test in January on eClass
Students will be expected to complete an on-line test in January. The test can be done at any
time between January 25th and January 31st . Once the test has been opened, it must be
completed. Students will have only one chance to write. Students are encouraged to make
sure they have adequate access to technology (internet access, access to eClass) as well as
uninterrupted time/space to write.
The content of the test will be on the material presented in class. It will be a combination of
vocabulary/short answer and essay questions. Students will have access to possible test
questions in advance to prepare.
5) Formal Essay
–
–
–
10% of Final grade
Graded out of 100%
March 8th - 15th at 8:30AM
Length: 6-8 pages double spaces, 12 pt font
Citation: APA Style
Sources: A minimum of 2 academic, referred journals and 2 sources of your
choice
Purpose:
To be able to compare and contrast 2 concepts to determine the relationship
between them
To write a formal essay following standardized academic formats (e.g. APA)
Question
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Define and discuss “self-advocacy skills” and “grit” both terms we have been
discussing and reading about in class. What does the research say about these
concepts? What (if any) is the relationship between these two concepts?
You will be expected to find a minimum of 4 sources for your essay. These sources should be
valid and relevant. While doing an internet search for sources might be acceptable, you
should check in with the course assistants if you have questions. Wikipedia is not a source to
be used for this essay.
More information on the essay will be handed out in the weeks following the fall reading week.
6) Oral Presentation



Topic – Learning Something New
20%
TBA – Starting in February
The purpose of the oral presentation is to give you an opportunity to do an oral presentation to
a class of peers at the university level in a supportive environment. Student who have a fear to
public speaking should speak to the Course Director to explore options like video capturing a
presentation and showing it to the class as well as other possible examples.
The oral presentation will have 3 components:
1) The actual Power Point Presentation
2) The giving of the presentation to the class
3) A write up of the process of learning a new skill – what you choose to learn, how you went
about learning it, what you discovered about yourself in the process
More information will be available the first few classes
7) Participation - 20%
Participation is an important component of this course. Learning takes place through
engagement.
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Stress and Time Management Module (Winter Term Lectures - Part 1):
Maureen Barnes
W128 BSCC
Email: Maureen@yorku.ca
The stress management component of LLS1000 balances a theoretical consideration of stress
management with a practically focused, hands-on approach designed to develop students'
abilities to manage stress in the context of university life. We will discuss various definitions
and theories of stress , sources and symptoms of stress, and healthy ways of managing
stress. Students will be expected to attend lecture, participate in discussion, and complete
various weekly readings.
As a part of the stress management component, students will also be taught about concepts of
mindfulness. Students will explore how mindfulness can be used to bring awareness to
different states, such as being stressed, and how awareness can lead to proactive strategies.
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Career Development Module (Winter Term Part 2):
The objectives for this module in the course are to:
a. examine career development as a process
b. explore the impact of disabilities on career development
c. explore factors that lead to the career success of persons with disabilities
d. look at human rights legislation: rights and responsibilities
e. delineate work accommodations that assist with career success
f. discuss the impact of disclosing disabilities on the job
g. develop reflective skills that assist in developing effective career goals.
Students will be expected to participate in the learning process by contributing their ideas
during class times. Knowledge will evolve through group discussions as well as through the
information delivered in lecture and internet format. A specific listing of the weekly topics,
readings, and assignments will be announced in class during the first period of this module.
Evaluation:
Weekly readings will be assigned and will be utilized to respond and engage in various on-line
assignments.
Career Module Readings:
A detailed schedule of readings for the Career Module will be available in January prior to the
start of the career module. Students are required to do weekly readings for the Career Module.
20
LLS 1000 6.0 – WORKING/SUGGESTED Topic and Reading List
FW 2021.22
Tuesdays
Date
11:30 – 1:20pm
TOPIC
Week 1
Introduction to Course and Expectations
Moodle

How to learn remotely – how to actively
participate

How to study and organize yourself

How to read the course syllabus
Week 2
Definitions of Disability
Trauma Informed Approaches
Week 3
Definitions of Disability and Models
Models of Disability – Social vs Medical
Week 4
Disabilities – Invisible / School Age
Definition of Learning Disabilities
Active Reading – Reading Foundations
Week 5
Assessment Processes
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Assessment and the IEP Process
Active Reading Strategies – Part 1
FALL READING WEEK NO CLASS
Week 6
ADD vs ADHD
ADHD and Related Disorders
Active Reading Strategies Part 2
Notes
Week 7h
ADHD Again because there is so much!!
ADHD Continued
Product vs Process Writing
Tests
Week 8
Autism and Why it Follows ADHD
Autism Spectrum Disorders
Marking Schemes
Thinking
Week 9
Big “D” and Little “d”
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Depression
Communicating
Week 10
Big “A” and Little “a” – Possible Guest Lecturer
Anxiety and Anxiety Disorders –
Communicating
Week 11
Hearing Loss and Impairment – Possible Guest
Lecturer
Hearing Loss and Impairment –
Head Injury and Concussions – Guest Lecturer
Head Injury and Concussions
Addiction
Social and Emotional Impacts of Disability
Role of Family
Week 15
TEST
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