(EDS 636) Syllabus of Record: Diagnostic and Interpretive Procedures
Course Description: Review of evaluative instruments used for identification and programming
for exceptional persons.
Unit Mission, Philosophy, Values:
Our Mission:
“Teaching, Leading and Learning in a Democratic Society”
The College of Education prepares candidates who enhance the individual growth of their
students while working to establish policies and practices that promote the principles of
democratic education. The College articulates this mission as Teaching, Leading, and Learning
in a Democratic Society.
Philosophy:
Student Potential, Ethical Implications
Believing that schools function as social and political entities as well as for the growth of
individuals, the College of Education prepares teachers and leaders
a) to enhance the academic and personal potential of their students
b) to evaluate the social and ethical implications of educational policies and practices.
Values:
“Expertise, Equity, Liberal Education, Social Responsibility”
The College of Education values expertise to guide our practice, equity to guide our interactions,
liberal education to guide our perspectives, and social responsibility to guide our commitment to
democratic education. We value these ideals in our preparation of candidates, our development
of faculty, and our relationships with the larger community we serve.
Standards and Assessments
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Unit Standards: Michigan Department of Education (MDE), National Council for the
Accreditation of Teacher Education (NCATE)
Standards for Advanced Programs Preparing Teachers: National Board for Professional
Teaching Standards (NBPTS); Council for the Social Foundations of Education (CSFE);
College of Education Research Standards.
Specialty Program Standards: Council for Exceptional Children Standards
2. Development and Characteristics of Learners
3. Individual Learning Differences
8. Assessment
10. Collaboration
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Course Standards: National Board for Professional Teaching Standards
1. Teachers are Committed to Students and Their Learning
B. Teachers Have an Understanding of How Students Develop and Learn
3. Teachers are Responsible for Managing Student Learning
D. Teachers Regularly Assess Student Progress
4. Teachers Think Systematically About Their Practice and Learn from Experience
A. Teachers Are Continually Making Difficult Choices That Test Their Judgment
5. Teachers are Members of Learning Communities
B. Teachers Work Collaboratively with Parents
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Common Course Assessment: LD/EI Assessment Report
Major Topics
Human Learning and Development
Special Education History
Michigan Dept. of Education Rules/Regulation: Learning Disabilities, Emotional Impairment,
Cognitive Impairment
Standardized Assessment: Identification of Learning Disabilities, Emotional Impairment.,
Cognitive Impairments
Ethical Testing Practices
METs and IEPCs
Disabilities and Families
Development and Assessment of Oral Language
Development and Assessment of Read Language
Development and Assessment of Written Language
Development and Assessment of Mathematics
Development and Assessment of Social Skills
Course Knowledge Base
Atkins, M. S., & Pelham, W. E. (1991). School based assessments of attention deficithyperactivity disorder. Journal of Learning Disabilities, 24, 197-204.
Burns, P. C. & Roe, B. D. (1985). Informal Reading Inventory. Boston: Houghton Mifflin
Company.
Ehri, L. C. (1989). The development of spelling knowledge and its role in reading acquisition and
reading disability. Journal of Learning Disablities, 22, 356-365.
Goodman, K. S. & Goodman, Y. M. (1977). Learning about psycholinguistic processes by
analyzing oral reading. Harvard Educational Review, 47, 317-333.
Gough, P, B. & Hillinger, M. L. (1980). Learning to read: An unnatural act. Bulletin of the Orton
Society, 30, 179-196.
Grant, J. O. (1987). A curriculum design for remediating reading in the learning disabled.
Academic Therapy, 23, 17-22.
Irwin, J. W. (1988). Linguistic cohesion and the developing reader/writer. Topics in Language
Disorders, 8, 14-23.
Johnson, D. J. & Hook, P. E. (1978). Reading disabilities: Problems of rule acquisition and
linguistic awareness. In H. R. Myklebust (Ed.), Progress in Learning Disabilities (pp.
205-221). New York: Grune & Stratton.
Majsterek, D. J., & Ellenwood, A. (1990). Screening preschoolers for reading learning
disabilities: Promising procedures. LD Forum, 16, 8-14.
Mann, V. A. (1993). Phoneme awareness and future reading ability. Journal of Learning
Disabilities, 23, 259-269.
Phelps, J. & Stempel, L. (1987). Handwriting evolution and evaluation. Annals of Dyslexia, 37,
228-239.
Schulz, J. B. (1985). The parent professional conflict. In H.R. Turnbull & A.P. Turnbull (Eds.),
Parents Speak Out. Toronto: Charles E. Merrill.
Van Reusen, A. K., Deshler, D. D., & Schumaker, J. B. (1987). Effects of a student participation
strategy in facilitating the involvement of adolescents with learning disabilities in the
individualized educational program planning process. Learning Disabilities, 1, 23-33.
Vygotsky, L. S. (1978). Interaction between learning and development. In M. Cole, V. JohnSteiner, S. Schribner, & E. Souberman, (Eds.), Mind in Society. Cambridge, MA:
Harvard University Press.
Zentakk, S. S. & Ferkis, M. (1993). Mathematical problem solving for your with ADHD, with
and without learning disabilities. Learning Disability Quarterly, 16, 6-18.