BUiD Library: EDU 538 Introduction to Learning Difficulties: Reading list

EDU 538 Introduction to Learning Difficulties

Department: Master of Education

Module Description: The UAE is taking a leading role in the Gulf to develop the educational services offered to learners with special needs and disabilities in general and LD in particular in the regular classroom. This module provides an overview of the education of learners with learning difficulties (moderate, severe, profound and multiple). It looks at curriculum and development, interdisciplinary work, differentiation of lessons, classroom management strategies and writing individual education plans. The module provides students with knowledge about challenges facing decision makers to decide on important matters like provision of placement in the regular school, and production and evaluation of individualized educational programs in regular class settings in a country where academic excellence is very important. This module on Learning Difficulties (LD) is essential for students who wish to study the education of learners with special needs and disabilities as part of their MEd.

Module texts

Farrell, M. (2011). The effective teacher's guide to moderate, severe and profound learning difficulties: practical strategies. 2nd edn. London: Routledge.
Harwell, J. (2008). The complete learning disabilities handbook: ready-to-use strategies and activities for teaching students with learning disabilities. 3rd edn. San Francisco, CA: Jossey-Bass.
Prior, M. (2022). Understanding specific learning difficulties. Chicago: Psychology Press.

Recommended readings

Bender, W. (2008). Learning disabilities: characteristics, identification, and teaching strategies. 6th edn. Boston: Pearson Education.
Fletcher, J. M., Lyon, G. R., Fuchs, L. S. & Barnes, M. A. (2018). Learning disabilities: from identification to intervention. 2^nd edn. New York: The Guilford Press.
Pennington, B. (2009). Diagnosing learning disorders: a neuropsychological framework. 2^nd edn. New York: The Guilford Press.
Porter, J. & Lacey, P. (2005). Researching learning difficulties: a guide for teachers and professionals. London: Paul Chapman.
Rose, R., Fergusson, A., Coles, C., Byers, R. & Baines, D. (1996). Implementing the whole curriculum for learners with learning difficulties. London: David Fulton.
Reid, R. & Lienemann, T. (2013). Strategy instruction for students with learning disabilities: what works for special-needs learners. 2^nd edn. New York: The Guilford Press.
Westwood, P. (2016). Reading and learning difficulties: approaches to teaching and assessment. 2^nd edn. London: David Fulton.
Babbage, R., Byers, R. & Redding, H. (1999). Approaches to teaching and learning: including pupils with learning difficulties. London: David Fulton.
Carpenter, B., Bovair, K. & Ashdown, R. (1996). Enabling access: effective teaching and learning for pupils with learning difficulties. 2^nd edn. London: David Fulton.
Castle, F., Tod, J. & Blamires, M. (1998). Implementing effective practice. London: David Fulton.
Collis, M. & Lacey, P. (1996). Interactive approaches to teaching. London: David Fulton.
Corbett, J. (1996). Bad mouthing: the language of special needs. Bristol: Falmer Press.
Cornwall, J. & Robertson, C. (1999). IEPs: physical disabilities and medical conditions. London: David Fulton.
Dale, N. (1996). Working with families of children with special needs: partnership and practice. London: Brunner-Routledge.
Gipps, C. (2012). Beyond testing: towards a theory of educational assessment. London: Routledge.
Gaad, E. (2001). Educating children with Down syndrome in the United Arab Emirates. British Journal of Special Education, vol. 28 (4), pp. 195-203.
Gaad, E. (2015). Look who’s coming to school: The Emirati student voice in an intervention-based study on inclusion of learners with intellectual disabilities in Emirati mainstream government schools. Journal of Research in Special Educational Needs, vol.15 (2), pp. 130-138.
Gaad E. & Thabet R. (2018). Behavior support training for parents of children with down syndrome, perceptions, feedback, and attitudes. The International Journal of Diverse Identities, vol.17(3), pp. 1-16.
Griffiths, M. & Tennyson, C. (1997). The extended curriculum. London: David Fulton. Open resource
Harris, J., Cook, C. & Upton, G. (1996). Pupils with severe learning difficulties who present challenging behaviour. Kidderminster: BILD Publication.
Hewett, D. (1998a). Challenging behaviour: principles and practice. London: David Fulton.
Hewett, D. & Nind, M. (eds). (1998b). Interaction in action: reflections on the use of intensive interaction. London: David Fulton.
Lacey, P. & Ouvry, C. (eds). (1998). People with profound and multiple disabilities. London: David Fulton.
Oliver, S. & Austen, L. (2007). Special education needs and the law. 2^nd edn. London: Jordans.
McBrien, J., Farrell, P. & Foxen, T. (1992). EDY trainee workbook. 2^nd edn. Manchester: Manchester University Press.
Rodger, R. (2016). Planning an appropriate curriculum in the early years : a guide for early years practitioners and leaders, students and parents. 4^th edn. London: David Fulton.
Tilstone, C., Lacey, P., Porter, J. & Robertson, C. (2000). Pupils with learning difficulties in mainstream schools. London: David Fulton.
Ware, J. (2016). Creating a responsive environment for people with profound & multiple learning difficulties. 2^nd edn. London: David Fulton.
Winebrenner, S. & Espeland, P. (2006). Teaching kids with learning difficulties in the regular classroom: ways to challenge & motivate struggling students to achieve proficiency with required standards. Minneapolis: Free Spirit.