1. Experimental Course for Students with LD/ADHD Diana Cassie, Ph.D. Dalhousie University

2. Addressing the Learning Needs of Students Diagnosed with LD and/or ADHD 2.5 to 4.5% of university students have LD and/or ADHD 2.5 to 4.5% of university students have LD and/or ADHD These students benefit from special educational resources These students benefit from special educational resources An experimental course is underway An experimental course is underway

3. What challenges do those diagnosed with LD and/or ADHD face? Differences between high school and university Differences between high school and university Pace of learning Pace of learning Independence Independence Nature of instruction Nature of instruction Learning resources Learning resources Demand for self-advocacy Demand for self-advocacy Social challenges Social challenges Some of these differences can have a greater impact on students with LD and/or ADHD Some of these differences can have a greater impact on students with LD and/or ADHD

4. Research Support for a Course Intervention Existing university courses for this student population Existing university courses for this student population Research on effectiveness of learning services Research on effectiveness of learning services Economic implications of not responding Economic implications of not responding

5. Key Elements of the Presentation Draft Article Draft Article Curriculum Design Meta- Strategy Curriculum Design Meta- Strategy Learning Outcome Organizer Learning Outcome Organizer Software Solution for Career- Relevant Learning Outcomes Software Solution for Career- Relevant Learning Outcomes

6. ICPOGMUER (Acronym) (Acronym) Meta-strategy Meta-strategy Program heuristic Program heuristic

7. Image (1/4) Involves focus on the learner Involves focus on the learner What do these students need to know/need to know? What do these students need to know/need to know? What experiences do they require? What experiences do they require? Ideally, what should they be able to do? Ideally, what should they be able to do? Culminates in a list of potential Learning Outcomes Culminates in a list of potential Learning Outcomes

8. Image (2/4) Learning Outcomes: Students will learn and apply metacognitive strategies to monitor and regulate their learning. Students will learn and apply metacognitive strategies to monitor and regulate their learning. Students will understand their learning strengths and weaknesses. Students will understand their learning strengths and weaknesses. Students will explore their learning styles. Students will explore their learning styles. Students will complete an assessment of their multiple intelligences. Students will complete an assessment of their multiple intelligences. Students will relate their multiple intelligences to their educational and career plans. Students will relate their multiple intelligences to their educational and career plans. Students will explore and use assistive technologies to address their learning needs. Students will explore and use assistive technologies to address their learning needs.

9. Image (3/4) Learning Outcomes (cont.): Students will learn about, develop and apply self- advocacy skills. Students will learn about, develop and apply self- advocacy skills. Students will monitor and document the effectiveness of learning strategies explored and acquired in the course. Students will monitor and document the effectiveness of learning strategies explored and acquired in the course. Students will use valid and reliable measures to explore and understand their career interests, aptitudes, and values. Students will use valid and reliable measures to explore and understand their career interests, aptitudes, and values. Students will incorporate knowledge of their interests, values, aptitudes, and learning challenges, in their educational and career decision-making. Students will incorporate knowledge of their interests, values, aptitudes, and learning challenges, in their educational and career decision-making.

10. Image (4/4) Learning Outcomes (cont.): Students will identify accommodations and strategies that would be appropriate for use in the workplace to address their particularized learning disabilities. Students will identify accommodations and strategies that would be appropriate for use in the workplace to address their particularized learning disabilities. Students will know the rights of individuals in the workplace who have disabilities. Students will know the rights of individuals in the workplace who have disabilities. Students will identify considerations for disclosure of a disability in the workplace. Students will identify considerations for disclosure of a disability in the workplace. Students will record and maintain their career- relevant knowledge and attainments in an electronic career portfolio. Students will record and maintain their career- relevant knowledge and attainments in an electronic career portfolio.

11. Category System (1/2) Involves analysis of extensive list of possible Learning Outcomes Involves analysis of extensive list of possible Learning Outcomes Classification via Category System Classification via Category System

12. Category System (2/2) Knowledge Systems Systems Theories Theories Propositions/generalizations/postulates Propositions/generalizations/postulates Concepts Concepts Factual information Factual information Skills Beliefs Beliefs Attitudes Attitudes Values Values Interests Interests Awareness Awareness Affect Cognitive skills (simple/complex) Cognitive skills (simple/complex) Psychomotor skills Psychomotor skills

13. Priorities Involves selection of Learning Outcome Priorities for the course to be designed Involves selection of Learning Outcome Priorities for the course to be designed Consider limitations of context Consider limitations of context

14. Organizers (1/2) Content Organizers link Learning Outcomes to enhance conceptual clarity and facilitate instructional methodology Content Organizers link Learning Outcomes to enhance conceptual clarity and facilitate instructional methodology Example: S-O-S Example: S-O-S

15. Organizers (2/2) Know About Know How To Be Able To Self Others Situation The S-O-S Organizer Contexts Levels of Knowledge

16. Growth Identify lowest and highest levels of learning associated with each of the Learning Outcomes Identify lowest and highest levels of learning associated with each of the Learning Outcomes Lowest LevelHighest Level

17. Methodologies (1/2) Selection of creative and motivational instructional methods to facilitate learner movement Selection of creative and motivational instructional methods to facilitate learner movement Lowest LevelHighest Level

18. Methodologies (2/2) Variety of instructional methodologies Variety of instructional methodologies Incorporation of supportive interactions in the learning process (learning tutors, coaches, mentors, etc.) Incorporation of supportive interactions in the learning process (learning tutors, coaches, mentors, etc.)

19. Units (1/2) The basic unit of instruction at university tends to be a lecture The basic unit of instruction at university tends to be a lecture Lectures can be clustered to comprise units of instruction Lectures can be clustered to comprise units of instruction Apply a Generic Lesson Plan format Apply a Generic Lesson Plan format

20. Units (2/2) Format should encompass the following: Format should encompass the following: Title of Lesson Title of Lesson Learning Outcome Learning Outcome Timeframe Timeframe Learning Resources Required Learning Resources Required Initial Instructional Activity Initial Instructional Activity Instructional Sequence Instructional Sequence Alternative Instructional Strategies Alternative Instructional Strategies Evaluation: Diagnostic/Formative/Summative Evaluation: Diagnostic/Formative/Summative

21. Evaluation Focus on evaluation tools that can facilitate learners performance, educators instruction and management of course Focus on evaluation tools that can facilitate learners performance, educators instruction and management of course

22. Resources Identify, describe, and locate relevant instructional resources Identify, describe, and locate relevant instructional resources

23. A Helpful Resource Personal History Documentation (PHD) Personal History Documentation (PHD) Software solution to identify, explore, analyse, organize, manage, and record career-relevant attributes Software solution to identify, explore, analyse, organize, manage, and record career-relevant attributes