Knowledge derives from the general purpose and the objective goals of the course, focusing on the basic theoretical and practical training of students regarding contemporary trends and issues in the science of teaching. By the end of the course, students will be able to justify why they choose a specific form of teaching, what purposes it serves, what the content of the instructional work is, which students it addresses, and what their psychological characteristics are. Specifically, each student, within the framework of the course, learns to collaborate with their peers in creating and presenting a scenario or case study of a student with specific learning difficulties (dyslexia). The goal of the teaching collaboration is to understand and intervene by applying the special teaching methodology concerning the Targeted Individualized Structured and Differentiated Inclusive Intervention Program for Specific Learning Difficulties (TIAIDP SLD). Thus, on both theoretical and practical levels, inquiries regarding the principles of teaching and neuroeducational learning theories and their relationships are approached, with an emphasis on those that promote learning and development for students with both general and specific learning difficulties.

At the level of general competencies, the aim is for students to:

• Learn to search for, analyse, and synthesize data and information on dyslexia using the necessary technologies.
• Adapt to new situations arising from specific learning difficulties (dyslexia), making decisions for autonomous, individual, or small-group work based on the study of interdisciplinary and foreign-language texts related to dyslexia and ADHD.
• Generate new research ideas for students with dyslexia and ADHD, designing educational projects that respect diversity, multiculturalism, and the natural environment.
• Develop social, professional, and ethical responsibility and sensitivity regarding dyslexia issues in accordance with the principles of diversity and inclusion.
• Engage in critical thinking and self-criticism through self-observation of teaching methods for students with dyslexia, fostering free, creative, and inductive thought.  

Lecture Content  
The course serves as a fundamental introduction to teaching concepts for students with specific learning difficulties (dyslexia). The course content includes the identification, categorization, and differentiation of general learning difficulties from specific ones. Based on categorical classification systems, discussions cover the nature and management of teaching challenges faced by students with dyslexia, dyslexia-related reading difficulties, dysorthography, dysgraphia, dyspraxia, and dyscalculia. The course explores educational interventions for students with dyslexia, emphasizing an inclusive approach aligned with the principles and philosophy of the Framework for Special Education Curriculum (FSEC), the official curriculum frameworks (A.P.S.), and the differentiated teaching programs (D.E.P.P.S.) relevant to the student’s current classroom as well as their potential future placement.  The Targeted Individual Structured Inclusive Program for Specific Learning Difficulties (TISIP_SLD) is developed in five phases:  1. Initial empirical systematic observation of the student diagnosed with dyslexia.  2. Informal pedagogical evaluation.  3. Design of the teaching program based on the selection of specific teaching objectives.  4. Implementation of targeted differentiated teaching interventions with readiness activities and academic skill exercises.                5. Evaluation of the targeted teaching intervention, particularly focusing on text comprehension.  Through the principles of effective teaching, the course examines continuous instructional care, emphasizing the active involvement of students with dyslexia in the program. This includes fostering learning motivation and cultivating a positive attitude toward language-related subjects. Additionally, specific learning difficulties are approached in relation to the following areas:  
1. Perceptual skills.  2. Memory skills.  3. Writing skills.  4. Basic reading skills.  5. Mathematical skills.  6. Behavioral skills.

Section Titles

• Familiarization with the characteristics of specific learning difficulties. Theories on language and thought.
• Understanding specific learning difficulties (dyslexia) and ADHD. Learning theories: behaviorist, psycholinguistic, and sociolinguistic (mother-child interaction).
• Neurodevelopmental areas and readiness for reading acquisition. Psychological and cognitive prerequisites for reading.
• Teaching students with special educational needs as outlined in the Framework for Special Education Curriculum (FSEC).
• Teaching students with general learning difficulties according to the Information Processing Model, Cognitive Psychology, and Cognitive Neuroscience.
• Experimental programs and teaching strategies for students with specific learning difficulties (SLDs).
• Drafting a Targeted Individualized Differentiated Inclusive Teaching Program for language subjects, focusing on phonological awareness and reading acquisition.
• Understanding developmental language disorders in students with specific language impairment, dyslexia, and ADHD: illustrative and linguistic methods for teaching spelling.
• Detection and investigation of specific learning difficulties in the comprehension and production of oral and written language: Neuroimaging of learning disorders and the use of MRI.
• Memory functions and specific reading difficulties. Addressing dyslexia.
• Universal and phonological approaches to language – Jean Piaget's theory of cognitive and emotional development during adolescence.
• Teaching reading to students with specific reading difficulties (dyslexia) and Attention Deficit Hyperactivity Disorder (ADHD).
• Oral assessment of students with dyslexia and ADHD.

Proposal 1: Short answers to questions
Proposal 2: Essay development with specific questions
Proposal 3: Small group presentation
Proposal 4: Small group written assignment
Other: Creation of differentiated pedagogical material
The assessment in the Greek language is conducted using the following methods:

• Formative or summative assessment via user group documents on the e-class platform.
• Short-answer questions within the classroom.
• Essay questions for at-home study or library research.
• Written assignment submitted at the end of the semester.
• Public presentation at the end of the review sessions, including the preparation of a targeted individual speech therapy intervention plan for students with dyslexia.

The assessment criteria are accessible in the course’s electronic documents on the e-class platform.

Books

• Koliadis, E. A. (2017). Cognitive Psychology, Cognitive Neuroscience, and Educational Practice. Athens: Grigoris Publications. Code in Eudoxus [68372997]
• Stasinos, D. P. (2015). Psychology of Speech and Language. Athens: Gutenberg. Code in Eudoxus [50659660]
• Norbury, C. F., Tomblin, B. J., & Bishop, D. V. M. (2015). Understanding Developmental Language Disorders (A. Ralli & O. Palikara, Eds.). Athens: Gutenberg. Code in Eudoxus [32998870]
• Drosinou, M. (2016). Special Education and Training. The Proposal for Educating Children and Young People with Special Needs through Special Education. Patra: Opportuna. Code in Eudoxus [59370917].
• Drosinou, M. (2019). Handbook of Special Education and Educational Narratives. Patra: Opportuna. Code in Eudoxus [77115167].
• Maniadaki, K., & Kakouros, E. (2016). Managing ADHD: From Theory to Practice. Athens: Gutenberg. Code in Eudoxus [59361048].
• Porpodas, K. D. (2002).  Reading. Patra: Aristidou Alexis. Code in Eudoxus [68375783]
• Christakis, K. G. (2013). Teaching programs and strategies for individuals with special educational needs and severe learning difficulties. Athens: Diadrasi. Code in Eudoxus [33133960]
• Christakis, K. G. (2001). Specific Difficulties and Needs in Primary School: A Theoretical and Practical Approach. Athens: Atrapos. Code in Eudoxus [17679]
• Wadsworth, B. J. (2009). Jean Piaget's Theory of Cognitive and Emotional Development: The Foundations of Constructivism (S. Kanellaki, S. Papadopoulos, & S. Yatra Trans.). Athens: Kastaniotis. Code in Eudoxus [16808].

Suggested bibliography for further study 

• Ministry of National Education and Religious Affairs - Pedagogical Institute. (1999). Learning readiness activities. Book for the Special Education Teacher. (M. Drosinou, Ed.). Athens: Educational Book Publishing Organization (O.E.D.B.). (e-book: https://www.openbook.gr/drastiriotites-mathisiakis-etoimotitas).
• Polychroni, F., Chatzichristou, C., & Bibou, A. (Eds.). (2007). Special learning difficulties: Dyslexia. Athens: Ellinika Grammata. Code in Eudoxus [9943].
• Porpodas, K. D. (1997). Dyslexia: The specific disorder in written language learning (Psychological perspective). [Self-published]. Code in Eudoxus [2862].
• Porpodas, K. D. (Ed.). (2003). Diagnostic assessment and intervention of learning difficulties in primary school. Patra: EPEAEK. (Pdf://efaidnbmnnnibpcajpcglclefindmkaj/https://kesy.dra.sch.gr/images/pdfs/diagnostikh_aksiologish_math_dyskol…)
• Zakopoulou, V. (2005). Early detection test for dyslexia. Athens: Ellinika Grammata.

https://eclass.uop.gr/courses/SLT139/