Course Description

Students increase their awareness of, and sensitivity to, persons with learning disabilities in social, educational and work settings. The field of learning disabilities is introduced through an historical overview, definitions, characteristics, and various models of the causes of learning disabilities. Students learn about the impact learning disabilities have on people's day-to-day lives and the strategies that may be used to compensate for them. Activities include group work, independent research, reflection and case studies. Students are encouraged to share personal experience and knowledge.

General Education Theme Area(s)

This is a General Education course that supports learning in the following theme area(s): Personal Understanding

Essential Employability Skills

This course contributes to your program by helping you achieve the following Essential Employability Skills:

EES 1 Communicate clearly, concisely and correctly in the written, spoken and visual form that fulfills the purpose and meets the needs of the audience. (T, A, CP)
EES 2 Respond to written, spoken or visual messages in a manner that ensures effective communication. (T, A, CP)
EES 5 Use a variety of thinking skills to anticipate and solve problems. (T, A, CP)
EES 6 Locate, select, organize and document information using appropriate technology and information systems. (T, CP)
EES 7 Analyze, evaluate and apply relevant information from a variety of sources. (T, A, CP)
EES 8 Show respect for diverse opinions, values, belief systems and contributions of others. (T, A, CP)
EES 10 Manage the use of time and other resources to complete projects. (A, CP)
Assessment Levels —T: Taught A: Assessed CP: Culminating Performance 

Course Learning Requirements / Embedded Knowledge and Skills

When you have earned credit for this course, you will have demonstrated the ability to:

1. Describe the influences that led up to the emergence of the field of learning disabilities and, in particular, to appreciate the role of parent and professional groups in this development.

  • Review pioneering research in LD
  • Examine legal issues/legislation
  • Consider the unique nature of LD.

2. Identify characteristics & prevalence of learning disabilities and understand the definitions from different perspectives (ie. educational vs. medical and psychological definitions)

  • Note variations in the definition of LD
  • List components of identification criteria and exclusion factors
  • Search literature for incidence of LD in the general population
  • Review indicators: early, school
  • Describe main characteristics of LD

3. Differentiate between the various types of LD and appreciate the unique learning characteristics of each person with a LD through readings and a case study.

  • Review and describe categories of disabilities
  • Reflect on attitude and bias
  • Review and clarify some myths and misconceptions.

4. Explore the impact of Learning Disabilities in educational and social settings and identified strategies that assist persons with learning disabilities.

  • Explore individual learning styles
  • Examine extraneous factors to learning
  • Examine specific learning, social, and behavioural strategies

5. Describe how adequate intelligence, motivation, instruction and emotional support may help adults with Learning Disabilities compensate for difficulties they experience in educational and career pursuits.

  • Review role of self-advocacy
  • Explore adult profiles
  • Examine post-secondary supports
  • Explore work place accommodations
  • Review transition issues

Pre-defined Evaluation / Earning Credit

The following list provides evidence of this course's learning achievements and the outcomes they validate:

Quiz(zes)/Test(s) (30%)

Validates Outcomes:  CLR 1, CLR 2, CLR 3, CLR 4, CLR 5, EES 5, EES 10

Written Assignment(s) (40%)

Validates Outcomes:  CLR 1, CLR 2, CLR 3, CLR 4, CLR 5, EES 1, EES 6, EES 7

Discussion Forum (30%)

Validates Outcomes:  CLR 1, CLR 2, CLR 3, CLR 4, CLR 5, EES 2, EES 8

Learning Resources

Links to web based resources are provided within the Course Documents.

Key web sites include:

Learning Disabilities Association of Canada: http://www.ldac-acta.ca/ 

Learning Disabilities Association of Ontario: http://www.ldao.ca/

LD Online:  http://www.ldonline.org/



All readings and course notes are provided on-line under Course Documents.

Learning Activities

  • group project work via electronic discussion groups
  • both directed and undirected group discussion via electronic discussion groups
  • individual reading and research on the Internet
  • independent study & reflection
  • access to a group facilitator by email, Zoom or phone, (depending on geographic location)
  • detailed study guidelines & specific time lines for completing the course over a 15 week period       

Prior Learning Assessment and Recognition

Students who wish to apply for Prior Learning Assessment and Recognition (PLAR) need to demonstrate competency at a post-secondary level in all outlined course learning requirements. Evidence of learning achievement for PLAR candidates includes:

  • Portfolio
  • Other: An oral dialogue that (a) assesses the candidate's knowledge of the differing theories on the causes, types, and definitions of learning disabilities and (b) verifies the candidate's understanding of the impact learning disabilities have in a variety of settings.

Other Information

Grade Scheme

Final Grade Mark Equivalent Numeric Value Final Grade Mark Equivalent Numeric Value
A+ 90% - 100% 4.0 A 85% - 89% 3.8
A- 80% - 84% 3.6 B+ 77% - 79% 3.3
B 73% - 76% 3.0 B- 70% - 72% 2.7
C+ 67% - 69% 2.3 C 63% - 66% 2.0
C- 60% - 62% 1.7 D+ 57% - 59% 1.4
D 53% - 56% 1.2 D- 50% - 52% 1.0
F 0% - 49% 0 FSP 0 0

Course Related Information

Please refer to the Course Section Information (CSI) / weekly schedule for specific course-related information as provided by your professor.

Program Information

College Related Information

Algonquin College’s policies have been developed to ensure the health, safety and security of all students, faculty and staff, and the proper and fair operation of the College as an academic institution and employer.  Please refer to the Algonquin College Policies website for the most current policy information available at http://www.algonquincollege.com/policies/.

Students are especially encouraged to be aware of the following College expectations

Academic Integrity 
Algonquin College is committed to the highest standards of academic integrity, and students are expected to uphold these standards as part of the learning process. Any academic work submitted by a student is expected to be their own work, unless designated otherwise and all sources must be attributed. All students should be familiar with the Algonquin College policy AA48: Academic Integrity .  In some courses, online proctoring may be used to discourage cheating. Additional information can be found at https://www.algonquincollege.com/studentsupportservices/student-learning-kit/preparing-to-learn-online/. Students with any questions about the course expectations for academic dishonesty and plagiarism are encouraged to speak to their professor.

Centre for Accessible Learning
Students with visible and/or non-visible disabilities are encouraged to register with the Centre for Accessible Learning (CAL) in order to be eligible for appropriate learning supports and/or accommodations.  Students are strongly encouraged to make an appointment at the Centre for Accessible Learning as early as possible when starting a program. Once your needs are identified, a Letter of Accommodation (LOA) will be issued which you can share with your professors. If you are a returning student, please ensure that professors are given a copy of your LOA each semester.

College Email
Students at Algonquin College are provided with a college email account. This is the address that will be used when the College, your professors, or your fellow students communicate important information about your program or course activities.  Your network credentials can be found in the ACSIS portal and you are expected to check your Algonquin email regularly and to use it to send and receive college-related email. Support is available through the college Information Technology Service (ITS) at: https://www.algonquincollege.com/its/

Retroactive Accommodations
Students are expected to meet evaluation and completion deadlines as stated in course outline and course section information documents. In circumstances where evaluation and/or completion deadlines are missed or student performance has been affected by a temporary or permanent disability (including mental health), interim or retroactive accommodations may be considered. In such instances, please consult your course faculty member. For other situations where deferral of evaluations may be warranted, please consult Algonquin College Policy AA21: Deferred Evaluation.

Student Course Feedback
Algonquin College’s invites students to share their course experience by completing a student course feedback survey for each course they take. For further details consult Algonquin College Policy AA25: Student Course Feedback.

Use of Mobile Devices in Class
With the proliferation of small, personal mobile devices used for communications and data storage, Algonquin College believes there is a need to address their use during classes and examinations. During classes, the use of such devices can be  disruptive and disrespectful to others. During examinations, the use of such devices may facilitate cheating. For further details consult Algonquin College Policy AA32: Use of Mobile Devices in Class

Technology Requirements
As Algonquin College continues to respond to public health guidelines, many courses will be offered through remote delivery. As such, students will be required to have access to a computer and to the internet. There may also be additional technology-related resources required to participate in a course that are not included in the course materials fee, such as headphones, webcams, specialized software, etc. Details on these requirements can be found in the Course Section Information of the course outline for each course available on Brightspace.

Transfer of Credit
It is the student’s responsibility to retain course outlines for possible future use to support applications for transfer of credit to other educational institutions.