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PSY 335: Psychology of Exceptional Children

Course Description

This course will focus on increasing the student's understanding of the psychology and education of the exceptional child. This course is not a methodology course, but will provide an overview of the range of exceptional characteristics that exist and the effects of these on learning, including: physical, mental, emotional, behavioral, and social traits of children and adolescents. Other topics include: legal issues, giftedness (identification/classification/labeling), federal and state legislation, as well as diversity of culture and language. (3 credits)

This course has been approved as a Special Education course for teacher certification in Connecticut.

Prerequisites

  • ENG 101: English Composition 1
  • ENG 102: English Composition 2
  • PSY 101: Psychology (Recommended)

Student Learning Outcomes (SLOs)

Students who successfully complete this course will be able to:

  1. Identify a wide range of exceptionalities as well as investigate the conceptions of giftedness.
  2. Identify significant legislation and the due process rights allowed individuals who are being assessed and identified as eligible for special education services.
  3. Critically evaluate major psychological theories (cognitive, behavioral, social, emotional and learning), and research in the field of special education pertaining to children and adolescents.
  4. Discuss the role of the regular education teacher in meeting the learning challenge(s) of/with exceptional students through exploration of a variety of instructional strategies.
  5. Improve critical thinking skills, as evidenced through written work and oral communications

General Education Outcomes (GEOs)

Please check the applicable GEOs for this course, if any, by outcomes at GEO Category Search, or by subject area at GEO Discipline Search.

Course Activities and Grading

Assignments

Weight

Discussion Board Questions

30%

Chapter Assessments

20%

Other Written Assignments: Activities; Exercises, and Applications

30%

Midterm Exam (Week 4)

10%

Final Exam (Week 8)

10%

Total

100%

Required Textbooks

Available through https://bookstore.mbsdirect.net/vbm/vb_home.php?FVCUSNO=35478
  • Friend, Marilyn. Special Education - with MyLabEducation with eText. 5th ed. Allyn & Bacon, Inc., 2018. ISBN-10: 0-13-499570-8 or ISBN-13: 978-0-13-499570-0

Course Schedule

Note: There are two topics covered each week with the exception of week 8.

Week

SLOs

Recommended Readings and Exercises

Assignments

1

1,2,3,4

Topic: Understanding Special Education

  • Suggested Readings:
    • Chapter 1
      • Read Chapter opening vignettes
      • Complete online assessment; activities, and applications
      • Read firsthand account - A Life of Complexities; Speaking From Experience; Advice for Succeeding As a Special Educator; Technology Notes; Margin Notes: Dimensions of Diversity; fyi; Research Notes: Chapter Summary; Back to the Cases
  • Read assigned chapter
  • Introduction email
  • Participate in Discussion
  • Submit court cases
  • Read course syllabus
  • Intro to CAST website
  • Complete assessment

Topic: The Personnel and Procedures of Special Education

  • Suggested Readings:
    • Chapter 2
      • Read Chapter opening vignettes
      • Complete online assessment; activities, and applications
      • Read firsthand account - A “Quirky Kid” Goes to Middle School; Professional Edge; Technology Notes; Speaking From Experience - Helping High School Students To Advocate for Themselves; Margin Notes: Dimensions of Diversity; fyi; Research Notes: Chapter Summary; Back to the Cases

2

1,3,4,5

Topic: Multicultural and Bilingual Perspectives

  • Suggested Readings:
    • Chapter 3
      • Read Chapter opening vignettes,
      • Complete online assessment; activities, and applications
      • Read Dimensions of Diversity; Cultural Influences on Behavior; Speaking From Experience - A Principal’s Perspective on Diversity;
      • Read firsthand account - Meet the Woods Family; Technology Notes

 

  • Read assigned chapter
  • Participate in Discussion
  • Complete any other assigned activities, assessments, and applications
  • Casa Notes; Bing Translator; Test Bias; Cultural Diversity

 

Topic: Collaboration in Special Education
  • Suggested Readings:
    • Chapter 4
      • Read Chapter opening vignettes
      • Complete online assessment; activities, and applications
      • Read firsthand account - A Life with Many Dimensions; Speaking From Experience - It’s All About the Kids; Margin Notes: Dimensions of Diversity; fyi; Research Notes: Chapter Summary; Back to the Cases

3

1,2,3,4,5

Topic: Students with Specific Learning Disabilities

  • Suggested Readings:
    • Chapter 5
      • Read Chapter opening vignettes
      • Complete online assessment; activities, and applications
      • Read firsthand account - Matt and Kory: Thinking Differently About LD; Technology Notes (2); Professional Edge; Understanding Dyslexia; Speaking From Experience - Being A Special Educator in a Rural Area; Margin Notes: Dimensions of Diversity; fyi; Research Notes: Chapter Summary; Back to the Cases
  • Read assigned chapter
  • Participate in Discussion
  • Complete any other assigned activities, assessments, and applications
  • Case Study: YOU
  • View video clips
  • Graphic Organizers
  • Token Economies
  • Feingold/Quackwatch

Topic: Students with Attention Deficit-Hyperactivity Disorder

  • Suggested Readings:
    • Chapter 6
      • Read Chapter opening vignettes
      • Complete online assessment; activities, and applications
      • Read firsthand account - Overcoming Challenges, Receiving Support, Succeeding As A Professional; Living with ADHD: Struggles and Success; Technology Notes; Professional Edge: ADHD in Girls; Speaking From Experience - Students with ADHD: Matching Needs and Strategies; Margin Notes: Dimensions of Diversity; fyi; Research Notes: Chapter Summary; Back to the Cases

4

1,2,3,4,5

Topics: Students with Emotional and Behavioral Disorders

  • Suggested Readings:
    • Chapter 7
      • Read Chapter opening vignettes
      • Complete online assessment; activities, and applications
      • Read Dimensions of Diversity; Professional Edge;
      • Read firsthand account - We Did Everything Right, But...; Speaking From Experience -Working With Students with Emotional and Behavior Disorders; Margin Notes: Dimensions of Diversity; fyi; Research Notes: Chapter Summary; Back to the Cases
  • Read assigned chapters
  • Participate in Discussion
  • Complete any other assigned activities, assessments, and applications
  • Disruptive Behavior Assignment
  • The Arc

Topic: Students with Intellectual and Developmental Disabilities

  • Suggested Readings:
    • Chapter 8
      • Read Chapter opening vignettes
      • Complete online assessment; activities, and applications
      • Read Dimensions of Diversity; Professional Edge;
      • Read firsthand account - Eric Has A Contribution to Make...;
      • Read firsthand account - Welcome to Holland; Margin Notes: Dimensions of Diversity; fyi; Research Notes: Chapter Summary; Back to the Cases

Midterm Exam
Chapters 1-8

5

1,2,3,4,5

Topic: Students with Speech and Language Disorders

  • Suggested Readings:
    • Chapter 9
      • Read Chapter opening vignettes, and
      • Complete online assessment; activities, and applications
      • Read Speaking From Experience - Understanding the Many Roles and Responsibilities of a Speech/Language Therapist; Dimensions of Diversity; Professional Edge (2);
      • Read firsthand account-The Importance of Early Language Intervention; Margin Notes: Dimensions of Diversity; fyi; Research Notes: Chapter Summary; Back to the Cases
  • Read assigned chapter
  • Participate in Discussion
  • Complete any other assigned activities, assessments, and applications

Topic: Students with Autism Spectrum Disorders

  • Suggested Readings:
    • Chapter 10
      • Read Chapter opening vignettes, and
      • Complete online assessment; activities, and applications
      • Read Speaking From Experience - Understanding the Many Roles and Responsibilities of a Speech/Language Therapist; Dimensions of Diversity; Professional Edge (2);
      • Read firsthand account-Temple Grandin, A Truly Exceptional Person; Technology Notes; SOCCSS; Margin Notes: Dimensions of Diversity; fyi; Research Notes: Chapter Summary; Back to the Cases

6

1,2,3,4,5

Topic: Students with Deafness and Hearing Loss

  • Suggested Readings:
    • Chapter 11
      • Read Chapter opening vignettes
      • Complete online assessment; activities, and applications
      • Read Dimensions of Diversity; Technology Notes;
      • Read firsthand account -Teaching in a Residential Setting; - Speaking From Experience - Advice for Succeeding as a Special Educator; Professional Edge (2); Margin Notes: Dimensions of Diversity; fyi; Research Notes: Chapter Summary; Back to the Cases
  • Read assigned chapter
  • Participate in Discussion
  • Complete any other assigned activities, assessments, and applications
  • Social Stories
  • Teacher Who Made A Difference

Topic: Students with Visual Impairments

  • Suggested Readings:
    • Chapter 12
      • Read Chapter opening vignettes
      • Complete online assessment; activities, and applications
      • Read Dimensions of Diversity; Technology Notes;
      • Read firsthand account - Growing up and Having Goals; Speaking From Experience - I Knew I Wanted to Teach Children with Visual Impairments; Margin Notes: Dimensions of Diversity; fyi; Research Notes: Chapter Summary; Back to the Cases

7

1,2,3,4,5

Topic: Students with Orthopedic Impairments, Traumatic Brain Injury, and Other Health Impairments

  • Suggested Readings:
    • Chapter 13
      • Read Chapter opening vignettes
      • Complete online assessment; activities, and applications
      • Read Dimensions of Diversity; Technology Notes;
      • Read firsthand account - A Case Study in Determination and Success; Speaking From Experience; Data Driven Decisions; Professional Edge; Margin Notes: Dimensions of Diversity; fyi; Research Notes: Chapter Summary; Back to the Cases
  • Read assigned chapters
  • Participate in Discussion
  • Complete any other assigned activities, assessments, and applications
  • Wheelchair Etiquette
  • Planning for Transition and the Role of Paraprofessionals

Topic: Students with Severe and Multiple Disabilities

  • Suggested Readings:
    • Chapter 14
      • Read Chapter opening vignettes
      • Complete online assessment; activities, and applications
      • Read Dimensions of Diversity; Technology Notes;
      • Read firsthand account - Speaking From Experience - Managing a Complex Job; Firsthand account - Our Daughter, Kehaulani; Professional Edge; Margin Notes: Dimensions of Diversity; fyi; Research Notes: Chapter Summary; Back to the Cases

8

1,2,3,4,5

Topic: Students Who Are Gifted and Talented

  • Suggested Readings:
    • Chapter 15
      • Read Chapter opening vignettes
      • Complete online assessment; activities, and applications
      • Read Dimensions of Diversity; Professional Edge (3); Technology Notes;
      • Read firsthand account - Parenting a Gifted Child; A Joy and a Challenge; Speaking From Experience - Students are Gifted All Day Long; Technology Notes; Margin Notes: Dimensions of Diversity; fyi; Research Notes: Chapter Summary; Back to the Cases
  • Read assigned chapters
  • Participate in Discussion
  • Complete any other assigned activities, assessments, and applications
  • Complete Course Evaluation

Final Exam
Chapters 9-15

COSC Accessibility Statement

Charter Oak State College encourages students with disabilities, including non-visible disabilities such as chronic diseases, learning disabilities, head injury, attention deficit/hyperactive disorder, or psychiatric disabilities, to discuss appropriate accommodations with the Office of Accessibility Services at OAS@charteroak.edu.

COSC Policies, Course Policies, Academic Support Services and Resources

Students are responsible for knowing all Charter Oak State College (COSC) institutional policies, course-specific policies, procedures, and available academic support services and resources. Please see COSC Policies for COSC institutional policies, and see also specific policies related to this course. See COSC Resources for information regarding available academic support services and resources.