Psy 365- Psychology of the Exceptional Child

Fall 2001

T-Th 2:00-3:15, EW 225

Instructor: Moises F. Salinas, Ph.D. Office: 214 Marcus White

Office Hours: M-Th 10-11 am Telephone: 860-832-3104

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I. OVERVIEW

This course provides an introduction to individual differences among people through the life span. The course focuses on various types of conditions in the context of typical development. For each area of exceptionality, current research trends, theoretical and legal considerations, and practice-related issues will be discussed from at least four major perspectives: family involvement, cultural and linguistic diversity, a lifespan focus and educational implications. Guest speakers will be invited to share their expertise with the students. Many of the lectures will have a classroom-based perspective, and lectures will frequently refer to teaching and working with students having disabilities.

OBJECTIVES

1. Students will acquire knowledge of the following concepts related to learning disabilities, mental retardation, emotional disturbance and behavioral disorders, giftedness and creativity, communication disorders, physical disorders and other health impairments, visual and/or hearing impairments, autism, and traumatic brain injury:

a. legal and theoretical definitions

b. prevalence and etiologies

c. educational and social/emotional characteristics

d. family involvement and dynamics

e. life span issues

f. assistive technology

h. historical evolution and socio-political influence

2. Students will gain knowledge and understanding of the social, educational and legal issues/considerations concerning individuals with exceptionalities

3. Students will acquire knowledge and understanding of socio-cultural and linguistic factors that influence perceptions of disability, quality of life, and services for persons with special needs from culturally and linguistically diverse backgrounds

4. Students will increase their familiarity and understanding of individual differences through field experiences and personal interactions with individuals with special needs.

II. COURSE MATERIALS

Required Texts: Wood, J.W., & Lazzari, A. M. (1997). Exceeding the Boundaries: Understanding Exceptional Lives. Ft. Worth, TX: Harcourt Brace.

Parrot, L. (1999). How to Write Psychology Papers, New York: Longman

 

 

 

III. COURSE REQUIREMENTS AND EVALUATION

A. Class Performance and Attendance: Students will be expected to have read the chapters to be discussed in class. This allows the student to become familiar with concepts to be discussed and provides time for forethought in formulating pertinent questions for clarification or discussion during class. Additionally, staying current with the material supports the retention of concepts and information, making the time necessary for exam studying less intensive (e.g., the more you see/hear the information, the more likely you are to remember it when tested on it). Besides, class participation counts 10% of your final grade!

B. Exams: One middle term and one end term exam, each worth 15% of your final grade, will be given. The exams will consist of objectively scored items (multiple-choice, true-false).

C1. Term Paper: You will be asked to write a term paper which counts 30% of your final grade. The details will be discussed when the assignment is given. For this paper, you will be researching a subject area which interests you and writing 8-12 pages integrating the information you have read. You will need at least three (3) outside references to support the points you make in your paper. Due dates are listed both on the term paper assignment (to be passed out), and the tentative course schedule attached to this syllabus.

C2. Comprehensive take home final: A five open-question take-home final can be taken instead of the term paper. This exam will be individual, handed out the last day of class and due on exam day. The test will be worth 30% of your grade.

D. Reaction Papers: Two 1-2 pages papers stating your opinion about any subject discussed in class. Each is worth 10% of your grade. The first paper can be turned in at any point before the midterm and the second paper can be turned in at any point before the final. However, I encourage you not to wait until the two final weeks to submit the reaction papers.

E. Poster Presentation: The research team will prepare a poster presentation about your term paper. The presentation will be worth 10% of your final grade and will be delivered the final week of class.

F. Evaluation: Your final grade will be based upon the following:

1. COURSE POLICIES
   1. Attendance: I do not have attendance requirements. However, bear in mind that if you miss class, your participation will be affected, and more important, you will miss information that will come on the test.
   2. Lateness: We will begin class on time. Students coming in late are very disruptive to the classroom, so please attempt to be in class on time.
   3. Make up of late work: I do not accept late work except in extreme, justified circumstances.
   4. Grade challenge: You have the right to challenge your grade up to a week after the grade is reported. However, I will review the entire work (not just a question or two). In general, about 50% of the grades challenged remain the same, about 25% go up, and about 25% GO DOWN. So remember this before challenging a grade!
   5. Changes to syllabus: I reserve the right to change the syllabus if necessary during the semester. However, I will make every possible effort to let you know of any changes in a timely manner.

IV. STUDENTS WITH SPECIAL NEEDS

If a student has any special needs, it is the student's responsibility to notify me at the beginning of the semester so special arrangements can be made. No special arrangements will be made after the 12^th day of class.

V. TENTATIVE COURSE SCHEDULE