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

Course Activities and Grading

AssignmentsWeight

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 Charter Oak State College's Book Bundle

  • Friend, Marilyn. Special Education: Comtemporary Perspectives for School Professionals. 6th ed. Pearson Rental, 2023. ISBN-10: 0-13-752337-8 or ISBN-13: 978-0-13-752337-5

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 (Emma, Nicholas, Daniel). Timeline; Professional Edge; Technology Notes; Summary; Back to the Cases; Did you Know?
      •  
  • Read Chapters 1-2;
  • Chapters 1-2 Assessments;
  • Court Cases Assignment;
  • Discussions 1 (Introduction – not graded) and 2 (CAST)

Topic: The Personnel and Procedures of Special Education

  • Suggested Readings:
    • Chapter 2
      • Read Chapter opening vignettes (Raekwon, Lily, Isaiah). The Special Education Decision-Making Process; 3-Tiered Model of Interventions; Summary; Back to the Cases.
      • Complete online assessment; activities, and applications.

2

1,3,4,5

Topic: Multicultural and Bilingual Perspectives

  • Suggested Readings:
    • Chapter 3
      • Read Chapter opening vignettes (Kuai, Noah, Maria). Instruction in Action; Did You Know? Summary; Back to the Cases.

 

  • Read Chapters 3-4;

  • Chapters 3-4 Assessments;

  • Casa Notes Assignment;

  • Bing Translator Assignment;

  • Test Bias Assignment;

  • Cultural Diversity Assignment;

  • Discussions 1 (Microcultures) and 2 (Collaborative Experiences)

 

Topic: Collaboration in Special Education
  • Suggested Readings:
    • Chapter 4
      • Read Chapter opening vignettes (Megan, Derek, Makala). Did you Know? Professional Edge; Instruction in Action; Technology Notes; 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 (Nathaniel, Star, Audell). Timeline; Did you Know? Technology Notes; Professional Edge; Instruction in Action; Response to Intervention: Pyramid; Summary; Back to the Cases.

  • Read Chapters 5-6;

  • Chapters 5-6 Assessments;

  • Case Study: You Assignment;

  • Graphic Organizers Assignment;

  • Token Economies Assignment;

  • Feingold and Quackwatch Assignment;

  • Discussion - Simulations

Topic: Students with Attention Deficit-Hyperactivity Disorder

  • Suggested Readings:
    • Chapter 6
      • Read Chapter opening vignettes (Cedric, Layla, Marcus). Timeline; Did you Know? Professional Edge; Instruction in Action; Technology Notes; Comparing Section 504 and IDEA; Examples of Medication; Positive Behavior Supports; 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 (Charlotte, Gabriel, Travis). Did you Know? Timeline; Professional Edge; Instruction in Action; Technology Notes; Summary; Back to the Cases.

  • Read Chapters 7-8;

  • Using Task Analysis Assignment;

  • The Arc Assignment;

  • View Video in this week's Lecture – Maxine;

  • Complete Midterm;

  • Discussion 1 - Disruptive and NonCompliant Behaviors Discussion;

  • Discussion 2 - Using Task Analysis (also post it to the Discussion Board)

Topic: Students with Intellectual and Developmental Disabilities

  • Suggested Readings:
    • Chapter 8
      • Read Chapter opening vignettes (Camila, Anthony, Ernest). Timeline; Did you Know? Technology Notes; Professional Edge; Instruction in Action; Task Analysis; 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 (Kevin, Savannah, David). Timeline; Professional Edge; Did you Know? Positive Behavior Supports; Instruction in Action; Technology Notes; Summary; Back to the Cases.

  • Read Chapters 9-10;

  • Chapters 9-10 Assessments;

  • Social Story Assignment;

  • Discussion 1 (Autism Speaks) and

  • Discussion 2 – 9th Planet

Topic: Students with Autism Spectrum Disorders

  • Suggested Readings:
    • Chapter 10
      • Read Chapter opening vignettes (Christopher, Paula, Casey). Timeline; Did you Know? Professional Edge; Understanding Sensory Systems and Autism; Instruction in Action; Technology Notes; SOCCSS; 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 (Lily, Devon, Brian). Timeline: Did you Know? Classification of Hearing Loss; Communication Options; Technology Notes; Professional Edge; Summary; Back to the Cases. 

  • Read Chapters 11-12;

  • Chapters 11-12 Assessments;

  • Chapter 12 Visual Impairment 1 Assignment;

  • Chapter 12 Visual Impairment 2 Assignment;

  • Week 6 – Q1 Discussion: Visit Gallaudet and ASD

  • Week 6 - Q2 Discussion: Cochlear Implants;

  • Week 6 - Q3 Discussion: Teacher Who Made a Difference

Topic: Students with Visual Impairments

  • Suggested Readings:
    • Chapter 12
      • Read Chapter opening vignettes (Jaden, Anna Marie, Edward). Timeline; Did you Know? Professional Edge; Technology Notes; Instruction in Action; 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 (Trevon, Krystle, Jeffrey). Timeline; Did you Know? Professional Edge; Technology Notes; Instruction in Action; Summary; Back to the Cases.

  • Read Chapters 13-14,

  • Chapters 13-14 Assessments;

  • Chapter 13 Activities and Application Assignment;

  • Chapter 14 Activities and Application Assignment;

  • Wheelchair Etiquette Assignment;

  • Week 7 - Q1 Discussion: Asthma or Juvenile Diabetes Options;

  • Week 7 - Q2 Discussion: Topics 1 through 4 (Choose one)

Topic: Students with Extensive Support Needs

  • Suggested Readings:
    • Chapter 14
      • Read Chapter opening vignettes (Isabella, Jackson, Victoria). Timeline; Did you Know? Causes of Severe and Multiple Disabilities; Technology Notes; Instruction in Action; Professional Edge; 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 (Arnando, Kimberly, Grayson). Timeline; Did you Know? Instruction in Action; Technology Notes; Assessment Tools; Professional Edge; Summary; Back to the Cases.

  • Read Chapter 15;

  • Chapter 15 Assessment;

  • Complete Final Exam; Discussion (Gifted and Talented)

  • 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.