SYLLABUS FOR EDUCATING EXCEPTIONAL STUDENTSYLLABUS FOR EDUCATING EXCEPTIONAL STUDENT
Term: Fall, 1999 August 30 – December 11, 1999
Course Number: EDU 430
Instructor: Dr. Elaine Kisisel
Office: Room # 513
Office Phone: 473-4271
E-mail: ekisisel@ccsj.edu
Office Hours:
By Appointment
Course Time: Thursday 7:00 - 10:00 p.m.
Course Description:
Student candidates will explore the physical, psychological and social nature of gifted, developmentally challenged/delayed and learning disabled students, as well as students with other exceptionalities. The process of identification, diagnosis, education, and treatment using a variety of programs and facilities designed to cope with situations encountered by exceptional children and their families are discussed. Formal observation and field experience are required.
Prerequisites:
EDU 200-210, 300, 311, 342, and 370.
Textbooks:
Kirk, Samuel A. Gallagher, James and Anastasiow, Nicholas J. (2000) Education Exceptional Children. Boston: Houghton Mifflin Company.
Additional Books:
Fadiman, Anne. (1997) The Spirit Catches You and You Fall Down. New York: Farrar, Straus, and Giroux.
Fiffer, Steve. (1999) Three Quarters, Two Dimes, and A Nickel. New York: The Free Press.
Statement of Plagiarism:
If an instructor or other Calumet College of St. Joseph personnel find that a student has plagiarized or been involved in another form of academic dishonesty, the instructor or other personnel may elect to bring the matter up for judicial review. The maximum penalty for any form of academic dishonesty is dismissal from the College. The procedures for judicial review are listed under the section of CCSJ handbook that addresses student grievances.
Calumet College of St. Joseph adheres to citation guidelines as written in the Publication Manual of the American Psychological Association, Fourth Edition. A copy is available from the Calumet College of St. Joseph bookstore. This text outlines how to cite references from a variety of sources, including electronic media.
Withdrawal from Classes Policy:
After the last day for class changes has passed (see College calendar), students may withdraw from a course in which they are registered with permission from the faculty member conducting the course. A written request detailing the reason(s) for the withdrawal must be filed with the Registrar. Written request for withdrawal must be received by the Registrar by the last day of classes prior to the final examination dates specified in the catalogue. Written requests may be mailed to the Registrar or faxed to the College fax number 219-473-4259. Students are to make note of the refund schedule when withdrawing from courses. The request is forwarded to the faculty member, who makes the final determination to accept or deny the request. If the request is honored, the student will receive notification of official withdrawal; if denied, the notification will indicate why the withdrawal is disallowed. Note: Degree Completion Division (DCD) students should consult the DCD Student Handbook for information on DCD withdrawals.
An official withdrawal is recorded as a "W" grade on the student's transcript. Dropping a course without written permission automatically incurs an "F" grade for the course (see Refund Schedule).
Class Policy on Attendance:
Attendance is mandatory. Students missing more than two classes may not pass the course.
Course Objectives:
The teacher candidate will gain knowledge, reflection and practical experiences with the following concepts:
Assessment:
Grades will be determined as follows:
Assignments 50%
Discussion 15%
Project 25%
Final 10%
Format for Written Assignments:
Calumet College of St. Joseph adheres to citation guidelines as written in the Publication Manual of the American Psychology Association, Fourth edition. A copy can be purchased from the bookstore. This text outlined how to cite references from a variety of sources, including electronic media.
Class Assignments
Class Date Topic-Assignment
September 2, 1999 Characteristics of exceptional children
Chapter 1
September 9, 1999 Characteristics of exceptional children
September 16, 1999 Individual differences and assessment
Chapter 1
September 23, 1999 Social and educational environments
Chapter 2
September 30, 1999 Early childhood intervention programs
Chapter 3
October 7, 1999 Gifted and talented students
Chapter 4
October 14, 1999 Mentally challenged students
Chapter 5
October 21, 1999 Learning disabled students
Chapter 6
October 28, 1999 Students with emotional problems
Chapter 7
November 4, 1999 Physically/perceptionally challenged students
Chapters 8 – 10, 12
November 11, 1999 Physical disabilities and health impairments
Chapters 8 – 10, 12
November 18, 1999 Students with multiple and severe disabilities
Chapter 11
December 2, 1999 Project presentations
December 9, 1999 Final