Psychology 2043A 650
Exeptional Children: Developmental Disorders
If there is a discrepancy between the outline posted below and the outline posted on the OWL course website, the latter shall prevail.
WESTERN UNIVERSITY
LONDON CANADA
Department of Psychology
2022 - 2023
Psychology 2043A Section 650
Exceptional Children: Developmental Disorders
- CALENDAR DESCRIPTION
This half course will cover theory and treatment related to major childhood disorders affecting learning and development, including autism, learning disabilities, intellectual and developmental disabilities, and physical handicaps.
Antirequisite: Psychology 2041, Psychology 2320A/B, Psychology 3320F/G, Psychology 3434E
Antirequisites are courses that overlap sufficiently in content that only one can be taken for credit. If you take a course that is an antirequisite to a course previously taken, you will lose credit for the earlier course, regardless of the grade achieved in the most recent course.
Prerequisite: Not Applicable
Lecture Hours: 3h
Course Weight: 0.5
2.0 COURSE INFORMATION
Instructor: Sarah Smits-Bandstra, PhD
Office and Phone Number: no office
Office Hours: Monday 9-12 am, or by appointment (on Zoom)
*Beginning September 12th
https://us06web.zoom.us/j/81387916861?pwd=K2xSVFZ0bE5peFNnZmRWWUdYc1hMdz09
(Meeting ID: 813 8791 6861, Passcode: 053130)
Email: ssmitsba@uwo.ca
Teaching Assistant: TBA
Office: no office
Office Hours: by appointment
Email: TBA
Time and Location of Classes: Asynchronous
Delivery Method: Virtual: recorded video lectures on OWL course webpage
Students who are in emotional/mental distress should refer to Health and Wellness @Western https://www.uwo.ca/health/ for a complete list of options about how to obtain help.
Please contact the course instructor if you require material in an alternate format or if you require any other arrangements to make this course more accessible to you. You may also contact Accessible Education at aew@uwo.ca or 519-661-2147.
SDC’s Learning Skills Services: Rm 4100 WSS, www.sdc.uwo.ca/learning
LS counsellors are ready to help you improve your learning skills. They offer presentations on strategies for improving time management, multiple-choice exam preparation/writing, textbook reading, and more. Peer support is offered throughout the Fall/Winter terms in the drop-in PAL Centre, and Individual Counselling is available year round.
Technological Support Services:
- By Phone: 519 661-3800 or Ext. 83800
- In Person: Support Services Building - our drop in counter is on the main floor right inside the front doors
- By JIRA: Create a JIRA ticket (you will need to login you’re your regular UWO username and password) at https://jira.uwo.ca/secure/CreateIssue.jspa?pid=10920&issuetype=6
- By Webform (if your password does not work to create a JIRA ticket) uwo.ca
- Ask ITS uwo.ca - get immediate answers to some of our more common inquiries
Connecting with the Course Instructor:
- When you email me, you can expect a response within 2 business days (Not Sat, Sun and holidays). I will do my best to respond within the hour on Mondays between 9 AM and 3 PM.
- I plan to grade the exams, discussion posts and assignments within ten days of when the assignment is completed to leave you with time to incorporate instructor feedback into your next assignment. You will be expected to carefully review feedback and apply suggestions for improvement. Feedback is given to support your success and develop your skills.
- You can post any questions you have on the online forum “I Have a Question…”. If is it urgent, email me instead at smitsbandstra@gmail.com.
- I will do my very best to meet the above deadlines for feedback unless I have exceptional circumstances (in which case, you will receive notification of when to expect a response).
3.0 TEXTBOOK
Kirk, S., Gallagher, J., Coleman, M. R. (2016). Educating Exceptional Children (14th ed.). Belmont, CA: Wadsworth.
ISBN-13: 978-1-285-45134-3, or ISBN-10:1-285-45134-1. E-book or textbook are both fine.
“MINDTAP” E-learning supplements are not required and will not be used in the course.
This edition of the textbook (14th) is critical for success in the class. You will need it to follow along with the online lectures and complete the assignments and class discussions. This text was chosen because it is a comprehensive overview of the causes, prevalence, symptoms/characteristics and evidence-based interventions for children with exceptionalities. It also presents critical information about culturally sensitivity for assessment and intervention methods.
4.0 COURSE OBJECTIVES & LEARNING OUTCOMES
Course objectives: Overview
|
Learning Outcome |
Learning Activity |
Assessment |
|
Depth and Breadth of Knowledge. Learning Outcome 1. Gain an understanding of how exceptional children are defined today, current controversies, and current educational strategies. Learn about how this differs historically and globally, and what forces shape this Learning Outcome 2. Identify high and low incident exceptionalities, describe their causes, characteristics, and considerations for interventions (e.g., Autism, ADHD, vision impairment, etc.) |
Complete readings Participate in discussion forum Powerpoint Lecture
|
Forum discussion Exam |
|
Knowledge of Methodologies. Learning Outcome 1. Identify the tools/techniques used to identify and assess potential exceptionalities. Critique their cross-cultural appropriateness. Learning Outcome 2. Develop a sense of methods used in basic research (i.e., twin studies, fMRI, etc.) |
Complete readings Participate in forum discussion Powerpoint Lecture
|
Forum discussion Exam |
|
Application of Knowledge. Learning Outcome 1. Apply knowledge by designing an assessment and/or intervention protocol for a case study |
Complete readings Write application assignment paper
|
Application Assignment |
|
Communication Skills. Learning Outcome 1. Communicate current knowledge and ongoing open questions through an oral or written format |
Participate in discussion forum |
Forum Discussion |
5.0 EVALUATION
The evaluation and testing formats for this course were created to assess the learning objectives as listed in section 4.0 and are considered necessary for meeting these learning objectives.
- Syllabus Quiz, open book, online, OWL, multiple choice 1% of total grade
- Midterm Exam, open book, online, OWL, multiple choice and short answer based on Chapters 1, 3, 4, 5 & 6 and special education readings
Proctor Trak not required 30% of total grade
- Final Exam, open book, online, OWL, multiple choice and short answer based on all cumulative readings
Proctor Trak not required 34% of total grade
- Application assignment, written research paper 20% of total grade
- Forum posts discussions will require analysis and evaluation of content presented in the readings and lectures to help you process and learn the material in a meaningful way, 5 posts of 3% each 15% of total grade
5.1 POLICY ON MISSING COURSEWORK
*Please note the University no longer accepts Self-Reported Absence Forms. Course components will be rescheduled (extensions and/or make-up exams) if missed due to illness or other extenuating circumstances. You are responsible for reviewing section 11.0 so you know what to do if you need support, an extension, if you are sick or absent, and how to obtain the best learning outcome.
Syllabus Quiz: Late submissions will be given zero.
Exams: Missed exams will be given zero unless documentation is provided to your academic counselor (See section 11 below). Make up exams will be scheduled for students with approval from Academic Counseling.
Forum Posts/Class Discussions: Late discussions will be given zero.
Application Assignment. Late assignments will lose 10% per day.
The expectation for course grades within the Psychology Department is that they will be distributed around the following averages:
70% 1000-level to 2099-level courses
72% 2100-2999-level courses
75% 3000-level courses
80% 4000-level courses
The Psychology Department follows Western’s grading guidelines, which are as follows (see: http://www.uwo.ca/univsec/pdf/academic_policies/general/grades_undergrad.pdf)
A+ 90-100 One could scarcely expect better from a student at this level
A 80-89 Superior work that is clearly above average
B 70-79 Good work, meeting all requirements, and eminently satisfactory
C 60-69 Competent work, meeting requirements
D 50-59 Fair work, minimally acceptable
F below 50 Fail
Note that in the event that course grades are significantly higher or lower than these averages, instructors may be required to make adjustments to course grades. Such adjustment might include the normalization of one or more course components and/or the re-weighting of various course components.
Policy on Grade Rounding: Please note that although course grades within the Psychology Department are rounded to the nearest whole number, no further grade rounding will be done. No additional assignments will be offered to enhance a final grade; nor will requests to change a grade because it is needed for a future program be considered. To maximize your grade, do your best on each and every assessment within the course.
6.0 ASSESSMENT/EVALUATION SCHEDULE
Forum posts: Due 11:55 pm before each course date listed on the class schedule (section 7.0).
Midterm Exam: Released October 24 at 12 am, due October 25 at 11:55pm
Final Exam: TBA
Application Assignment Paper: The class will be randomly divided into Groups A, B, C and D. Each group will have a different due date for their assignment listed on the class schedule (section 7.0). There is only one paper.
7.0 CLASS SCHEDULE
Week Topic and Reading Due
8 Sept Introduction to the course/syllabus
12 Sept Chapter 1: Exceptional Children and their families
19 Sept PDF readings: History and Social Forces in Special Education
26 Sept Chapter 3: Early Intervention Syllabus Quiz
Due Sept 26 at 11:55pm
Forum Post #1
Due Sept 26 at 11:55pm
3 Oct Chapter 4: IDD Forum Post # 2
Due Oct 3 at 11:55pm
10 Oct Chapter 5: Autism Spectrum Disorders Forum Post #3
Due Oct 10 at 11:55pm
17 Oct Chapter 6: Learning Disabilities Application Paper Group A
Due Oct 17 at 11:55 pm
24 Oct Midterm Exam
Oct 31- Nov 6 Fall Break
7 Nov Chapter 7: ADHD Application Paper Group B
Due Nov 8 at 11:55pm
14 Nov Chapter 9: Communication Disorders Application Paper Group C
Due Nov 14 at 11:55pm
21 Nov Chapter 10: Special Gifts and Talents Application Paper Group D
Due Nov 21 at 11:55pm
28 Nov Chapter 11: Hearing Impairments Forum Post #4
Due Nov 28 at 11:55pm
5 Dec Chapter 12: Visual Impairments Forum Post #5
Due Dec 5 at 11:55pm
Extra Credit Assignment
Due Dec 5 at 11:55pm
Final Exam (TBA Between Dec 11-22) (cumulative)
8.0 LAND ACKNOWLEDGEMENT
We acknowledge that Western University is located on the traditional lands of the Anishinaabek, Haudenosaunee, Lūnaapéewak and Attawandaron peoples, on lands connected with the London Township and Sombra Treaties of 1796 and the Dish with One Spoon Covenant Wampum.
With this, we respect the longstanding relationships that Indigenous Nations have to this land, as they are the original caretakers. We acknowledge historical and ongoing injustices that Indigenous Peoples (e.g. First Nations, Métis and Inuit) endure in Canada, and we accept responsibility as a public institution to contribute toward revealing and correcting miseducation, as well as renewing respectful relationships with Indigenous communities through our teaching, research and community service.
9.0 STATEMENT ON ACADEMIC OFFENCES
Students are responsible for understanding the nature and avoiding the occurrence of plagiarism and other scholastic offences. Plagiarism and cheating are considered very serious offences because they undermine the integrity of research and education. Actions constituting a scholastic offence are described at the following link: https://www.uwo.ca/univsec/pdf/academic_policies/appeals/scholastic_discipline_undergrad.pdf
As of Sept. 1, 2009, the Department of Psychology will take the following steps to detect scholastic offences. All multiple-choice tests and exams will be checked for similarities in the pattern of responses using reliable software, and records will be made of student seating locations in all tests and exams. All written assignments will be submitted to TurnItIn, a service designed to detect and deter plagiarism by comparing written material to over 5 billion pages of content located on the Internet or in TurnItIn’s databases. All papers submitted for such checking will be included as source documents in the reference database for the purpose of detecting plagiarism of papers subsequently submitted to the system. Use of the service is subject to the licensing agreement, currently between Western and Turnitin.com (http://www.turnitin.com).
Computer-marked multiple-choice tests and/or exams will be subject to submission for similarity review by software that will check for unusual coincidences in answer patterns that may indicate cheating.
In classes that involve the use of a personal response system (PRS), data collected using the PRS will only be used in a manner consistent to that described in this outline. It is the instructor’s responsibility to make every effort to ensure that data remain confidential. However, students should be aware that as with all forms of electronic communication, privacy is not guaranteed. Your PRS login credentials are for your sole use only. Students attempting to use another student’s credentials to submit data through the PRS may be subject to academic misconduct proceedings.
Possible penalties for a scholastic offence include failure of the assignment/exam, failure of the course, suspension from the University, and expulsion from the University.
10.0 POLICY ON THE USE OF EXAM PROCTORING SOFTWARE
If a remote proctoring service is used, the service will require you to provide personal information (including some biometric data). The session will be recorded. In the event that in-person exams are unexpectedly canceled, you may only be given notice of the use of a proctoring service a short time in advance. More information about remote proctoring is available in the Online Proctoring Guidelines. Please ensure you are familiar with any proctoring service’s technical requirements before the exam. Additional guidance is available at the following link: https://www.uwo.ca/univsec/pdf/onlineproctorguidelines.pdf
* Please note that Zoom servers are located outside Canada. If you would prefer to use only your first name or a nickname to login to Zoom, please provide this information to the instructor in advance of the test or examination. See this link for technical requirements: https://support.zoom.us/hc/en-us
11.0 POLICY ON ACCOMMODATION FOR ILLNESS OR OTHER ABSENCES
Western’s policy on Accommodation for Medical Illness can be found at:
https://www.westerncalendar.uwo.ca/PolicyPages.cfm?PolicyCategoryID=1&Command=showCategory&SelectedCalendar=Live&ArchiveID=#Page_12
If you experience an extenuating circumstance (e.g., illness, injury) sufficiently significant to temporarily make you unable to meet academic requirements, you may request accommodation through the following routes:
- For medical absences, submitting a Student Medical Certificate (SMC) signed by a licensed medical or mental health practitioner in order to be eligible for Academic Consideration;
- For non-medical absences, submitting appropriate documentation (e.g., obituary, police report, accident report, court order, etc.) to Academic Counselling in their Faculty of registration in order to be eligible for academic consideration. Students are encouraged to contact their Academic Counselling unit to clarify what documentation is appropriate.
Students must see the Academic Counsellor and submit all required documentation in order to be approved for certain accommodation.
https://www.registrar.uwo.ca/faculty_academic_counselling.html
Students seeking academic consideration:
- are advised to consider carefully the implications of postponing tests or midterm exams or delaying handing in work;
- must communicate with their instructors no later than 24 hoursafter the end of the period covered SMC, or immediately upon their return following a documented absence
Students seeking accommodation for religious purposes are advised to contact Academic Counselling at least three weeks prior to the religious event and as soon as possible after the start of the term.
12.0 Contingency Plan for Return to Lockdown: IN-Person & Blended classes
In the event of a COVID-19 resurgence or any other event that necessitates the course delivery moving away from face-to-face interaction, all remaining course content will be delivered entirely online, either synchronously (i.e., at the times indicated in the timetable) or asynchronously (e.g., posted on OWL for students to view at their convenience). The grading scheme will not change. Any remaining assessments will also be conducted online, as determined by the course instructor.
13.0 STATEMENTS CONCERNING ONLINE ETIQUETTE
In courses involving online interactions, the Psychology Department expects students to honour the following rules of etiquette:
- please “arrive” to class on time
- please use your computer and/or laptop if possible (as opposed to a cell phone or tablet)
- please ensure that you are in a private location to protect the confidentiality of discussions in the event that a class discussion deals with sensitive or personal material
- to minimize background noise, kindly mute your microphone for the entire class until you are invited to speak, unless directed otherwise
- In classes larger than 30 participants please turn off your video camera for the entire class unless you are invited to speak
- In classes of 30 students or fewer, where video chat procedures are being used, please be prepared to turn your video camera off at the instructor’s request if the internet connection becomes unstable
- Unless invited by your instructor, do not share your screen in the meeting
The course instructor will act as moderator for the class and will deal with any questions from participants. To participate please consider the following:
- If you wish to speak, use the “raise hand” function and wait for the instructor to acknowledge you before beginning your comment or question.
- Please remember to unmute your microphone and turn on your video camera before speaking.
- Self-identify when speaking.
- Please remember to mute your mic and turn off your video camera after speaking (unless directed otherwise).
General considerations of “netiquette”:
- Keep in mind the different cultural and linguistic backgrounds of the students in the course.
- Be courteous toward the instructor, your colleagues, and authors whose work you are discussing.
- Be respectful of the diversity of viewpoints that you will encounter in the class and in your readings. The exchange of diverse ideas and opinions is part of the scholarly environment. “Flaming” is never appropriate.
- Be professional and scholarly in all online postings. Use proper grammar and spelling. Cite the ideas of others appropriately.
Note that disruptive behaviour of any type during online classes, including inappropriate use of the chat function, is unacceptable. Students found guilty of Zoom-bombing a class or of other serious online offenses may be subject to disciplinary measures under the Code of Student Conduct.
14.0 OTHER INFORMATION
Office of the Registrar: https://registrar.uwo.ca
Student Development Services: www.sdc.uwo.ca
Psychology Undergraduate Program: https://www.psychology.uwo.ca/undergraduate/index.html
If you wish to appeal a grade, please read the policy documentation at: https://www.uwo.ca/univsec/pdf/academic_policies/appeals/appealsundergrad.pdf
Please first contact the course instructor. If your issue is not resolved, you may make your appeal to the Undergraduate Chair in Psychology (psyugrd@uwo.ca).
Copyright Statement: Lectures and course materials, including power point presentations, outlines, videos and similar materials, are protected by copyright. You may take notes and make copies of course materials for your own educational use. You may not record lectures, reproduce (or allow others to reproduce), post or distribute any course materials publicly and/or for commercial purposes without the instructor’s written consent.
Policy on the Recording of Synchronous Sessions: Some or all of the remote learning sessions for this course (if scheduled) may be recorded. The data captured during these recordings may include your image, voice recordings, chat logs and personal identifiers (name displayed on the screen). The recordings will be used for educational purposes related to this course, including evaluations. The recordings may be disclosed to other individuals participating in the course for their private or group study purposes. Please contact the instructor if you have any concerns related to session recordings. Participants in this course are not permitted to privately record the sessions, except where recording is an approved accommodation, or the student has the prior written permission of the instructor.
