SAMPLE SYLLABUS: SAMPLE SYLLABUS: COURSE REQUIREMENTS SUBJECT TO CHANGE.

Introduction to Emotional Impairments

ED N520

Dr. Kim Killu

VIRTUAL OFFICE HOURS: Daily 9am-10am and 7:00pm-8:00pm at Kim Killu

TEXT

Kauffman, J.M. (1997). Characteristics of emotional and behavioral disorders of children and youth (6^th ed.). Columbus, OH: Merrill.

COURSE DESCRIPTION

Identification of the behavioral characteristics and instructional needs of children with emotional impairments/behavior disorders. Causes of emotional impairments and environmental influences as well as strategies for identification, assessment, and interpreting such instruments will be addressed. Finally, instructional strategies for students with emotional impairments will be described and practiced through classroom activities.

NOTE: Students who plan to obtain a state endorsement in Emotional Impairments must also concurrently enroll in EDN 521.

COURSE OBJECTIVES

After the completion of this course, students will be able to do the following through written & oral means:

1. Trace the history of emotional impairments for students with emotional impairments.
2. Describe the implications of federal and state mandates and initiatives on the education of students with emotional impairments.
2. Differentiate between emotional impairments and problem behaviors.
3. Recognize the behavioral characteristics of students with emotional impairments.
4. Discuss and describe the different conceptual approaches to emotional impairments.
5. Describe assessment strategies and tests used to diagnose and plan for instruction for students with emotional impairments.
6. Describe and evaluate the causal factors of emotional factors.
7. Describe the interactive effects of emotional impairments on students’ social and academic skills.
8. Describe strategies to promote social interaction and acceptance of students with emotional impairments.
9. Describe and differentiate among different disordered behaviors.
10. Describe and differentiate among the interventions used to treat disordered behaviors.
11. Discuss and describe different causal factors contributing to emotional impairments and their impact on student performance.

ASSIGNMENTS 

   READING ASSIGNMENTS

Reading assignments, online lectures and web sites that correspond with each topic are required. Students must read the chapter in the textbook and visit the web sites before participating in the online discussion.

   DISCUSSIONS

Participation in online discussions is required for each topic in the course. You may read and post messages in the discussions at anytime of the day. The discussions enable students to interact with each other and to discuss the readings, web sites, and issues related to the topic. Student participation in the discussion is graded, so for specific instructions for each course discussion, read the syllabus and grading criteria for the course in which you are enrolled.

     TOPICAL ASSIGNMENTS

Guided notes, competencies, checkpoints, and/or other assignments are required for each topic. These assignments require students to respond on the basis of readings, web site visits, and information that has been discussed in the online discussions. For specific instruction read the syllabus and grading criteria for the course in which you are enrolled.

      FINAL EXAM OR PROJECT

A final exam or final project that requires students to apply knowledge to practical situations is required for each course. For specific instruction read the syllabus and grading criteria for the course in which you are enrolled.

INCOMPLETES

Incompletes will be considered only in accordance with UM-D policy which states that a compelling, personal reason must be documented, 70% of the coursework must be completed, and a contract for completion must be secured and filed by the student. The course instructor sets the requirements for completion of the contract.

Additional Readings

Achenbach, T.M., & Edelbrock, C.S. (1981). Behavior problems and competencies reported by parents of normal and disturbed children aged four through sixteen. Monographs of the Society for Research in Child Development, 46 (1, Serial No. 188).

American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4^th ed.). Washington, D.C.: Author.

Batemann, B.D., & Chard, D.J. (1995). Legal demands and constraints on placement decisions. In J.M. Kauffman, J.W. Lloyd, D.P. Hallahan, & T.A. Astuto (Eds.), Issues in educational placement: Students with emotional and behavioral disorders. (pp. 285-316). Hillsdale, NJ: Erlbaum.

Bear, G.G., & Richards, H.C. (1981). Moral reasoning and conduct problems in the classroom. Journal of Educational Psychology, 73, 664-670.

Belcher, T.L. (1995). Behavioral treatment vs. behavioral control: A case study. Journal of Developmental Disabilities, 7, 235-241.

Bortner, M., & Bitrch, H.G. (1969). Patterns of intellectual ability in emotionally disturbed and brain-damaged children. Journal of Special Education, 3, 351-369.

Campbell, M., & Cueva, J.E. (1995). Psychopharmacology in child and adolescent psychiatry: A review of the past seven years. Part I. Journal of the American Academy of Child and Adolescent Psychiatry, 34, 1124-1132.

Campbell, M., & Cueva, J.E. (1995). Psychopharmacology in child and adolescent psychiatry: A review of the past seven years. Part II. Journal of the American Academy of Child and Adolescent Psychiatry, 34, 1262-1272.

Carlson, P.E. & Stephens, T.M. (1986). Cultural bias and identification of behaviorally disordered children. Behavioral Disorders, 11, 191-199.

Clark-Chiarelli, N., & Singer, J.D. (1995). Teachers of students with emotional or behavioral disorders: Why they are and how they view their jobs. In J.M. Kauffman, J.W. Lloyd, D.P. Hallahan, & T.A. Astuto (Eds.), Issues in educational placement: Students with emotional and behavioral disorders (pp. 145-168). Hillsdale, NJ: Erlbaum.

De Becker, Gavin. (1999). Protecting the gift. New York, NY: Random House.

Kauffman, J.M., Lloyd, J.W., Baker, J., & Riedel, T.M. (1995). Inclusion of all students with emotional or behavioral disorders? Let’s think again. Phi Delta Kappan, 76, 542-546.

Ysseldyke, J.E. & Foster, G.G. (1978). Bias in teachers’ observations of emotionally disturbed and learning disabled children. Exceptional Children, 44, 613-615.

TEACHING FOR UNDERSTANDING

The School of Education at the University of Michigan-Dearborn has adopted the Teaching for Understanding model as its framework for educating our future teachers. It is a distinct method of teaching and learning, rooted in a specific way of looking at and explaining the world. Teaching for Understanding begins with the assertion that knowledge is constructed. This means that people shape, form, or "construct" their own worlds. People determine what is "real", what is "necessary", and what has meaning. In Teaching for Understanding teachers and students change the ways in which they approach information, each other, and the learning experience. No longer "fountains of knowledge and information", teachers are called on to be learners in their own classrooms. No longer "empty vessels" of passive receiving, students are called on to be teachers of self and of others. Cooperative relations among students and an interactive relationship between students and the instructor are a means for students and the instructor to construct knowledge. Teaching for Understanding includes the following approaches to discourse and social interaction. Classrooms are places where:

• students and teachers acquire and construct knowledge collaboratively

• orthodoxies of pedagogy and "facts" are continually challenged

• conceptual understanding of subject matter is the goal

• teachers function as guides, coaches, and facilitators by posing questions, challenging thinking, and leading in the examination of ideas and of relationships between concepts and experience

Based upon the Teaching for Understanding model, this course will promote active student learning and the construction and development of knowledge through lectures, readings, small and large group discussion, small group activities, field based learning, and projects that require the application of knowledge.

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