This course is designed to increase 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: physical, mental, emotional, behavioral and social traits of children and adolescents. Other topics will include legal issues, giftedness (identification / classification/ labeling), federal and state legislation, as well as diversity of culture and language.
This course has been approved as a Special Education course for teacher certification in Connecticut.
- PSY 101: Psychology
- ENG 101: English Composition 1
- ENG 102: English Composition 2
Student Learning Outcomes (SLOs)
Students who successfully complete this course will be able to:
- Identify a wide range of exceptionalities as well as investigate the conceptions of giftedness.
- Identify significant legislation and the due process rights allowed individuals who are being assessed and identified as eligible for special education services.
- Critically evaluate major psychological theories (cognitive, behavioral, social, emotional and learning), and research in the field of special education pertaining to children and adolescents.
- 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.
- Improve critical thinking skills, as evidenced through written work and oral communications
General Education Outcomes (GEOs)
Please check the applicable GEOs for this course, if any, by outcomes at GEO Category Search, or by subject area at GEO Discipline Search.
Course Activities and Grading
Discussion Board Questions
Other Written Assignments: Activities; Exercises, and Applications
Midterm Exam (Week 4)
Final Exam (Week 8)
Available through Charter Oak's online bookstore
- Friend, Marilyn. Special education: contemporary perspectives for school professionals. 5th ed. Allyn & Bacon, Inc., 2018. ISBN-10: 0-13-448680-3 or ISBN-13: 978-0-13-448680-2
Note: There are two topics covered each week with the exception of week 8.
Recommended Readings and Exercises
Topic: Understanding Special Education
Topic: The Personnel and Procedures of Special Education
Topic: Multicultural and Bilingual Perspectives
|Topic: Collaboration in Special Education|
Topic: Students with Specific Learning Disabilities
Topic: Students with Attention Deficit-Hyperactivity Disorder
Topics: Students with Emotional and Behavioral Disorders
Topic: Students with Intellectual and Developmental Disabilities
Topic: Students with Speech and Language Disorders
Topic: Students with Autism Spectrum Disorders
Topic: Students with Deafness and Hearing Loss
Topic: Students with Visual Impairments
Topic: Students with Orthopedic Impairments, Traumatic Brain Injury, and Other Health Impairments
Topic: Students with Severe and Multiple Disabilities
Topic: Students Who Are Gifted and Talented
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.
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PSY 335 Week 3 Quiz
1. When we perform an experiment, we
2. The control group in an experiment
3. In research on the decompression of pregnant rats, the independent variable is ______, a dependent variable is ________, and a control variable is _______________.
4. In experiments, independent variables are
5. Dependent variables are
6. One reason a valid experiment may produce null results is
7. In experiments, the independent variable should be _________, the dependent variable should be __________, and the control variable should be ________.
8. An interaction occurs when
9. Which of the following is an example of the Hawthorne effect?
10. A variable that inadvertently causes an experimental result is
11. Construct validity permits one to do which of the following?
12. Which of the following is a source of construct invalidity?
13. If a study has external validity, one is entitled to
14. Internal validity allows one to do which of the following?
15. Which of the following is the most likely to have the greatest internal validity?
16. Test reliability determined by a correlation between scores from the same test taken at two different times is called
17. Statistical reliability determines whether results
18. Which of the following is a major threat to internal validity?
19. A type of validity that is specifically concerned with being able to make causal statements about relationships between variables is _______________ validity.
20. A replication of research helps to determine ______________ validity.