00 PM CLASS TIME: MONDAY AND WEDNESDAY (9.00 – 10.45 AM) VENUE: LT 7 1. COURSE DESCRIPTION This course will focus on increasing the student’s understanding of the psychology of the exceptionality. The course will provide an overview of the range of exceptional characteristics that exist and the effect of exceptionality on the individual and the family.

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Topics will indicate physical, mental, emotional, behavioral, and social traits of children and adolescents with special needs, parenting a child with special needs and the role of teachers. Other topics include ethical and legal issues as well as counseling. 2. LINK TO UNIVERSITY MISSION OUTCOMES ; TO PROGRAM LEARNING OUTCOMES 2.1 THE MISSION Promote the discovery and application of knowledge, the acquisition of skills and the development of intellect and character in a manner which prepares students to contribute effectively and ethically as citizens of a changing and increasingly technological world. The mission is achieved through selected high quality undergraduate and graduate academic programs which result in the following outcomes:2 2.2 THE MISSON OUTCOMES 1.

High order thinking. 2. Literacy 3. Global understanding and multicultural perspective 4. Preparedness for career 5. Leadership and ethics 6. Community service and development 3.

PROGRAM LEARNING OUTCOMES (LPO’S) 1. Articulate the major concepts, theories, empirical findings, ethical standards and historical trends in psychology. 2. Conduct research in a variety of settings 3.

Demonstrate creative and critical thinking approach to psychological issues in diverse settings 4. Communicate in multicultural settings 5. Use psychological knowledge, skills, values and attitudes to aid in interventions 4. COURSE OUTCOMES At the conclusion of this course the students should be able to: 1. Demonstrate familiarity with the wide range of exceptionalities .

2. Analyze current research in the field of exceptional child psychology as it relates to real -world applications. 3. Explain the effect of exceptionality on the children’s self -esteem, educational performance, and social interactions 4. Describe methods of early identification, diagnosis and ass essment of children with special needs 5. Develop fundamental counseling and consultation skills to work collaboratively with exceptional children and their families . 6. Develop an understanding of strategies to address social and emotional issues of exceptional children and their families3 5.

COURSE TEXT Kirk, Gallagher, and Anastasiow. 2015. Educating Exceptional Children. 14 th Ed. Houghton Mifflin. ISBN -13: 978 -0-547 -12413 -1 Further Reading 1. Smith, D. D.

, ; Tyler, N. C. (2010). Introduction to special education: Making a difference (7 th Ed.).

New Jersey: Pearson. 2. Gargiulo, R. M. (2012). Special education in contemporary society (4th ed).

Washington: Sage. 3. Hallahan, D.

, Kauffman, J., ; Pullen, P. (2008). Exceptional learners: An introduction to special education (11th ed.). Boston, MA: Pearson Allyn ; Bacon. 6.

CONTENT ; CLASS SCHEDULE Week Topics Readings Assignments 1 ? Course Overview/terminologies ? Introduction to Exceptionality Kirk et al. part 1 2 ? Overview of disabilities ? Early identification ? Family Systems and exceptionality Kirk et al. part 1 3 Group presentations ? Gp1 – UN Guidelines on Special Needs ? Gp2 – UNICEF Guidelines 4 Group presentations ? Gp3 – Africa situation on special needs ? Gp4 – E. Africa situation ? Gp5 – KISE 5 ? Intellectual Disability ? Autism ? (Kirk et al.

part 4) ? (Kirk et al. part 5)4 7. TEACHING MODALITIES a) Lectures, video clips to illustrate brain activity and pathways, use of APA style of writing, written exams. 6 ? Learning Disabilities – Reading Disabilities – Dyslexia – Dyscalculia – Dysorthographia Kirk et al. part 6 7 Mid semester Exam 8 ? ADHD ? Emotional and Behavioral ? Kirk et al. part 7 ? (Kirk et al.

part 8 9 ? Communication, Language and Speech Disorders ? Special gifts and talents ? Kirk et al. part 9 ? Kirk et al. part 10 10 ? Hearing Impairment ? Visual Impairment ? Low Vision ? Blindness Kirk et al. part 11 Kirk et al. part 12 11 ? Physical Disability ? Multiple Disability Kirk et al. part 13 12 ? Working with families with a child with special needs ? Stressors in the family Hallahan, et al Chapter 4 13 ? Counseling with Special needs ? Ethical and legal issue in special needs Hallahan, et al Chapter 4 14 Final exam5 b) The class will go for an educational trip to Kenya Institute of Special Education on 26 th October 2018 8. COURSE EVALUATION Several methods of assessment will be used to evaluate learning. All assignments should be handed in at the stipulated time.

Any questions regarding assignments to be forwarded to instructor on time. Please note that there are NO MAKE -UP exams as per the u niversity policy. Students’ performance will be assessed as follows: Class attendance – (5%) Group Assignment 1 – (10 %) Assignment 2 – (15%) Term Paper – (20%) Mid -Semester Exam (20%) Final Exam (30%) a) Assign ment 1 – Group presentations Group 1: Presenting UN based disability policies Group 2: Kenyan situation on disability ( KISE) Group 3: UNICEF Group 3: East African situation on disability Group 5: Regional other than East Africa Organization of the presentation and team work 2 marks Content of the materials 4 marks References 2 marks Presentation methodology 2 marks Total 10 marks6 b) Assignment 2 – (TO BE HANDED IN WEEK 10 ) Write an essay on “Importance of early assessment in exceptionality.” (The assignment should be done in an academic manner with in text citations well indicated and references. It should be not less than 2000 words in total .

NB: Plagiarism is a major academic crime and is discouraged. ) Presentation of the term paper 2 marks Organization of the term paper 2 marks Content and originality of material 8 marks References: – Five books 1 mark Three journals 1 mark Internet 1 mark Total 15 marks c) Term Paper (TO BE HANDED IN WEEK 11) Write a term paper on ” Culture has played a significant role on stigma and discrimination of people with exceptionality.” Discuss this statement citing the research that has been done on the same. Presentation of the term p aper 2 marks Organization of the term paper 2 marks Content and originality of material 8 marks References: – Five books 1 mark Three journals 1 mark Internet 1 mark Total 15 marks Please Note: Plagiarism will not be tolerated in ANY form. Any assignment that is plagiarized will receive an automatic failing grade. You must put all writing int o your OWN words, this is extremely important. Any time you summarize another person’s research/writing, you must paraphrase it and provide, an appropriate citation (according to APA format). Any direct quotes from another person’s work must be designated with quotation marks (according to APA format), however, direct quotations should be minimal, meaning that the majority of your writing is in your words.

Direct quotes should never comprise more than 5% of your essay or written work. If you need to review the APA format for these types of citations, there are several copies available in university library.7 e) Examinations There will be two examinations, one mid -term and the other at the end of the semester. 9. USIU GRADING SYSTEM Grade Marks range (%) A 90 -100 A- 87 -89 B+ 84 -86 B 80 -83 B- 77 -79 C+ 74 -76 C 70 -73 C- 67 -69 D+ 64 -66 D 62 -63 D- 60 – 61 F 0-59 10. KEY INSTITUTIONAL ACADEMIC POLICIES Professionalism It is assumed that a psychology student’s behaviour in class is generally an indicator of his or her future behaviour as a practitioner.

Thus, students are appraised based on professionalism displayed during class. Psychology students displayed professionalism, and build competence by arriving on time for class, by engaging fully in class le ctures and activities, and by demonstrating professional attitudes, and professional character. These factors are evaluated based on one’s ability to convey warmth, genuineness, respect, and empathy in interactions with classmates and the instructor. Stude nts are expected to be able to demonstrate the ability to accept and integrate feedback, be aware of their impact on others, accept personal responsibility, and be able to express feelings appropriately. Side private conversations, cell -phone use, and arri ving late for class are not acceptable professional behaviours. As a step toward creating healthy boundaries in your life and to demonstrate respect for others, please make sure that all cellular phones are turned off or placed on silent for the duration o f the class.8 Academic integrity Students are expected to follow standards of academic behaviour as described in USIU guidelines.

In addition, graduate students are expected to abide by professional ethical standards. Violations of any academic dishonesty (e.g. Any of academic dishonesty, presenting previously submitted work, and plagiarism) will be subject to consequences that may include, but are not limited to grade reduction or course failure.

Absence policy Students are expected to attend all classes. As per university policy, missing more than three classes would mean that you get an” F” grade for this class. Students are responsible for making up any work missed due to any class absence.


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