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Class Log Spring 2015

This page is under perpetual construction

May 7, 2015

  • Test #3, 10 a.m. in classroom

April 30, 2015, 29th class

  • Severe and Multiple Disabilities
  • review for test #3
  • quiz on ch. 12 (last quiz)
  • Assignment # 10: Write a few sentence/brief paragraph expressing your view of what exceptionality means with respect to children. What does the “psychology of exceptional children” refer to? What does “exceptional” mean? Has your view changed since the beginning of the semester?

April 28, 2015, 28th class

  • giftness conclude
  • Assignment #9: resources
  • severe and multiple disabilities, read ch. 12

April 23, 2015, 27th class

  • Dr. Joel Schneider: giftedness
  • read ch. 15 for Thursday, quiz on ch. 15 will be on Tuesday 4-28-15

April 21, 2015, 26th class

April 16, 2015, 25th class

  • William McHie, Illinois Office of Rehabilitation Services: Deaf Culture and Cochlear implants

April 14, 2015, 24th class

April 9, 2015

  • ill, class cancelled

April 7, 2015, 23rd class

April 2, 2015, 22nd class

  • Test #2

March 31, 2015, 21st class

  • emotional disorders: eating and habit disorders
  • Test # 2 will be on Thursday 4-2-14: covers ch.s 8 (EBD), 11 (ASD), 14 (TBI) and our classes since first test

March 26, 2015, 20th class

  • emotional disorders: anxiety
  • Assignment #8: What Are You Afraid Of?
  • Test #2 on Thursday 4-2-15

March 24, 2015, 19th class

  • emotional disorders: depression
  • Assignment #7: Reasons For Living
    • For Thursday 3-26-15 make a list of at least 10-15 reason you would not commit suicide. Philosophical/religious (e.g., “it’s a sin”) are alright but concrete and personal tend to be even better (e.g., “it would hurt”) and best of all are positive reasongs (e.g., “I want to see Lucy, my niece, graduate from high school”). Turn in list for up to 5 points. Positive reasons for living (and the associated emotion of hope) have been found by Marsha Linehan and others to be fairly powerful inhibiting factors of suicidal behavior.

March 19, 2015, 18th class

March 17, 2015, 17th class

March 5th, 2015, 16th class 

  • childhood onset schizophrenia
  • traumatic brain injury
  • “Traumatic brain injury is the leading cause of death and disability in children older than 1 year of age.” (Quayle, Holmes, Kuppermann, and others, 2014, p. 1945)
  • ch 8 question not due until 8-23-15

March 3rd, 2015, 15th class

  • Class cancelled due to University delayed opening 3-3-15
  • Test #3 will be during the course final exam period: Thursday 5-7-15 10:00 to 12:00

February 26th, 2015, 14th class

February 24th, 2015, 13th class

February 19th, 2015, 12th class

  • Autism
  • chapter 11 (autism spectrum disorders) due Tuesday (2-24-15), quiz on ch 11 next Thursday (2-26-15)
  • Assignment #6 (due next Thursday, 2-26-15): read the State & Sestan (2012) article passed out in class, prepare a summary (one or two sentence each) of the 3-5 most important ideas presented in this brief paper. Turn in 2-26-15 for up to five points.
  • Assignment #7: most interesting thing you learned in class today
  • An interesting read for those of you especially interested in the topic of autism is: Grinker, Roy R. (2007). Unstrange Minds: Remapping the world of autism. NY: Basic Books.

February 17th, 2015, 11th class

  • Test #1

February 12th, 2015, 10th class 

February 10th, 2015, 9th class

  • Learning Disabilities
  • test #1: Tuesday 2-17-15
  • C. Kenneally (2007). The First Word: The search for the Origins of Language. NY, NY: Viking Press.

February 5th, 2015, 8th class

February 3rd, 2015, 7th class 

January 29th, 2015, 6th class 

  • Intellectual Disabilities
  • A 12 year old child with a Full Scale IQ of 55
    • 100% of us thought the child could talk
    • 54% of us thought the child could read a 1st grade reader
    • 67% of us thought the child could do simple addition and subtraction
    • 42% of us thought the child could go one block to a convinence store and make a simple purchase
    • 42% of us thought the child would usually dress in weather appropriate clothing
  • A 12 year old with an IQ of 55 have the approximately mental age of a 6 1/2 year old, could a 6 year old do these things?

January 27, 2015, 5th class 

January 22, 2015, 4th class 

January 20, 2015, third class 

  • biological basis of behavior
  • overview of exceptionality, conclude:
    • Diagnostic and Statistical Manual of Mental Disorders, 5th edition (DSM-5), American Psychiatric Association
    • International Classification of Diseases, 9th edition, clinical modification (ICD-9-CM), World Health Organization/U.S. Department of Health and Human Services (USHHS) (ICD-10 will probably be adopted in the U.S. in October of 2015, the same year most of the rest of the world moves to ICD-11)
    • Individuals with Disabilities Education Act (IDEA), U.S. federal government (reauthorized 2004)

January 15, 2015 second class 

January 13, 2015

  • introduction
  • assignment 1: Write a few sentence/brief paragraph expressing your view of what exceptionality means with respect to children. What does the “psychology of exceptional children” refer to? What does “exceptional” mean?
  • assignment 2 (Due Thursday): Turn in a list of five things you would like to learn/get of of this class this semester.
    • Assignments completed outside of class need to be typed and machine printed. You can run out of ink, have your printer malfunction, lose your flashdrive, be abducted by aliens, etc. just once, ; after that Ms. Saterlee will begin deducting a point for handwritten assignments [We’re not just being mean, I’ve kept track: handwritten work takes me twice as long to read as machine printed.]
  • assignment 3 (Due Thursday, only for this week): Turn in a question you have after reading ch. 1. Something you would like to know that ch. 1 didn’t answer (Normally you will turn in these questions on Tuesday for the ch. reading assignment for that week.)
  • Exceptionality
    • Homo sum: humani nil a me alienum puto
      • [I am human, therefore nothing human is truly alien from me] – Terrence
      • Differences
        • When is a difference a disability?
        • How far should society go to remove a disability?
          • What function does human variability serve?
          • Who bears the cost?
  • Unit 1: Standards of Abnormality
  • quiz Thursday on Ch. 1
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