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One in five people will experience a disability or developmental challenge of some form during their lifespan, or have someone close to them experience this. Students will build on the foundational knowledge of child development gained at the 100 course level by examining issues relating to children who follow a different developmental pathway characterised by innate or acquired developmental challenges.
By the end of this course successful students will be able to:1. Students will understand the aetiology, diagnostic criteria, and developmental course of several common developmental disorders and their implications for educational and psychosocial outcomes and adjustment. 2. Students will examine and evaluate critical issues surrounding developmental disorders and compare and contrast a range of perspectives on a particular development challenge.3. Students will analyse both empirical research and individual case studies of a developmental disorder to integrate the experiences and unique characteristics of individuals with evidence-based perspectives.
15 points in EDUC or PSYC106 or permission of the Head of School
Kim Dolgin
Aronson, Josh. et al; Sound and fury ; Docurama ;Distributed by New Video, 2001.
Aronson, Josh. et al; Sound and fury : 6 years later ; Filmakers Library, 2006.
Batshaw, Mark L; Children with disabilities ; 5th ed; MacLennan & Petty, 2002.
Berns, Elizabeth; Down but not out : a true story ; National Pacific Press, 2004.
Franklin, Allison D. C. , Cerebral Palsy Society of New Zealand; The Alli way of life : living well with cerebral palsy ; A.D.C. Franklin, 2008.
Freides, David; Developmental disorders : a neuropsychological approach ; Blackwell Publishers, 2001.
Harper, Angela. , Harper, Hannah., New Zealand Down Syndrome Association; Living with Down syndrome ; NZDSA, 2004.
Jacobson, John W. , Mulick, James A., Rojahn, Johannes; Handbook of intellectual and developmental disabilities ; Springer, 2007.
Odom, Samuel L; Handbook of developmental disabilities ; Guilford Press, 2007.
Rubin, Sue. et al; Autism is a world ; State of the Art, 2004.
Rynders, John E. , Horrobin, J. Margaret; Down syndrome : birth to adulthood, giving families an EDGE ; Love Publishing, 1996.
Smith, Jude , Malcolm, Leanne., Southern Moon Productions; Living with autism ; Southern Moon Productions, 2006.
Wickins, Liz; Invincible spirit : Jonathan's journey ; Penguin, 2003.
Wilson, Phyllis. , Shallcrass, John James; No stone unturned ; Price Milburn, 1982.
Younger, Sue. , Burke, Vincent., Top Shelf Productions; Autism : life amongst strangers ; Top Shelf, 2009.
The above resources are available on restricted loan in the central library. There are three types of resources: videos/dvds, biographies, and edited books and handbooks on childhood developmental disorders. The videos/dvd and biographies may be useful for completing the first piece of assessment (Growing up with...), while the edited books and textbooks will be useful for further studying for the test and completing the debate and essay.Required Texts and ReadingsRequired Readings: There is no textbook for this course. All required readings will be posted on the Learn website in Adobe "pdf" format for download and/or printing. It is expected that students will read the weekly assigned readings prior to lecture.
Library portalOn-line course content Aegrotat considerations
All forms of cheating and dishonest practice are taken seriously and penalties will result. Students should refer to Regulation J of the General Course and Examination Regulations.
There are three major pieces of assessment: a short essay titled "Growing up with..." (20%), a test (40%), and a two-part controversy project (40%).
Mondays & Thursdays 12:00 – 1:00pm; Commerce building 101 Lecture Theatre
N/A
The due date for the essays should be strictly adhered to. The safest course of action is to plan to complete the report a couple of days before the due date. Late assignments will be penalized 10% for each day the assignment is late. For example, if an assignment is worth 25 points and is turned in two days late, 20% would be deducted from the final score. A student who scores 20/25 actually receives a 16/25 for the late assignment. If you find that you are unable to complete the report by the due date please contact Kim as soon as possible.
When mitigating circumstances beyond your control have prevented you from turning in a report on time an extension without penalty may be granted (extensions are normally limited to 1 week). No report will be accepted for assessment once the process of returning marked reports has begun.
It is possible to apply for a graded report or test to be re-marked. Application for re-marks should be made in writing to the Head of School Educational Studies and Human Development and should state the reason(s) for the appeal. Students are advised that it is possible for a re-mark to result in a higher, an unchanged, or a lower grade.
Course work, other than the test, may be submitted in 2 ways: (1) students may turn in a paper copy of the assignment to the College Office, Orakipaoa, Dovedale Campus, on or before 4pm on the due date; (2) an electronic version of the assignment may be sent to the course coordinator as an email attachment in a Microsoft Word format (2007 or 2003) on or before 4pm on the due date.
Domestic fee $595.00
International fee $2,588.00
* All fees are inclusive of NZ GST or any equivalent overseas tax, and do not include any programme level discount or additional course-related expenses.
For further information see School of Educational Studies and Leadership .