Great Basin College
Course Syllabus
ECE 200: The Exceptional Child
Fall Semester 2014 - 3 Credit Course
Instructor: Professor Lynette Macfarlan, MA, Edu.
Phone: 753-2239
E-mail through Web Campus
Office Phone: 753-2239 - Office Hours: Tuesdays and Thursdays:
8:30 AM – 11:30 AM or by appointment
No Prerequisites
An important note about On-line Classes:
On-line classes require constant motivation and self-direction. Students
are responsible for reading, studying, asking questions, completing
assignments within the required time-frame, being organized, and staying
on schedule. If issues or concerns arise regarding the technical aspect of
the course, students are encouraged to contact the Technology-Help desk
for assistance at 753-2167 or the helpdesk@gwmail.gbcnv.edu. The
Technology Help Desk is open from 7AM -10 PM, Monday through Friday,
and 8 AM – 5 PM on Saturdays. All GBC sites have lab aides on staff to
assist students. I strongly encourage all students to attend a Webcampus
Workshop. Please call the Help Desk to inquire about training dates and
times.
Course Description
This course will focus on the characteristics, training, instructional
strategies and educational needs of exceptional children. In addition,
students will explore the existing educational agencies, programs, and
instructional methods designed for children who are gifted or who have
disabilities.
Text
The Exceptional Child, Inclusion in Early Childhood Education, 8th Edition
by K. Eileen Allen and Glynnis E. Cowdery – You must purchase the 8th
edition for this class. Previous editions will not suffice.
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Communication
The best means of communication for on-line classes is through
Webcampus e-mail. It is essential that all students check their e-mail at
least twice a week for updates from the instructor. When the instructor
sends an e-mail to individual students or the class as a whole, a response
of acknowledgement is expected. If a problem arises, contact the instructor
immediately. If the problem is technical in nature, it is important to contact
the instructor and the GBC Help Desk. Students are encouraged to contact
the instructor with ideas of interest, questions or concerns at any time.
On-Line Student Responsibilities

Be able to access the class website through Webcampus.

Have and maintain Internet access throughout the semester.

Have and maintain a virus-free computer.

Have knowledge of Windows and file handling.

If students have computer or Internet problems, they must have an
alternative solution for back-up purposes: GBC Computer Lab, GBC
Library, or a friend’s computer.
Student Outcomes/Measurement
Student Outcomes:Through the process of this course,
the students will…
1. Explore the benefits of inclusive environments for children
with and without disabilities and their families.
Assessments/Measurement
Quiz #1 & #2
Exam # 1
2. Specify social and political forces that helped bring about
federal legislation on behalf of exceptional children, including
the gifted.
Essay/Discussion Board #1
Quiz #3 & #4
Exam # 1
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Essay/Discussion Board #1
3. Discuss and understand IDEA 2004 (PL 108-446) and its
impact on special education.
Observation Project
Quiz #5 & #6
Exam #1
4. Describe essential elements of an inclusive program for
children birth through five years of age.
Essay/Discussion Board #2
Quiz #7
Exam #1
5. Describe types of children referred to as typical, atypical,
developmentally delayed, at risk, and gifted.
Essay/Discussion Board #2
Quiz #8 & #9
Exam #1
Essay/Discussion Board #3
6. Distinguish between developmental sequences and
developmental milestones in each of the areas: motor, social,
cognitive, and language development.
7. Understand the biological and environmental factors that
can put infants and young children at developmental risk.
Specify causes of developmental disabilities.
8. Discuss and practice the role of the early childhood teacher
in the IFSP/IEP process. Summarize the major responsibilities
of IFSP and an IEP.
Observation Project
Quiz #10
Exam #2
Internet Research
Quiz #11
Exam #2
Internet Research
Quiz #12 & #13
Essay/Discussion Board #3
Exam # 3
9. Describe strategies that teachers can use to facilitate
inclusive learning experience for children vision loss, hearing
impairments, physical disabilities and learning and behavior
disorders.
10. Define the concept of empowerment in relation to working
with families.
Analyze IEP/IFSP Plan
Exam # 3
Observation/Analysis/IEP
Develop a Family Plan for
Collaboration
Observation/Analysis/IFSP
Exam # 3
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Method of Instruction


Essays
Observation

Discussion Board

Individual Projects

Reading/Reflection

Application of Methods
Assessment

Weekly Quizzes

Reflective Essay Exams

Internet Research/Reporting

Discussion Board Responses

Observation/Analysis & Plan of Action

Application/Reflection/Exam Questions
Student Responsibilities
1. Participation is very important since students will be responsible for
reading material, class activities, discussions, and information presented by
the instructor weekly. This class requires that work be completed
weekly. Students must contact the instructor a minimum of two weeks in
advance if he or she will not be participating in the class. These absences
will only be approved for an extreme family emergency and/or personal
illness. A grade of “W” (withdrawn) will be recorded for anyone who
formally withdraws by contacting the instructor and completing a withdrawal
form.
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2. All required reading should be completed weekly so that students can
complete assignments and quizzes with a successful
outcome. Procrastination may result in failure!
3. Assignments must be turned in by specified dates. Weekly
assignments are due on Mondays at 8 A.M. Late assignments will not
be accepted unless prior arrangements are made with the instructor
in advance.
4.
Requirements for Written Assignments:

All written assignments must be typed, organized and professionally
formatted.

Correct spelling and use of grammar are expected. Remember to
use spell check and proof your work before posting assignments.

College level writing skills are expected. Assignments with
excessive or repetitive errors must be rewritten and reposted before
the next assignment is due. A grade will be given after the rewritten
assignment is reviewed. If the instructor does not receive the
rewritten assignment as specified above, the student will receive a “0”
for the assignment.

Exams MUST be posted as an attachment. Students may not write
their responses in the drop box. If this occurs, the assignment(s) will
be returned and/or assigned a failing grade. If a student does not
know how to type a Word document and post it as an attachment, he
or she must take steps to learn the process prior to taking this class.
If students need assistance, the Help Desk is available through the
GBC Internet or by calling 775-753-2239.

Discussion Board assignments DO NOT need to be posted as an
attachment. Student responses can be written in the drop box,
however Discussion Board guidelines must be adhered to and all
submissions must be grammatically correct. Texting grammar is not
acceptable at any time. Using this type of grammar may result in
a failing grade!
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Schedule

This course will officially begin on August 25th. All quizzes are due
on Monday at 8:00 A.M. beginning September 8th. Students will be
given two weeks to orient themselves to the course. Text books must
be purchased prior to beginning the class. A grade of a “0” will be
given if quizzes and exams are not posted on time. DUE DATES
WILL NOT BE CHANGED. This is not negotiable. This is a very
rigorous, fast-paced course. In order to succeed, students must be
self-starters and dedicated learners. A Quiz and/or a Discussion
Board will be due weekly. (See Course Calendar in Webcampus)

Prior to the first assignment, I am asking that all students introduce
themselves through the Discussion Board by writing a one paragraph
autobiography. The introduction must be sent to the instructor and the
other students who are enrolled in the class. Students are expected
to reply to one another.

Weekly, students are required to follow the assignment guidelines
outlined in the Learning Modules. Students will begin by reading the
Chapter Objectives continuing through the links.

Students will be administered weekly Quizzes.

Three Reflective Essay Exams will be administered throughout the
progression of the course: Exam #1: Chapters 1 – 5; Exam #2:
Chapters 6 – 9 and Exam #3: Chapters 10, 11, & 14. Each exam will
consist of a set of essay questions. The questions are based on
chapter information as well as personal reflection. Each exam must
be posted by the due dates found at the bottom of the syllabus. Note:
Exams are due on Fridays instead of Mondays. All three exams are
posted on the Home Page at the beginning of the semester. Students
have the opportunity to begin working on the exams at any time. All
exams must be written in a Word document and posted as an
attachment with an MLA heading. Under NO circumstances can the
exams be sent through Webcampus e-mail. Due to the interest of
time, we will not be covering all of the Chapters in the text.

There will be 2 graded Discussion Board assignments on Chapters
2 & 8.
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Course Assignments
Students will be graded on the basis of accuracy, completeness, and
the degree of excellence in carrying out the required assignments.
1. Quizzes: A 20 point quiz will be administered weekly: Matching,
True/False and Multiple Choice. The quizzes are located in each
Learning Module. Each quiz covers chapter content, therefore it is
imperative that you read and process the information in your reading
assignments. The quizzes will not be timed. Students are encouraged
to ponder and discuss the questions with other class
members. Students are welcome to use the Discussion Board or
email to correspond with other students at any time. I am a proponent
of team work when all members participate equally and
fairly. Students can take each chapter quiz up to 2 times to earn a
higher score. 11 @ 20 points = 220 possible points
2. Discussion Board: Students are required to complete 2
Discussion Board assignments. A set of questions will be posed in
the Discussion Board area for Chapters 2 and 8. In order to receive
the maximum number of points, students must respond to a minimum
of three other students. Students are required to write a minimum of
three comprehensive paragraphs. It is important to support personal
views with concrete evidence provided in the text. Additional Internet
research is encouraged. The instructor tracks the responses and is
fully aware of all contact or lack thereof between students within the
Discussion Board. The responses must be completed in a neat,
concise and understandable format. All Discussion Board responses
must be written in the drop box and not posted as an attachment.
Points will be deducted for spelling and grammar errors. Texting
grammar is not acceptable. Proof your Discussion Boards
assignments before posting. Remember that a first impression is a
lasting impression! 2 @ 50 points = 100 possible points
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4. Exams- Essay: Three essay exams will be administered
throughout the semester. The essay questions will be based on
chapter content, audio/visual material, Internet research and
assigned reading assignments located in the weekly learning
modules. The questions will also require critical thinking and personal
reflection. I expect all responses to be detailed, comprehensive and
grammatically correct. Each exam must be written in an MLA or APA
format. College-level work is expected. Points will be deducted for
spelling and grammar errors. It is imperative that all parts of each
question be included. Sources must be cited when and if applicable.
Student must submit their response in a Word or Rich Text. If
students do not know how to attach a document, they must seek
assistance from the Help Desk. The instructor will not accept
any work unless it is posted as an attachment. 3 @ 75 possible
points – 225 points
3. Participation and a Positive Interactive Attitude: These points
are essential for receiving an “A.” A student’s attitude and class
participation can make a difference in his or her personal growth,
course progression, and success in the world of Early Childhood
Education. Late submissions will have a negative impact on the
overall grade for the course. 55 points possible
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ECE 200, Child Guidance Point System
Students are encouraged to make an appointment with the instructor
at any time during the semester to discuss grades, questions, or
concerns about the course.
Assignment
11 Quizzes @ 20 points
each
(Set of 3 quizzes per
chapter)
Discussion
Board/Reflective Essay
Worth
220 Points
Your Score
100 Points
Chapters 2 & 8 only!
(2 @ 50 possible points)
Participation/Positive
Attitude:
55 Points
Exams
225 Points
(3 @ 80 possible points
each)
600 Points Possible
Grade
A
B
C
D
F
Percentage
90 - 100 %
80 - 89%
70 - 79%
60 - 69%
0 - 59%
Points
540 - 600
480 - 539
420 - 479
360 - 419
0 - 359
Calculate your letter grade at any time by dividing the total points
accumulated by the total points possible to calculate the letter grade
For Example: 480/600 = 80% or a “B”
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Plagiarism
Policy of Academic Integrity: GBC subscribes to the traditional policy of
academic integrity: students are expected to be honest. Students are
expected to do their own work. Students who plagiarize or commit
academic dishonesty are violating the standards of academic integrity and
are subject to consequences ranging from failing the assignment or course
to dismissal from the institution.
Plagiarism is presenting someone else’s word, ideas or data as one’s
own. When a student submits work that includes the words, ideas, or data
of others, the source of that information must be acknowledged through
complete, accurate, and specific references; and if verbatim statements are
included, through quotation marks as well. In academically honest writing
or speaking, the students will acknowledge the source whenever…



another person’s actual words are quoted.
another person’s idea, opinion or theory is used, even if it is
completely paraphrased in the student’s own words.
facts, statistics, or other illustrative materials are borrowed, unless the
information is common knowledge.
ADA Accommodations
Great Basin College supports providing equal access for students with
disabilities. An advisor is available to discuss appropriate accommodations
with students. Please contact the ADA officer in Elko at 753-2271 at your
earliest convenience to request timely and appropriate accommodations.
Statement of Academic Integrity
I, Lynette Macfarlan, promise to expect nothing more of you, the student,
than I, the instructor, expect of myself. Freedom of speech, thought and
learning are a responsibility and right of all participants in this
class. Respect and privacy are assumed. At times the character of this
course material may be of a personal nature, please treat your classmates
as you wish to be treated.
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