Simon Fraser University
Engaging the World

Course Outlines

Fall 2017 - PSYC 359 D100

Developmental Disabilities (3)

Class Number: 8267

Delivery Method: In Person

Overview

  • Course Times + Location:

    Sep 5 – Dec 4, 2017: Thu, 2:30–5:20 p.m.
    Burnaby

  • Exam Times + Location:

    Dec 15, 2017
    Fri, 8:30–10:30 a.m.
    Burnaby

  • Prerequisites:

    PSYC 201 and PSYC 250 (or PSYC 241).

Description

CALENDAR DESCRIPTION:

Developmental disorders and disabilities. Topics include genes and environment, peer and parent-child relationships, social attitudes, diversity, ethical issues, and behavioural therapies. Students who have credit for PSYC 391, Selected Topics in Psychology:Developmental Disabilities, may not take this course for further credit.

COURSE DETAILS:

Developmental disorder/disability is an essential area of study for both students interested in the development of children generally and those interested in promoting the development of children with developmental disorders. In this course we will cover controversial debates about the role of genes and environments in typical and atypical development, the role of peer and parent-child relationships in shaping development, social attitudes and policies with regard to diversity and ethical issues surrounding genetic screening and behavioural therapies. Select developmental disorders such as autism spectrum and William’s syndrome are reviewed from the perspective of diagnosis, etiology and developmental trajectories. We will discuss clinical considerations of the “whole child” within the context of families, communities, and societies and in the interest of practice and policy.

COURSE-LEVEL EDUCATIONAL GOALS:

1) Understand typical and atypical development and how they are mutually informative

2) Understand major developmental disorders
Genetic or other causes
Symptoms and syndrome
Environmental conditions that interfere or support development

3) Understand theory about what causes, maintains or can improve poor developmental outcomes

4) Understand research methods used to study developmental disorders
Limitations of their use
Implications of research findings for those with disorders but also for typical development

5) understand how systems and policies (e.g., families, schools, community and government policy) affect the lives of people with disabilities

Grading

  • Mid-Term Exam: 25%
  • Term Paper/Project: 35%
  • Final Exam: 40%

NOTES:

Topics:

Cognitive, social, emotional development, Autism, Down syndrome, genetic syndromes, genetic screening, parenting, family quality of life, mental health and public policy.

Weekly lectures will be taped.

Materials

REQUIRED READING:

Burack, J. A., Hodapp, R. M., Iarocci, G., & Zigler, E. (Eds.) (2012). Handbook of Intellectual Disability and Development (2nd Edition). New York: Oxford University Press.

RECOMMENDED READING:

Readings are assigned from the textbook and articles that will be available on Canvas. Review of readings in advance of class lecture is required and students must arrive ready for active discussion. Thus, attendance at, and preparation for, all course lectures are required.

Registrar Notes:

SFU’s Academic Integrity web site http://students.sfu.ca/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating.  Check out the site for more information and videos that help explain the issues in plain English.

Each student is responsible for his or her conduct as it affects the University community.  Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html

ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS