COLLEGE OF SAINT BENEDICT/ST. JOHN'S UNIVERSITY

COURSE SYLLABUS
Spring Semester 2008

 

Department: Education                                                             Instructor: Edmund Sass, Ed.D.

 

Course Title: Human Development: Typical and Exceptional          Course Number: ED 203

 

Textbook: The Developing Child (11th Edition) Authors: Helen Bee and Denise Boyd

 

Course Description: Education 203 is a survey course that provides an introduction and overview of both typical and atypical human development (conception through adolescence) with an emphasis on topics of particular importance for effective educational decision-making. Course content is correlated to the Minnesota Standards of Effective Practice for Teachers (SEPs) and will include the following topics: research, theories, stages, and principles of development, as well as categories of exceptionality and special education.

 

Outcomes: The student:

Commands a diverse, research-based body of knowledge:
1) understands how students internalize knowledge, acquire skills, and develop thinking behaviors, and  know how to use instructional strategies that promote student learning. (SEP 2A)
2) understands that a student’s physical, social, emotional, moral, and cognitive development influence learning and know how to address these factors when making instructional decisions. (SEP 2B)

3) understands developmental progressions of learners and individual variation within each area of development (including physical, social, cognitive, and sensory), can identify levels of readiness in learning, and knows how development in any one area may affect performance in others.(SEP 2C)
4) understands human motivation and behavior and draws from the foundational sciences of psychology, anthropology, and sociology to develop strategies for organizing and supporting individual and group work. (SEP 5A)

5) can accommodate students’ learning differences or needs regarding time and circumstances of work, tasks assigned, communication, and response modes.(SEP 3M)

6) understands and identifies differences in approaches to learning and performance including varied learning styles and performance modes and multiple intelligences; and know how to design instruction that uses students’ strengths as the basis for continued learning. (SEP 3A)

7) knows about specific areas of exceptionality, including giftedness, specific learning disabilities, mental retardation, sensory impairments, physical/chronic health impairments, and emotional/behavior disorders. (SEP 3B)

8) knows the processes and procedures (including advantages and limitations) of some of the assessment instruments utilized in the identification of students eligible for special education services. (Ed 203)

9) identifies when and how to access appropriate services or resources to meet exceptional learning needs. (SEP 3N) 

10) understands communication theory, language development and the role of language in learning. (SEP 6A)

11) understands how cultural and gender differences affect communication in the classroom. (SEP 6B)

12) understands the influence of use and misuse of tobacco, alcohol, drugs and other chemicals on student life and learning. (SEP 10E)

13) knows the various types of special education services and programs available to exceptional learners, understands when such services are needed, and how to access them. (Ed 203) 

Interacts humanely:

14) respects and has appropriate expectations for all learners, regardless of their disabilities or backgrounds. (ED 203)

Teaches in a changing world:

15) understands the power of language for fostering self-expression, identity development, and learning, as well as the importance of using current and appropriate terminology (SEP 6E)

16) demonstrates flexibility and reciprocity in the teaching process as necessary for adapting instruction to student responses, ideas, and needs. (SEP 4F)
Teaches professionally:

17) understands major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the disciplines taught. (SEP 1A)

18) understand how a student’s learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family, and community values (SEP 3E)
19) is able to collaborate with other professionals to improve the overall learning environment, and has knowledge of the personnel and resources available for assisting students with exceptionalities and their teachers. (SEP 10G)

20) is able to consult with parents, counselors, other teachers, and professionals in other community agencies to link student environments, particularly in regard to IEP teams and the various personnel involved in them. (SEP 10I)

21) is familiar with federal and state laws related to special education, including IDEA. (Ed 203)

22) understands student rights and teacher responsibilities to equal education, appropriate education for students with disabilities, confidentiality, privacy, appropriate treatment of students, and reporting in situations of known or suspected abuse or neglect.(SEP 10C)

23) locates and utilizes Internet resources pertaining to typical and atypical development. (Ed 203)
24) uses varied viewpoints, theories, ways of knowing, and methods of inquiry in teaching, and varies the instructional process to address the content of instruction and the needs of students. (SEP 1F and SEP 4J)
25) uses effective communication techniques in conveying ideas and information (SEP 6H)
26) understands methodologies to study human behavior, including their advantages and limitations (Ed 203 and SSL)
 

OUTLINE:

The following outline lists topics, reading assignments, SEP Standards, and approximate dates.

 

TOPICS:

I. Beginnings
A. Intro, Course Overview, Definitions – Day 1 (1-15)

B. Scientific Method, Research, and SSL Stuff – Day 2 (1-17)

Outcomes: SEPs 1A, 6E and SSL 22
Reading: Chapter 1

  

II. Early Life

A. Heredity and Prenatal Development - Video: “Life’s Greatest Miracle”) - Day 3 (1-21)

B. Birth - Video (“The Miracle of Birth”) and Discussion Activity – Day 4 (1-23)
C. Infant Development - "Class Comparison Activity" – Day 5 (1-25)

Outcomes: SEPs 2B, 2C and 10G
Reading: Chapters 2, 3, 4, and 5


III. Language Development

Overview, Video (“Discovering Psychology Series: Language Development”), and Second Language Acquisition – Day 6 (1-29)
Outcomes: SEPs 3E, 6A, 6B, 6E, and 10G

Reading: Chapter 8

IV. Preschool Years/Early Childhood Education/Daycare
Overview and Jigsaw Activity – Day 7 (1-31)

Outcomes: SEPs 2B and 2C
Reading: pp. 462-464

VI. Congenital Disorders
Discussion, Editing, and Sharing of Assignment A – Day 8 (2-4)

Drafts of Assignment A are due day 8 for in-class editing. Final copies are due on day 10.

Outcomes SEPs 2C, 3B, 3M, 10E, and 10G

Reading: pp. 45-58 and pp. 418 – 421

 

Assessment 1 – Day 9 (2-6)

This assessment addresses parts of SEP Outcomes 1A, 2A, 2B, 2C, 3B, 3E, 3M, 6A, 6B, 6E, 10E, 10G, and SSL #26.

 

The Elementary Immersion Experience is 2-7 to 2-13. Class will not meet during this time.

 

VII. Special Education
A. Minnesota Special Education Laws Activity - Day 10 (2-14)

B. Referral Process and Mock Staffing – Days 11 and 12 (2-18 & 2-20)
Outcomes: SEPs 10C, 10G, 10I, and Ed 203 #13 and #21
Reading: Chapter 15

 

Long weekend is 2-21 to 2-24!

 

VIII. Cognitive Development
A. Intelligence: What is it? How is it measured? - Day 13 (2-26)

B. Developmental Cognitive Disability/Mental Retardation (Definitions Activity, Levels Discussion Activity, Etiology Lecture) Days 14, 15, and 16 (2-28, 3-3, and 3-5)
C. Specific Learning Disabilities - Days 17 and 18 (3-7 and 3-11)
D. Gifted, Talented, Creativity – Day 19 (3-13)

 

Easter Recess is 3-17 to 3-24!

E. Piaget's Theory – Day 20 (3-25)

Outcomes: SEPs 2A. 2B, 2C, and 5A

Reading: Chapters 6 and 7 as well as pp. 432-436 and pp. 444-449
 

IX. Research Revisited

Assignment B – Paper Editing and Article Sharing – Day 21 (3-27)

Drafts of Paper B are due 3-27 for in-class editing. Final Drafts are due on Day 22 (3-31)
Outcomes: SEP 1A and SSL 22

X. Moral Development 

Lawrence Kohlberg's Stages – Day 22 (3-31)
Outcome SEPs 2B, 2C, 5A
Chapter 12

 

Assessment 2 - Day 23 (4-2)
This assessment addresses parts of SEP Outcomes 1A, 1C, 2A, 2B, 2C, 5A, 10C, 10I. and Ed 203 #13

 

XI. Personality Development

A. Introduction, Definitions, Trait and Type Models Including “The Big 5” - Day 24 (4-4)
B. Freud Jigsaw Activity - Day 25 (4-8)

C. Erikson – Day 26 (4-10)

D. Maslow and Synthesis of Models – Day 27 (4-14)

Outcomes: SEPs 2B, 2C and 5A

Reading: Chapters 9, 10, and 11

XII. The Adolescent Personality
Discussion Activity, Overview, Early and Late Maturation – Day 28 (4-16)
Outcomes: SEPs 2B, 2C, and 5A
Reading: pp. 106-109, 170-173, and 467-471

XIII. Impact of the Family
Birth Order, Family Size, Parenting Styles – Day 29 (4-18)

Outcomes: SEPs 1C, 3E, 5A, 6B, and 10G

Reading: Chapters 13 and 14

XIV. Bullying and School Violence
Overview, questionnaire, discussion, Video “Lets Get Real” – Day 30 (4-22)
Outcomes: SEPs  2B and 3N
Reading: pp. 329-332 and pp. 433-444

XV. Emotional/Behavior Disorders

A. Intro Activity and Personality Disorders – Day 31 (4-25)

B. Anxiety Disorders – Day 32 (4-29) Case Studies Activity
Note: Paper C is due 4-29 (Day 32)

C. Schizophrenia and Pervasive Developmental Disorders – Days 33 and 34 (5-1 and 5-5)

Outcomes: SEP 2C, 3B, 3M, and Ed 203 #13
Reading: Chapter 15

 

Final Assessment – May 9 at 1:00 p.m. This assessment addresses parts of SEP Outcomes 1A, 1C, 2B, 2C, 3B, 3E, 3M, 3N, 5A, 6B, 10G, and Ed 203 # 13.

Assignments:

Assignment A – Congenital Disorders

Each student will choose one congenital disorder (a disorder that is present from birth) from the list provided by the instructor. Students will then search the Internet for sites related to this disorder and write a brief paper that provides information regarding characteristics, degree of disability, prevalence, causes, complications, treatments, and educational implications (i.e. need for special services, mobility issues, interpersonal/social issues, and role of the teacher). Students must also provide an e-mail address and /or URL as well as a US mail address or an 800 number of an organization from which additional information about the topic can be obtained. Be sure to reference Web sites and any other sources of information both in text and in the bibliography. In addition to submitting the written two-page report, students will also be responsible for sharing information about the disorder they have chosen in a group-discussion format. Paper length is NOT to exceed two single-spaced pages. (This assignment addresses SEP 3B, 3M, 10E, and Ed 203 #23)  Assignment A is due on Day 10 (2-14) and will be worth a maximum of 10 points (6 for content and 4 for writing quality). Rough drafts are due Day 8 (2-4) for discussion and in-class editing.

 

Assignment B – Review of a Professional Journal Article
The student will analyze and write a report about one research article (describing research conducted by the author or authors) from a professional journal.  The research must deal with one of the following topics: language skills/language development, literacy (reading/ writing), special education, students with disabilities, cognitive development/intelligence, learning, or brain development. The purpose of this assignment is to help students understand how the results of developmental educational research are used in the field of education. Select either a print or online research article (not an opinion piece, book review, or summary of other research articles) that is of interest to you. Be sure to reference the article both in text and as a bibliographic reference. The written aspect of the assignment should include: 1) an overview of the article including the research question, hypothesis or problem being studied; the research methodology used (field study, longitudinal, correlational, etc.); the subjects or participants studied; and the findings (what was learned?) of the study; 2) a summary of the implications of the research results for teachers, parents, or others dealing with children/youth (What do the results suggest regarding teaching, parenting, etc.); 3) what other follow-up or related research might be appropriate based on the findings of this study; 4) the student's opinion about and reaction to this research article (what did you learn? what did you question? How might the findings affect your teaching or how you interact with children/youth?). Suggested length of this paper is two to three single-spaced pages. (This assignment addresses SEPs 1A, 1C, 1F, 6H, and Ed 203 # 23 and will be worth a maximum of 15 points (10 for content and 5 for writing quality). Final drafts are due on Day 22 (3-31). Rough drafts are due on 3-27 (Day 21) for discussion and in-class editing.

   

Assignment C (Choose ONE of the four assignment options listed below):
1. The student will write a brief paper which analyzes his/her personality based on at least three of the theories, models, and other information from class and the textbook. (for example, the 5-Trait Model, early and late maturation, Freud, Erikson, Maslow, Piaget, Skinner/Bandura and Learning Theory). The paper should include what the student considers an appropriate definition of personality, a description of his/her most prominent personality traits/characteristics, and an analysis of these traits/characteristics based on course concepts. Suggested length of this paper is three to four single-spaced pages. This assignment addresses SEPs 1C, 2A, 2B, 2C, 3A, 5A, 6A, and 6H.

 

2. The student will write a detailed description/analysis of a "typical" child or youth of the age and grade s/he would ideally like to teach. This description must include in formation on physical, social (including friendships and play patterns), and emotional development. It should also include information regarding typical stages or levels (including a description of typical characteristics at that level) development from the perspectives of Freud, Erikson, Malsow, and Piaget. The paper should conclude with an overview of the most important educational implications of these developmental characteristics. Suggested length of this paper is three to four single-spaced pages. This assignment addresses SEPs 1C, 2A, 2B, 2C, 3A, 5A, 6A, and 6H.
 

3. The student will interview the parent(s) of a child who is "exceptional" or "atypical" on the basis of the definitions utilized in class. During the interview, the student will attempt to obtain the following information: A) the child's category of exceptionality;  B) the parent's understanding of the child's exceptionality: C) the type of special education (if any) the child is receiving: D) the degree of parental satisfaction with the child's educational situation; E) the parent's initial reaction upon learning of their child's exceptionality: F) the parent's appraisal of the various professional individuals who have worked with the child (e.g. special education teachers, school psychologists, social workers, etc.); G) the effect/impact the child has had on the family; H) the parent's hopes/concerns regarding the child's future. Upon completing the interview, the student will write a three to four page paper which summarizes the interview, relates the information obtained to similar material from class and the text, and describes the student's reaction to the interview. Suggested length of this paper is three to four single-spaced pages. (This assignment addresses SEPs 2C, 3B, 3N, 6E, 10I, and Ed 203 # 13.
 

4. The student will interview a professional individual who works with exceptional individuals (e.g. special education teachers, school psychologists, social workers, physical therapists, etc. NOT teacher's aids, paraprofessionals, or camp counselors). During the interview, the student should inquire about the person's role in working with exceptional individuals, the sort of education and training necessary for his/her profession, and what aspects of the profession s/he likes and dislikes. Upon completing the interview, the student will write a two to four page report which includes a summary of the interview, a comparison of the information obtained during the interview to similar material presented in class and in the course text, and a description of the student's reaction to the interview. Suggested length of this paper is three to four single-spaced pages.. (This assignment addresses SEPs 2C, 3B, 3N, 6E, 10I, and Ed 203 # 13.

 

Assignment C is due on Day 32 (4-29) It will be worth 25 points (15 for content and 10 for writing quality).


Additional Informal Assignments:

In addition to the above assignments, there will be several brief assignments during the semester that the student will be expected to complete in order to facilitate participation in class discussion. 

 

Exams:

There will be three 50-point exams on or near the dates listed in the Outline. Students may choose either multiple choice or essay exams.  Since it is the instructor's expectation that the majority of students will choose multiple choice exams, students must notify the instructor one week prior to the exam if an essay test is preferred.

Grading:

Grades will be determined on a criterion-referenced basis. There will be three in-class tests each worth a maximum of 50 points and three assignments worth a total of 50 points (10 points for assignment A, 15 points for Assignment B, and 25 points for assignment C) for a total of 200 points. The criteria for letter grades are as follows:

A - The student must earn a total of at least 184 points.

A/B – 180 to 183 points.

B – 166 to 179 points.

B/C – 162 to 165 points.

C – 144 to 161 points.

D – 120 to 143 points.

F - 119 points or below

 

Please Note: Attendance is mandatory at all classes. Students will be given one warning. After that, each unexcused absence will result in a 2-point deduction. Please notify the instructor in advance if you will be absent.

 

Course Bibliography:

The following is a partial list of references consulted in compiling the material for this course. Students interested in acquiring additional information regarding a specific course topic may wish to begin with these sources. 

 

American Association o Intellectual and Developmental Disabilities. (2007). Definition of Mental Retardation. Retrieved October 11, 2007 from http://www.aamr.org/Policies/faq_mental_retardation.shtml

American Association on Mental Retardation. (1992). Mental Retardation: Definition, Classification, and Systems of Support (9th ed.). Washington DC: AAMR

 

American Psychiatric Association. (1994). Diagnostic and Statistical Manual of Mental Disorders (4th ed.). Washington DC: Author.

Armstrong, T. (1994). Multiple Intelligences in the Classroom.  Alexandria, VA: ASCD.

 

Association for Retarded Citizens. (n.d.). The Truth About Retardation. Arlington, TX: ARC

Benton-Stearns Education District. (1992). Special Education Handbook. St. Cloud, MN: BSED.

Bandura, A. (1977).  Social Learning Theory. Englewood Cliffs, N.J.: Prentice Hall.


Bee, H. and Boyd, D. (2004). The Developing child (10th ed.). Boston: Pearson Education, Inc.

 

Bee, H. and Boyd, D. (2006). The Developing child (11th ed.). Boston: Pearson Education, Inc.
 

Benner, S. M. (1998). Special education issues in the context of American society. Belmont, CA: Wadsworth Publishing.

Centers for Disease Control and Prevention. (2006). Autism spectrum disorders Fact Sheet. Available at http://www.cdc.gov/ncbddd/autism/actearly/autism.html.

 

Crain, William (2005). Theories of Development: Concepts and Applications 5th ed. Upper Saddle River, NJ: Pearson-Prentice Hall.

Crawford, N. (2002). New ways to stop bullying (Electronic Version). Monitor on Psychology, 33,  64-66.


Damon, W. (1991). The Moral Child: Nurturing Children’s Natural Moral Growth. New York: Free Press.

 

Data research, Inc., (1986). Handicapped Students and Special Education. Rosemount MN: Data Research, Inc.


Elkind, David.(1974). A Sympathetic Understanding of the Child: Birth to Sixteen.  Boston: Allyn and Bacon, Inc.

 

Erikson, Erik. (1963). Childhood and Society. 2nd Ed. New York: W.W. Norton and Co.

 

Erikson, Erik. (1968). Identity: Youth and Crisis. New York: Norton.


Fowler, J and Keen, S. (1978).  Life Map: Conversations on the Journey of Faith.  Waco, TX: Word Books.

Gardner, H.(1993).  Multiple Intelligences: Theory Into Practice. New York: Basic Books.

 

Garnett, K. & Lackaye, T. (1993). Modifying and Adapting Methods and Materials for Students with Disabilities in Mainstreamed Classrooms. New York: Hunter College.


Genesee, Fred. (2000). “Brain Research: Implications for Second Language Learning.” ERIC Digests. Available at http://www.cal.org/ericcll/DIGEST/oo12brain.html.


Giangreco, M. (1998). What do I do now? A teacher’s guide to including students with disabilities. In Freiberg, K. Annual editions: Educating exceptional children. Guilford, CT: Dushkin: McGraw‑Hill


Grieve, Robert. (1990). Understanding Children.  Ed. Martin Hughes. Cambridge, MA:  Basil Blackwell.

Greenburg, D.G. (1984). The 1984 Annual Report to Congress: Are We Better Off? November, 7-10.

 

Grossman, H.J. (1977) Manual on Terminology and Classification in Mental Retardation. Washington, D.C.: AAMR

 

Hadley, R. & Brodwin, M. (1988). "Language about people with disabilities."  Journal of Counseling and Development, vol. 67, pp. 147-149.


Hauser, S. (1991).  Adolescents and their families: Paths of Ego Development. New York: Free Press.


Herbert, M. (2003). Typical and atypical development from conception to adolescence. Malden, MA: Blackwell Publishing Company.   


Hewett, S. (1991). When the bough breaks: The cost of neglecting our children. New York: Basic Books.

Huitt, B. (1998) "The behavioral system." Valdosta GA: Valdosta State University. Available at http://chiron.valdosta.edu/whuitt/col/behsys/behsys.html.

Kagan, J. (1984).  The Nature of the Child.  New York: Basic Books.

Kaye, E. (1979).  How to Treat T.V. with T.L.C.: The ACT Guide to Children's Television.  Boston:  Beacon Press.


Kessler, J. (1966).Psychopathology of Childhood. Englewood Cliffs: Prentice-Hall.

 

Kirk, S.A., Gallagher, J.J., & Anastasiow, N.J. (1996). Educating Exceptional Children (8th ed.). Boston: Houghton Mifflin. 

Kohlberg, L. (1981). Essays on moral development: Vol 1. The philosophy of moral development.  New York: Harper & Row.

 

Kohlberg, L. (1984). Essays on moral development: Vol 2. The philosophy of moral development.  New York: Harper & Row.

Leigh, G., and Peterson, C. (1986).  Adolescents in Families.  Dallas: Southwestern Publishing Co.

 

Lerner, J.L. (1997). Learning Disabilities: Theories, Diagnosis, and Teaching Strategies (6th. ed.). Boston: Houghton Mifflin.

 

Leman, K. (2001). The Birth Order Connection. Grand Rapids, Michigan: Fleming H. Revell


Lessow-Hurley, J. (2003). Meeting the needs of second-language learners. Arlington, VA: ASCD.
 

Lewis, R. & Doorlag, D. (1995). Teaching Exceptional Students in the Mainstream. Englewood Cliffs, NJ: Merill.

 

Lewis, R. and Doorlag, D. (2003). Teaching special students (6th ed.). Englewood Cliffs, NJ: Merill.

Press, 1985.

 

Lipkin, Arthur. (1999). Understanding homosexuality, changing schools. Boulder, CO: Westview Press.


Maslow, A.H.  1968). Toward a Psychology of Being. 2nd Ed. Princeton, NJ: Van Norstrand Reinhold.

 

Miller, P. (1993). Theories of Developmental Psychology. 3rd ed. New York: W.H.Freeman.

 

Minnesota Department of Education (1990). Model Learner Outcomes for Gifted and talented. St. Paul.

National Youth Violence Prevention (2006). Teen facts – Bullying. Retrieved November 28, 2006 from http://www.safeyouth.org/scripts/teens/bullying.asp.


Papilia. D. and Olds, S. (1998). Human development (7th Ed) New York: McGraw-Hill.

Patton, J.R. , Payne, J.S., & Bierne-Smith, M. (1990). Mental Retardation (3rd ed). Columbus, OH: Merrill

 

Piaget, J. (1960). The child’s conception of the world. London: Routledge.

Philips, J. L. (1969) The Origins of the intellect: Piaget's theory. San Francisco: W. H. Freeman and Company.

Rest, James. (1986). Moral development: Advances in research and theory. New York: Praeger.
 

Russell‑Fox, J. (1998). Together is better: Specific tips on how to include children with various types ofdisabilities. In K. L. Freiberg (Ed), Educating exceptional children 98‑99. (pp. 32‑34). Annual Editions. Guilford, Connecticut. McGraw‑Hill.

 

Sadker, M., & Sadker, D. (1995). Failing at Fairness: How our schools cheat girls. New York: Touchstone.

 

Salend, S.J. (1998). Effective Mainstreaming (3rd ed.). Upper Saddle River, NJ: Prentice Hall.

Sattler, et al. (2000). Child development in context: Voices and perspectives. Boston: Houghton Mifflin Company.

Schiefelbusch Institute for Lifespan Studies (1996). Guidelines for reporting and writing about people with disabilities. Lawrence, KS: RTC/IL Publications, University of Kansas.

 

Sharpe, M., York, J., & Knight, J. (1994). Effects of inclusion on the academic performance of classmates without disabilities: A preliminary study. Remedial and special education, 15, 5, 281‑287.


Skinner, B.F. (1953).  Science and human behavior. New York: The Macmillan Company, 1953

Skinner, B.F. (1963). Operant Behavior. American Psychologist, 18, 503-515.

Skinner, B.F. (1971).  Beyond Freedom and Dignity. New York: Knopf.

 

Smelter, R., Rasch, W., & Yudevich. (1994). Thinking of inclusion for all students? Better think again. Phi Delta Kappan, 76, 35‑38.

Sousa, D. (2001) How the Special Needs Brain Learns. Thousand Oaks, CA: Corwin Press Incorporated.

Southwest Educational development Laboratory (2000). How can research on the brain inform education? Austin, Texas: Eisenhower Southwest Consortium for the Improvement of Mathematics and Science Teaching (SCIMAST). Available at http://www.sedl.org/scimath/compass/v03n02/1.html


Stainback, W., Stainback, S., &Stefanich, G. (1996). Learning Together in Inclusive Classrooms: What About the Curriculum? Teaching Exceptional Children, 28 (3), 14-19.


Sulloway, F. (1996). Born to Rebel. New York: Pantheon Books.
 

Terman, L.M. & Oden, M. (1959). Genetic Studies of Genius: Vol. 5: The Gifted group at Mid-life. Stanford, CA: Stanford University Press.

Thomas, R.M. (2005). Teachers doing research: An introductory guidebook. Boston: Pearson Education, Inc.

 

Torrence, E.P. (1974). Torrence Tests of Creative Thinking. Lexington, MA: Ginn.

 

U.S. Department of Education. (2001). Twenty-Third Annual Report on the Implementation of Individuals with Disabilities Education Act. Washington DC: USDE. Available at: http://www.ed.gov/offices/OSERS/OSEP/Products/OSEP2001AnlRpt/

U.S. Department of Education. (2002). Twenty-Fourth Annual Report on the Implementation of Individuals with Disabilities Education Act. Washington DC: USDE. Available at: http://www.ed.gov/about/reports/annual/osep/2002/index.html

U.S. Department of Education. (2003). Twenty-Fifth Annual Report on the Implementation of Individuals with Disabilities Education Act. Washington DC: USDE. Available at: http://www.ed.gov/about/reports/annual/osep/2003/index.html

Wadsworth, B.  (1996). Piaget’s Theory of Cognitive and Affective Development. 5th ed. White Plains, NY: Longman Pub.

 

White, Kathleen, and Joseph Speisman.   (1977). Adolescence.  Montery, CA: Brooks/Cole Publishing Co.


Zigler, E., Hodapp, R.M., & Edison, M.R. (1990). From theory to practice in the care and education of mentally retarded individuals. American Journal on Mental Retardation, 95, 1‑12.