What This Document Is
This is a course syllabus for SPED 3750 at Western Michigan University, titled “Education of Learners with Emotional Impairments.” It outlines the expectations, structure, and essential information for students enrolled in this specific course during the Spring 2010 semester. It serves as a foundational guide for navigating the course requirements and understanding the instructor’s approach to the subject matter. The syllabus details the course’s place within the broader Special Education program at the university.
Why This Document Matters
This syllabus is crucial for any student registered – or considering registering – for SPED 3750. It provides a clear overview of the course’s objectives, required materials, and how student performance will be evaluated. Prospective students can use this to determine if the course aligns with their academic goals and interests. Current students will rely on it throughout the semester to stay informed about deadlines, policies, and the overall course progression. It’s particularly valuable for understanding the program’s broader outcomes for special education professionals.
Common Limitations or Challenges
This syllabus provides a framework for the course but does *not* contain the actual course content, lectures, assignments, or specific readings. It doesn’t offer detailed explanations of concepts related to emotional impairments or instructional strategies. It also doesn’t include the full text of required journal articles or the scoring rubrics mentioned. Access to the full syllabus is required to understand the complete details of the course.
What This Document Provides
* Instructor contact information and office hours.
* A list of required textbooks and materials, including links to external resources.
* A description of the course’s overall focus and prerequisites.
* An outline of the Special Education Program’s core outcomes.
* A breakdown of key competencies students will develop, categorized by foundational areas like philosophical foundations, characteristics of learners, assessment, and instructional practice.
* Specific knowledge and skill expectations within each competency area.
* References to relevant professional standards (CEC Knowledge and Skills).