Courses may be offered in one of the following modalities:
If you are enrolled in courses delivered in traditional or hybrid modalities, you will be expected to attend face-to-face instruction as scheduled.
| Semester: | Fall 2024 |
| Number: | 0504-664-001 |
| Instructor: | Michael O'Loughlin |
| Days: | Tuesday 6:30 pm - 8:20 pm |
| Note: | Traditional In-Person Class |
| Location: | Garden City |
| Credits: | 3 |
| Status: | Cancelled |
| Notes: |
For majors only |
| Course Materials: | View Text Books |
| Description: |
Students will review roles and functions of school psychologists within a cultural context. The history, background, and scientific basis of school psychology are explored, as are ethical responsibilities, diagnosis and evaluation, clinical interventions and consultation practices. Working with culturally and linguistically diverse populations, and special needs children will be reviewed. |
| Learning Goals: |
In this course, students will:1. Students will learn the history of school psychology, its development as a profession, and trends toward the future.2. Students will review the workings of the American educational system and the ways in which its organizational and operational policies affect children’s academic and social/emotional functioning. 3. Students will analyze the role of the school psychologist within multidisciplinary teams pertaining to both regular education and special education domains. 4. Students will learn how to apply sensitive service delivery, and will develop an understanding of the importance of working with diverse family and community members as part of a multidisciplinary service delivery model.5. Students will demonstrate knowledge in the ways in which the issues of multiculturalism, minority status, socioeconomic levels and other areas of diversity impact the practice and profession of school psychology.6. Students will be able to use a social justice framework to conceptualize their work within the school system and larger community. This includes helping students develop an appreciation for the unique challenges facing minority students, including stereotype threat and disproportional assignment to special education. *The learning goals displayed here are those for one section of this course as offered in a recent semester, and are provided for the purpose of information only. The exact learning goals for each course section in a specific semester will be stated on the syllabus distributed at the start of the semester, and may differ in wording and emphasis from those shown here. |
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