Syllabus Statement

See instructor for the official copy of your course syllabus.

Course Overview

Course Description

Child growth and development is a study of the physical, emotional, social and cognitive factors of growth and development of children from birth through adolescence. Topics covered include principles, stages and theories of growth and development. The CDEC section is for Child Development Majors and the TECA section is for students who want to transfer. There are no required lab hours for this course.   3-hours credit (3-3-0)

Course Rationale

This course in an introduction to prenatal through adolescent growth and development which serves as the foundation upon which practical work with children is based.

Prerequisites and Co-Requisites

CDEC Prerequisites:

DEVR 0300 – Reading Fundamentals & DEVW 0310 –Writing Skills I 

OR Satisfactory score on appropriate placement test

CDEC Co-Requisites:

DEVR 0310 – Reading Skills Improvement & DEVW 0320 – Writing Skills II

OR Satisfactory score on appropriate placement test

TECA 1354            Prerequisites:

Successful completion of Texas Success Initiative (TSI) requirements in reading  & writing.

OPC/DIL/ITV Instructional Methodology

This course is part of the Open Campus (OPC), Distance Learning (DIL) offerings at ACC. There are not regularly scheduled class meetings. This course is also designated as instructional television (ITV). Students are responsible for textbook and study guide reading, video viewing and should adhere to the course calendar to meet various due dates for tests and assignments.

ACC Distance Learning Student Information

(Student Handbook, Distance Learning 101, Student FAQs and Student Resources):

http://dl.austincc.edu/

To complete this course, students must have access to a computer with reliable access to the Internet and an ACC email address.

This class utilizes the online system –Blackboard. All course information, announcements, assignments, student grades, and a discussion board can be found on the Blackboard website.  Students should access this site weekly (recommend twice a week for course updates and announcements. For more information about using Blackboard:

http://irt.austincc.edu/blackboard/StudentSupport.php

Student Learning Outcomes/Learning Objectives

Course Objectives

In this course students will:

1. Summarize principles of growth and development

a. Explain the principles of growth and development.

b. Understand how development in any one domain impacts development in other domains.

c. Analyze how specific factors (e.g., those related to prior experiences, classroom grouping practices, stress, family life, nutritional and physical status, etc.) may affect individuals in one or more developmental domains.

d. Recognize factors affecting the physical growth & health of students (ex. nutrition, sleep, prenatal exposure to drugs, abuse) and knows that students’ physical growth and health impact their development in other domains.

e. Describe how brain research impacts current knowledge of growth and development. f. Analyze ways in which factors in the home and community (e.g. Parent expectations, availability of community resources, community problems) impact student learning.

f. Analyze ways in which factors in the home and community (e.g. Parent

expectations, availability of community resources, community problems) impact

student learning.

g. Understand the lifelong impact of multiple influences and experiences on individual development and on society.

 

2. Know the typical stages of cognitive, social, physical and emotional development

a. Explain the process of development from conception through birth.

b. Describe physical, fine and gross motor and perceptual development from conception through adolescence.

c. Explain cognitive development from conception through adolescence and demonstrate knowledge of developmental changes in children’s thinking (i.e.,

from primarily concrete thinking to the ability to reason and think logically to understand cause and effect, and to organize information systematically.).

d. Describe social and emotional development (including selfâ€Â�concept and selfâ€Â�esteem) from birth through adolescence. And recognize factors affecting

the social and emotional development of students (lack of affection and attention, limited opportunity for verbal interactions, changes in family structure) and

knows that students’ social and emotional development impacts their development in other domains.

e. Describe receptive and expressive language development from birth through adolescence.

f. Outline literacy development from birth through adolescence.

g. Recognize signs of developmental delays or impairments in students

 

3. Discuss theories of development

a. Explain the purpose of child development study and research.

b. Analyze theoretical approaches, research and theorists.

c. Describe the interaction of biological and environmental influences on growth and development.

d. Describe practical applications of theories.

e. Understand the role of learning theory in the instructional process and uses instructional strategies and appropriate technologies to facilitate student

learning (i.e. connecting new information and ideas to prior knowledge, making learning meaningful and relevant to students)

 

4. Discuss the impact of developmental processes on educational practices

a. Recognize the wide range of individual developmental differences that characterizes students and the implications of this developmental variation for instructional planning.

b. Analyze how developmental characteristics of students impact learning and performance

c. Accept and respects students with diverse backgrounds and needs

d. Discuss how brain development research impacts classroom practice.

e. Understand that young children think concretely and rely primarily on motor

and sensory input and direct experience for development of skills and knowledge

 

5. Know the stages of play development (i.e. from solitary to cooperative) and the important role of play in young children’s learning and development.

 

6. Demonstrate skills in practical application of developmental principles and theories, observation techniques and recognition of growth and developmental patterns.

 

National Association for the Education of Young Children (NAEYC) Standards:

All coursework in the ACC Child Care and Development Department includes student learning opportunities and outcomes that address the NAEYC Standards for Early Childhood Professional Preparation in Associate Degree Programs.  The Standards intentionally cover areas of professional preparation that are required to be sure that all young children will receive the kind of early education they need and deserve.  Following are the Standards that are included in this course:

STANDARD 1: Promoting child development and learning

1a: Knowing and understanding young children’s characteristics and needs.

1b:Knowing and understanding the multiple influences on development and learning.

1c:Using developmental knowledge to create healthy, respectful, supportive and challenging learning environments.

SCANS Competencies:

The Secretary’s Commission on Achieving Necessary Skills (SCANS) competencies covered in this course are: Identifying, organizing, planning and allocating resources (Resources); working well with others (Interpersonal Skills); understanding complex inter-relationships (Systems); acquiring and using information (Information); thinking creatively, making decisionssolving problems, visualizing, knowing how to learn and reasoning (Thinking Skills); reading, writing, performing mathematical operations, listening and speaking (Basic Skills); displaying responsibility, self-esteem, sociability, self-management, integrity, and honesty (Personal Qualities)

Course Requirements

Course requirements and policies

Readings  Students will be reading the textbook and study guide –see course calendar. The study guide will provide the chapter objectives, terminology, and progress/practice tests. The readings will assist students in completing assignments and in preparing for tests. Students will not turn in study guide work.

 

Videotapes  There are a series of videotapes for this class, which match the sections in your textbook. The 30-minute video programs can be accessed via:

·       Blackboard: go to the Blackboard website click on the Videos button

·       Cable TV: See the Video Viewing Schedule for channels, times and days of broadcast

·       ACC campus media centers: Videos are available at the campuses listed

on the bottom of Video Viewing Schedule

 

Weekly Overview  Each week the instructor will provide an announcement of course information and a weekly overview of the topic of the week.  This could include powerpoints, websites or a summary of the chapters for the week.

Grading

Tests                                                           

There will be 5 tests, one on each part/section of the textbook. Only 4 tests will contribute to the student’s final grade. The lowest test grade will be dropped.

The exams consist of multiple choice, true-false and short essay questions. The essay questions are graded on accuracy, thoroughness of material, and relating the information presented to concepts found in the textbook. The study guide and the textbook website will be useful in studying for tests.

Assignments

The five assignments will be posted as both word documents and PDFs on Blackboard in the assignment folder. Students will complete assignment and upload the assignments in the assignment section in a word document, pdf or rtf format.

Assignments will follow course topics; assignment directions will be included in each assignment and will on Blackboard at least three weeks before the due dates; due dates are on the course calendar

Quality of Assignments

Assignments must be typed in complete sentences and must contain  understandable paragraphs. Work that does not reflect these expectations will be electronically returned to students for correction. For help with reading, writing, or study skills that meet college level expectations students should contact an ACC Learning Lab.

http://www.austincc.edu/tutor/

Class Participation through Blackboard Discussion Board forum posts

Regular class participation is expected of all students.  If participation or compliance with other course policies is unsatisfactory, the instructor may withdraw students from the class. Students will respond to Discussion Board forum prompts ten times over the semester. Due dates are listed on the course calendar. Students will be able to post a reply to the original prompt and post replies to the posts of fellow students. Discussion Board allows students to assist each other in understanding coursematerial.

Students will post their first response by the due date on the course calendar. During the following week, students will reply to posts of fellow students. Forums will close/be unavailable 1 week after the due date listed on the course calendar.

Grading:                    

       Tests                                                4 @ 100 pts            400

       Assignments                                   5 @ 60 pts              300

       Blackboard discussion board     10 @ 10 pts              100

                                                                            ---

Total Possible Points                                          800

 

The following scale will determine final course grade:

A Excellent = 720 - 800 points                         B Good = 640 - 719 points

C Satisfactory =  560 - 639 points                   D Minimum Passing = 480- 559 points

 F Failing = 479 points and below

Readings

Textbook:   Berger, K.S. (2009). The developing person through childhood and adolescence, 8th edition, New York: Worth Publishers. ISBN 10: 1-4292-1647-6 ISBN 13: 978-1-4292-1647-0 Paperback ISBN 10: 1-4292-2080-5Paperback ISBN 13: 978-1-4292-2080-4

  Listed on ACC bookstore website (Term - Fall 2011, Department - CDEC, Course - 1354-DIL, Section - 006)

         http://www.austincc.edu/legalnotices/bookstore.php

Course Schedule

Week One Readings:

Chapter 1 Introduction

Chapter 2 Theories of Development

Study Guide Chapter 1 Introduction

Study Guide Chapter 2 Theories of Development

 

Week Two Readings:

Chapter 3 Heredity and Environment

Chapter 4 Prenatal Development and Birth

Study Guide Chapter 3 Heredity and Environment

Study Guide Chapter 4 Prenatal Development and Birth

 

Week Three Readings:

Chapter 5 The First Two Years: Cognitive Development

Chapter 6 The First Two Years: Cognitive Development

Study Guide Chapter 5 The First Two Years: Cognitive Development

Study Guide Chapter 6 The First Two Years: Cognitive Development

 

Week Four Readings:

Chapter 7 The First Two Years: Psychosocial Development

Study Guide Chapter 7 The First Two Years: Psychosocial Development

 

Week Five Readings:

Chapter 8 Early Childhood: Biosocial Development

Chapter 9 Early Childhood: Cognitive Development

Study Guide Chapter 8 Early Childhood: Biosocial Development

Study Guide Chapter 9 Early Childhood: Cognitive Development

 

Week Six Readings:

Chapter 10 Early Childhood: Psychosocial Development

Study Guide Chapter 10 Early Childhood: Psychosocial Development

 

Week Seven Readings:

Chapter 11 Middle Childhood: Biosocial Development

Study Guide Chapter 11 Middle Childhood: Biosocial Development

 

Week Eight Readings:

Chapter 12 Middle Childhood: Cognitive Development

Study Guide Chapter 12 Middle Childhood: Cognitive Development

 

Week Nine Readings:

Chapter 13 Middle Childhood: Psychosocial Development

Study Guide Chapter 13 Middle Childhood: Psychosocial Development

 

Week Ten Readings:

Chapter 14 Adolescence: Biosocial Development

Chapter 15 Adolescence: Cognitive Development

Study Guide Chapter 14 Adolescence: Biosocial Development

Study Guide Chapter 15 Adolescence: Cognitive Development

 

Week Eleven Readings:

Chapter 16 Adolescence: Psychosocial Development

Study Guide Chapter 16 Adolescence: Psychosocial Development

Epilogue: Emerging Adulthood

Study Guide Epilogue: Emerging Adulthood

Course Subjects

Child Growth and Development

Course Calendar

 

Textbook:

Berger, K.S. (2009). The developing person through childhood and

adolescence, 8th edition, New York: Worth Publishers.

ISBN 10: 1-4292-1647-6

ISBN 13: 978-1-4292-1647-0

Paperback ISBN 10: 1-4292-2080-5

Paperback ISBN 13: 978-1-4292-2080-4

 

 

Week One

Topic Overview:  Orientation to the course. Introduction to the study of child development as a discipline. Key research methods discussed.  Presentation of major theories of development, such as psychoanalytic theory, behaviorism, cognitive theory.

Readings:

Chapter 1 Introduction

Chapter 2 Theories of Development

Study Guide Chapter 1 Introduction

Study Guide Chapter 2 Theories of Development

Videos:

1 The Developing Person

2  Scientific Approach to Human Development

Assignments Due: 

Discussion Forum 1; Information Form

 

 

Week Two

Topic Overview:  Exploration of nature and nurture in development - of the interaction of heredity and the environment; how this interaction influences genetic expression The development from zygote to newborn is described. Threats and ways to reduce risk from these threats during the vulnerable prenatal period are explored.  Birth and potential complications are discussed.

Readings:

Chapter 3 Heredity and Environment

Chapter 4 Prenatal Development and Birth

Study Guide Chapter 3 Heredity and Environment

Study Guide Chapter 4 Prenatal Development and Birth

Videos:

3 Nature & Nurture

4 The Wondrous Journey

5 A Delicate Grasp

 

 

Assignments Due:

Discussion Forum 2

Discussion Forum 3

 

 

Week Three

Topic Overview: Review of body changes, brain development, the development of the five senses and movement, and important public health issues, such as immunizations and sudden infant death syndrome, during the first two years of development. Overview of key theories about cognitive development in first two years – the six stages in Piaget’s. sensorimotor intelligence, information processing and language development

Readings:

Chapter 5 The First Two Years: Biosocial Development

Chapter 6 The First Two Years: Cognitive Development

Study Guide Chapter 5 The First Two Years: Biosocial Development

Study Guide Chapter 6 The First Two Years: Cognitive Development

Videos:

6 Grow, Baby, Grow

7 The Little Scientists

Assignments Due:

Discussion Forum 4

Assignment 1 – Theories of Development

 

 

Week Four

Topic Overview:  Review of theories of infant psychosocial development; Emotional development in the first two years and the development of social bonds (attachment).

Readings:

Chapter 7 The First Two Years: Psychosocial Development

Study Guide Chapter 7 The First Two Years: Psychosocial Development

Videos:

8 Getting to Know You

9 Off to a Good Start

10 Fatherhood

Assignments Due:

Discussion Forum 5

Test 1 (Chapters 1-4 & Videos 1-5)

 

 

Week Five

Topic Overview: Review of body changes, brain development, and motor development from 2 – 6. Discussion of injury prevention and child abuse. Review of Piaget and Vygotsky’s theories about cognitive development from age 2- 6. Discussion of children’s emerging theory of mind. Review of language development. Overview of early childhood education programs.

Readings:

Chapter 8 Early Childhood: Biosocial Development

Chapter 9 Early Childhood: Cognitive Development

Study Guide Chapter 8 Early Childhood: Biosocial Development

Study Guide Chapter 9 Early Childhood: Cognitive Development

Video:

11 Playing & Growing

12 Playing & Learning

Assignments Due:

Assignment 2 – Developmental Domains

Discussion Forum 6

 

 

Week Six

Topic Overview: Discussion of emotional, moral and gender development in early childhood.  Discussion of the role of play in development. Review of parenting styles.

Readings:

Chapter 10 Early Childhood: Psychosocial Development

Study Guide Chapter 10 Early Childhood: Psychosocial Development

Video:

13 Playing & Socializing

14 Developing through Play

Assignments Due:

Test 2 – Chapters 5 -7 and Videos 6 – 10

 

 

Week Seven

Topic Overview: Review of physical growth from 7 – 11. Discussion of brain development during this period.  Discussion of two health problems – obesity and asthma and their impact on development. Review of issues of children with disabilities.

Readings:

Chapter 11 Middle Childhood: Biosocial Development

Study Guide Chapter 11 Middle Childhood: Biosocial Development

Video:

15 Hazards along the Way

16 The Golden Years of Childhood

Assignments Due:

Discussion Forum 7

Assignment 3 Development and Play

 

 

 

 

Week Eight

Topic Overview: Examination of cognitive development of school-aged children from the perspectives of Piaget, Vygotsky, and information processing theory. Review of language growth during this period.  Discussion of teaching and learning in school-aged children.

Readings:

Chapter 12 Middle Childhood: Cognitive Development

Study Guide Chapter 12 Middle Childhood: Cognitive Development

Video:

17 The Age of Reason

Assignments Due:

Test 3 Chapters 8-10 and Videos 11-14

 

Week Nine

Topic Overview: Discussion of Erikson’s stages of psychosocial development. Review of the impact of families and the peer group on the developing school-aged child.  Moral development in middle childhood.

Readings:

Chapter 13 Middle Childhood: Psychosocial Development

Study Guide Chapter 13 Middle Childhood: Psychosocial Development

Videos:

18 A Society of Children

19 On the Road of Accomplishment

20 School Days

Assignments Due:

Discussion Forum 8

Assignment Four - Development and Educational Processes

 

Week Ten

Topic Overview: Review of puberty in adolescence and the impact of too early or too late development. Discussion of nutrition and eating disorders; review of physical development post-puberty. Discussion of key health hazards of this stage of development. Overview of adolescent thinking and neurological development.  Discussion of education of adolescents.

Readings:

Chapter 14 Adolescence: Biosocial Development

Chapter 15 Adolescence: Cognitive Development

Study Guide Chapter 14 Adolescence: Biosocial Development

Study Guide Chapter 15 Adolescence: Cognitive Development

Videos:

21 Explosions

22 What if?

Assignments Due:

Discussion Forum 9

Test 4 Chapters 11-13 & Videos 15-20

 

Week Eleven

Topic Overview: Identity development and sexuality in adolescents. Relationships with adults and peers.  Discussion of depression in adolescents.

Readings:

Chapter 16 Adolescence: Psychosocial Development

Epilogue Emerging Adulthood

Study Guide Chapter 16 Adolescence: Psychosocial Development

Study Guide Epilogue Emerging Adulthood

Videos:

23 Who am I?

24 The Home Stretch

25 Crashing Hard into Adulthood

26 Different (Development) Plans

Assignments Due:

Discussion Board 10

 

Week Twelve

Topic Overview: Wrap up of the course

Readings

None

Videos:

None

Assignments Due:

Test 5 Chapters 14-16 & Epilogue and Videos 15- 20

Assignment 5 – Adolescent development

 

 

 

 

 

Course Policies

Testing Center Policy

Students will take tests in the Academic Testing Center - see course calendar

Students using the Academic Testing Center must govern themselves according to the Student Guide for Use of ACC Testing Centers and should read the entire guide before going to take the exam.  To request an exam, one must have:

• ACC Photo ID  (Students can obtain an ACC ID at any ACC Admissions and Records Office)
• Course Abbreviation (CDEC or TECA)
• Course Number (1354)
• Course Synonym (33767 or 37743)
• Course Section (006)
• Instructor's Name (Linda Welsh)

 

Do NOT bring cell phones to the Testing Center. Some testing centers do not have secure locations for personal belongings. Having your cell phone in the testing room, regardless of whether it is on or off, will revoke your testing privileges for the remainder of the semester.  ACC Testing Center policies and locations days, hours of operation can be found athttp://www.austincc.edu/testctr/

 

Drops and Withdrawal Policy

Students may withdraw anytime prior to the withdrawal deadline for this semester Thursday, November 17 Students who officially exit a course during either the schedule change period or before the official college reporting date (9/6/11)  are considered to have “dropped” the course. They do so by submitting the official request to Admissions and Records. Dropped courses are not considered withdrawals and are not posted on the student transcript.

Withdrawals from a course occur after the official reporting date and result in a mark of W on the student transcript. For location of Admissions and Records offices and more information about course withdrawal:

http://www.austincc.edu/support/admissions/changing.php

It is the responsibility of each student to ensure that his or her name is removed from the roll should he or she decide to withdraw from the class.  The instructor does, however, reserve the right to drop a student should he or she feel it is necessary.  If a student decides to withdraw, he or she should also verify that the withdrawal is submitted before the Final Withdrawal Date.  The student is also strongly encouraged to retain their copy of the withdrawal form for their records.

Students are responsible for understanding the impact withdrawing from a course may have on their financial aid, veterans’ benefits, international student status, and academic standing. Students are urged to consult with the professor and/or an advisor before making schedule changes.

Students who enroll for the third or subsequent time in a course taken since Fall, 2002, may be charged a higher tuition rate, for that course.

State law permits students to withdraw from no more than six courses during their entire undergraduate career at Texas public colleges or universities.  With certain exceptions, all course withdrawals automatically count towards this limit.  Details regarding this policy can be found in the ACC college catalog.

The professor will initiate a withdrawal for any student who is not making sufficient progress: At least one-half assignments and all tests up to that point must be completed by Monday, November 14, 2011 The professor will email and attempt to contact students at risk for withdrawal by phone.

Incomplete Grade

An incomplete will be assigned only if: extenuating circumstances prevent a student from completing the course, if the student is making satisfactory progress, and if the student has completed at least half of the tests and the assignments. An incomplete grade cannot be carried beyond the established date in the following semester. The completion date is determined by the instructor but may not be later than the final deadline for withdrawal in the subsequent semester.

Final Grade

Students may check their grades on Blackboard anytime during the semester. Students may check Blackboard for their final point total after the deadline for the professor to submit final grades. Students must stay enrolled in any TASP requiredcourses to obtain a grade in this course.

If students have difficulty completing assignments on time and/or if they don’t understand the material, they should let the professor know as soon as possible!  Students should contact the professor as soon as this becomes an issue.  The professor is willing to help, but it is the student’s responsibility to let the professor know what help is needed.   If students wait until the end of the semester, there is very little the professor can do to assist the student.

Reading and Writing Requirements:

This course requires that students have successfully completed the Reading Fundamentals of Reading (DEVR 0300) and Writing Skills I (DEVW0310) or obtained a satisfactory score on an appropriate placement test. Toremain in this course, students must be concurrently enrolled in Reading Skills Improvement (DEVR 0310) and Writing Skills II (DEVW 0320) or have obtained a satisfactory score on an appropriate placement test.  

Student Rights and Responsibilities:

Students at the college have the rights accorded by the U.S. Constitution to freedom of speech, peaceful assembly, petition, and 
association. These rights carry with them the responsibility to accord the same rights to others in the college community and not to 
interfere with or disrupt the educational process. Opportunity for students to examine and question pertinent data and assumptions 
of a given discipline, guided by the evidence of scholarly research, is appropriate in a learning environment. This concept is
accompanied by an equally demanding concept of responsibility on the part of the student. As willing partners in learning, students must 
comply with college rules and procedures.    Each student is strongly encouraged to participate honestly in an open dialog on 
Blackboard.  In any instructional situation that includes discussion and critical thinking, there are bound to be many differing viewpoints.  
These differences can enhance the learning experience and create atmosphere encouraging all of us to think and to learn. On sensitive 
and volatile topics, students may sometimes disagree not only with each other but also with the professor.  It is expected that the 
professor and the students will respect each other’s views when they are expressed during discussion board posts. 

Academic Integrity and Scholastic Dishonesty:  

A student attending ACC assumes responsibility for conduct compatible with the mission of the college as an educational institution.  Students have the responsibility to submit coursework that is the result of their own thought, research, or self-expression.  Students must follow all instructions given by faculty or designated college representatives when taking examinations, placement assessments, tests, quizzes, and evaluations.  Actions constituting scholastic dishonesty include, but are not limited to, plagiarism, cheating, fabrication, collusion, and falsifying documents.    Penalties for scholastic dishonesty will depend upon the nature of the violation and may range from lowering a grade on one assignment to an “F” in the course and/or expulsion from the college.  See the Student Standards of Conduct and Disciplinary Process and other policies at http://www.austincc.edu/current/needtoknow

Safety Statement

Austin Community College is committed to providing a safe and healthy environment for study and work. You are expected to learn and comply with ACC environmental, health and safety procedures and agree to follow ACC safety policies. Additional information on these can be found at http://www.austincc.edu/ehs. Because some health and safety circumstances are beyond our control, we ask that you become familiar with the Emergency Procedures poster and Campus Safety Plan map in each classroom. Additional information about emergency procedures and how to sign up for ACC Emergency Alerts to be notified in the event of a serious emergency can be found at http://www.austincc.edu/emergency/.

Please note, you are expected to conduct yourself professionally with respect and courtesy to all. Anyone who thoughtlessly or intentionally jeopardizes the health or safety of another individual will be dismissed from the day’s activity, may be withdrawn from the class, and/or barred from attending future activities.

Use of ACC email

All College e-mail communication to students will be sent solely to the student’s ACCmail account, with the expectation that such communications will be read in a timely fashion. ACC will send important information and will notify you of any college related emergencies using this account.  Students should only expect to receive email communication from their instructor using this account.  Likewise, students should use their ACCmail account when communicating with instructors and staff.  Instructions for activating an ACCmail account can be found at http://www.austincc.edu/accmail/index.php.

Student And Instructional Services

ACC strives to provide exemplary support to its students and offers a broad variety of opportunities and services.  Information on these services and support systems is available at:   http://www.austincc.edu/s4/

Links to many student services and other information can be found at: http://www.austincc.edu/current/

ACC Learning Labs provide free tutoring services to all ACC students currently enrolled in the course to be tutored.  The tutor schedule for each Learning Lab may be found at:  http://www.autincc.edu/tutor/students/tutoring.php

For help setting up your ACCeID, ACC Gmail, or ACC Blackboard, see a Learning Lab Technician at any ACC Learning Lab.

Students with Disabalities:

Each ACC campus offers support services for students with documented disabilities.  Students with disabilities who need classroom, academic or other accommodations must request them through the Office for Students with Disabilities (OSD).   Students are encouraged to request accommodations when they register for courses or at least three weeks before the start of the semester, otherwise the provision of accommodations may be delayed.  

Students who have received approval for accommodations from OSD for this course must provide the instructor with the ‘Notice of Approved Accommodations’ from OSD before accommodations will be provided.   Arrangements for academic accommodations can only be made after the instructor receives the ‘Notice of Approved Accommodations’ from the student.  

Students with approved accommodations are encouraged to submit the ‘Notice of Approved Accommodations’ to the instructor at the beginning of the semester because a reasonable amount of time may be needed to prepare and arrange for the accommodations.   

Additional information about the Office for Students with Disabilities is available athttp://www.austincc.edu/support/osd/