College of Charleston Fall 2014 EDFS 426

Language Development and Communication Skills for Students with Disabilities

Class day/time: M/W 9:00am to 10:15am Class Location: Education Center # 213 Instructor: Harriet C. Hetzel, MED, CCC, SLP Phone: (c) 843.442.8750

E‐mail: hetzelhc@cofc.edu

Office: School of Education, Health and Human Performance 86 Wentworth Street Room #335 Charleston, SC 29424 Office hours: 10:30- 11:30am M/W or by appointment

Course Pre‐requisites: EDFS 201, EDFS 303 Course Description: This course encompasses a study of the elements of language; typical and atypical language development. An understanding of how to enhance language and communication skills of students with disabilities will be determined. Class sessions will address language and communication abilities of students with a variety of disabilities, assessing and enhancing communication skills of students with a disability, exploring augmentative and alternative modes of communication, and investigating the effects of culture on language development.

Course Text: Kuder, S. J. (2013) Teaching students with Language and Communication Disabilities (4th ed.). Boston: Pearson ONLINE EDITION is also be available

Course Objectives: Upon completion of this course the student will:

Objective

SOE standard or Disposition

CEC Standard

SC State Standard and/or ISTE standards

Define speech, language and communication;

II 1

Recognize the normal sequence of language and development;

II 1,2,6

Describe four major theories of language acquisition;

II 1

Describe the language and communication characteristics of students with disabilities;

V 6

Demonstrate strategies to enhance the language and communication skills of students with a disability;

III 7 SC 6 and 7 ISTE 1-5

Demonstrate the use of formal and informal evaluation methods for assessing language;

VI 8 SC 5 and 7 ISTE 1-5

Demonstrate proficiency with technology and oral presentation of information;

V 7 ISTE 1-5

Analyze the impact of dialect and culture on language and communication;

VII 3,6 SC 6

Recognize communication strategies, effective programs and instructional practices to facilitate the understanding of subject matters for students with a disability;

III 4,6 SC 6 and 7

Define augmentative and assistive communication;

I 7,6 ISTE 1-5

Describe options available to enhance the communication of non-speaking students with a disability.

V 6 ISTE 1-5

The School of Education, Health and Human Performance (EHHP) Conceptual Framework

Our vision is to be a community of diverse teacher leaders who ensure exemplary learning and wellness opportunities for all individuals. These opportunities are created by professionals who can MAKE THE

TEACHING ‐LEARNING CONNECTION through: • Understanding and valuing the learner; • Knowing what and how to teach and assess, and how to create an environment in which learning occurs; • Understanding ourselves as professionals.

Teaching and Learning Standards • Standard I:

Evidence theoretical and practical understanding of the ways learners develop. • Standard II: Demonstrate understanding and application of the critical attributes and pedagogy of the major content area. • Standard III: Evidence a variety of strategies that optimize student learning. • Standard IV:

Participate in informed personal and shared decision making that has as its focus the enhancement of schooling and the profession. • Standard V:

Communicate effectively with students, parents, colleagues and the community. • Standard VI: Demonstrate an understanding of the continuous nature of assessment and its role in facilitating learning. • Standard VII: Show an understanding of the culture and organization of schools and school systems and their connections to the larger society. Course Assignments:

Research in an Area of Language – In a group, you will be asked to investigate and present on one of the topics listed below. Your group will be required to make an oral presentation on the topic researched. Each group member will write a summary paper of his/her findings. Your paper will be written in APA format. A copy of your paper should be given to the Professor for grading and provided electronically as a resource to each of your classmates. Each group member will generate 5 multiple choice questions with four answer choices given that may later be used for test taking purposes and/or discussion. (Answers provided) As a group, you will present/model one instructional activity that might be used to support language development for the population studied. Due dates vary-see calendar. 1. Language & Students with Learning Disabilities 2. Language & Students with Mental Retardation (Mild Intellectual & Developmental Disabilities) 3. Language & Students with Emotional & Behavioral Disabilities 4. Language & Students with Autism/Asperger 5. Language & Students with Sensory Disabilities (Hearing & Vision) 6. Language & Students with Severe and/or Multiple Disabilities (not to include Autism) 7. Language & Students with Brain Injury (TBI) 8. Augmentative & Alternative Communication 9. Learning English as a Second Language

Language Transcript and Analysis – You will obtain a language sample of a student with an identified language/speech disability in your field experience class (visit the Speech Pathologist). You should record (digital audio) a 5-10 minute sample of conversation and transcribe what you and the student said. After transcribing the sample, you will analyze the results as to each of the components of language. You will determine strengths and weaknesses of the student and make a recommendation for future instruction. (100) Nov 5th

Instructional Language Game or Activity– You will create a game or activity that will teach or reinforce a specific component of language. You will write a brief paper that includes a rationale, the resources/materials necessary to make the game and directions for construction. You will also include directions for the game or activity. (100) Nov 12th

SLP interview- interview an SLP in a school- setting. Write a short summary of the SLPs educational background, current caseload, disabilities served and scheduling issues. Discuss the role of the SLP as an IEP team member and communication with fellow professionals. (100) Nov. 17th

Self‐reflection Paper – Look back over the content and experiences covered in this course, and then summarize what you perceive as the most valuable and how you would apply it to your role as a prospective classroom teacher. (100) Nov 24th

In Class Assignments, Activities, Participation and Attendance – You are expected to be prepared, to participate, and to be in class. Participation will count daily as part of your class grade (100)

Tests – There are three scheduled tests (100 points each) and a comprehensive final examination (100 points). Grading Scale: Grade/Percentage of Points A 93‐100% A‐ 91‐92% B+ 89‐90% B 86‐88% B‐ 84‐85% C+ 82‐83% C 79‐81% C‐ 77‐78% D+ 75–76% D 72–74% D‐ 70–71% F 69–0% Performance Data: Performance data will be collected on candidates enrolled in the undergraduate special education programs. The data will be reported to our accreditation organization, The Council for Exceptional Children (CEC), in aggregated form only. Attendance and other course policies:

By departmental policy, students will be dropped from the course if they have missed more than 15% of class time (5.25 hours). Students are expected to complete and turn‐in assignments by the due date. The professor reserves the right to refuse late work. Tests may not be made‐up. It is the responsibility of the student to obtain class notes and/or handouts if absent. Honor Code: Students are expected to be familiar with and adhere to the College’s Honor Code. The Student Handbook can be found online or in the undergraduate office.

Course Calendar (subject to change at discretion of instructor):

Date

Topic

Assignment/Reading

August 20 Overview of course, Honor code, expectations and discussion of personal language development and influences on language

Read pages 1-24 Chapter 1 Language and Language Disorders; Chapter 2 The Elements of Language

August 25 Discuss Chapters 1 and 2 morphology, syntax, semantics and pragmatics www.asha.org Sign up for Language presentations

Conduct a brief interview with a family member or parent about your earliest production of language/share with class

August 27 Share Early Language production www.pbs.org/speak/

Read pages 27-40 Chapter 3 Language Acquisition: Bases for Development

Sept 1 Bases for Development

Research Physiological, Social and cognitive bases of language development

Sept 3 Language Acquisitions: Bases Read pages 44-57 Chapter 4

Sept 8 Language Acquisitions: Models Read pages 60-78 Chapter 5

Sept 10 Language Development: Birth through Preschool Years Questions, concerns

Prepare/study for TEST 1 Chapters 1-5, class notes/lectures/text

Sept 15 TEST #1 Read 82-97 Chapter 6

Sept 17 Language and Literacy in the school years Case Study review Read pages 294-313 Chapter 13

Sept 22 Assessing Language Guest Speaker (Becker)

Sept 24 Language Assessments and relationship to instruction for students with disabilities www.add.org

Read pages 101-128 Chapter 7

Sept 29 LD and ADD, case studies PRESENTATION Topic Language and LD (team 1)

Read pages 139-162 Chapter 8

October 1 Language and students with ID Teacher Perspective pg 157 Approaches to Instruction Pg 158

Read 169-197 Chapter 9 Work on language transcript

PRESENTATION Topic Language and ID and DD (team 2) www.autism-pdd.net

October 6 Discussion and Examples of Language transcripts www.cec.sped.org Autism and interventions- guest speaker (Shariff)

Read Case Studies Angel/Luis pages 204-221 Chapter 10

October 8 Continue Autism Spectrum and Emotional/Behavioral Disorders Question REVIEW for Test #2

Review Chapters 6-10 and 13, notes/lectures for TEST #2

Oct 15 PRESENTATION topic Emotional and Behavioral Disorders (team 3)

Read pages 226-247 (begin Chapter 11)

Oct 20 PRESENTATION topic Autism/Asperger (team 4) Watch Sound and Fury clips http://www.pbs.org/wnet/soundandfury/film/video.html

Read pages 248-264 (remainder of Chapter 11)

Oct 22 Discuss Chapter 11 Students with Sensory Disabilities PRESENTATION topic Sensory Issues (team 5)

Read pages 273-290 Chapter 12 Review Case studies Alfonso pg 273, Ethan pg 274

Oct 27 Summary of Chapter 12 Examples of AAC PRESENTATION topic Students with Severe or Multiple disabilities (team 6) PRESENTATION topic Students with TBI (team 7)

Read pages 350-370 Chapter 15

October 29

Review Chapter 15 AT teams in Schools, Resources for Aug Comm Guest Speaker (unconfirmed Beebe)

Read pages 376-398 Study for TEST #3 Chapters 11,12,15,16 and lectures

Nov 3 Discuss Chapter 16 PRESENTATION topic AAC (team 8) Questions

Study for TEST #3 Chapters 11,12,15,16 and lectures

Nov 5 TEST #3 transcripts and GAME assignments due

Nov 10 Chapter 14 activities Case Studies Read 317-343 Chapter 14

Nov 12 Enhancing language instruction in the classroom Interview (10-15 minutes) a Speech Language Pathologist (by phone or in person) Discuss his/her role with spec ed students. Ask about Evaluations and treatment. Short write-up of your interview is due NOV 17

Nov 17 Discuss Teachers and SLPs role in schools when working with Spec ed students PRESENTATION topic ESL (team 9)

WRITE up of SLP interview due, LANGUAGE TRANSCRIPTS due today

Nov 19 Review language transcripts, Course review, content, questions

LANGUAGE GAME or ACTIVITY due today

Nov 24 Language Activity/game presentations (Name and objective)

SELF REFLECTION PAPER due today

Nov 26 NO CLASS

DEC 1 DEC 3

REVIEW for Final Exam WEDNESDAY DEC 3 FINAL EXAM from 8:00-11:00am

Last full day of classes

Partial Bibliography of Sources Used in Course Development: Christie, J. F., Enz, B. J., & Vukelich, C. (2007). Teaching language and literacy: Preschool through the

elementary grades (3rd ed.). Boston: Pearson/Allyn and Bacon. Cooke, B. D. & Bucholz, D. (2005). Mathematical communication in the classroom: A teacher makes a difference. Early Childhood Education Journal, 32 (6), 365‐369. Hegde, M. N., & Maul, C. A. (2006). Language disorders in children: An evidence‐based approach to

assessment

and treatment. Boston: Pearson/Allyn and Bacon. McCauley, R. J. & Fey, M. E. (2006). Treatment of language disorders in children. Baltimore: Brookes Publishing. Miller, J. F. (1981). Assessing language production in children: Experimental procedures (Vol. 1). Baltimore: University Park Press. Myles, B. S., Ferguson, H., & Hagiwara, T. (2007). Using a personal digital assistant to improve the recording of homework assignments by an adolescent with Asperger syndrome. Focus on Autism

and Other Developmental Disabilities, 22, 96‐99. Owens, R. E. (2008). Language development: An introduction (7th ed.). Boston: Pearson/Allyn and Bacon. Owens, R. E. (2004). Language disorders: A functional approach to assessment and intervention (4th

ed.). Boston: Pearson/Allyn and Bacon. Parker, M. D. & Brorson, K. (2005). A comparative study between mean length of utterance in morphemes (MLUm) and mean length of utterance in words (MLUw). First Language, 25 (3), 365‐376. Seals, L. M., Pollard‐Durodola, S. D., Foorman, B. R., & Bradley, A. M. (2007). Vocabulary power

teacher’s manual: Lessons for students who use African American Vernacular English. Baltimore: Brookes Publishing. Thomson, A. J., & Martinet, A. V. (1986). A practical English grammar (4th ed.). Oxford: Oxford University Press. Wheeler, R. S. & Swords, R. (2006). Code‐switching: Teaching standard English in urban classrooms.

Urbana, IL: National Council of Teachers of English.

Research in an Area of Language – In a group, you will be asked to investigate and present on a topic listed by your instructor. Your group will be required to make an oral presentation on the topic you selected to research. Each group member will write a summary paper the findings. Your paper will be written in APA format. A hard copy of your paper should be given to the Professor for grading and provided electronically (posted on WebCT by the date of your presentation) as a resource to each of your classmates. Each group member will generate 5 multiple choice questions with four answer choices given that may later be used for test taking purposes and/or discussion. (Answers provided) As a group, you will present/model one instructional activity that might be used to support language development for the population studied. Assignment: Research in an Area of Language Name ______________________________ Research Area: __________________________________ Total Points: ____/100

Points Components Unsatisfactory Satisfactory Exemplary

CONTENT

___/30 Research Paper (paper for section completed by each member of group)

Summary paper of selected research area may not be complete, accurate, and/or written in APA style with minimal errors (0‐15)

Summary paper of selected research area is complete, accurate, and written in APA style with minimal errors (16‐25)

Summary paper of selected research area is comprehensive, accurate, and written in APA style with minimal to no errors (26‐30)

____/50 Presentation (includes modeling of an instructional activity)

Presentation may not demonstrate student proficiency with technology, provide important content, and/or adhere to time guidelines (30 minute duration) Exhibited inappropriate Public Speaking Skills. Problems w/ non-words, eye contact, hand

Presentation demonstrates student’s satisfactory proficiency with technology, provides important content, and adheres to time guidelines (30 minute duration) Exhibited appropriate Public speaking skills. Minimal problems

Presentation demonstrates student proficiency with technology, provides essential content, and adheres to time guidelines (30 minute duration) Exhibited appropriate public speaking skills, No problems with non‐words, eye contact, hand

gesture posture, body language, facial expressions (0‐20)

w/non‐words, eye contact, hand gestures, posture, body language, facial expressions (21‐40)

gestures, posture, body language, facial expressions (41‐50)

____/20 Create 5 multiple choice questions with four answer choices for each

Questions may not be appropriate or relevant to information presented or follow guidelines (0‐8)

Questions and possible answers are appropriate and relevant for information presented (9‐15)

Questions demonstrate thought and require active listening and analysis to answer correctly (16‐20)

Language Transcript and Analysis – You will obtain a language sample of a student with an identified

language disability in your field experience class. You should record (digital audio) a 5 minute sample of conversation and then transcribe what you and the student said. After transcribing the sample, you will analyze the results as to each of the components of language. You will determine strengths and weaknesses of the student and make a recommendation for future instruction. (100)

Assignment: Language Transcript and Analysis Name ______________________________ Total Points: ____/100

POINTS COMPONENTS UNSATISFACTORY SATISFACTORY EXEMPLARY

CONTENT

___/30 Language Transcript An audiotape recording of a student language sample will be transcribed to reflect a language sample of a student with an identified language disability; the transcript may not be transcribed following outlines provided and may have multiple errors (0‐23)

An audiotape recording of a student language sample will be transcribed to reflect a language sample of a student with an identified language disability; the transcript will be transcribed following outlines provided and will have minimal errors (24‐27)

A clear audio tape recording of a student language sample will be transcribed to reflect a language sample of a student with an identified language disability; the transcript will be transcribed following outlines provided and will accurately reflect the language sample (28‐30)

___/30 Transcript analysis The transcript analysis may not be complete or accurately reflect the language sample obtained (0‐23)

The transcript analysis will be complete and a generally accurate reflection of the language sample (24‐ 27)

The transcript analysis will be a complete and accurate reflection of the language sample (28‐30)

____/10 Summary of strengths

The summary of strengths may not address each of the components of language (0‐7)

The summary of strengths addresses each of the components of language (8‐9)

The summary of strengths addresses each of the components of language thoroughly (10)

___/10 Summary of weaknesses

The summary of weaknesses may not address each of the components of language (0‐7)

The summary of weaknesses addresses each of the components of language (8-9)

The summary of weaknesses addresses each of the components of language thoroughly (10)

____/15 Recommendation The recommendation for future language instruction may not be directly‐based on information obtained from the analysis and/or be logical (0‐11)

The recommendation for future language instruction is directly based on information obtained from the analysis (12‐13)

The recommendation for future language instruction is directly based on information obtained from the analysis and is logical (14‐15)

____/5 Clarity of Paper

The paper is written with multiple errors in grammar and spelling and is not clear to the reader (0‐3)

The paper is written clearly and minimal errors in grammar or spelling (4)

The paper is written clearly and without errors in grammar (5)

Instructional Language Game – You will create a game that will teach or reinforce a specific component of language. You will write a brief paper that includes a rationale, the resources/materials necessary to make the game or activity and directions for construction. You will also include directions for playing the game. (80) Assignment: Instructional Language Game or Activity Name ______________________________ Total Points: ____/80

POINTS Components Unsatisfactory Satisfactory Exemplary

CONTENT

____/30 Language Game The student will create a game that addresses a component of language; the game may not teach or reinforce an essential component of language for the targeted population and/or demonstrate thought (0‐23)

The student will create a game that addresses a component of language; the game will teach or reinforce a component of language for the targeted population and demonstrate thought (24‐27)

The student will create a game that addresses a component of language; the game will teach or reinforce an essential component of language for the targeted population and demonstrate thought (28‐30)

__/30 Paper Rationale, Resources, Materials, Directions for Creation

The student will write a paper that may not provide a clear rationale, resources, materials and directions for creating the game that he/she designed (0‐23)

The student will write a paper that provides a rationale, resources, materials and directions for creating the game that he/she designed (24‐27)

The student will write a paper that provides a clear rationale, resources, materials and directions for creating the game that he/she designed (28-30)

___/20 Directions for Playing the Game

The student may not provide clear

The student will provide directions

The student will provide directions

directions for playing the game created. Exhibited inappropriate Speaking skills (0‐10)

that are clear for playing the game. Exhibited appropriate Speaking skills with minimal mistakes (11-15)

that are clear and concise for playing the game created. Exhibited outstanding Public Speaking skills (16-20)

Self‐reflection Paper – Look back over the content and experiences covered in this course, and then summarize what you perceive as the most valuable information. Report how you would apply this information to your role as a prospective classroom teacher (20) Assignment: Self‐Reflection Paper Name ______________________________ Total Points: ____/20

POINTS Components Unsatisfactory Satisfactory Exemplary

Content

____/15 Self-Reflection Paper

The self-reflection paper may not demonstrate thought (0-7)

The self-reflection paper demonstrates thought (8-12)

The self-reflection paper demonstrates deep thought (13-15)

___/5 Clarity of Paper The paper is written with multiple errors in grammar and spelling and is not clear to the reader (0-3)

The paper is written clearly and minimal errors in grammar or spelling (4)

The paper is written clearly and without errors in grammar (5)