EDSP 350: Language and Communication Development and Disorders

Semester – Days – Times3 Credits

Class Meeting Place:

Instructor: Office Location:

Phone: Email:

Office Hours:

Reasonable accommodations are available for students who have documented temporary or permanent disabilities. All accommodations must be approved through Disability Support Services located in the Idaho Commons Building, Room 306 in order to notify your instructor(s) as soon as possible regarding accommodation(s) needed for the course.

885-6307 email at <dss@uidaho.edu> website at <www.access.uidaho.edu>

College Vision

Idaho's Leader in Lifelong Learning and Healthy Lifestyles.

We seek teaching, learning, and living that transforms, invigorates, and nurtures. We expand lasting knowledge centered in local and global communities.

College Mission

The University of Idaho’s College of Education is the state’s flagship and land-grant research college focused on the preparation of professionals for schools, the movement sciences, and workforce counselors and educators. From our commitment to develop leaders in these fields emerges our responsibility to enhance the scientific, social, economic, and cultural assets of the state and develop solutions for complex problems.

We deliver on our commitment through focused, interdisciplinary excellence in teaching, research, outreach, and engagement in a collaborative environment at our residential main campus and our regional centers. Consistent with the land-grant ideal, our outreach activities serve the state and at the same time strengthen our teaching, scholarly, and creative capacities.

Our teaching and learning include undergraduate, graduate and professional education offered through both resident instruction and extended delivery. Our scholarly and creative activities promote K-12 academic achievement, human development and wellness, global awareness, and progress in professional practice.

Conceptual Framework

University of Idaho educators CARE. Together we develop as scholar practitioners who value and professionally apply and advance:

Cultural Proficiency; Assessment, Teaching, and Learning; Reflective Scholarship & Practice; and, Engagement in Community Building & Partnerships.

Course Description

EDSP 350 is an overview of language, communication and social/emotional development and their interaction with cognitive and learning disabilities; legal and cultural issues; informal assessment and teaching strategies; models for collaboration.Course Goals and Expectations

1. Students will gain an understanding and working knowledge of communication, language and speech development in infants, young children and school-age children/youth.

Standard 2:Knowledge of Human Development and Learning Conceptual Framework: C, A and R Signature Assignment: Speech/Language Screening Checklist and Written Report Other Assignment: Written Reflection and Peer Responses

2. Students will use assessment to gain information about and use and adaptation of teaching strategies associated with varying speech or language disabilities

Standard 3: Adapting Instruction for Individual Needs Conceptual Framework: C, A and R Signature Assignment: Speech/Language Screening Checklist and Written Report

3. Students will gain information on cultural and linguistic issues impacting speech, language and communication development

Standard 6: Communication Skills Conceptual Framework: C, A, R and E Signature Assignment: Written Reflection and Peer Responses Signature Assignment: IRIS: Teaching English Language Learners (ELL)

4. Students will gain information and working knowledge on writing social stories for children/youth with communication disorders.

Standard 7: Instructional Planning Skills Conceptual Framework: A Signature Assignment: Social Story Research & Article Review

Signature Assignments Idaho Generalist Special Education Conceptual

Standard, Knowledge,Performance (1-10)

Master’s ProgramStandards (1-7)

Framework (CARE)

Speech/Language Screening Checklist and Written Report

S2K1P1; S3K1P1P2;S6K1P1P2; S6K2P1P2

2,3,4,5,6 C,A,R,E

Teaching English LanguageLearners

S6K1P1;S6K2P1 2,3,4,5,6,7 C,A,R,E

Social Story ArticleReview

S7K1K2P5 3,5,7 A

Teacher Preparation Standards

1. Knowledge of Subject Matter: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

2. Knowledge of Human Development and Learning: The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.

3. Adapting Instruction for Individual Needs: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

4. Multiple Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.

5. Classroom Motivation and Management: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

6. Communication Skills: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

7. Instructional Planning Skills: The teacher plans instruction based upon knowledge of subject matter, students, and curriculum goals.

8. Assessment of Student Learning: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

9. Professional Commitment and Responsibility: The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

10. Partnerships: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.

Teacher Education Dispositions

Attends regularly. Meets timeline commitments. Dress/Appearance is appropriate and professional.

Maintains appropriate relationships with peers. Scholar-practitioner demonstrates adequate content knowledge that is current. Engaged, full participation and takes initiative. Maintains confidentiality and is ethical. Maintains appropriate relationships with students. Committed to and facilitates student's learning in a safe climate. Maintains appropriate relationships with teachers, administration, parents, and community

members Respects and advocates for diversity. Responds appropriately to feedback and is flexible. Written work communicates clearly and accurately, and is in standard English. Verbal communication is clear, accurate, appropriate to the situation, and conventions used are

standard for speaking situations.

Required Readings and Learning Resources

Hulit, L. M., Howard, M. R., & Fahey, K. R. (2011). Born to Talk: An Introduction to Speech and Language Development, 5th Ed. Pearson, Upper Saddle River, NJ. ISBN-13: 978-0-205-62752-3 or ISBN-10: 0-205-62752-8

It is the students’ responsibility to obtain the required text. Due dates will not be extended due to students not obtaining their text in a timely manner. Although students may choose to purchase an edition other than the required edition, this is not recommended since assignments are based on the required edition. There is not a copy of the text in the IMTC. Failure to obtain a textbook for this class in a timely manner is not an excuse for late work. Late work is only accepted with a university excuse.

Required Subscription to TaskStream (TS)

The University of Idaho, College of Education requires all students to have a current subscription to TaskStream Learning Achievement Tools (LAT). Students are required to self-enroll (at no cost) online at http://www.taskstream.com. Students need to enroll in TaskStream during the first few days of class. Instructions to self-enroll are in the folder on the BbLearn Homepage titled TaskStream.

Optional Reading and Learning Resources:

Websites:

www.wrightslaw.comwww.sde.idaho.gov/site/special_edu/manual.htm

http://www.asha.org/public/speech/disordershttp://www.nidcd.nih.gov/health/voice/

Field Work

Students are required to observe a child and conduct a speech and language screening checklist on a child between the ages of 4-9 years.

1. Syllabus Quiz (100 points) (BbLearn)

The EDSP 350 Syllabus Quiz is posted in BbLearn. Students are required to complete the Syllabus Quiz no later than the due date listed in the Course Schedule Overview found on the course BbLearn homepage.

While students may search for the answers to the Syllabus Quiz in any manner they choose, I encourage students to print the syllabus so they will have a hard copy to shuffle through as they search for answers to questions on the quiz.

Feel free to collaborate with your peers to check your answers before you take the quiz. You will get two opportunities to post your answers and you will not be able to revise your answers once they are in BbLearn.

Note: BbLearn will save your second attempt as your final score. The highest score is not saved.

The Syllabus Quiz will consist of ten (10) questions with each question worth ten (10) points for a total of 100 points.

You may work ahead in this course, but you cannot work backwards. No late work is accepted at any time without a university excused absence per the applicable University of Idaho policy. All due dates are

specified in the Course Schedule Overview.

2. Autobiographical Sketch (50 points) (BbLearn)In 300—600 words, tell your classmates something about you. As a way for all of us to learn something about you, share whatever you think appropriate about:

your personal life and family; your work; your hobbies; your school experiences; any honors or awards you have earned; and, your plans for the future.

Evaluation of the “Autobiographical Sketch” assignment is “all or none” of the 50 points available to you. If you tell us something about yourself in 300—600 words and post it to the “Autobiographical Sketch” discussion in BbLearn by the due date and time, you will get full credit. If your posting does not meet all of the requirements, you will not receive any credit for this assignment.

Post your autobiographical sketch to the “Autobiographical Sketch” discussion in BbLearn.

You may work ahead in this course, but you cannot work backwards. No late work is accepted at any time without a university excused absence per the applicable University of Idaho policy. All due dates are

specified in the Course Schedule Overview.

3. Teaching English Language Learners (100 Points) (TaskStream)

Go to the IRIS link in BbLearn or to the IRIS website: http://iris.peabody.vanderbilt.edu/ell/chalcycle.htm. Click on “Challenge” and view the movie. If you are unable to view the movie, then “View the Transcript” and read the information. Next, click on “Thoughts” and read the information. Next, click on “Perspectives and Resources” and read the information. Click on “Assessment” and answer ONLY questions 1, 2, 4 and 5 using the Template in BbLearn. Do NOT answer 3a and 3b. Click “Wrap Up” and read over the module’s summary. When completing the template, be sure to type your answers in black. Post your completed Template as an “attachment” in TaskStream as an attachment, in the assignment titled, “Teaching English Language Learners.” Do not “cut and paste” this assignment.

Failure to use the Template, type in black, or post as an attachment will result in a final grade of zero (0). The Template is a classroom management tool that allows me to standardize my grading.

You may work ahead in this course, but you cannot work backwards. No late work is accepted at any time without a university excused absence per the applicable University of Idaho policy. All due dates are specified in the Course Schedule Overview.

4. Initial Response to Assigned Reading: (180 points: 9 @ 20 pts.) (BbLearn)

This activity requires you to read the reading assignment and post an initial reflection/response to the reading. Please title each chapter and use chapter and page numbers so your peers can refer to the text when reading your reflection.

Just click on “create thread” in the Initial Response and Peer Responses section of the assignment or on the left side of the page in BbLearn in the Discussion Board. I strongly recommend that you write your Initial Response in a word document and copy and paste it into BbLearn. This will keep you from losing your work in the event of a computer disconnect or issue.

All postings, Initial Responses to the Reading and Response to Peers, should add value and substance to the online conversation. Rather than just writing "I agree," write "I agree because...." It is the explanation of the "because" that adds value and substance to the online discussion. Participants in this class will not always agree with the instructor, their classmates, or any of the authors cited in the materials presented—but any university student should be able to explain the reason for their agreement or disagreement.

In every post, do one or more of the following:

Agree with the author of the reading or the discussion posting of a class colleague and say why you agree.

Disagree with the author of the reading or the discussion posting of a class colleague and say why you disagree.

Provide a different perspective to anything read for the course (text books, articles, postings by colleagues, etc.).

Provide a new frame of reference. Provide a new perspective. Provide a new example. Apply the concept to a new or different content area or topic in education.

Tell a story about how the topic relates to your life as a student or as a teacher. Explain how you can or will apply this knowledge as a student or as a teacher. Explain how the knowledge or concept might have unintended consequences for students or

teachers.

Remember that the written reflections you share with the class are open ended conversations not summaries of the readings. The thinking you share with the class does not have to have a clear beginning, middle, and end. It does not have to read like a coherent formal essay (though it may, if you so choose). But it ought to represent your serious thinking about the important consequences of particular beliefs (yours and others), and it must demonstrate that you have reflected on what you have read, and, finally, it ought to add value to the general class discussion about the reading.

Post at minimum a one half page, double spaced, written reflection for each chapter, selecting a key idea or topic from each chapter. Please title each chapter. Click on “create forum” in the discussion section in Bb Learn. Be sure to post your reflection before reading your peers. Be sure to use chapter and page numbers so your peers can refer to the text when reading your reflection.

You may work ahead in this course, but you cannot work backwards. No late work is accepted at any time without a university excused absence per the applicable University of Idaho policy. All due dates are

specified in the Course Schedule Overview.

5. Responses to Peers: (180 points: 9 @ 20 pts.) (BbLearn)

You are required to respond to at least two different peers’ Initial Response to Reading for each chapter in the text or other assigned reading. To respond to a peer’s Initial Response, use the “reply” button in the discussion. This requirement means that you will write one (1) “Initial Response” and two (2) “Responses to a Peer” for each chapter in the text or other assigned reading.

All postings, Initial Responses to the Reading and Responses to Peers, should add value and substance to the online conversation. Rather than just writing "I agree," write "I agree because...." It is the explanation of the "because" that adds value and substance to the online discussion. Participants in this class will not always agree with the instructor, their classmates, or any of the authors cited in the materials presented—but any university student should be able to explain the reason for their agreement or disagreement.

In every post, do one or more of the following:

Agree with the author of the reading or the discussion posting of a class colleague and say why you agree.

Disagree with the author of the reading or the discussion posting of a class colleague and say why you disagree.

Provide a different perspective to anything read for the course (text books, articles, postings by colleagues, etc.).

Provide a new frame of reference. Provide a new perspective. Provide a new example. Apply the concept to a new or different content area or topic in education. Tell a story about how the topic relates to your life as a student or as a teacher. Explain how you can or will apply this knowledge as a student or as a teacher.

Explain how the knowledge or concept might have unintended consequences for students or teachers.

Your response to a peer’s initial response to the reading should be as thoughtful and reflective as your initial response to the original reading.

If your response adds value to the conversation about the reading, moves the conversation forward in a professional manner, indicates that you have given your colleague’s posting the professional thought it deserves, or otherwise appears thoughtful and serious, it will receive full credit. If it does none of these things, it will not receive full credit.

You may work ahead in this course, but you cannot work backwards. No late work is accepted at any time without a university excused absence per the applicable University of Idaho policy. All due dates are

specified in the Course Schedule Overview.

6. Speech/Language Screening Checklist & Written Report (200 points) (BbLearn)Students are required to observe a child and conduct a speech and language screening on a child between the ages of 4-9 years. Screening checklist are often used to determine if a child needs further assessment by a speech language pathologist and as a classroom teacher you may be asked to complete a screening on a student. A screening checklist is provided in the assignment titled, “Speech/Language Screening Checklist and Written Report” in BbLearn. Please know there are many different checklists available in the field for teachers to use and this is just one example.

The child you select to complete this assignment may be your child, a friend’s child or any child in which you may have access. Additionally, students will provide a written report (in the form of a letter to the parent(s) summarizing the results of the screening and recommendations for programming. This letter will not be sent to parents under any circumstances. Please see examples of written reports in the assignments titled, “Speech and Language Screening Checklist and Written Report” in BbLearn. The rubric for the written report is posted in BbLearn along with the screening checklist. It is doubtful that the child you observe will do poorly so, you will need to develop five (5) areas to mark as deficient in your written report and discuss age appropriate intervention. Please be sure to save your assignment as a word document. Please post your assignment as an “attachment” in BbLearn in the Discussion Board titled, “Speech Language Screening Checklist and Written Report.”

Please see the checklist and grading rubric in BbLearn.

7. Mid-Term Teacher Education Dispositions (50 points) (TaskStream)

Students in EDSP 350 are required to self-assess their progress toward the Teacher Education Dispositions at Mid-Term in the semester.

To do so, students must access their accounts in TaskStream. Go to EDSP 350 in TaskStream, and complete the Mid-Term Dispositions by the dates and time specified in the Course Schedule Overview.

To earn full credit for this assignment, you must complete it by the due date specified in the Course Schedule Overview found in this syllabus and posted to the course content menu. Even though TaskStream will allow students to post after the due date, no credit will be given if you have not completed this assignment by the due date.

Information regarding how to access TaskStream accounts is on the Course Content page in BbLearn.

You may work ahead in this course, but you cannot work backwards. No late work is accepted at any time without a university excused absence per the applicable University of Idaho policy. All due dates are

specified in the Course Schedule Overview.

8. Evaluation of Partner’s Speech Language Screening Checklist and Written Report (100 points)(BbLearn)

Students will be partnered with a peer (or peers) in the class. Partners will evaluate each other’s Speech/Language Screening Checklist and Written Report according to the Speech/Language Screening Checklist and Written Report Rubric found in the Speech/Language Screening Checklist and Written folder on the Course Content page. The list of partner’s will be posted in the Speech/Language Screening Checklist and Written Report assignment around Mid-term.

Evaluations must reflect a serious, professional, and thoughtful reading of your partner’s written report.

You are not required to edit your partner's work. Simply score it and provide feedback.

While suggestions for improvement are invited and encouraged, please be mindful of the tone of your response to your colleague. If you have questions about your partner’s checklist or written report, use Vandalmail, and/or the appropriate discussion board to ask your partner(s) for clarification. An honest and thoughtful question may lead to an improvement in the written report or the answer to your question may provide you a new way to approach your own instruction in the future.

Special Note: You must use and post the completed Speech Language Screening Checklist and Written Report Rubric (as an attachment) if you expect to earn credit for this assignment.

Using the “Reply” button in the discussion where you found your partner’s Speech Language Screening Checklist and Written Report, post the completed Speech Language Screening Checklist and Written Report Rubric as an attachment to your reply . The rubric is provided in both PDF and Word format for your convenience.

Students who complete and post the Speech Language Screening Checklist and Written Report Rubric and whose evaluations appear to reflect a serious, professional, and thoughtful reading of the lesson plan will receive full credit for this assignment.

Students who do not complete and post the Speech Language Screening Checklist and Written Report Rubric for their partner(s) and whose evaluations appear superficial, less than professional, or less than thoughtful will receive no points for this assignment.

Part of becoming a professional educator is learning how to evaluate the work of others according to specific criteria. For this assignment, the “Speech Language Screening Checklist and Written Report Rubric” contains the specific criteria you are required to use to evaluate your partner’s written report.

The purpose of this assignment is threefold: 1) to allow your partner to have an outside reader of her or his work before final submission to TaskStream; 2) to provide you with the opportunity to see another written report before you submit your own written report to TaskStream; and, 3) provide an opportunity

to revise your written report to better fit the Speech Language Screening Checklist and Written Report Rubric prior to final submission to TaskStream.

To complete this assignment, do the following:

Post your own Speech/Language Checklist and Written Report to the Speech/Language Checklist and Written Report Discussion as stated in assignment number six (6) above by the due date;

Find your partner’s or partners’ Speech/Language Checklist and Written Report (s) in the same Speech/Language Written Report Discussion;

Complete the “Speech/Language Screening Checklist and Written Report Rubric” to evaluate your partner’s written report as described above; and,

Using the “Reply” button in the discussion where you found your partner’s Speech/Language Checklist and Written Report, attach the completed “Speech/Language Screening Checklist and Written Report Rubric” for your partner’s reading pleasure.

You may work ahead in this course, but you cannot work backwards. No late work is accepted at any time without a university excused absence per the applicable University of Idaho policy. All due dates are

specified in the Course Schedule Overview.

9. Posting your Final Speech/Language Written Report (200 points) (TaskStream)All students are required to maintain a current TaskStream account. Students are required to post the final, revised Written Report to TaskStream by the appropriate due date. Do not post the checklist, only the written report. Even though TaskStream will allow students to post after the due date, no credit will be given if you have not completed this assignment by the due date.

Failure to post the final Written Report to TaskStream will result in the loss of all points for this assignment, even though the student may have posted the lesson plan to the appropriate Written Report Discussion in BbLearn.

Information regarding how to access TaskStream is posted on the Bb Learn content page.

Special Note: Be sure to click on “submit” in TaskStream after you have attached your Written Report. Instructions for accessing TaskStream are on the Course Content page. Additionally, if you have difficulty signing onto TaskStream you can call them directly at 800-311-5656. They are very helpful!

You may work ahead in this course, but you cannot work backwards. No late work is accepted at any time without a university excused absence per the applicable University of Idaho policy. All due dates are

specified in the Course Schedule Overview.

10. Social Story Research & Article Review (100 points) (TaskStream)One of the goals for this class is students will gain information and working knowledge on writing Social Stories for children and youth with communication disorders. Therefore, students are required to research and review an article that meets this goal. No credit will be given if the article is older than five (5) years.

Please see the Social Story Research and Article Review Template and Rubric in the BbLearn in the assignment titled, “Social Story Research and Article Review.”

Post your completed Template as an “attachment” in TaskStream as an attachment, in the assignment titled, “Social Story Research and Article Review.” Do not “cut and paste” this assignment.

Failure to use the Template, type in black, or post as an attachment will result in a final grade of zero (0). The Template is a classroom management tool that allows me to standardize my grading.

You may work ahead in this course, but you cannot work backwards. No late work is accepted at any time without a university excused absence per the applicable University of Idaho policy. All due dates are specified in the Course Schedule Overview.

11. Exams: (300 points) (Blackboard)

Students will complete three (3) examinations in this course. The three examinations will consist of questions drawn from the study guides and the course text. Once you open the exam through BbLearn, you must complete the exam in the time allotted. Each exam will consist of 40 questions valued at 2.5 per question, and you will have approximately 40 minutes to complete each exam. Since students are expected to know the content before taking the exam, study guides are provided for your success. To access the study guides see the Course Tool bar on the left side of the BbLearn course.

1. Exam One – Chapters 1, 2, and 3 (100 points)2. Exam Two – Chapters 4, 5, and 6 (100 points)3. Exam Three – Chapters 7, 8, and 9 (100 points)

Each exam will be available to students on the first day of class, but will close on the dates and times in the Course Schedule Overview. Do not open the exam until you are ready to take the exam, as once you begin the exam you must finish the exam. Students are cautioned to complete all readings and to use the text to answer all of the questions on the study guide provided with each exam before attempting the exams.

The exam questions are in order by chapters; however, the questions are not in order, but randomized. This means that the first set of questions are from chapter one, but the questions are any of the questions on the study guide for chapter one. The next set of questions is from chapter two, and the questions are any of the questions from chapter two on the study guide and so on for all chapters and all exams.

I believe that exams should be used as a leaning tool; Therefore, I have provided study guides for each exam. I believe there should be no surprises on exams. Students should know exactly what they are being assessed on in this class. Sometimes errors can be found on exam questions. Although, I believe all or most errors have been corrected for this class, if you find an error, please don’t panic. Just email me in BbLearn and I will take a look at the question. You can find the Study Guides in course menu in BbLearn.

NOTE: Additionally, you may take the exams as many times as you would like BEFORE the due date. The exam will not be offered after the due date. BE AWARE, only the LAST attempt will be saved, NOT the highest score. Exam answers will not be given under any circumstance.

Exam grades will be available after “all” students have taken the exam and final grades for the class are posted as stated on the university calendar. If you need additional information about your grades or your academic standing in this class, please contact me.

Please Note: Technical problems with the student’s internet connection, hardware, or software will not result in opportunities to access the exam or to take the exam over after the due date. I recommend that students not wait until the last day to take exams.

Study Guides

The completion of Study Guides is optional and Study Guides are only available for your benefit. Study guides are provided to students for each of the four exams and should be thought of as take home exams. Since actual exams are a sampling of the study guides; answers to the study guides will not be given to students under any circumstance. Since many of the questions on the study guides are conceptual and not simply factual, students are encouraged not to scan the text for answers as this will lead to many inaccurate answers. Students are encouraged to read the text, form study groups and study sessions in order to accurately complete the study guides.

Students may use their text and study guides during an exam.

Since a complete study guide is provided for each exam, students are expected to be able to quickly read, recognize, and answer exam questions. Each exam is specifically designed to preclude students having time to read the questions and search for answers in their textbook while the exam is open. Students are expected to know the material well before opening the exam.

You may work ahead in this course, but you cannot work backwards. No late work is accepted at any time without a university excused absence per the applicable University of Idaho policy. All due dates are

specified in the Course Schedule Overview.

12. Final Teacher Education Dispositions (50 Points) (TaskStream)

Students in EDSP 350 are required to self-assess their progress toward the Teacher Education Dispositions at the end of the semester.

To do so, students must access their accounts in TaskStream. Go to EDSP 350 in TaskStream, and complete the Final Dispositions by the dates and time specified in the Course Schedule Overview.

To earn full credit for this assignment, students must complete it by the due date specified in the Course Schedule Overview found in this syllabus and posted in the course menu in BbLearn.

Information regarding how to access TaskStream accounts is posted to the BbLearn Homepage.

Be sure to complete The Final Disposition by the dates and times specified in the Course Schedule Overview. Even though TaskStream will allow students to post after the due date, no credit will be given if you have not completed this assignment by the due date.

You may work ahead in this course, but you cannot work backwards. No late work is accepted at any time without a university excused absence per the applicable University of Idaho policy. All due dates are

specified in the Course Schedule Overview.

Incompletes:

University policy permits incompletes only if, in the final three weeks of the semester, a student is unable to complete his/her work because of illness (a doctors’ note is required) or extreme personal hardship. This does

not include being overwhelmed with assignments and so unable to meet deadlines. Please organize your time accordingly.

Grading Policy

Your grade for EDSP 350 will be determined by the degree to which you successfully complete the following:

1. Syllabus Quiz (BbLearn) 100 points2. Auto-Biographical Sketch (BbLearn) 50 points3. Teaching English Language Learners (TaskStream) 100 points4. Initial Response to Readings (BbLearn) 180 points5. Response to Peers’ Responses to Assigned Readings (BbLearn) 180 points6. Speech/Language Screening Checklist & Written Report (BbLearn) 200 points7. Mid-Term Disposition Assessment (TaskStream) 50 points8. Evaluation of Partner’s Speech/Language Screening Checklist & Written Report

(BbLearn) 100 points9. Final Speech/Language Screening Checklist & Written Report (TaskStream) 200 points 10. Social Story Research & Review (TaskStream) 100 points11. Exams (3 @ 100 pts. Each) (BbLearn) 300 points12. Final Disposition (TaskStream) 50 points

Total Possible Points = 1610

Final course grades will be reported to the registrar as follows:

1610 - 1449 = A 1448 - 1288 = B1287 - 1127 = C1126 - 966 = DBelow 966 = F

Grades are reported after the due date of the assignments and exams.

Course Schedule Overview:

Week 1: May 15 (8:00 AM) – May 21 (11:30 PM)

1. Syllabus Quiz due in BbLearn by Saturday, May 18, @ 11:30 PM

2. Autobiographical Sketch due in BbLearn Saturday, May 18, @ 11:30 PM

3. Obtain TaskStream account due by Saturday, May 18, @ 11:30 PM

4. Post Teaching English Language Learners due in TaskStream by Tuesday, May 21, @ 11:30 PM

5. Schedule Observation for Speech/Language Screening Checklist and Written Report

6. Begin Social Story Research and Article Review

Week 2: May 22 (8:00 AM) – May 28 (11:30 PM)

1. Post Initial Response to Chapters 1, 2, & 3 due in BbLearn by Saturday, May 25, @ 11:30 PM

2. Post Response to at least 2 peers’ Chapters 1, 2, & 3 due in BbLearn by Saturday, May 28 @ 11:30 PM

3. Complete Study Guide for Chapters 1 – 3 before attempting Exam One

4. Exam One due in BbLearn by Tuesday, May 28, @ 11:30 PM

5. Continue work on Observation for Speech/Language Screening Checklist and Written Report

6. Continue Social Story Research and Article Review

Week 3: May 29 (8:00 AM) – June 4 (11:30 PM)

1. Post Initial Response to Chapters 4, 5, & 6 due in BbLearn by Saturday, June 1 @ 11:30 PM

2. Post Response to at least 2 peers’ Chapters 4, 5, & 6 due in BbLearn by Tuesday, June 4 @ 11:30 PM

3. Complete Speech/Language Screening Checklist and Written Report due in BbLearn by Tuesday, June 4@ 11:30 PM

4. Complete Mid-Semester Disposition in TaskStream by Tuesday, June 4 @ 11:30 PM

5. Complete Study Guide for Chapters 4 – 6 before attempting Exam Two

6. Exam Two due in BbLearn by Tuesday, June 4 @11:30 PM

7. Continue Social Story Research and Article Review

Week 4: June 5 (8:00 AM) – June 11 (11:30 PM)

1. Post Initial Response to Chapters 7, 8, & 9 due in BbLearn by Saturday, June 8 @ 11:30 PM

2. Post Response to at least 2 peers’ Chapters 7, 8, & 9 due in BbLearn by Tuesday, June 11 @ 11:30 PM

3. Evaluation of Partner’s Speech/Language Screening Checklist and Written Report due in BbLearn by Tuesday, June 11 @ 11:30 PM

4. Complete Study Guide for Chapters 7 – 9 before attempting Exam Three

5. Exam Three due in BbLearn by Tuesday, June 11 @ 11:30 PM

6. Continue Social Story Research and Article Review

Week 5: June 12 (8:00 AM) – June 18 (11:30 PM)

1. Post Final Speech/Language Screening Checklist and Written Report due in TaskStream by Tuesday, June 18 @ 11:30 PM

2. Post Social Story Research and Review Template due in TaskStream by Tuesday, June 18 @ 11:30 PM

Finals: June 19 (8:00 AM) – June 21 (11:30 PM)

1. Complete Final Disposition due in TaskStream by Friday, June 21 @ 11:30 PM

2. Final grades will be posted by August 6 @ Noon

Academic Integrity

The University of Idaho has as one of its core values the ideal of academic honesty and integrity. University of Idaho students live and work in a collegiate community which emphasizes their responsibility for helping to determine and enforce appropriately high standards of academic conduct. The faculty of the University of Idaho expects all students to adhere to the highest standards of academic honesty, and to refrain from any action which infringes upon academic freedom of other members of the academic community. Please refer to the University of Idaho - Student Code of Conduct Article II-Academic Honesty.

University of Idaho Classroom Learning Civility Clause

In any environment in which people gather to learn, it is essential that all members feel as free and safe as possible in their participation. To this end, it is expected that everyone in this course will be treated with mutual respect and civility, with an understanding that all of us (students, instructors, professors, guests, and teaching assistants) will be respectful and civil to one another in discussion, in action, in teaching, and in learning.

Should you feel our classroom interactions do not reflect an environment of civility and respect, you are encouraged to meet with your instructor during office hours to discuss your concern. Additional resources for expression of concern or requesting support include the Dean of Students office and staff (5-6757), the UI Counseling & Testing Center’s confidential services (5-6716), or the UI Office of Human Rights, Access, & Inclusion (5-4285).

University of Idaho (UI) Nondiscrimination Policy

It is UI policy to prohibit and eliminate discrimination on the basis of race, color, national origin, religion, sex, sexual orientation and gender identity/expression, age, disability, or status as a Vietnam-era veteran. This policy applies to all programs, services, and facilities, and includes, but is not limited to, applications, admissions, access to programs and services, and employment. Such discrimination is prohibited by titles VI and VII of the Civil Rights Act of 1964, title IX of the Educational Amendments of 1972, sections 503 and 504 of the Rehabilitation Act of 1973, the Vietnam Era Veterans' Readjustment Assistance Act of 1974, the Age Discrimination Act of 1975, the Age Discrimination in Employment Act Amendments of 1978, the Americans with Disabilities Act of 1990, the Civil Rights Act of 1991, other federal and state statutes and regulations, and university commitments (see Faculty Staff Handbook (FSH) 3060). Sexual harassment violates state and federal law and policies of the Board of Regents, and is expressly prohibited, as stated in FSH 3220. The University of Idaho also prohibits discrimination on the basis of sexual orientation, as stated in FSH 3215. The entire FSH can be accessed online at http://www.webs.uidaho.edu/fsh. Questions or concerns about the content and application of these laws, regulations or University policy may be directed to: the Office of Human Rights, Access & Inclusion (208-885-4285); Regional Office for Civil Rights, U.S. Department of Education in Seattle (206-220-7900); Equal Employment Opportunity Commission, Seattle District Office (206-220-6883); or Pacific Regional Office of Federal Contract Compliance Programs, U.S. Department of Labor in San Francisco (415-848-

6969). Complaints about discrimination or harassment should be brought to the attention of the Office of Human Rights, Access & Inclusion (885-4285). Retaliation for bringing forward a complaint is prohibited by FSH 3810.

Library Resources (On Campus Classes)

As a UI student, you not only have access to valuable print and electronic resources from the university's library, but you also have the ability to set up a personalized reference appointment with one of the librarians. If you have assignments or research questions and aren’t sure how to make the most of library resources, feel free to contact the College of Education liaison librarian with questions: Rami Attebury, 885-2503, rattebur@uidaho.edu. As always, you may also stop by the reference desk anytime Monday to Thursday 9 to 9, Friday 9 to 5, and Sunday 1-9, 208-885-6584, or visit http://www.lib.uidaho.edu for email or IM assistance.

Library Resources (Distance Education/Centers Classes)

As a UI student from outside of Moscow, you have access to valuable electronic and print resources from the university's library. To learn more about using library resources from a distance, visit the library’s Off-Campus Access webpage at http://www.lib.uidaho.edu/offcampus/index.html. Live reference/research assistance is available Monday to Thursday 9 a.m. to 9 p.m., Friday 9 a.m. to 5 p.m., and Sunday 1 to 9 p.m. Just call 208-885-6584, email libref@uidaho.edu, text 208-856-0814, or IM from http://www.lib.uidaho.edu. In addition, please feel free to contact the College of Education liaison librarian, Rami Attebury, directly at 208-885-2503 or rattebur@uidaho.edu.