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Special Education 602

EDSP 602: Language Disorders: Birth to Five Years  (Language Disorders 0-5)
               
Prerequisite: Graduate standing or permission of instructor
               
Credit Hours: (3)
          
The nature, prevention, assessment, and treatment of language/communication disorders in infants, toddlers and other preschool children. Includes the influence of disability, culture, and caregivers on communication development, and the effects of communication development on literacy acquisition.


Detailed Description of Course

Detailed Description of Content of Course
I. Introduction
          A. Social, cognitive, motor and cultural influences on the communication development of young children
          B. Current research, theory and policy on communication development
          C. Complex nature of language acquisition and its impact on the acquisition of reading skills
               1. Vocabulary development
                      2. Phonemic awareness
                      3. Phonological awareness
                      4. Comprehension
                      5. Fluency
          D. Importance of supporting caregivers and children in establishing communication
        1. Responding to children’s cues and preferences
        2. Establishing predictable routines
        3. Teaching turn taking and
        4. Facilitating communicative intentions
II. Communication and Infants
    A. Development
    B. Impact of at risk conditions and disorders
    C. Impact of communication disorders on behavior
    D. Assessment
    E. Intervention, including designing communication systems that prevent further delays and support self-advocacy
    F. Vocabulary development
III. Communication and Toddlers
    A. Development
    B. Impact of at risk conditions and disorders
    C. Impact of communication disorders on behavior
    D. Assessment
    E. Intervention, including designing communication systems that prevent further delays and support self-advocacy
    F. Vocabulary development
IV. Communication and Pre-school children
    A. Development
    B. Impact of at risk conditions and disorders
    C. Impact of communication disorders on behavior
    D. Assessment
    E. Intervention, including designing communication systems that prevent further delays and support self-advocacy
        F. Vocabulary development
    


Detailed Description of Conduct of Course

Instructional strategies will include lecture, formal writing, cooperative learning groups, demonstration, discussion, and audio-visual materials.


Goals and Objectives of this Course:
Goals, objectives, and assignments in the class address NCATE Standards 1b: Pedagogical Content Knowledge and 1c. Professional and Pedagogical Knowledge and Skills for Teacher Candidates.

Objectives below also include the following standards:
• Council for Exceptional Children (CC/EC)
    o Common Core Standards
         Standard 1: Foundations (CC/EC1)
         Standard 2: Development and Characteristics of Learners (CC/EC2)
         Standard 3: Individual Learning Differences (CC/EC3)
         Standard 4: Instructional Strategies (CC/EC4)
         Standard 6: Language (CC/EC2)
         Standard 8: Assessment (CC/EC8)
         Standard 9: Professional and Ethical Practice (CC/EC9)
         Standard 10: Collaboration
• National Association for the Education of Young Children Standards
         Standard 1: Promoting Child Development and Learning
         Standard 2: Family and Collaboration
         Standard 3: Observing, Documenting and Assessing to Support Young Children and Families
         Standard 4: Teaching and Learning
         Standard 5: Becoming a Professional
• Virginia Department of Education (VDOE) Licensure standards    
    o Professional Studies
         Competency 5b: Reading – language acquisition
    o Special Education: Early Childhood (birth through age 5)
         Competency 6: Language

Upon successful completion of EDSP 602, students will . . .

(Italics codes: CC/EC = Council for Exceptional Children/Division for Early Childhood; VSE-EC = Virginia Department of Education ECSE competencies; VSE = Virginia Department of Education Special Education competencies; VPS = Virginia Department of Education Professional Studies competencies)

• List and define the properties and components of language and communication. (CC/EC 6, VSE-EC 6, 9)
• Describe the nature and severity of language disorders in infants, toddlers, and preschoolers. (VSE-3, 6; VPS 1, 5b)
• Differentially diagnose the language impairments associated with various etiologic or categorical developmental phenomena. (VSE-3, 6; VPS 4)
• Plan intervention that reflects current theory and research and policy, developmentally appropriate practices, and a family-centered approach. (VSE-4c, 10; VPS 2, 5b)
• Identify the variety of factors that interact when children are learning language. (VSE-EC 6, VPS 1)
• Describe the sequential nature of speech and language acquisition. (VSE-EC 6, VPS 1)
• Demonstrate an understanding of cultural variations in language and speech use. (VSE-EC 6, VPS 1)
• Describe emerging literacy and its relationship to language. (VPS 5a)
• Identify measures to prevent speech, language and hearing issues. (VSE-EC 6)
• List environmental influences on speech and language development. (VSE-EC 6, VPS 1)
• Describe methods for collaborating with parents to facilitate speech and language development. (CC/EC 5, 10, VSE-EC 8)
• Demonstrate an understanding of language disorders in special populations (i.e. autism, Down syndrome). (VSE-EC 6, VPS 1)
• Use technology as a tool for teaching, learning, research, and communication. (CC/EC CC8S3; VSE ; VPS 2.a)
• Demonstrate respect for the diversity of families, children, and settings, and maximize child potential within the context of diversity of culture, language and ability in home, community, and society. (CC/EC CC1K8 & 9, CC1K10, CC2K3, CC3K3-4, CC6K3,  CC8S6, CC9S6, CC10K4, CC10S10; VSE 10a; VPS 2.a, 5b)

Assessment Measures
 
Students will…
• Complete an exam
• Conduct a language assessment: Child observation of 100 utterances, compute mean length of utterance, identify Brown’s stages of pronoun development and other speech processes, phonological processes, and errors, or delays; write a report detailing the results of the observation and analysis and write a plan for intervention to address the areas that are delayed, develop a treatment plan and write a report, which is a key NCATE Performance Assessment


Other Course Information

None