Special Education 602

EDSP 602
Language Disorders: Birth to Five Years (Language Disorders 0-5)

1. Catalog Entry

EDSP 602
Language Disorders: Birth to Five Years (Language Disorders 0-5)

Credit hours (3)
Prerequisite: Graduate Standing or permission of the instructor

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.

2. Detailed Description of Course

    1) 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
             i.  Vocabulary development
            ii. Phonemic awareness
            iii.Phonological awareness
            iv. Comprehension
            v.  Fluency
        d. Importance of supporting caregivers and children in establishing communication
            i.  Responding to children’s cues and preferences
            ii. Establishing predictable routines
            iii.Teaching turn taking
            iv. Facilitating communicative intentions
    2) 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
    3) 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
    4) 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

3. Detailed Description of Conduct of Course

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

4. Goals and Objectives of the Course

Goals, objectives, and assignments in the class address CAEP Standard 1: Content and Pedagogical Knowledge

Objectives below also include the following standards:          

Council for Exceptional Children (CEC/DEC) Initial Preparation Standards:
    1) Standard 1: Foundations (CC/EC1)
    2) Standard 2: Development and Characteristics of Learners (CC/EC2)
    3) Standard 3: Individual Learning Differences (CC/EC3)
    4) Standard 4: Instructional Strategies (CC/EC4)
    5) Standard 6: Language (CC/EC2)
    6) Standard 8: Assessment (CC/EC8)
    7) Standard 9: Professional and Ethical Practice (CC/EC9)
    8) Standard 10: Collaboration (CC/EC10)

National Association for the Education of Young Children Standards
    1) Standard 1: Promoting Child Development and Learning
    2) Standard 2: Family and Collaboration
    3) Standard 3: Observing, Documenting and Assessing to Support Young Children and Families
    4) Standard 4: Teaching and Learning
    5) Standard 5: Becoming a Professional

Virginia Department of Education (VDOE) Licensure standards    
    1) Professional Studies Competency 5b: Reading – language acquisition
    2) Special Education: Early Childhood (birth through age 5) Competency 6: Language

Upon successful completion of EDSP 602, students will:
(Italics codes: CEC/EC = Council for Exceptional Children/Early Childhood; VDOE SE-ECSE = Virginia Department of Education ECSE competencies; VDOE Pro = Virginia Department of Education Professional Studies competencies)

    1) List and define the properties and components of language and communication (VSE-EC 6, 9)
    2) Describe the nature and severity of language disorders in infants, toddlers, and preschoolers.
        (VSE-3, 6; VPS 1, 5b)
    3) Plan intervention that reflects current theory and research, policy, developmentally appropriate
        practices, and a family-centered approach (CC/EC ISCI 5 S19; VSE-4c, 10; VPS 2, 5b)
    4) Identify the variety of factors that interact when children are learning language. (ECSE 1 K10
        and K11; VSE-EC 6, VPS 1)
    5) Describe the sequential nature of speech and language acquisition. (VSE-EC 6, VPS 1)
    6) Demonstrate an understanding of cultural variations in language and speech use. (CC/EC ISCI 1
        K14; VSE-EC 6; VPS 1)
    7) Describe emerging literacy and its relationship to language. (VPS 5a)
    8) Identify measures to prevent speech, language and hearing issues. (VSE-EC 6)
    9) Describe methods for collaborating with parents to facilitate speech and language
        development. (VSE-EC 8)
    10)Demonstrate an understanding of language disorders in special populations (i.e. autism, Down
        syndrome). (VSE-EC 6, VPS 1)
    11)Use technology as a tool for teaching, learning, research, and communication. (CC/EC ISCI 5
        K3; VPS 2.a)
    12)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 ISCI 7 K4; VSE 10a; VPS 2.a, 5b)

5. Assessment Measures

Assessment measures may include, but are not limited to, the following:
    1) Exam(s)
    2) Comprehensive language assessment (a key CAEP Performance Assessment), including:
        a. analyzing utterances and computing mean length of utterance;
        b. identifying Brown’s stages of pronoun development and other speech processes,
            phonological processes, and errors, or delays;
        c. writing 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 CAEP Performance Assessment.

6. Other Course Information

None

Review and Approval

May 11, 2015