Communication Sciences and Disorders 602

COSD 602: Language Disorders: Birth to five years

Prerequisite: Graduate standing or permission

Credit Hours: (3)

The nature, prevention, assessment, and treatment of language/communication disorders in infants, toddlers and other preschool children.

Detailed Description of Content of Course

Designed to cover identification and assessment procedures that are based on knowledge of the social, cognitive, and linguistic aspects of communication development of young children. Current theory, research, and policy will be integrated and applied to the planning and implementation of intervention programs for communicatively impaired infants, toddlers, and preschoolers. Developmentally appropriate, family focused practices and cultural diversity will be discussed. Prevention will be focus throughout the course.

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 the Course

Goals, objectives, and assignments in the class address NCATE Standards 1b: Pedagogical content knowledge and skill for teacher candidates and 1g: Professional dispositions for all candidates.

Objectives below also include the following standards:

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

Upon successful completion of COSD 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. (CEC/EC 6, VDOE SE-ECSE 6, 9)
2. Describe the nature and severity of language disorders in infants, toddlers, and preschoolers. (VDOE SE-3, 6; VDOE Pro 1, 5b)
3. Differentially diagnose the language impairments associated with various etiologic or categorical developmental phenomena. (VDOE SE-3, 6; VDOE Pro 4)
4. Plan intervention that reflects current theory and research and policy, developmentally appropriate practices, and a family-centered approach. (VDOE SE-4c, 10; VDOE Pro 2, 5b)
5. Identify the variety of factors that interact when children are learning language. (VDOE SE-ECSE 6, VDOE Pro 1)
6. Describe the sequential nature of speech and language acquisition. (VDOE SE-ECSE 6, VDOE Pro 1)
7. Demonstrate an understanding of cultural variations in language and speech use. (VDOE SE-ECSE 6, VDOE Pro 1)
8. Describe emerging literacy and its relationship to language. (VDOE Pro 5a)
9. Identify measures to prevent speech, language and hearing issues. (VDOE SE-ECSE 6)
10. List environmental influences on speech and language development. (VDOE SE-ECSE 6, VDOE Pro 1)
11. Describe methods for collaborating with parents to facilitate speech and language development. (CEC/EC 5, 10, VDOE SE-ECSE 8)
12. Demonstrate an understanding of language disorders in special populations (i.e. autism, Down syndrome). (VDOE SE-ECSE 6, VDOE Pro 1)
13. Use technology as a tool for teaching, learning, research, and communication. (CEC/DEC CC8S3; VDOE SE ; VDOE Pro 2.a)
14. 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. (CEC/DEC CC1K8 & 9, CC1K10, CC2K3, CC3K3-4, CC6K3,  CC8S6, CC9S6, CC10K4, CC10S10; VDOE SE 10a; VDOE Pro 2.a, 5b)

Assessment Measures

Students will…

• Complete a take home essay exam
• Write an article critique
• Write a literature review
• Teach a chapter
• Conduct a Language assessment, develop a treatment plan and write a report
• Key NCATE Performance Assessment: “Students will conduct a child language observation and write a report.”

Other Course Information