Piedmont College

School of Education

__________________________________________________________

Preparing Proactive Educators to Improve the Lives of All Children

I. Course

Title: Language Development and Disabilities

Number: SPED 312

Credit Hours: 3

Period: 98

II. Instructor

Name: Susan C. Smith, EDS

Phone: (706) 778-8500 x 1342 (w)

(706)782-5267 (h)

Email: ssmith@piedmont.edu

Office Hours: By Appointment

III. Time and Place

Summer Semester, 2005

Day(s): Thursday and TBA

Time: 5:50-10:10 and TBA

Place: Marten’s Lab

IV. Text(s)

Required

Polloway, E. & Smith, T. (1996). Language Instruction for Students with Disabilities (3^rd. ed.)

Denver: Love Publishing.

Additional supplemental readings will be assigned throughout the course.

V. School of Education Mission

Piedmont College Mission:

For the intellectual growth and academic success of all its students, Piedmont College resolves to provide a caring, challenging, and meaningful learning experience based on the rich traditions of the Liberal Arts and informed by the ethical and spiritual values of the Judeo-Christian heritage.

School of Education Mission & Philosophy:

The theme of the School of Education is "Preparing Proactive Educators to Improve the Lives of

All Children." Reinforcing the mission of Piedmont College, the School of Education strives to prepare reflective, scholarly, proactive educators. These practitioners effectively educate their own students to become knowledgeable, inquisitive, and collaborative learners in diverse, democratic learning communities.

Specific ideals under-gird our conceptual framework. We advocate the democratic ideals of equal rights and opportunities; individual freedom and responsibility; responsibility for the greater good; respect for diversity; openness to possibilities; and open, informed discourse.

We endorse the following processes as a means of striving for our democratic ideals: engaging in participatory decision-making; collaborating in teaching and learning; collecting information from all constituencies; examining options and projecting consequences; nurturing open discourse; providing for field experiences; assessing processes as well as products; modeling democratic ideals in the classroom; forming communities of learners; and constantly revising the curriculum to reflect new insights and understandings. Further, we endorse the development of a sense of personal integrity and of strong habits of mind (e.g., reflectiveness, persistence, clarity, accuracy, and responsiveness to feedback).

Program Goals:

This is a foundational course for special educators. The goal of the special education program at

Piedmont College is to provide undergraduate candidates knowledge in assessment and in the

behavioral, educational, and social development of students. Through an individualized program of study the program seeks to:

Explain, discuss, and provide opportunities for application of the philosophical, historical, and legal foundations of special education, specific to mental retardation/developmental disabilities.

Provide the candidate with the ability to understand, discuss, and apply the learning and

behavioral characteristics of students with mental retardation/developmental disabilities.

Provide the candidate with opportunities to learn and apply an understanding of assessment, diagnosis, and academic and behavioral evaluation of students with mental retardation/developmental disabilities.

Provide and refine the candidate's knowledge of instructional content and practice for

educating students with mental retardation/developmental disabilities.

Provide opportunities to demonstrate skills specific to applied behavior analysis when

teaching students with mental retardation/developmental disabilities to manage their own behaviors.

Provide opportunities to candidates to demonstrate and apply professionalism and ethical practices when teaching students with mental retardation/developmental disabilities.

VI. Course Description & Purpose

Language development and language skills have become increasingly recognized as critical concerns for the education of all children, especially those with disabilities. This is an introductory course on language development, intervention practices, and the interrelated nature of communication and behavior. The purpose of this course is to examine the components of language and communication and to teach traditional and non-traditional instructional strategies to teachers of students with language and communication disabilities, using assistive technology.

VII. Candidate Learning Outcomes (CLO) Effective January 2004

1. Learning Environment: The proactive teacher uses an understanding of individual and group motivation to create a caring, democratic learning environment that encourages positive social interaction, active engagement in learning, self regulation, and collaboration. The proactive teacher fosters the ideals of a democratic classroom by treating students fairly and justly, providing intellectual challenge, and supporting students as they pursue knowledge and understanding. CO: 3,4,8

2. Subject Matter. The scholarly teacher understands and can model the central concepts, tools of inquiry, national standards, 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. CO: 1,2,4,5,6,7

3. Student Learning: The reflective teacher understands how students develop and learn and provides well-managed learning opportunities that support students' intellectual, social, and personal growth. The teacher documents student achievements and contributes to systems of accountability designed to improve schooling. CO: 1,2,3,4,5,6,7

4. Diversity. By understanding that all learners are the products of their innate abilities, preferred learning styles, and cultural experiences, the democratic teacher modifies instruction and assessments to meet diverse needs of all students. CO: 2,3

5. Instructional Strategies: The proactive teacher understands and uses a variety of instructional strategies to encourage the development of all students' creative talents, critical thinking, problem solving, and performance skills. CO: 4,5,6,7,8

Assessment Strategies: The scholarly, reflective, proactive teacher designs a variety of assessments, including alternative assessment strategies, which (a) assess the acquisition of knowledge, skills and dispositions expected in the subject, (b) offset the negative effects of high-stakes testing, and (c) encourage the continual intellectual, social, and personal growth of all students to become knowledgeable, inquisitive learners. CO: 1,2,3,7,8

7. Communication and Technology: The proactive teacher uses knowledge of effective verbal, nonverbal, and media communication techniques and technologies to foster active inquiry, collaboration, and supportive interaction in the classroom. CO: 7,8

8. Planning Instruction: The scholarly, reflective, proactive teacher plans and manages instruction based upon knowledge of content, pedagogy, students, the community, and curriculum goals.

CO: 1,2,3,4,5,6,7,8

9. Reflection and Professional Development: The scholarly teacher is a reflective practitioner who continually evaluates the effects of her/his choices and actions upon others, institutes research aimed at improving instruction, attends to the development of policies affecting education at the state and national levels, and proactively seeks opportunities for the continual development of a personal pedagogy. CO: 1,5

10. Collaboration and Relationships: The scholarly, reflective, proactive teacher

communicates and collaborates with other educators, parents/families, agencies, and the community through democratic processes to support student learning and well being.

CO: 1,2,3,4,5,6,7,8

Dispositions for All Candidates:

In addition to the common core learning outcomes, all candidates are expected to be familiar with the dispositions expected of professionals. Their work with students, families, and communities reflects the following dispositions as defined by the School of Education faculty:

Scholarly: Inquiring; creative; seeks solutions; thinks critically about theory and method; keeps current in discipline (conferences, journals, classes); pursues lifelong learning.

Reflective: Bases daily decisions on in depth reflection, done frequently and honestly; considers many possibilities for problem solutions; stays open to constructive criticism.

Proactive: Anticipates problems in management; anticipates problems and difficulties in instruction; addresses pertinent issues of school and community to support student learning; encourages students’ critical thinking, problem solving, and creativity; plans for important student learning; fosters visionary thinking and action; promotes mindful leadership to improve schools.

Democratic: Facilitator; views others as capable to deal with problems and able to make decisions; promotes equitable treatment for all students; has high expectations for all students; seeks best interest of students they serve; open-minded; able to view other perspectives; accommodates individual differences; culturally sensitive in areas of communications, learning, assessment, and cultural norms; collaborates well with others; works for the good of the community.

Responsible: Patience, professional temperament; aims to be the best he/she can be; good work ethic; punctual; recognizes when their own dispositions may need to be adjusted and are able to develop plans to do so.

VIII. Course Outcomes

This course is based on the Council for Exceptional Students’ Core Knowledge and Skills Essential for all Beginning Special Education Teachers. This list of core knowledge and skills includes the following:

1) Philosophical, Historical, and Legal Foundations of Special Education

2) Characteristics of Learners

3) Assessment, Diagnosis and Evaluation

4) Instructional Content and Practice

5) Planning and Managing the Teaching and Learning Environments

6) Managing Student Behavior and Social Interaction Skills

7) Communication and Collaborative Partnerships

8) Professionalism and Ethical Practices

This class will operate as a democratic classroom. Candidates will engage in shared decision making and in taking responsibility for making the classroom the best it can be. Interactive discussion and problem solving will be emphasized where all ideas and contributions are explored and respected. Upon completion of this course, candidates will:

1) Describe the nature of language, speech and communication development

2) Differentiate between mild, moderate, and severe language disabilities

3) Describe language differences and cultural diversity as it relates to language development

4) Develop and use intervention strategies for assessment and instruction, for use with students with language problems.

5) Demonstrate an understanding of the relationship of oral language skills, reading, handwriting, spelling, and written expression to total language functioning.

6) Discuss issues and strategies for instructing adolescent students with language disabilities.

7) Discuss issues specific to assessment of students with alternative communication needs.

8) Describe and implement an alternative functional communication plan, with the use of assistive technology.

IX. Course Policies and Procedures

a. Class Attendance and Participation

Attendance, timeliness, and participation are required for part of your grade. The allotted

number of excused absences for an eight week night class is 1. Only those absences due

to emergencies or school sponsored activities will be excused. Work missed due to an excused absence may be made up. It is the student's responsibility to inform the professor in writing how he or she plans to make up the work. Your writing should include a statement about why you were absent and a detailed, quality description of the process you undertook to make up the work as well as a comprehensive summary of the content that was covered in class. Also, understand that notes cannot easily duplicate many of the experiences of the course. Please contact the professor prior to any absences when possible.

Additionally, tardiness or leaving class early will be considered a partial absence reflected in your grade.

Incompletes – A candidate may receive an incomplete (I) for reasons such as illness or other extenuating circumstances upon approval of the course instructor and the dean. An incomplete is not granted just to extend time to complete work that should have been done in a timely manner. (See page 57 of the 2002-2003 Piedmont College catalog for additional information regarding an incomplete).

Inclement Weather – In general, classes are dismissed or canceled (day and/or night classes) when conditions in and around Demorest become such that the main streets and college parking lots become too dangerous on which to drive. Candidates who live outside the Demorest area for which road conditions are too difficult to proceed should stay at home. Candidates who miss class should consult their instructors for assignments and make-up work. Dismissed or canceled classes must be made up during semester breaks, the first available Saturday, or on an agreed upon make-up by class members and the professor. When classes are dismissed, the following radio/TV stations will be informed of the action taken: Station WCON (99.3 FM) – Cornelia; WMJE (102.9 FM) – Clarkesville/Gainesville; and WXIA TV – 11 Alive.

Participation - Active participation means that every student prepares for class by reading the text and/or other assigned readings and that each student actively participates in discussions and activities conducted during the class.

Two points will be added to your final grade if you meet all of the following:

· Attend all classes for the duration of the allotted class times

· Submit all assignments on time

· Attentive and respectful of peers and the professor during discussions, dialogue, and presentations

· Contribute significantly to class discussions and activities

b. Written Work - All work submitted must be your original work created in and for this course. It should be properly referenced using APA 5^th ed. (including information from the internet). Each paper should have a cover sheet with your name, course number and assignment and date clearly typed on the front. For example (double-spaced and centered), Your Name; SPED 400/600: Behavior Management; Research Paper, Date. All papers for the course are to be typed using 12 print and one of the following fonts: Bookman, Times New Roman, Geneva or similar font. Papers should be double-spaced, error-free, and grammatically correct (including punctuation, spelling, capitalization, etc.). Make good use of writing references such as dictionaries, writing handbooks, and computer spelling and grammar checks.

Quality is important! All work submitted should reflect your professionalism and college level work. Your work will be assessed according to the depth, breadth, clarity and accuracy they convey.

Be sure and keep a duplicate copy of all submitted work for your own records.

c. Academic Integrity - By accepting admission to Piedmont College, each student makes a commitment to understand, support, and abides by the "Academic Integrity Policy" without compromise or exception. Please refer to your Piedmont College Student Handbook for details.

d. Special Considerations

Students with any special needs (disabilities, problems, or any other factors that may affect

their performance or that require special instructional strategies) should make these special

needs known to the instructor during the first class session.

e. Assignments – Readings from the assigned text will be the focus for discussions, writing, and group activities both in class an on-line. Please read the assigned readings in order to facilitate quality discussions. Think about how the readings relate/could relate to your classroom teaching experiences. Also, keep in mind that you are responsible for the reading assignments even if we do not go over them in class.

All work for the course is to be in on time at the beginning of class, or handed to me on an agreed upon future date. Completion of all assignments is required for a passing grade in the course. If at any time you are unclear about assignments or expectations, please contact me for clarification.

X. Course Outline and Student Expectations

Mini-Unit: You will develop a three day unit that will address language instruction in one of the specific content areas discussed in Chapters 7-11. The unit should include specific instructional and assessment strategies. The provided lesson plan format should be followed.

Field Work: During the course of the semester you will observe in 2 different classes in the ESY program at Demorest Primary School. You will be observing the type of language that is being used, the use of augmentative communication systems, picture exchange system, sign language, etc. Each visit will be summarized in a 1-2 page paper.

A visit to Dunamis Inc. in Lawrenceville, GA has been arranged. Dunamis is known for the development of assistive technology and educational software. They have agreed to allow us to visit their facility and to provide us with an overview of what is currently available. This visit will be summarized in a 1-2 page reflection paper.

Interview: You will need to interview parents of children ranging in age from 18 months to 5 years to get a view of how language develops in children. The interview(s) will need to be summarized in a 2-3 page paper.

Learning Logs: You will be assigned specific questions to respond to on-line after reading specific chapters. The content of your learning log is concise and objective. Unlike a journal entry is not a reflection about what you think, but is factual and impersonal.

Exams: A cumulative final exam will be administered during the course of this class. This exam will consist of an application project using the information from the chapters of the text as well as the various activities completed throughout the semester.

Grading Criteria

A total of 100 points will be given for this class

1 test/conference: 15 points

Observation Summary 20 points

AT Reflection Paper 10 points

Interview 15 points

Learning Logs 15 points

Mini-Unit 15 points

Class/On-LineParticipation 10 points

Grading Scale

A= 91-100

B= 81-90

C= 71-80

D= 61-70

In addition to the criteria listed under “Course Policies and Procedures,” grading will be determined using the weights listed above and the following scale for the quality section of each assignment’s evaluation sheet: (Also, each requirement for each assignment will make up the remainder of each assignment’s evaluation sheet)

WORK MEETS STANDARD OF EXCELLENCE

98 99 100 A+ 4.0 Exemplary

94 95 96 97 A 4.0 Outstanding

91 92 93 A- 3.7 Excellent

v Completes assignment conscientiously and thoroughly, going well beyond basic requirements. The objective(s) outlined in the task description are fully addressed.

v Discussion demonstrates a thorough understanding of the concepts, principles, and generalizations specific to the task. Originality of thought and creativity are exemplified at a scholarly level.

v Descriptions and reflections are rich with depth, breadth, clarity, and accuracy.

v Written and oral communication: Error free grammatically with very minimal proofreading and correction required. Presented in a very professional manner.

WORK EXCEEDS ACCEPTABLE STANDARD

88 89 90 B+ 3.3 Very Good

84 85 86 87 B 3.0 Good

81 82 83 B- 2.7 Effective

· Completes assignment very well, going beyond basic requirements. The objective(s) outlined on the task description are effectively addressed.

· Discussion demonstrates an adequate understanding of the concepts, principles, and generalizations specific to the task. Originality of thought and creativity are exhibited at a scholarly level.

· Descriptions and reflections are good with moderate depth, breadth, clarity, and accuracy.

· Written and oral communication: Close to error free grammatically. May require minimal proofreading and correction. Presented in a professional manner.

WORK MEETS ACCEPTABLE STANDARD

78 79 80 C+ 2.3 Satisfactory

74 75 76 77 C 2.0 Fair

71 72 73 C- 1.7 Needs Improvement

· Completes assignment but indicative of weak preparation, meeting basic requirements of the objective(s) outlined in the task description.

· Discussion displays a vague understanding of the concepts, principles, and generalizations specific to the task with some conflicting and/or confusing statements. Originality of thought and creativity are limited.

· Descriptions and reflections are satisfactory with little depth, breadth,

clarity, and/or accuracy.

· Written and oral communication: Requires a fair amount of proofreading due to repeated errors and correction of grammatical mistakes. Presented in a minimal professional manner.

WORK DOES NOT MEET ACCEPTABLE STANDARD

68 69 70 D+ 1.3 Poor

64 65 66 67 D 1.0 Poor

61 62 63 D- 0.7 Poor

60 and below F 0.0 Not Acceptable

· Does not complete assignment, little attention given to basic requirements. The objective(s) outlined in the task description are not met.

· Discussion displays severe misconceptions about the concepts, principles, and generalizations specific to the task. Originality of thought and creativity are lacking.

· Descriptions and reflections are weak, lacking depth, breadth, clarity, and/or accuracy.

· Written and oral communication: Work contains repeated errors and omits important details. Work does not show proofreading or correction of grammatical mistakes. Lacks professional presentation.

NOTE: If a candidate receives a grade below a C on an assignment, he or she may resubmit the work (excluding mid-term or final) and receive up to 10 points added to the original grade. The number of points added will depend on the quality of the resubmitted work. Additionally, the work must be resubmitted by the next class meeting.

XI. Resources

a. References

Nippold, M. (1998). Later Language Development: The School Age and Adolescent Years, 2^nd ed.

Austin, TX: Pro-ED.

Owens, R. (1990). Language Disorders: A Functional Approach to Assessment and Intervention, 3^rd ed.

Needham Heights, MA: Allyn and Bacon.

b. Websites

Piedmont College’s webpage: www.piedmont.edu

· Library http://www.piedmont.edu/library/homepage.html

· Galileo http://www.galileo.peachnet.edu/Homepage.cgi

· Bookstore http://www.piedmont.bkstr.com/

Georgia Professional Standards Commission: www.gapsc.com