1. No category

Please Note: This Class Syllabus is an important step in updating the format of our distance courses. If for any reason the Class
Syllabus does not match the print Course Guide or online course information, the Course Syllabus shall be taken as correct.
CLASS SYLLABUS
COURSE TITLE:
Supporting Students with Language and Communication Needs in the
Classroom
COURSE CODE:
EPSE 510
TERM:
Spring and Summer 2015
COURSE CREDITS:
3
DELIVERY:
Online
COURSE SECTION:
W01
START DATE:
May 6, 2015
END DATE:
August 11, 2015
Course Description
Language and communication development and disorders will be studied with emphasis on the
impact they have on students' academic, social, emotional, and cognitive development. The
teacher's role, including classroom identification and assistance for students having language
and communication disorders, will be addressed. Classroom and instruction modifications will
be presented.
Prerequisite(s): EPSE 390 and 414
Course Objectives
By the end of this course, students should be able to:
1. Appreciate the critical role that communication (i.e., language, speech, and hearing)
skills play in student academic and social development.
2. Explore and identify the relationships between communication (i.e., language, speech,
and hearing) and academic/social success.
3. Articulate the components of oral and written language and generally describe how they
develop throughout the school years.
4. Recognize the significance cultural differences can have on communication
characteristics.
5. Be aware of the various forms and characteristics of communication disorders that may
be present in the school age population.
6. Be aware of communication characteristics students who exhibit other exceptionalities
may present.
Revised April 10, 2015 jmt ck tb cb
EPSE 510.3 - Supporting Students with Language and Communication Needs in the Classroom
7. Identify and explore classroom-based intervention strategies that may be useful to help
meet the needs of students with communication disorders.
8. Explore ways educators can form collaborative partnerships with ancillary staff and
parents, in order to better meet the needs of students with communication delays,
differences, difficulties, and disorders.
Course Overview
This course is designed to provide you with an opportunity to explore and learn about the nature
of communication, its disorders, and its impact on students’ social, emotional, and cognitive
development. Although it is necessary to present theoretical background on how communication
develops and the breakdowns that can occur, the primary emphasis will be on strategic
application of supports for students with diverse communication needs. The goal of this course
is to better equip teachers to: (1) help identify, and refer when necessary to the appropriate
professional (e.g., speech-language pathologists, audiologists), students exhibiting
communication delays, difficulties, disorders, and/or differences; (2) articulate students’
observed communication problem areas; and (3) work within a collaborative team to support
students with diverse communication needs across the grades.
In addition to learning about various types of communication disorders, and how they manifest
themselves academically and socially, it is important for teachers to understand the connection
between oral language skills and written language development. Therefore, this course will
introduce teachers to the important role phonological awareness can play in the development of
students’ literacy achievements, and will address ways to promote these skills across a wide
age spectrum.
This course is organized around eight central topics. These are:
1. The Role of Communication, Language, and Speech Skills in Education
2. Language Classification Systems
3. The Role of Oral Language Skills in Literacy Development
4. Development of Discourse
5. Language from a Multicultural and Multilingual Perspective.
6. Speech and Language Disorders
7. Interventions for Communication Disorders
8. Collaboration and Intervention
Your Instructor
Tanya Préfontaine-Becker
Contact Information
Course Email: Use Blackboard Mail Tool
External Email: epse510@hotmail.com
Page 2 of 18
EPSE 510.3 - Supporting Students with Language and Communication Needs in the Classroom
Office Hours
To speak with your instructor directly, please email her to arrange a mutually convenient time to
discuss the course.
Profile
Tanya has obtained a B.Ed. in French from the University of Regina and a Masters of
Educational Psychology and Special Education from the University of Saskatchewan. She has
experience teaching in a variety of grade levels and was an elementary special education
teacher in French immersion for over ten years. She is currently teaching a grade nine co-taught
English class in addition to working as part of the resource room team at the high school level.
Required Resources
Required Readings: All required readings are provided through on-line links within each theme
of the course.
Audio/Video Resources: One of the goals of the EPSE program is to provide resource
material teachers can use for parent education and teacher in-services. Please note, you
will find on-line links to all video and audio resources within each of the course themes.
Downloads: Several of the course modules ask you to view videos. Ensure you have an
updated version of Adobe Flash Player that can be found here.
Page 3 of 18
EPSE 510.3 - Supporting Students with Language and Communication Needs in the Classroom
Class Schedule
Note: The class schedule is a guideline to working through the course material. Please check
the course calendar for a more specific timeline and evaluation due dates.
Week
1
May 616
2
May 1723
3
May 2427
Module
Readings
Module 1:
The Role of
Communication,
Language, and
Speech Skills in
Education
Owens, Jr., R.E. (2012). Chapter 1: The Territory. Language
development: An introduction (8th Ed). Upper Saddle River,
NJ: Allyn & Bacon. [PDF in Blackboard]
Module 2:
Language
Classification
Systems: Part I
Nelson, N.W. (2010). Chapter 2: Speech, Language/Literacy,
and Communication. Language and literacy disorders: Infancy
through adolescence. Upper Saddle River, NJ: Allyn & Bacon
(pp. 23-54). [PDF in Blackboard]
Module 3:
Language
Classification
Systems: Part II
Kuder, S.J. (2013). Chapter 5: Language Development: Birth
Through the Preschool Years. Teaching students with
language and communication disabilities (4th Ed). Upper
Saddle River, NJ: Allyn & Bacon (pp. 60-81).
[PDF in Blackboard]
Dockrell, J.E., Lindsay, G., & Palikara, O. (2011). Explaining the
academic achievement at school leaving for pupils with a
history of language impairment: Previous academic
achievement and literacy skills. Child Language Teaching and
Therapy, 27, 223-237. [PDF in Blackboard]
Evaluation Due
Dates
Assignment 1:
Personal
Biography
Due: May 13th
Kuder, S.J. (2013). Chapter 6: Language and Literacy in the
School Years. Teaching students with language and
communication disabilities (4th Ed). Upper Saddle River, NJ:
Allyn & Bacon. (pp. 82-100). [PDF in Blackboard]
Smith, T.E.C., Polloway, E.A., Patton, J.R., Dowdy, C.A., &
McIntyre, L.J. (2015). Chapter 3: Teaching Students with
Communication Disorders. Teaching students with special
needs in inclusive settings (5th Canadian Edition). Toronto,
ON: Pearson Education. (pp. 47-82). [PDF in Blackboard]
May 2829
4
May 31June 6
Module 4:
The Role of Oral
Language Skills:
Part I
Break
No evaluations
Kamhi, A.B. & Catts, H.W. (1986). Reading Disabilities and the
Speech-Language Pathologist, pp. 101-118.
[PDF in Blackboard]
Assignment 2:
Staff
Presentation
Activity (Group
Assignment)
Otto, B. (2014). Chapter 11:Enhancing language development in
the primary years. Language development in early childhood
th
education (4 ed.). Upper Saddle River, NJ: Allyn & Bacon.
(pp. 304-335). [PDF in Blackboard]
Due: June 3rd
Page 4 of 18
EPSE 510.3 - Supporting Students with Language and Communication Needs in the Classroom
Week
Module
Readings
Evaluation Due
Dates
Snowling, J. & Hayiou-Thomas, M.E. (2006, April/June). The
Dyslexia Spectrum: Continuities between Reading, Speech,
and Language Impairments. Topics in Language Disorders:
Dyslexia in the Current Context, 26(2), 110-126.
http://ovidsp.ovid.com.cyber.usask.ca/ovidweb.cgi?T=JS&CSC
=Y&NEWS=N&PAGE=fulltext&AN=00011363-20060400000004&D=ovft&PDF=y
5
June 713
Module 5:
The Role of Oral
Language Skills:
Part II
Ehri, L.C., Nunes, S.R., Willows, D.M., Valeska Schuster, B.,
Yaghoub-Zadeh, Z., & Shanahan, T. (2001). Phonemic
awareness instruction helps children learn to read: Evidence
from the National Reading Panel's meta-analysis. Reading
Research Quarterly, 36(3), 250-287.
http://www.jstor.org/stable/748111
Griffith, P. & Olson, M.W. (2000). Phonemic awareness helps
beginning readers break the code. The Reading Teacher,
45(7), 516-523. [PDF in Blackboard]
Yopp, H.K. & Yopp, R.H. (2000, October). Supporting phonemic
awareness development in the classroom. The Reading
Teacher, 54(2), 130-143. [PDF in Blackboard]
Yopp, H.K. (1992). Developing phonemic awareness in young
children. The Reading Teacher, 45(9), 516-524.
[PDF in Blackboard]
6
June
14-20
Module 6:
Development of
Discourse
Nelson, N.W. (2005). The context of discourse difficulty in
classroom and clinic: An update. Topics in Language
Disorders, 25(4), 322-331.
http://ovidsp.ovid.com.cyber.usask.ca/ovidweb.cgi?T=JS&CSC
=Y&NEWS=N&PAGE=fulltext&AN=00011363-20051000000006&D=ovft&PDF=y
Assignment 3:
Language and
Math
Due: June 17th
Rex, L.A., Bunn, M., Davila, B.A., Dickinson, H.A., Carpenter
Ford, A., Gerben, C., McBee Orzulak, M.J., & Thomson, H.
(2010). A Review of Discourse analysis in literacy research:
Equitable access. Reading Research Quarterly, 45(1), 94–
115. http://www.jstor.org/stable/25614631
Westby, C. (2010). Multiliteracies: The changing world of
communication. Topics in Language Disorders, 30(1), 64-71.
http://ovidsp.ovid.com.cyber.usask.ca/ovidweb.cgi?T=JS&CSC
=Y&NEWS=N&PAGE=fulltext&AN=00011363-20100100000010&D=ovft&PDF=y
June
22-24
Break
No evaluations
Page 5 of 18
EPSE 510.3 - Supporting Students with Language and Communication Needs in the Classroom
Week
7
June 25
– July 4
Module
Readings
Module 7:
Language
Development
from a
Multicultural and
Multilingual
Perspective Part
I
American Speech-Language Hearing Association. (n.d.-b). Late
blooming or language problem? Retrieved August 19, 2014
from
http://www.asha.org/public/speech/disorders/lateblooming.htm
Brice, A.E., & Brice, R.G. (2009). Second-language acquisition.
In A.E. Brice & R.G. Brice (Eds.), Language development:
Monolingual and bilingual acquisition (pp. 194-215). Pearson
Education Inc. [PDF in Blackboard]
Evaluation Due
Dates
Assignment 4:
Communication
Difficulties
and/or Disorder
Essay
Due: July 8th
Gould, J. (2008). Language difference or language disorder:
Discourse sampling in speech pathology assessments for
Indigenous children. In J. Sampson & G. Wigglesworth (Eds.),
Children’s language and multilingualism: Indigenous language
use at home and school (pp. 112-159). Continuum.
[PDF in Blackboard]
McLeod, S., Verdona, S., & Bennetts Kneebone, V. (2014).
Celebrating young Indigenous Australian children’s speech
and language competence. Early Childhood Research
Quarterly, 29(2), 118–131. [PDF in Blackboard]
Silvén, M., & Rubinov, E. (2010). Language and preliteracy skills
in bilinguals and monolinguals at preschool age: Effects of
exposure to richly inflected speech from birth. Reading and
Writing, 23(3-4), 385-414. [PDF in Blackboard]
8
July 5 11
Module 8:
Language
Development
from a
Multicultural and
Multilingual
Perspective Part
II
Barrera, M. (2006). Roles of definitional and assessment models
in the identification of new or second language learners of
English for special education. Journal of Learning Disabilities,
39(2), 142-156. [PDF in Blackboard]
Chu, S. Y. (2013). Teacher Efficacy Beliefs Toward Serving
Culturally and Linguistically Diverse Students in Special
Education Implications of a Pilot Study. Education and Urban
Society, 45(3), 385-410. [PDF in Blackboard]
More, C. M., Hart, J. E., & Cheatham, G. A. (2013). Language
Interpretation for Diverse Families: Considerations for Special
Education Teachers. Intervention in School and Clinic, 49(2),
113-120. [PDF in Blackboard]
Rueda, R. (2006). English language learners, LD, and
overrepresentation: A multiple-level analysis. Journal of
Learning Disabilities, 39(2), 99-107. [PDF in Blackboard]
9
July 1216
Module 9:
Speech and
Language
Disorders
Bennett, T. A., Szatmari, P., Georgiades, K., Hanna, S., Janus,
M., Georgiades, S., & Thompson, A. (2014). Language
Impairment and Early Social Competence in Preschoolers with
Autism Spectrum Disorders: A Comparison of DSM-5 Profiles.
Journal of Autism and Developmental Disorders, 1-12.
[PDF in Blackboard]
Assignment 5:
Language and
Communication
Scenario
Due: July 22nd
Hollo, A., Wehby, J.H., & Oliver, R.M. (2014). Unidentified
language deficits in children with emotional and behavioural
disorders: A meta-analysis. Exceptional Children, 80(2),
169-186. [PDF in Blackboard]
Page 6 of 18
EPSE 510.3 - Supporting Students with Language and Communication Needs in the Classroom
Week
Module
Readings
Evaluation Due
Dates
Nordberg, A., Miniscalco, C., & Lohmander, A. (2014).
Consonant production and overall speech characteristics in
school-aged children with cerebral palsy and speech
impairment. International journal of speech-language
pathology, 16(4), 386-395. [PDF in Blackboard]
July 1720
10
July 2125
Break
Module 10:
Interventions for
Communication
Disorders
No evaluations
Fucilla, R. (2005). Post-Crisis intervention for Individuals with
Autism Spectrum Disorder. Reclaiming Children and Youth,
14(1), 44-51. [PDF in Blackboard]
Kaderavek, J.N. (2011). Chapter 9: Early Literacy, Reading, and
Writing for School-Age Children. Language disorders in
children: Fundamental concepts of assessment and
intervention. Upper Saddle River, NJ: Pearson. (pp. 305-355).
[PDF in Blackboard]
Salend, S.J. (2011). Chapter 8: Differentiating Instruction for
Diverse Learners. Creating inclusive classrooms: Effective and
th
reflective practices (7 ed). Upper Saddle River, NJ: Pearson,
(pp. 284-330). [PDF in Blackboard]
11
July 26Aug 1
Module 11:
Collaboration
and Intervention
American Speech-Language-Hearing Association. (1991). A
model for collaborative service delivery for students with
language-learning disorders in the public schools [Relevant
Paper]. Retrieved August 19, 2014 from
http://www.asha.org/policy/RP1991-00123.htm
Cook, L., & Friend, M. (2010). The state of the art of
collaboration on behalf of students with disabilities. Journal of
Educational and Psychological Consultation, 20(1), 1-8.
[PDF in Blackboard]
Friend, M., Cook, L., Hurley-Chamberlain, D., & Shamberger, C.
(2010) Co-Teaching: An Illustration of the Complexity of
Collaboration in Special Education, Journal of Educational and
Psychological Consultation, 20(1), 9-27. [PDF in Blackboard]
Giangreco, M.F., Suter, J.C., & Doyle, M.B. (2010).
Paraprofessionals in inclusive schools: A review of recent
research. Journal of Educational and Psychological
Consultation, 20(1), 41-57. [PDF in Blackboard]
Watson, G.D. & Bellon-Harn, M.L. (2014). Speech-language
pathologist and general educator collaboration: A model for
tier 2 service delivery. Intervention in School and Clinic, 49(4),
237-243. [PDF in Blackboard]
12:00 am
Aug 4th
Final Exam
Posted
13
Final Exam Due
By 11:59 pm
August 11th
12
Aug
11th
Page 7 of 18
EPSE 510.3 - Supporting Students with Language and Communication Needs in the Classroom
Note: If for any reason the Class Syllabus Reading List does not match the Module Reading
List, the Class Syllabus shall be taken as correct.
Grading Scheme
Assignment
Marks
Assignment 1:Personal Biography
2%
Assignment 2: Staff Presentation
Activity
10%
Assignment 3: Language and
Math
13%
Assignment 4: Communication
Difficulties and/or Disorders
Essay
30%
Assignment 5: Language and
Communication Scenario
15%
Final Exam
30%
Total
100%
Information on literal descriptors for grading at the University of Saskatchewan can be found at:
http://students.usask.ca/current/academics/grades/grading-system.php
Please note: There are different literal descriptors for undergraduate and graduate students.
More information on the Academic Courses Policy on course delivery, examinations and
assessment of student learning can be found at: http://policies.usask.ca/policies/academicaffairs/academic-courses.php
The University of Saskatchewan Learning Charter is intended to define aspirations about the
learning experience that the University aims to provide, and the roles to be played in realizing
these aspirations by students, instructors and the institution. A copy of the Learning Charter can
be found at: http://policies.usask.ca/documents/LearningCharter.pdf
Evaluation Components
CCDE Writing Centre - Quality writing help for free!
Anyone taking a distance class (online, independent studies, televised, or multi–mode delivery)
administered by the CCDE can use this free service. The Writing Centre provides tools and
support to help you write effective essays, reports, or reviews. Simply submit a project draft, and
a qualified tutor will assess your work and offer advice to improve your project. Contact the
CCDE Writing Centre at http://www.ccde.usask.ca/writing
Page 8 of 18
EPSE 510.3 - Supporting Students with Language and Communication Needs in the Classroom
Assignment 1: Personal Biography
Value: 2% of final grade
Due Date: See Class Schedule
Description: Post your personal biography and a picture of yourself (to personalize your
information) under the Welcome topic in the Discussion Forum. Be sure to include: educational
and work experience and information pertaining to your knowledge and experience with
communication development and disorders. This individual assignment will be posted on the
Discussion forum by the due date listed in your syllabus/course schedule.
Uploading a Picture to Blackboard
Why am I Required to Do This?
There are three reasons that this has been made a requirement for this course:
1. Students with communication difficulties frequently need more visual information than
other students. Computers are one way of increasing your ability to provide them with
images, so you need to develop skills in this area.
2. Your instructor wants a sense of who you are visually, as well as in words.
3. Other students may need to have a sense of who you are visually as well as in words.
How do I Obtain the Picture?
There are several ways to obtain a picture for use in Blackboard including the following:
1. Have someone take a picture using a digital camera.
2. Use a scanner to reproduce a picture that you already have.
3. Talk to a store that produces photos and ask to have a photo converted to a digital
format.
What is a Format?
When you want to use an image online there are two ways of saving that image.
1. .jpeg which is used with photographs.
2. .gif which is used with drawings.
Most image programs on cameras and scanners have a Save for the Web option which will
reduce the image to a file size useable online (under 60kb). If you have too large an image
(+1 Mb), people won't be able to see it. You can check the image's file size by looking in the
details section of the file where you save images. Ask someone to show you this feature, if you
have never used it.
How do I Upload an Image to Blackboard
You add an image as an attachment in the same way that you add word processing files, or if
you feel confident you can use the text editor to place the image in the body of your thread.
Page 9 of 18
EPSE 510.3 - Supporting Students with Language and Communication Needs in the Classroom
Assignment 2: Staff Presentation Activity
Value:
10% of final grade
Due Date:
See Class Schedule
Description: As a school staff member, you have been asked to do a short presentation on
the importance of early communication development to school functioning and performance. In
your assigned group:
1. Group members will discuss and identify:
(1) what information should be presented to staff members; and
(2) why these areas are important to be included in the presentation.
2. Each group will then complete a written summary of the results of their discussions (i.e.,
maximum of four double spaced pages). Statements made in this written description
should be supported by external documentation (i.e., class readings, peer reviewed
books or articles) with all citations following current American Psychological Association
(APA) referencing guidelines. A reference section for the entire assignment should also
be included listing all the sources used following APA referencing guidelines. This group
assignment will be submitted to the instructor via the drop box in the class for the
assignment (Assignment 2) by the due date listed in your syllabus/course schedule.
Please note, you have the option of completing this assignment individually. However,
you must first notify your group members and the instructor of your intentions to work on
this assignment independently.
Please note that plagiarism is a serious offense. When you reference information (i.e., from a
book, article, personal communication) the source(s) of the information must be properly
referenced. Failure to do so is plagiarism. All written assignments for this course will be
expected to follow APA referencing guidelines.
Assignment 3: Language and Math
Value:
13% of final grade
Due Date:
See Class Schedule
Description: In this assignment you will answer the following question:
Do you believe there is a significant relationship between language and math understanding
and performance?
Please explain your response, and provide examples to support your thinking, in a one to two
page response. Statements made in this written description should be supported by external
documentation (i.e., class readings, peer reviewed books or articles) with all citations following
current American Psychological Association (APA) referencing guidelines. A reference section
for the entire assignment should also be included listing all the sources used following APA
referencing guidelines. This individual assignment will be submitted to the instructor via the
drop box in the class for the assignment (Assignment 3) by the due date listed in your
syllabus/course schedule.
Please note that plagiarism is a serious offense. When you reference information (i.e., from a
book, article, personal communication) the source(s) of the information must be properly
referenced. Failure to do so is plagiarism. All written assignments for this course will be
expected to follow APA referencing guidelines.
Page 10 of 18
EPSE 510.3 - Supporting Students with Language and Communication Needs in the Classroom
Assignment 4: Communication Difficulties and/or Disorder Essay
Value:
Due Date:
30% of final grade
See Class Schedule
Description: Choose option A or B and write approximately a 10-12 page double-spaced
typed essay (must not be less than 8 pages nor exceed 15). Statements made in this essay
(i.e., all main ideas, suggestions, and/or activities) should be supported by external
documentation (i.e., class readings, peer reviewed books or articles) with all citations following
current American Psychological Association (APA) referencing guidelines. A reference section
for the entire assignment should also be included listing all the sources used following APA
referencing guidelines. It is often helpful to use headings within your essay to assist in clarity
and organization. This individual assignment will be submitted to the instructor via the drop box
in the class for the assignment (Assignment 4) by the due date listed in your syllabus/course
schedule.
Option A
Select a special population, for which co-existing communication difficulties are common, and
include (e.g., autism spectrum disorders, attention deficit hyperactivity disorder, fetal alcohol
spectrum disorders):
•
the nature of the condition
•
common communication characteristics
•
implications of the communication difficulties (i.e., socially, emotionally and
academically)
•
communication strategies for teachers that will support students within a classroom
setting
Option B
•
Focus on an individual student case (fictitious or real) and include: a case history (i.e.,
age, grade, presenting concerns, previous school experiences, past interventions).
Remember if you choose to focus on a real student to use a fictitious name for the
student.
•
description of how communication difficulties are impacting the student socially,
emotionally, and academically
•
strategies that will assist the student in succeeding at school; Feel free to collaborate
with your instructor on your paper topic and content
Please note that plagiarism is a serious offense. When you reference information (i.e., from a
book, article, personal communication) the source(s) of the information must be properly
referenced. Failure to do so is plagiarism. All written assignments for this course will be
expected to follow APA referencing guidelines.
Page 11 of 18
EPSE 510.3 - Supporting Students with Language and Communication Needs in the Classroom
Assignment 5: Language and Communication Scenario
Value:
Due Date:
15% of final grade
See Class Schedule
Assignment Process
1. Review the student description in the Learning Material section of this module.
2. Read and complete Stage One and Two of this assignment.
Stage One
1. From the student description provided, each member must identify their assumptions
coming into the program planning meeting based on the role they have been assigned
(i.e., teacher, parent), and discuss the ways these assumptions may hinder and/or
facilitate the outcome of the meeting. In other words, identify what could assist and what
could be barriers to Susan’s programming, and what the potential consequences of
these identified facilitators/barriers could be to programming. Each participant should
seek feedback from each of his or her group members to complete this task.
2. Compile the identified assumptions noted by the group, along with the identified potential
consequences, in a written summary. This written description should not exceed three
pages in total. Statements made in this written description should be supported by
external documentation (i.e., class readings, peer reviewed books or articles) with all
citations following current American Psychological Association (APA) referencing
guidelines. A reference section for the entire assignment should also be included listing
all the sources used following APA referencing guidelines.
Stage Two
1. Meet in your assigned roles for the programming meeting. You will want to try to conduct
at least the first 15-20 minutes of an actual meeting. That is, using what you have
identified in stage one, determine how you can set the stage for a productive meeting.
The main objective of this activity is how the stage will be set and the insights that may
determine further action on behalf of Susan, and not the specific setting of objectives in
various developmental domains. For example, ask yourselves:
•
Are there other things that should/could happen to learn more about Susan?
•
Are you even ready to be having a formal Individualized Education Plan
(IEP)/Inclusion and Intervention Plan (IIP) meeting or are there other things that
need to happen first?
Please note, certain roles will be difficult to carry out, such as parents (one person may need to
be both) and translator. Be creative (you can always just indicate how the role of the translator
would come in).
2. Compile a written summary of your group’s experiences. You will need to include:
•
what each member did to address identified assumptions for the role they were
assigned and how they worked towards contributing to a productive meeting; and
•
what the next step(s) would be after the meeting.
Page 12 of 18
EPSE 510.3 - Supporting Students with Language and Communication Needs in the Classroom
This written description should not exceed two pages in total. Statements made in this written
description should be supported by external documentation (i.e., class readings, peer reviewed
books or articles) with all citations following current American Psychological Association (APA)
referencing guidelines. A reference section for the entire assignment should also be included
listing all the sources used following APA referencing guidelines.
Final Product
Submit this completed assignment in the assignment drop box for this assignment (Assignment
5). Your final written assignment should consist of the two parts outlined in stages one and two
above, and should not to exceed five pages in length (i.e., maximum three pages for stage
one, maximum two pages for stage two).
Remember, written assignments must be typed, double spaced with one-inch margins, and
include appropriate reference citations. That is, statements made in the written description for
this assignment should be supported by external documentation (i.e., class readings, peer
reviewed books or articles) with all citations following current American Psychological
Association (APA) referencing guidelines. A reference section for the entire assignment should
also be included listing all the sources used following APA referencing guidelines. The reference
section that needs to be included with assignment is not included in the five-page limit.
Please note that plagiarism is a serious offense. When you reference information (i.e., from a
book, article, personal communication) the source(s) of the information must be properly
referenced. Failure to do so is plagiarism. All written assignments for this course will be
expected to follow APA referencing guidelines.
Final Exam
Value:
Due Date:
30% of final grade
See Class Schedule
Description: Take Home Exam. The exam will be posted a week in advance of the due date,
and you will be provided with guidelines regarding the length of your responses.
The final exam will consist of the following:
a. A question pertaining to a fundamental issue related to communication development.
b. A case study that you will analyze and respond to in practical ways (there will be several
samples provided of which you will select one).
Statements made in this exam (i.e., all main ideas, suggestions, and/or activities) should be
supported by external documentation (i.e., class readings, peer reviewed books or articles) with
all citations following current American Psychological Association (APA) referencing guidelines.
A reference section for the entire assignment should also be included listing all the sources
used following APA referencing guidelines. Your completed final exam will be submitted in the
assignment drop box for this exam (Final Exam).
Please note that plagiarism is a serious offense. When you reference information (i.e., from a
book, article, personal communication) the source(s) of the information must be properly
referenced. Failure to do so is plagiarism. All written assignments for this course will be
expected to follow APA referencing guidelines.
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EPSE 510.3 - Supporting Students with Language and Communication Needs in the Classroom
Assignment Guidelines
You are required to complete and submit assignments as the course progresses. The
assignments will be described in the list of learning activities located in the content area of this
website. Consult the course calendar to find out the exact due dates for the assignments. Be
sure that you read the weighting and grading of requirements and guidelines for submitting
assignments before preparing your assignments and final paper.
Carefully read the instructions below so that you know what we expect in each assignment.
Each assignment must be written in the format specified in the assignment.
1. Assignments must be typed and double-spaced and use the APA style. Leave one-inch
margins on all sides to allow for instructor comments. Your assignments must be
submitted electronically as attachments to e-mail.
2. Follow the instructions for each assignment very carefully to ensure that you have
included everything that is expected of you. Check to see that you have the required
number of pages or words as set out in the instructions.
3. Proofread your assignments to ensure proper mechanics and that you have included
everything that is expected of you.
4. Plagiarism is a serious offense. If you use resources (books, discussions with others,
etc.), cite your sources. Failure to do so is plagiarism. You are expected to have read
and understood the University of Saskatchewan’s Guidelines for Academic Conduct.
5. If you think that your assignment will be late, contact your instructor well in advance of
the assignment due date. Instructors will deduct marks for late assignments if you have
not made alternative arrangements.
6. You are responsible for seeing that your assignments are submitted as instructed. Do
not rely on others to submit your assignments for you. Keep a copy of your assignments
in case it gets misplaced
Submitting Assignments
All assignments and the exam will be submitted to the instructor via Blackboard Mail Tool.
Additional Information
Students with Disabilities - If you have a diagnosed disability (learning, medical, physical, or
mental health), you are strongly encouraged to register with Disability Services for Students
(DSS). In order to access DSS programs and supports, you must follow DSS policy
and procedures. If you suspect you may have a disability, contact DSS for advice and
referrals. For more information, see http://www.students.usask.ca/disability/ or contact DSS at
306-966-7273 or dss@usask.ca.
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EPSE 510.3 - Supporting Students with Language and Communication Needs in the Classroom
Integrity Defined (from the Office of the University Secretary)
“Integrity is expected of all students in their academic work – class participation, examinations,
assignments, research, practica – and in their non-academic interactions and activities as well.”
(Office of the University Secretary)
It is your responsibility to be familiar with the University of Saskatchewan Guidelines for
Academic Conduct. More information is available at
http://www.usask.ca/secretariat/student-conduct-appeals/IntegrityDefined.pdf
Theme Objectives
Module 1: The Role of Communication, Language and Speech Skills in Education
1. Appreciate and articulate the significance of communication, language, and
speech skills in educational settings;
2. Explain the role communication, language, and speech skills play in academic
and cognitive development; and
3. Explain the role communication, language, and speech skills play in social and
emotional development.
Module 2: Language Classification Systems Part I
1. Further differentiate between the interrelated areas of speech, language/literacy,
and communication; and
2. Identify and explain the broad categories by which language and its disorders
may be classified.
Module 3: Language Classification Systems Part I
1. Articulate the general sequential nature by which language develops orally
throughout the school years;
2. Define what communication disorders and learning disabilities;
3. Recognize the interconnectedness that co-exists between language
difficulties/disabilities and learning difficulties/disabilities; and
4. Identify reasons why educators need to have at least a cursory understanding of
typical and atypical communication development.
Module 4: The Role of Oral Language Skills Part I
1. Articulate the role that oral language skills play in literacy development; and
2. Describe how written language skills develop throughout the school years.
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EPSE 510.3 - Supporting Students with Language and Communication Needs in the Classroom
Module 5: The Role of Oral Language Skills Part II
1. Define and differentiate the terms phonological awareness, phonemic
awareness, phonemic awareness instruction, and phonics instruction; and
2. Provide specific phonemic awareness activity examples.
Module 6: Development of Discourse
1. Identify the types of discourse utilized in educational settings;
2. Describe the changes apparent in the development of discourse throughout the
school years; and
3. Describe strategies for the development of discourse skills.
Module 7: Language Development from a Multicultural and Multilingual
Perspective Part I
1. Explain the significance of cultural/linguistic factors on communicative
development;
2. Delineate between a language difference and a language delay/disorder; and
3. Articulate important considerations when assessing, teaching, and
communicating with individuals learning a dialect or learning English as a second
language.
Module 8: Language Development from a Multicultural and Multilingual
Perspective Part II
1. Develop an awareness of the underlying complexities apparent when a mismatch
of cultural/linguistic identity occurs;
2. Describe, appreciate, and utilize cultural/linguistic differences in the programming
of students with communication needs;
3. Demonstrate an awareness of personal assumptions and describe how these
assumptions impact on your work with students and families; and
4. Demonstrate group collaboration and decision-making skills.
Module 9: Speech and Language Disorders
1. Describe various types of language disorders;
2. Describe various types of speech disorders; and
3. Describe some of the common communication characteristics seen in students
with other high and low incidence exceptionalities.
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EPSE 510.3 - Supporting Students with Language and Communication Needs in the Classroom
Module 10: Common Intervention Strategies for Communication Disorders
1. Describe a variety of intervention strategies for speech, language, and literacy
(i.e., written language) difficulties/disorders; and
2. Describe some of the common intervention strategies for students with other
known high and low incidence disabilities.
Module 11: Collaboration and Intervention
1. Explain various service delivery options that may exist for speech and/or
language intervention; and
2. Describe the importance of collaboration with all stakeholders, in the intervention
for students with speech, language, and/or hearing difficulties and/or disorders.
Online Resources
Bookmark these links for future reference. Bolded organizations are specific to this course.
USA
American Speech-Language Hearing
Association (ASHA)
http://www.asha.org/default.htm
Centre for Applied Special Technology (CAST)
http://www.cast.org/
Centre for Special Education Finance (CSEF)
http://csef.air.org/
National Centre to Improve Practice in Special
Education
http://www2.edc.org/NCIP/
Office of Special Education Programs (OSEP)
http://www2.ed.gov/about/offices/list/osers/osep/in
dex.html?src=mr
Regional Education Laboratories
http://www.temple.edu/LSS/other_resources.htm
Special Education Resources on the Internet
http://www.seriweb.com/
Universal Declaration of Linguistic Rights (UN)
http://www.linguistic-declaration.org/index-gb.htm
CANADA
Speech Language Audiology Canada
http://sac-oac.ca/
Canadian Abilities Foundation
http://www.enablelink.org/
Disability Weblinks Canada
http://www.disabilityweblinks.ca/pls/dwl/dl.home
Special Needs Opportunities Window
http://snow.utoronto.ca/
Universal Instructional Design
http://www.tss.uoguelph.ca/uid/
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EPSE 510.3 - Supporting Students with Language and Communication Needs in the Classroom
SASKATCHEWAN
Autism Treatment Services of Saskatchewan
http://www.autism-atss.com/
Learning Disabilities Association of
Saskatchewan
http://www.ldas.org/
Saskatchewan Abilities Council
http://www.abilitiescouncil.sk.ca/
Saskatchewan Association of Speech
Language Pathologists and Audiologists
http://www.saslpa.ca/
Saskatchewan Deaf and Hard of Hearing
Service
http://www.sdhhs.com/
Ministry of Education
http://www.sasked.gov.sk.ca/
Saskatchewan School Trustees Association
http://www.ssta.sk.ca/
Saskatchewan Teachers' Federation
http://www.stf.sk.ca/
Acknowledgements
Instructional Design and Course Development
The content for this course was created and designed in partnership by:
Dr. Laureen McIntyre, SLP-C, CCC-SLP, Registered SK Speech-Language Pathologist
Associate Professor, Graduate Chair, and Director of the Special Education Certificate Program
Department of Educational Psychology and Special Education and the Centre for Continuing &
Distance Education (CCDE).
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