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COLLEGE OF EDUCATION
VALDOSTA STATE UNIVERSITY
DEPARTMENT OF SPECIAL EDUCATION AND COMMUNICATION DISORDERS
SUMMER, 1999
SPEC 4180
LANGUAGE DISABILITIES AND LEARNING
THREE SEMESTER HOURS

 REQUIRED TEXTBOOK(S)

To be determined

COURSE DESCRIPTION

Prerequisites: SPEC 3010, SPEC 4020.

A study of oral and written language, the relationship to learning, and the impact of language learning disabilities for school age children.

COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK PRINCIPLES

Principle 2: The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.

Principle 5: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement and learning, and self motivation.

Principle 6: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Principle 8: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.

Principle 10: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students learning and well-being.

EDUCATIONAL OUTCOMES

Outcome 2: An understanding of how persons learn and develop and the ability to provide learning opportunities that support their intellectual, communication, academic, social, motor, vocational and /or adaptive development.

Outcome 4: Knowledge and use of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction within their professional activities.

 

 

Developing Professionals for Service

COURSE OBJECTIVES

At the conclusion of this course, students will:

1. understand impact of oral and written language disabilities on learning and auditory skills (Outcome 2; Principle 2);

2. apply knowledge of oral interactive language and literate language requirements for learning within classroom and community (Outcome 2; Principles 5, 10);

3. understand the impact of linguistic, cultural and community diversity on LLD (Outcome 2; Principle 2)

4. implement formal and informal programmatic assessment strategies to determine appropriate language learning targets (Outcome 2; Principle 8);

5. develop and implement language interventions to support social and academic development (Outcome 4; Principles 5, 6); and

6. demonstrate the ability to integrate language learning strategies across the students' curriculum, community activities and home communication opportunities (Outcomes 2, 4; Principle 10).

COURSE ACTIVITIES/ASSIGNMENTS/REQUIREMENTS

1. Complete midterm exam and a comprehensive final exam (Objectives 1- 6).

2. Complete analysis of school curriculum for oral and written language expectations (using database software) (Objectives 2, 3).

3. Develop, field test and present to the class (using presentation software) an informal classroom communication inventory (Objectives 2, 3).

4. Observe and complete a functional analysis of communication on a student with LLD in an academic and a social setting cooperatively with a classmate (Objectives 3, 4).

5. Design and implement two language activity plans; one within classroom and one within a community/home activity (Objectives 5,6).

6. Videotape and analyize teacher's language use within implementation of language activity plans (Objectives 5,6).

7. E-mail biweekly journal reflections on content and process of teaching students with LLD using APA format (Objectives 1- 6).

COURSE EVALUATION

1. Exams (Objective 1-5) 25%

2. Criteria Protocols (Objectives 2 - 5)

Curriculum Analysis 10%

Communication Checklist and Presentation 10%

Functional Analysis in School and Social Settings 10%

Language Activity Plans 20%

Videotape of "Teacher Talk" 15%

3. Journals 10%

 

Final Grading Scale

90% - 100% A

80% - 89% B 60% - 69% D

70% - 79% C Below 60% F

ATTENDANCE POLICY

The university attendance policy will be strictly adhered to in this course.

INSTRUCTOR

Name

Office Number

Office Hours

Telephone Number

DIVERSITY STATEMENT

The Department of Special Education and Communication Disorders maintains a strong and sustained commitment to value the diverse and unique nature of the learner and to include all students in the high expectation for success.

ADA ADDRESSED:

Students requiring classroom accommodations or modifications because of a documented disability should discuss this need with the professor at the beginning of the quarter. Students not registered with the Special Services Program should contact the Special Services office in Nevins Hall, Room 1115. The phone number is 245-2498.

DEPARTMENTAL PLAGIARISM POLICY

The Department of Special Education and Communication Disorders has a policy statement on plagiarism and a document identifying the characteristics of plagiarized work and the penalties for such actions. The penalty for plagiarism in undergraduate course work is a zero (0) on the assignment for the first offense, for the second offense the consequence is a letter grade of "F" for the course, for the third offense a letter grade of "F" for the course as well as further appropriate action involving referral of the matter to the appropriate university officials within the administrative structure. For graduate work, a letter grade of "F" for the course will be given for the first offense and a letter grade of "F" for the course as well as further appropriate action involving referral of the matter to the appropriate university officials within the administrative structure will occur for the second offense. The entire Departmental Policy, which includes examples and non-examples of plagiarism, is available on the Departmental Home Page.

APA STYLE

The Department of Special Education and Communication Disorders has officially endorsed the style of the American Psychological Association (APA) for the completion of all written assignments unless otherwise stated. Procedures for APA style are found in:

American Psychology Association. (1994). Publication Manual of the American Psychological Association (4th ed.). Washington, DC: Author.

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Submitted by:	Chief Compiler:	Date:
Valdosta State University 1500 N. Patterson St. Valdosta, GA  31698-0102	Susan R. Worth sworth@valdosta.edu Phone: 912-333-5932 Fax: 912-333-7167	February 1, 1999

Section I Checklist | Form A: Faculty | Section II Checklist | Section III Checklist

Appendix:
Course Syllabi | Faculty Vitae | Practicum Handbook | Student Teaching Handbook | Guidelines for Mentors
Program/Advising Forms | Undergraduate Catalog | Graduate Catalog | Student Enrollment

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