1. DEPARTMENT OF SPECIAL EDUCATION

CDS 487 Aural Rehabilitation

3 credit hours

B.COURSE DESCRIPTION

Prerequisite: CDS 485. Fundamentals of aural habilitation/rehabilitation in the form of amplification (hearing aids, cochlear implants,assistive listening devices), speech reading, auditory-visual-kinesthetic perception, pediatric rehab techniques, educational management, counseling.

C. TEXTS

Schow, Ronald L., Nerbonne, Michael A., Introduction to Audiologic Rehabilitation, 5th edition, 2006.

  1. COURSE OBJECTIVES
  2. To understand the importance of the sense of hearing to the reception/perception of speech relative to oral communication.
  3. To develop an ability to address the problems of the hearing-impaired child and/or adult.
  4. To understand the importance of providing family centered aural rehabilitation services.
  5. To understand the basics of amplification and its benefit to the hearing-impaired person.
  6. To understand the strengths and limitation of visual cues for oral communication.
  7. To understand the importance of making resource materials available to the hearing-impaired person and the extended family.
  8. To understand the basics of the cochlear implant.
  1. COURSE OUTLINE
  2. Audiologic Rehabilitation
  3. Overview re: cultures
  4. Models
  5. Language & Speech of the Deaf & Hard of Hearing
  6. Language & Communication
  7. Speech-Pre & Post Lingual Hearing Loss
  8. Pediatrics & Adults
  9. Re-visiting the audiogram
  10. Interpretation (type, configuration, severity)
  11. Outcomes
  12. Amplification
  13. Hearing Aids
  14. FM
  15. ALD’s
  16. Pediatrics & Adults
  17. Cochlear Implants
  18. Overview
  19. Management
  20. Pediatrics & Adults
  21. Educational Audiologic Rehabilitation
  22. Laws & Regs
  23. Assessment & Management
  24. HL vs. CAPD
  1. COURSE REQUIREMENTS

EKU has officially established expectations for class preparation: 3 hours of minimum outside preparation is expected for each hour of class lecture for 300-500 level courses. CDS 487 adheres to this policy. Students are expected to come to class prepared, fulfilling all readings and project assignments as specified in the CLASS SCHEDULE of the current semester.

The requirements for this course are as follows:

*Note quizzes will be unannounced

Four (4) Content quizzes@ 25 points each = 100 points

Two (2) Content (Mid-term, Final) exams @ 100 points each = 200 points

One (1) Written/oral report on AR therapy program @ 75 points = 75 points Week 13

Professionalism/Participation = 25 points

Two (2) Clinical observations w/ write-up @ 25 points = 50 points Week 6 & 10

  1. ADDITIONAL REQUIREMENTS FOR GRADUATE STUDENTS IN 700-LEVEL

Not applicable

  1. EVALUATION METHODS

Course grade will be computed based on total points accumulated according to the following scale:

A = 100 – 90%B = 89 – 80%C = 79 – 70%D = 69 – 60%F = 59 % and below

  1. STUDENT PROGRESS

Prior to the last day to withdraw from this course, students are responsible for tracking their grade status and attendance record to date. If a student is deficient in course performance prior to the last day to withdraw will be informed by the instructor on or before this date.

  1. ATTENDANCE POLICY

All policies/requirements listed below must be followed by the student

College of Education Attendance Policy: Absences equating to 20% of class meetings will result in automatic failure. Class sessions missed as a result of late entry into the class will be counted as absences. The student is responsible for presenting the instructor with a reason for absences in order to be given opportunity to make up missed work. Adequate reasons for class absences in clued personal illness, death or serious illness in the immediate family, or participation in an approved University activity.

Communication Disorders Program Attendance Policy: The following is a uniform attendance policy for the Communication Disorders (CD) Program and will be enforced by all CD faculty. To determine if the reason for an absence is adequate, as specified in the College of Education policy, the student may be required to provide documentation (e.g., medical excuse) before the absence is approved.

  1. Regular attendance is expected throughout the semester and will be recorded each class period.
  2. The student should call the Department Secretary (859-622-4442) and leave a message for the instructor prior to the class absence. Include in this message your name and the course number and reason for the absence. It is not necessary to call the instructor directly.
  3. A maximum of 3 approved absences will be allowed for DAY CLASSES. Subsequent absences may result in the lowering of the final grade (e.g., 4 = one grade lower, 5 = two grades lower, 6 = three grades lower, 7 = course failure).
  4. For EVENING CLASSES AND CLINICAL PRACTICUM CLASSES, 1 approved absence will be allowed; 2 absences may result in 2 letter grades lower; 3 absences may result in course failure.
  5. Any absence prior to an examination requires 24 hours notice. If less than a 24-hour notice is given, the instructor may require documentation to determine if the absence will be approved and if a make-up will be permitted.
  6. Students will be responsible for obtaining class notes and handouts from other students in the class in the event of any absence.

K.NOTIFICATION OF THE LAST DAY TO DROP THE COURSE

March 10, 2009

L. DISABILITIES STATEMENT

If you are registered with the Office of Services for Individuals with Disabilities, please make an appointment with the course instructor to discuss any academic accommodations you need. If you need academic accommodations and are not registered with the Office of Services for Individuals with Disabilities, please contact the Office directly either in person on the first floor of the Turley House or by telephone at (859) 622-1500 V/TTY. Upon individual request, this syllabus can be made available in alternative forms.

  1. ACADEMIC INTEGRITY STATEMENT

Students are advised that EKU’s Academic Integrity policy will strictly be enforced in this course. The Academic Integrity policy is available at Questions regarding the policy may be directed to the Office of Academic Integrity.

Course P/N / Course Title
CDS 487 / Aural Rehabilitation
CONCEPTUAL FRAMEWORK ELEMENTS
CF1: Knowledge - Enables candidates to construct understanding of the complexity and richness of the teaching/learning process.
CF2: Pedagogical Skills - Enables the professional educator to facilitate learning for all students.
CF3: Dispositions - Includes the professional attitudes, values and beliefs that support student learning and development.
CF4: Technology - Focuses on preparing candidates who are able to use educational technology to help all students learn.
CF5: Diversity - Reflects the Unit’s commitment to preparing candidates to support learning for all students

RELATIONSHIP TO:

College of Education Conceptual Framework

K- Basic Knowledge, A- Application, PA- Portfolio Artifact, KA 1, 2, 3, 4, 5, 6- Key Assessments
CF1 / CF2 / CF3 / CF4 / CF5
K, KA1 / K / K
TEACHER STANDARDS (2008)
STANDARD 1: The teacher demonstrates applied content knowledge
STANDARD 2: The teacher designs and plans instruction
STANDARD 3: The teacher creates and maintains learning climate
STANDARD 4: The teacher implements and manages instruction
STANDARD 5: The teacher assesses and communicates learning results
STANDARD 6: The teacher demonstrates the implementation of technology
STANDARD 7: Reflects on and evaluates teaching and learning
STANDARD 8: Collaborates with colleagues/parents/others
STANDARD 9: Evaluates teaching and implements professional development
STANDARD 10: Provides leadership within school/community/profession

Kentucky Teacher Standards – Initial or Advanced

K- Basic Knowledge, A- Application, PA- Portfolio Artifact, KA 1, 2, 3, 4, 5, 6- Key Assessments
TS1 / TS2 / TS3 / TS4 / TS5 / TS6 / TS7 / TS8 / TS9 / TS10
K, KA1 / K
EKU GOALS
EKU-G1. To promote and support an inclusive climate that respects and celebrates diversity by attracting, developing and educating a diverse student, faculty, and staff population.
EKU-G2. To continuously assess and improve the services and infrastructure of the University to support and maintain high quality programs.
EKU-G 3. To promote learning through high quality programs, research, and support services.
EKU-G4. To develop and enhance an environment facilitating intellectual curiosity, cultural opportunities and problem-solving abilities for members of the University community.
EKU-G5. To increase and enhance external and internal constituency engagement, while maintaining a connection with the southeastern region of Kentucky.

EKU Goals

EKU-G1 / EKU–G2 / EKU-G3 / EKU-G4 / EKU-G5

KERA Initiatives

Identify the initiative number(s) for each category
Learner Goals/Academic Expectations / Program of Studies: Understandings / Program of Studies: Skills & Concepts / Core Content

EPSB Themes

K- Basic Knowledge, A- Application, PA- Portfolio Artifact, KA 1, 2, 3, 4, 5, 6- Key Assessments
Diversity / Assessment / Literacy/Reading / Closing Achievement Gap
K / K

SPA

American Speech-Language-Hearing Association
STANDARD I: Degree
STANDARD II: Institution of Higher Learning
STANDARD III: Program of Study – Knowledge Outcomes
III-A
III-B
III-C X
III-D X
III-E
III-F
III-G
III-H
STANDARD IV: Program of Study – Skills Outcomes
IV-A X
IV-B
IV-C
IV-D
IV-E
IV-F
IV-G
STANDARD V: Assessment
V-A
V-B
STANDARD VI: Speech-Language Pathology Clinical Fellowship
VI-A
VI-B
VI-C
VI-D
STANDARD VII: Maintenance of Certification