MURRAY STATE UNIVERSITY

Course Syllabus Outline

Department: Wellness and Therapeutic Sciences

Division of Communication Disorders

Course Number: CDI 480

Credit Hours: 3

I. TITLE: School Services for Communication Disorders

II. CATALOG DESCRIPTION: This course is an in-depth study of the roles and responsibilities of the speech-language pathologist and speech-language pathology assistant practicing in the schools.

III. PURPOSE: This course is designed to provide knowledge and skills in areas and current issues relevant to the scope of practice of speech-language pathologists and speech-language pathology assistants, to facilitate effective and efficient services to students with communication disorders in the schools.

IV. COURSE OBJECTIVES: Through class lectures, discussions, guest lecturers and projects, the student will demonstrate the ability to1:

1. Accurately and clearly identify the scope of practice of speech-language pathologists and speech-language pathology assistants; [III.2,15, VIII.5]

2. Demonstrate knowledge of required mandates and related due process for identification, evaluation, eligibility, placement, and intervention regarding specially designed instruction for students with communication disorders; [I.5,6, II.1,4, IV.5]

3. Communicate knowledge of assessment procedures and eligibility mandates contained in the Kentucky Eligibility Guidelines for Communication Disabilities (KEG) to identify students for specially designed instruction based on a communication disorder; [IV.1]

4. Demonstrate an understanding of appropriate settings for service delivery including consultation, collaboration, team teaching, inclusion, individual and small group, based on student need and type and severity of the communication disorder; [I.3,7, VI.1]

5. Demonstrate knowledge and understanding of issues related to serving culturally and linguistically diverse students; [II.2,3, III.5,9, IV.1, VIII.3]

6. Demonstrate knowledge and understanding of issues related to augmentative and alternative communication in the schools: [I.8, III.11, VIII.4]

7. Communicate knowledge relevant to contemporary issues of school services, including legislative mandates, third-party payments, supervision, and support personnel; [VIII.1]

8. Critically review current reports and position papers of the American Speech-language-Hearing Association (ASHA) on issues related to school services; [I.2,9, III.15]

V. CONTENT OUTLINE:

·  Law and regulations mandating scopes of practice for speech-language pathologists and speech-language pathology assistants

·  Due process policies and procedures (Kentucky Administrative Regulations)

·  Kentucky Eligibility Guidelines for Communication Disabilities

·  Models of service delivery

·  Serving culturally and linguistically diverse students

·  Augmentative and alternative communication in the schools

·  Third party payments, supervision, and support personnel

·  Professional and ethical issues related to school services

VI. INSTRUCTIONAL ACTIVITIES:

Lecture supported by overheads and audiovisual materials, guest lecturers, problem based learning activities, case studies, class presentations and discussions will be used.

Students will schedule and conduct an interview with a school-based speech-language pathologist, using the interview format provided. Observation of therapy during the school visit is required. A written summary and reflection of the interview and observation is due no later than Wednesday, November 1, 2000.

Grading will be assigned as follows:

Conducting SLP interview 10

Completion of interview form 10

Written summary and reflection 30

(with interview form attached)

Students will present a summary of their interview and observations to the class, including the communication disorders of the students observed, and the IEP objectives and activities addressed in the lesson(s) observed. A written summary is due on the day of the oral presentation: Wednesday, December 6, 2000.

Grading will be assigned as follows:

Summary of SLP Interview 20

Summary of students’ communication needs 20

Summary of IEP objectives/activities observed 20

Overall presentation skills (rubric provided) 10

Written summary and reflection 30

VII. FIELD, CLINICAL, AND/OR LABORATORY EXPERIENCES: Interview of school-based speech-language pathologist and observation of therapy.

VIII. RESOURCES: Text and assigned readings, audio, video and textual resources in the Department of Special Education Materials Room and the Waterfield Library and the College of Education ATCOM Laboratory.

IX. GRADING PROCEDURES: Student learning will be evaluated based on rubrics developed for on-demand and portfolio tasks such as written reflections on topics current in the field, write-up of an interview with a practicing speech-language pathologist, write-up of observation, class presentation, class activities and written examinations.

Grading Breakdown Points

Reflections/Class Activities 50

Tests 150

SLP Interview/Write-up 50

Observation Write-up, presentation 100

Class Participation 50

Total 400

Points earned in course assessments will be converted to the departmental grading scale to determine the student’s final grade:

A (90-100%), B (80-89%), C (70-79%), D (60-69%), E (0-59%)

X. ATTENDANCE POLICY: Class attendance and participation in class activities are required. Assignments must be handed in on time, and will not be accepted after the date due. No exceptions will be made. Exams may be made up at the discretion of the instructor only in cases of emergency and/or with a doctor’s excuse. Prior approval of the instructor will be required. One make-up session will be scheduled at the end of the semester. The instructor reserves the right to either raise or lower final grades in accordance with class attendance and participation.

XI. ACADEMIC HONESTY POLICY: In keeping with college policy, academic dishonesty (cheating on class assignments/exams, etc.) will not be tolerated; students so engaged will be subject to disciplinary action.

XII. TEXT AND REFERENCES:

O’Connell, P.M. (1997). Speech, language, and hearing programs in schools. Gaithersburg, MD: Aspen Publishers, Inc.

Packet of readings for CDI 480 at CopyPlus, 1301 Chestnut St.

Guidelines for Roles and Responsibilities of the School-Based Speech-Language Pathologist

Available at CopyPlus or at http://www.asha.org/slp/index.htm

XIII. PREREQUISITES: None

1Numbers in brackets refer to components of the KERA New Teacher Standards which are addressed by the course objective

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