Fall 2009

KEANUNIVERSITY

Union, New Jersey

SPEECH-LANGUAGE SERVICES IN A SCHOOL SETTING

Course Number:5236

Semester Hours:3

Prerequisites:None

Limitation on enrollment:25

Required or Elective:Required

Catalog Description:

Roles and responsibilities of the Speech- Language Specialist re: legal procedures guiding identification and delivery of services to the eligible student; service delivery models, assessment and intervention techniques; current education reform initiatives.

N.B. In order to ensure full class participation, any student with a disabling condition requiring special accommodations (e.g., tape recorders, special adaptive equipment, special note-taking or test-taking procedures) is strongly encouraged to contact the professor at the beginning of the course. For the student’s convenience, the professor’s phone number, office hours and email address is listed on the syllabus.

KEANUNIVERSITY

Union, New Jersey

SPEECH-LANGUAGE SERVICES IN A SCHOOL SETTING

I.Course Objectives:

Students will achieve growth toward becoming informed dynamic professionals, as evidenced by demonstration of proficiencies in knowledge and comprehension, value/disposition development, and skill application. The student will:

  1. obtain an overview of the history and evolution of speech-language pathology in the school and gain understanding through the legislative process of special education. (K,S)
  1. select and implement appropriate formal and informal assessment measures according to the Technical Assistance Document. (K, S, D).
  1. determine eligibility for the Individualized Educational Program(IEP) services according to special education code.(K,S)
  1. implement the IEP process including referral, assessment, development of goals and objectives that are linked to core curriculum, and procedural safeguards. (K,S)
  1. develop intervention plans using a variety of therapeutic techniques based on diagnosis and individual needs. (K,D)
  1. identify and analyze the contemporary issues and roles of the Speech-Language Specialist in the changing environment of educational reform.(K,D)
  1. compare and contrast expanding models of service delivery. (K,S,D)

II. Course Content

A. Federal and State Legislation re: Special Education

  1. Individuals with Disabilities Educational Act (IDEA)
  1. PL 94-142
  2. 2004 Reauthorization

2. New Jersey Special Education Code 6A: Chapter 14

3. No Child Left Behind (NCLB)

B. Assessment strategies

1. Review of standardized tests listed in the Technical Assistance

Document (TAD)

2. The formal and functional proceduresfor a speech-language

assessment process as prescribed by code and presented in the

TAD

a. selection of standardized tests

b. oral peripheral examination

c. classroom observation

d. parent/teacher interview

e. review of developmental/educational history

f. documentation of classroom interventions

g. language sample

C. Determination of Eligibility for Services

1. Eligible for Speech Language Services (ESLS)(articulation, fluency,

and voice disorders)

a. educational impact

b. eligibility criteria

c. formal/functional procedural outcomes

2. Language Impaired(LI)(language disorders)

a. educational impact

b. eligibility criteria

c. formal/functional procedural outcomes

D. The Individualized Educational Program (IEP) Process

1. IEP development- components and sequence

2. goals and objectives

3. frequency of therapy

4. service delivery model

5. classroom modifications and accommodations

E. Evolution of Intervention from the IEP Document

1. What did the formal measures tell us?

2. What did the functional assessment tell us?

3. Determining long-range goals

4. Developing short-term objectives

5. Methods of evaluation of improvement

F. Emerging Trends

1. Evidenced- based practice

2. Early intervening services

3. Response to intervention

4. Inclusion and collaboration

5. Accountability of delivery of services

6. Multidisciplinary roles in literacy

G. Models for Provision of Speech Language Services

1. Traditional pull-out model

2. In class collaboratively- planned delivery of services

3. Consultation within regular education

III. Methods of Instruction:

A. Lecture

B. Class discussion

C. Document review

D. Group projects

E. Individual projects

IV.Methods of Evaluation

  1. Examinations(K,S)
  2. Class participation(K,D)
  3. Review of group projects(K,S,D)
  4. Review of Individual Projects(K,S,D)
  5. Research Paper(K,D)

V.Suggested Text:

Moore-Brown, B.J., Montgomery, J.K.(2008). Making a difference for America’s

Children, second edition.Eau Claire, WI: Thinking Publications.

VI.Bibliography

American Speech-Language-Hearing Association. (2007).Guidelines for Speech-Language Pathologists Providing Swallowing and Feeding Services in Schools. Rockville, MD: Author.

American Speech-Language-Hearing Association. (2007). Scope of Practice in Speech-Language Pathology. Rockville, MD: Author.

Brown-Chidsey, R., & Steege, M.W. (2006). Response to Intervention: Principles and Strategies for effective practice. New York: Guilford Publications, Inc.

Buchanan, S.M. and Weiss, M.J. (2006). Applied behavior analysis and autism: an introduction. Ewing, NJ: COSAC

Chute, P.M., & Cook, L. (2006). School professionals working with children with cochlear implants. Baltimore, MD: Plural Publishing.

Cooper, J.O., Herron, T.E., Heward, W.L. (2007). Applied behavior analysis,second edition. Upper Saddle River, NJ: Prentice Hall

Friend, M., & Cook, L. (2007). Interactions: Collaboration skillsfor school professionals, fifth edition. Newark, NJ: Allyn & Bacon.

Gravani, E., & Meyer, J. (2007). Speech, language, and hearing programs in schools, second edition. Austin, TX: PRO-ED.

Haynes, W.O., Moran, M.J., & Pindzola, R.H. (2006). Communication disorders in the classroom: An introduction for professionals in school settings, fourth edition. Boston, MA: Jones and Bartlett Publishers.

Herrera, S.C., & Murry, K.G. (2005). Differentiated instruction for culturally and linguistically diverse (CLD) students. Newark, NJ: Allyn & Bacon.

Justice, L. (2006). Communication Sciences and Disorders: An Introduction. New Jersey: Pearson Education

Mahshie, J., Moseley, M.J., Lee, J., & Scott, S.M. (2006). Enhancing communication skills of deaf and hard of hearing children in the mainstream. Clifton Park, NY: Thomson Delmar Learning.

Moore-Brown, B.J., Montgomery, J.K. (2008) Making a difference in the era of accountability: Update on NCLB and IDEA (2004). Eau Claire, WI: Thinking Publications.-

Neisworth, J.T. & Wolfe, P.S. (2005). The autism encyclopedia. Baltimore, MD: Paul H. Brookes Publishing Co.

Paul, R. (2007) Language disorder from infancy through adolescence: Assessment and intervention third edition. New Haven, Ct: Mosby Elsevier

Prelock, P.A. (2006). Autism spectrum disorders: Issues in assessment and intervention. Austin, TX: Pro-Ed

Rhodes, R., Ochoa, S., & Ortiz S. (2005). Assessing culturally and linguistically diverse students. New York: Guilford Press.

Sundberg, M.L. (2008). VB-MAPP guide: A language and social skills assessment program for children with autism or other developmental disabilities. Concord, CA: AVB Press