A. DEPARTMENT OF SPECIAL EDUCATION
CDS 861 Communication Disorders In Atypical Populations
3 Credit Hours
B. COURSE DESCRIPTION
Prerequisite: admission to communication disorders and sciences program or by
departmental permission. An overview of associated speech, language, or hearing problems
commonly identified in atypical or special populations that may be encountered by the
speech-language pathologist.
C. TEXTS
Golding-Kushner, K. (2001). Therapy techniques for cleft palate speech and related
disorders. San Diego: Singular Publishing Group, Inc.
Kahn, A. (2000). Craniofacial anomalies: A beginner's guide for speech-language
pathologists. San Diego: Singular Publishing Group, Inc.
Recommended Text: Shprintzen, R. (2000). Syndrome identification for speechlanguage pathology: An illustrated pocket guide. San Diego: Singular Publishing Group.
Recommended Reference:
Coleman, T. (2000). Clinical management of communication disorders in culturally
diverse children. Needham Heights: Allyn & Bacon.
D. COURSE OBJECTIVES
Through class lectures, discussions and projects, the student will;
1. Have a knowledge of the nature of craniofacial anomalies and commonly related
syndromes including relevant characteristics, etiologies, anatomy/physiology,
embryology and genetic involvement.
2. Demonstrate an understanding of the types of speech, language, and hearing in
addition to associated problems (i.e., feeding, psychosocial, dental, orthodontic) often
identified in craniofacial anomalies and related syndromes.
3. Have a detailed knowledge of and be able to accurately assess and diagnose the
articulation and resonance problems of individuals with craniofacial anomalies.
4. Evaluate patients and develop intervention plans for the treatment of speech and
language deficits typically associated with craniofacial anomalies and related
syndromes.
5. Describe and apply knowledge about ethical considerations and professional issues
and their impact on assessment and treatment of individuals with craniofacial anomalies
and related syndromes.
E. COURSE OUTLINE
Week 1
Overview
Syndromic Diagnosis and Communicative Impairment (Video)
Defining the Territory (H)
Cleft Palate Speech – Considerations and Principles
Embryological Development
Types of clefts
Rare Forms of Clefts
Classification Systems of Cleft Lip/Palate
Surgical Management of Cleft Lip/Palate
Week 2
Genetics and Patterns of Inheritance (H)
Craniofacial Syndromes Associated with Autosomal Dominant
Craniofacial Syndromes Associated with Autosomal Recessive
Craniofacial Syndromes Associated with X-Linked Recessive
Building a Knowledge Base: Concepts of Craniofacial Development
Understanding Postnatal Growth and Development
Week 3
Learning To Observe: Collecting Information
Understanding Your Observations: Differential Diagnosis & Patient
Dispositions
Week 4
Understanding Syndromes for the SLP
Syndromes Associated With Multiple Congenital Anomalies (Video)
Weeks 5 – 6 Assessment Considerations for Cleft Palate Speech
Clinical Assessment (H)
Perceptual Assessment & Diagnosis
Weeks 7 - 8 Treatment Considerations for Cleft Palate Speech
Children and Families
F. COURSE REQUIREMENTS
This course has a discussion format with students reading from the texts and articles
assigned to specific topic areas. Students are required to read assignments prior to
scheduled class meetings. Audio and videotapes will be used to supplement course content.
1. Reference Notebook: Each student will compile a reference notebook consisting
of handouts distributed in class and from Blackboard in addition to internet resources
focusing on communication problems associated with craniofacial anomalies. It is
recommended that the content information be divided into separate categories with
reference material related specifically to (1) syndromes and secondly, (2) craniofacial
anomalies. Each notebook must contain a table of contents with materials
presented/discussed in class appropriately sectioned (i.e., dividers, tabs) pertaining to
three major segments; (1) nature/theory (i.e., terminology, salient characteristics of a
syndrome), (2) assessment (i.e., formal/informal measures) and (3) intervention
(i.e., articulation, language, hearing).
Within the reference notebook are to be a minimum of 10 web sites focusing on
assessment, treatment, and/or family friendly web sites may be included as well. Only
the first page of the web page is necessary for inclusion in the notebook. Notebooks
will be graded and returned to each student prior to the end of the summer term. (50
points) (Due 7th week)
2. Select A Syndrome: Each student will select a syndrome to research from a listing
provided by the instructor; additional syndromes must be approved by the instructor.
Information gathered on a syndrome must adhere to the following: (1) definition of the
syndrome, (2) etiology, (3) characteristics of the syndrome which may or may not be
present, (4) deficits associated with the syndrome, and (5) recommended treatment. In
addition, five (5) websites for parents/person with the syndrome including the URL and a
brief synopsis of the website are to be included. Each student will be requested to send
the summary information via email to the class. (30 points) (Due 6th week)
3. Examinations: There will be two in-class examinations, each worth 100 points given
during mid-term (4th week) and at the final (8th week).
G. ADDITIONAL REQUIREMENTS FOR GRADUATE STUDENTS IN 700-LEVEL
Not Applicable
H. EVALUATION METHODS
Grades will be determined by a percentage of total points possible of two tests (100 points
each), a reference notebook (50 points) and the syndrome research (30 points).
Grading Scale
A = 90-100%
B = 80-89%
C = 70-79%
D = 60-69%
F = 50% and below
I. STUDENT PROGRESS
Students are responsible for monitoring their progress in the course and computing their
grades continually as each assessment and/or course requirement is returned to them by the
instructor. Following each examination, each student will be informed of his/her performance
on that test and how that compares with the rest of the class. The instructor will provide
students with written information on their progress in the course at least once prior to the
mid-point of the course.
J. 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 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 include
personal illness, death or serious illness in the immediate family, or participation in an approved
University activity.
CD 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 the message your name and course
number and reason for the absence. It is not necessary to call the instructor directly.
3. A maximum of three absences will be allowed for DAY CLASSES. Subsequent absences
will result in the lowering of the final grade (e.g., 4= one grade lower, 5= two grade lower,
6= three grades lower, and 7= failure in the course).
4. For EVENING CLASSES or CLINICAL PRACTICUM COURSES, 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 to an examination requires 24 hour prior notice. If less than 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 an absence.
K. NOTIFICATION OF THE LAST DAY TO DROP THE COURSE
June 7, 2008
L. DISABILITIES STATEMENT
If you are registered with the Office of Services for Students 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 Students with
Disabilities, please contact the office on the third floor of the Student Services Building, by email at
disabilities@eku.edu or by telephone at (850) 622-2933 V/TDD. Upon Individual request, this syllabus
can be made available in alternative forms.
M. ACADEMIC INTEGRITY STATEMENT
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
www.academicintegrity.eku.edu. Questions regarding the policy may be directed to the
Office of Academic Integrity.
Course P/N
CDS 861
Course Title
Communication Disorders In Atypical Populations
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 – 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,
K
K
K
K
KA1
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
Program of
Program of
Goals/Academic
Studies:
Studies: Skills &
Expectations
Understandings
Concepts
Core Content
EPSB Themes
K- Basic Knowledge, A- Application, PA- Portfolio Artifact, KA 1, 2, 3, 4, 5, 6- Key
Assessments
Code of
Leadership
Diversity
Technology
Literacy
Ethics
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
X
III-F
X
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