SPED 520
Spring
Language Development and Disorders
Instructor: Dr. Rachel Mathews
Office Hours: W: 1:40 – 3: 40 pm
R: 3:30 – 5:30 pm
And Other times by appointment
Office: Hull236
Phone: 395-2532 (O)
Class: Hull
Day and Time: W: 6:15- 9pm
e-mail: mathewsr@longwood.edu
Blackboard: http://blackboard.longwood.edu
Course Description
This course is designed to provide students with an introduction to the normal
acquisition of language, and deviations in language development due to environmental
and organic etiologies. Assessment and intervention approaches for language disorders in
students with exceptionalities are stressed.
Required Text
Kuder, S. J. 3rd.ed. (2008). Teaching students with language and communication
disabilities. Needham Height, MA.
Professional Teacher Outcomes of the Longwood Conceptual Framework for Teacher
Education are:
TC1 Planning
TC2 Implementation and Management of Instruction
TC3 Evaluation and Assessment
TC4 Knowledge of Subject
TC5 Classroom Behavior Management
TC6 Communication Skills
TC7 Professional Responsibilities
TC8 Technology
TC9 Diversity
F1
Educator Reflections
Course Objectives
This course is designed to provide students with a fundamental understanding of
language development and language intervention. Upon successful completion of the
course students should be able to:
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I. Knowledge
1.
2.
3.
4.
Define language and its components and its relationship to reading (TC4 )
Identify the stages of normal language development (TC4)
Describe the major models of language acquisition (TC4)
Describe organic and environmental factors that are associated with language delays
(TC4)
5. Understand the effects of cultural and linguistic differences on growth and
development (TC4, CEC6K1)
6. Describe the characteristics of one’s own culture and use of language and the ways in
which these can differ from other cultures and uses of languages (TC 4, CEC6K2)
7. Explain the ways of behaving and communicating among cultures that can lead to
misinterpretation and misunderstanding (TC4, CEC6K3).
8. Describe the distinguishing language characteristics of learners with and without
exceptional needs (TC 4, CEC2K5)
9. Have an understanding of the augmentative, alternative, and assistive communication
strategies (TC 8, CEC6K4)
10. Describe methods to develop social skills needed for educational and other
environments ( TC4, CEC5 K5)
11. Understand the complex nature of language acquisition and reading and the
interaction of reading and - phonology, morphology, semantics, and syntax
12. Be able to foster appreciation of a variety of literature and independent reading
(TC # 1; CEC 1 )
.
II. Skills
1. Discuss language disorders and their association with various exceptionalities (TC6,
F1).
2. Identify, describe, and demonstrate competence in using various tools for assessing
language (TC 3).
3. Select, adapt, and use instructional strategies and materials according to
characteristics of the individual with exceptional learning needs (TC2 CC6S1).
4. Use strategies to facilitate maintenance and generalization of skills across learning
environments (TC 4, CEC4S4)
III. Disposition
1. Demonstrate an understanding of a multicultural perspective on language
development and disorders (TC 9 CEC6K1).
2. Demonstrate sensitivity to the needs of children and youths with language disorders
TC2, TC9)
3. Disseminate information regarding learners with language disorders (TC 6).
4. Membership in a local, state, or national professional organization is required for all
students pursuing to be a professional in Special Education (TC 7).5. Demonstrate
the ability to encourage educational well-being of learners with communication
disorders (TC 4, 6)
6. The ability to participate in the planning and implementation of a treatment plan for
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children with communication disorders (TC 1,2,4, 7).
7. Demonstrate the willingness to work cooperatively with families of learners with
exceptional needs in communication including those from culturally diversified
backgrounds (TC 4,6,9, CEC3K3).
8. Demonstrate the ability to read journal articles and then engage in discussion
pertaining to critical issues in communication disorders (TC 2,4, F1).
9. Develop and select learning experiences and strategies that affirm and respect family,
cultural, and societal diversity, including language differences (TC 2,7, CEC6K2)
10. Understand the relationship and importance of phonological skills and reading,
semantics and reading comprehension, syntactical and morphological skills in reading
comprehension and written expression.
11. Proficient in using a variety of strategies to develop reading decoding, reading
comprehension, and written expression
12. Discuss the complex nature of reading acquisition including phonemic awareness, an
understanding of the alphabetic principle, explicit phonics instruction, syllables,
phonemes, morphemes, decoding skills, word attack skills, and how phonics, syntax and
semantics interact and impact comprehension. (TC 1; CEC 1 )
Phone messages and e-mails
I will return calls and/or replies to email message s within 48 hours during the weekdays. .
Course Requirements
Students expecting to earn the highest possible grade in this course must complete
the following in a satisfactory and timely manner. Late work will be penalized by one
point per day. Furthermore, any work submitted one week after the due date will not be
accepted.
1. One test and a final exam.
The test will consist primarily of objective and short answer questions and the final
examination will have application type questions.
2. Class Participation
The design of this class will require that in each class, the students enrolled
participate in activities that will involve small group collaboration, single and /or group
presentations. On assigned dates, following a lecture, students will be asked to form small
groups and discuss. In these small groups, students will be expected to read or explore the
materials or questions provided and present the material briefly to the class.
3. Web site review homework
.
Find a web site on the internet that pertains to the topic of our course. Please turn in a
brief description of the website you found, along with answers to the following
questions.
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1.) How does this new information compare to what you already know?
2.) How does it change what you know?
3.) How much information is given?
4.) How broad is the topic?
5.) How in-depth is the information?
6.) How does the site promote meaningful learning?
7.) How does the site promote learning that is integrative?
8.) How does the site promote planning instruction that is challenging?
9.) How does the site help in designing activities that actively engage students in
significant learning?
You may single space this assignment and it does not hove to conform to
the APA format, but it does need to be typed and legible. Please remember to
include your name, the date turned in, and the title of the assignment in a title
page. You may turn in up to three website reviews for credit toward your
homework for this course. Each review will count for 10 points.
Due Date:
5. Adapting/Modifying Curricula: Language Disability in the Classroom
This assignment is designed to provide an opportunity to apply the course content to an
actual teaching situation involving a student with a language need. The assignment is as
follows:
a
Select a lesson plan that you have prepared during either your teacher training
or work experience in an area related to a subject area you are most likely to
teach. Provide a one page summary of this lesson plan by describing: (a) the
subject area to be taught (e.g., general science), (b) the specific topic to be taught
(e.g. the parts of a plant); (c) the curricular goals for most learners (e.g., students
will be able to label the 10 main parts of a plant); (d) the instructional plan for
most learners (e.g., the teacher will review the parts of a plant using slides and
provide a diagram of a plant for students to label); and (e) how you will evaluate
students' understanding of the lesson.
b
In another 1-2 pages, (a) describe the challenges your lesson plan is likely to
present to a student with one of the language needs discussed in class (be sure to
identify the special needs you have chosen!) and (b) explain why those challenges
might occur for that student.
C
Finally, in another 1-2 pages, describe how you would adapt or modify your
lesson plan to accommodate the needs of the student with this special need, using
the processes and strategies presented in this course. Be sure to include examples
of how you might adapt (or modify) the activity itself, the type of instruction
provided, and the method of evaluation, as appropriate. Be as specific as
possible.
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Due date: April 18, 2007
In-Class Presentation:
Each student will present a summary of his/her adapted curriculum to the
classmates. Each presentation should be 10 minutes in length. Due to the very short time
frame we have to complete presentations, students must be concise in the information
they choose to share, as well as be prepared to ensure they stay within their allotted time
slots. Students should create a short (one page maximum) summary of key findings that
are judged as clinically relevant for their peers.
OR
5. Research Paper
Students will complete a research paper on their chosen topic of interest The
focus on this assignment is for you to think critically about the topic you have chosen;
both how research findings confirm/disconfirm current theories of normal language
acquisition, as well as how this information may impact clinical practice. It is important
to choose a research topic that enables you to complete a comprehensive review of the
literature. For example, theories of first word learning; vocabulary development in
children with Down syndrome, the development of story narratives, relationship
between phonological skills and reading, Semantics and reading comprehension,
would all be appropriate topics. Language acquisition in toddlers, language in children
with Down syndrome, and development of pragmatic skills would all be too broad of
topics. Students should submit a topic proposal by March 28, 2007. Submitting a topic
idea prior to completing your research project will allow me to provide you with some
feedback on the specificity of the research topic, as well as to guide you to some relevant
authors and readings. Critical review papers should be approximately 10 pages in length,
and are due on April 18, 2007. Prior to submission, each paper should be reviewed by
one of your peers. When completing a peer review, you should provide comments related
to clarity and understanding (the rubric that I will use for grading is attached, and may be
a helpful guide). Please include a copy of the review completed by a peer (and the peer’s
name) when you submit your final paper.
In-Class Presentation:
Each student will present a summary of their research findings to their classmates.
Each presentation should be 10 minutes in length. Due to the very short time frame we
have to complete presentations, students must be concise in the information they choose
to share, as well as be prepared to ensure they stay within their allotted time slots.
Students should create a short (one page maximum) summary of key findings that are
judged as clinically relevant for their peers.
.
Honor Code.
All assignments submitted should be pledged. As members of the academic
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community, students are expected to recognize and uphold standards of intellectual and
academic integrity. It is the students’ responsibility to read and understand ‘College
policies’ regarding honor code violations.
Accommodation.
In accordance with the College policy, students wishing to receive
accommodation should submit documentation from the Academic Support Center on
Campus at least two weeks before the desired accommodation.
Reminder
All assignments should be typed, double spaced, and submitted on the due dates
given.
All papers submitted should be stapled together. Do not use sleeves. Papers not
stapled will not be graded. The instructor will not supply stapler.
Evaluation of Student Performance
Grades will be based on the following point values for each course requirement.
Quiz 1
Website
Curriculum/Research Paper
In class presentation
Attitude and
participation
Final exam.
Total
20%
15%
20%
15%
10%
20%
100 %
Final grading scale: 95-100 A, 89-94 B, 83-88 C, 82 and below F.
Note: Students are required to meet all course requirements in order to receive the final
course grade.
Attendance.
It is the students’ responsibility to attend class on time. If they miss a class for any
reason, they will be held responsible for all material covered and announcements made in
their absence.
Students are to notify the instructor in advance if they must miss a class for illness or
for a recognizable emergency. Their absence from class must be excused if make up
privileges are to be granted. Instructor may require documentation for excused absences.
Student Health Services can provide documentation only for students hospitalized locally
or absent at the direction of Student Health Services personnel.” Faculty Desk
Reference, Undergraduate Catalog, Longwood College, p. 48.
Student should make arrangements with a peer to get any
notes/handouts given on the days of their absence.
Consistent with the Longwood attendance policy, a grade of "F" will be assigned
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to students missing 25% of scheduled class meetings for excused or unexcused reasons.
If you do not complete all of the requirements, you will receive an “F” for the
semester. You will have to retake the course in the next semester and complete it in order
to meet the requirements of the University.
Note: Assignments submitted after the due date will be penalized by 1 point per day.
However, assignments submitted after one week of the due date will not be graded.
Trivial excuses such as car broke down, printer not working, sick on the previous day etc.
will not be excused.
Reminders
1. Students are to make note of all test and exam. dates and assignments due dates. No
further reminders will be given.
2. It is important to know that grades are not based on the effort made, the total number
of classes students enrolled in, or other circumstantial reasons such as the students'
job schedule, family situation etc. i.e. grades are based solely on performance.
3. Students should be aware of the duration of each class. The instructor will not dismiss
class early to facilitate student work schedules or any other personal problems they
may have.
4. It is the students' responsibility to read carefully and understand the course syllabus
well. If there is anything they do not understand they may seek clarification when
they meet with the instructor.
Honor Code
Students are expected to abide by the Longwood College Honor policy. All tests
and assignments are to be pledged.
Disability Statement:
If you are a student with a disability, it is your responsibility to register with the
Office of Disability Support Services and to notify your instructor at least two weeks
prior to a needed accommodation so reasonable accommodations can be made.
Student Classroom Conduct:
All students are expected to exercise self-discipline and a respect for the rights of
others at all times.
Please do not hold conversations with classmates whenever the professor or
another person is speaking. This will include passing notes or any other non verbal
communication methods. Your undivided attention is a must. An atmosphere of mutual
respect is in order.
Please be sure that cell phones and beepers are off. Courtesy to others is
important. That means respecting the opinions of others, and, in general, doing your part
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to make this a positive learning environment for all students. Food or beverage, while
acceptable, should be as quiet as possible, and you must clean up after yourself.
Reminder
1. All assignments should be typed, **double spaced**, and submitted on the due dates
given.
2. All papers submitted should be **stapled together**. Do not use sleeves. Papers not
stapled will not be graded. The instructor will not supply stapler.
It is the students' responsibility to read carefully and understand the course syllabus
well. If there is anything they do not understand they may seek clarification when they
meet with the instructor during their scheduled conference with the professor.

Prospective applicants are allowed to enroll in up to six credit hours (2 courses)
prior to being admitted to a degree or licensure only program and have those
hours apply to the admitted program. Students should submit an Application for
Graduate Admission promptly to avoid having course work in excess of the six
credit hours not apply once admitted. Application materials are available by
contacting the Office of Graduate Studies (434-395-2707 or
graduate@longwood.edu) or on our web site at
www.longwood.edu/graduatestudies/apply.htm.
Class Schedule
Note: This is a tentative schedule and subject to change based on the nature of the class
9
Week
1
Topic/s
Chapter/s
Introduction, Orientation,
Understanding language, Video
Speech. Language, Communication, receptive and expressive language,
Language disorder, - warning signals, characteristics
2
1
2
Elements of Language
Phonology, phonemes, morphology, morphemes, semantics, syntax,
pragmatics
Interaction of these elements and reading
3
4
5
6
Physiological, cognitive, and social bases of language
development Behavioral, Linguistic, semantic-cognitive, information
processing, & Pragmatic - interactionist models, language intervention
and implications, language competency and reading skills
Video
Prelinguistic development, Learning to mean and to converse, Emergent
literacy – reading decoding , reading comprehension, written expression
Language development in school years, Instructional implications,
Language and literacy – relationship between phonological skills and reading, semantics, syntax, and morphology in reading acquisition and
comprehension
Group work
Language and students with LD
Characteristics, Teaching reading to students with LD- Phonological,
morphological, syntactical development and approaches to instruction,
intervention methods – phonemic awareness, syllables
Elkonin method and phonology
Vocabulary (semantics) development - Mnemonics
**Test 1** (Chs 1-5)
Language of students with intellectual disabilities, related factors of
language and communication impairments, Language and
communication characteristics, Teaching reading to students with
ID- Phonological, morphological, syntactical development and
approaches to instruction
Video and discussion
3, 4
5, 6
7
8
10
7
Language and students with autism spectrum disorders (ASD),
Characteristics, definition and causes, Language and communication,
Social skills, Literacy – reading decoding and reading comprehension and
ASD, methodsof instruction
8
Language and culture, Dialectal differences, English language learners,
appropriate assessment, instructional programs
9
10
Spring break – No class
Language and students with sensory disabilities
and behavioral difficulties
Literacy – phonological morphological, and syntactical skills and reading
and students with emotional behavioral disorders, Implications –
assessment and instruction
Visual and hearing impairment, language characteristics, literacy and
implications for teaching, reading decoding and comprehension,
semantics
** Website assignment Due**
11
12
13
14
16
10,11
Understanding assessment, Assessment methods, Response to
intervention,
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Intervention
Enhancing language skills in the classroom, enhancing communication in
specific classroom environments, delivering language instruction in the
classroom, language and reading – word attack skills, decoding and
reading comprehension, written expression
Independent reading , Varied literature
Augmentative and alternative communication
components
Implementing AAC systems, Integrating AAC in general education
classrooms
Literacy and AAC, Outcomes of AAC usage
Language and students with neuromotor disabilities
Cerebral palsy, brain injury,
Implications for intervention
14
Presentations, selected case studies and discussion, Review
15
16
9
Final examination
15
12
11
Scoring Guide
I. Web site review grading criteria - checklist format
Student Name:.
.
Homework is typed and legible (2 points) .
All required header information is provided (2 points).
Correct name and address of the web site are provided (2 points) .
An intelligible and complete description of the web site is provided
(2 points).
All of the questions are answered fully (2 points).
II. Research Paper/Modified Curriculum Scoring Guide
3
2
1
0
Organization
Information is very
organized with wellconstructed
paragraphs and
subheadings.
Information is organized Information is
with well-constructed
organized, but
paragraphs.
paragraphs are not
well-constructed.
The information appears
to be disorganized. )
Quantity of
Information
Related sub topics
are addressed and
presented at least 6
sentences for each
headings.
Related sub topics are
addressed presented at
least 4 sentences for
each headings..
Related sub topics
are addressed
presented at least 2
sentences for each
headings.
Contain only one or two
subtopics with two
sentences in each.
Quality of
Information
Information clearly
relates to the main
topic. It includes
several supporting
details and/or
examples.
Information clearly
relates to the main topic.
It provides 1-2
supporting details and/or
examples.
Information clearly
relates to the main
topic. No details
and/or examples are
given.
Information has little or
nothing to do with the
main topic.
Sources
All sources
(information and
graphics) are
accurately
documented in the
desired format.
All sources (information
and graphics) are
accurately documented,
but a few are not in the
desired format.
All sources
(information and
graphics) are
accurately
documented, but
many are not in the
desired format.
Some sources are not
accurately documented.
Mechanics
No grammatical,
spelling or
punctuation errors.
Almost no grammatical,
spelling or punctuation
errors
A few grammatical
spelling, or
punctuation errors.
Many grammatical,
spelling, or punctuation
errors.
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1. Presentation
Included information from the
Used only one source of
covered all important
text book and from outside
information
related issues
sources such as internet
(1)
research and or journal article
(2)
2. Presentation
All presenters were aware and
Presenters knew only
evidenced
knowledgeable about the other
his/her own part (1).
coordinated effort
presenter’s parts.
Conclusion
The conclusion goes
beyond reiteration of
previous information
to draw conclusions
of patterns in
communicative
behavior, which are
well substantiated by
the data presented in
the report. The
conclusion also
provides suggestions
for further
investigation of the
student's
communicative
abilities. Reference to
this class' readings
and/or discussions
are included.
(2)
The conclusion primarily
provides a reiteration of
information previously
presented. Few
suggestions for further
observation/investigation
were presented. Some
reference to this class'
readings and/or
discussions are
included.
The conclusions
drawn are not well
supported by the data
presented earlier, but
some reference to
this class' readings
and/or discussions
are included.
Oral Presentation Rubric
The conclusions drawn
are inappropriate and
there is little support
provided from the
readings or class
discussions. No
suggestions for further
investigation/observation
were provided
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3. Contents reflected
Presenter explained facts
Presenter just read from
thorough
without just reading from the
the visuals (1)
understanding of the
visuals and using examples
topic presented
whenever appropriate (2)
4. Use of visuals
Clearly wrote with just
Cluttered with complete
important points and definition
notes on the visuals (1)
(2)
5. Stimulating
Audience participated and
Audience participation
presentation
asked questions (2)
was minimal (1)
6. Outline
Used APA format and
Outline did not reflect
transition from one part to
acceptable format (1)
another was logical (2)
Gave one outline containing all
Gave out separate
presenters parts (1)
outlines by the presenters
(0)
8. Clearly written with all
important points (2)
Cluttered and
Did not make sense (1)
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Suggested Readings
Aldred, C., Green, J., & Adams, C. (2004). A new social communication intervention for
children with autism: Pilot randomized controlled treatment study suggesting
effectiveness. Journal of Child Psychology and Psychiatry, and Allied
Disciplines, 45(8), 1420-1430.
Bishop, D. V., & Norbury, C. F. (2002). Exploring the borderlands of autistic disorder
and specific language impairment: A study using standardized diagnostic
instruments. Journal of Child Psychology and Psychiatry, and Allied Disciplines,
43(7), 917-929.
Blamey, P. J. (2001) . Relationship among speech, perception, and production. Journal
of Speech, Language, and Hearing Research. 44, 264 – 283.
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Bedrosian, J.L., Haag, L. A., Johnson, D. & Calculator, S.N. (1998).
Communicative competence as perceived by adults with severe speech impairments
associated with cerebral palsy. Journal of Speech, Language, and Hearing
Research, 41, 667-675.
Cascella, P.W., & McNamara, K. (2005). Empowering students with severe disabilities to
actualize communication skills. Teaching Exceptional Children, 37(3), 38 – 43.
Cartledge, G., & Kourea, L. (2008). Culturally responsive classrooms for culturally
diverse students with and at risk for disabilities, Exceptional Children, 74, 35-372.
Foorman, B.R., & Torgesen, J. (2001). Critical elements of classroom and small-group
instruction promote reading success in all children. Learning Disabilities
Research & Practice, 16, 203-212.
Fuchs, D., & Fuchs, L.S. (2005). Peer-assisted learning strategies: Promoting word
recognition, fluency, and reading comprehension in young children. The Journal
of Special Education, 39 (1), 34-44.
Kircaali-Iftar, G., Birkan, B., & Uysal, A. (1998). Comparing the effects of
structural and natural language use during direct instruction with children with mental
retardation. Education and Training in Mental Retardation and Developmental
Disabilities, 33, 375-385.
Koegel, L.K. (2000). Interventions to facilitate communication in autism.
Journal of Autism and Developmental Disorders, 30, 393-398.
Lewis, B.A., Freebairn, L.A., & Taylor, H.G. (2000). Follow-up of children with early
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expressive phonology disorders. Journal of Learning Disabilities,
33, 443 - 444.
McLean, J. & Snyder-McLean, L. (1999). How children learn language. San Diego, CA:
Singular Publishing Group.
Nigam, R (2001). Dynamic assessment of symbol combination by children with autism.
Focus on Autism and Other Developmental Disabilities, 16, 190 – 197.
Quill, K.A. (2000). Do-Watch-Listen-Say: Social and Communication
Intervention for Children with Autism. Baltimore: Paul H. Brookes Publishing Co.
Schoenbrodt, L., Kumin, L., & Sloan, J.M. (1997) Learning disabilities existing
concomitantly with communication disorder. Journal of Learning
Disabilities, 30, 264-281.
Shriberg, L.D., Paul, R., McSweeny, J.L., Klin, A., Cohen, D.J., & Volkmar, F.R. (2001)
Speech and prosody characteristics of Adolescents and adults with high-functioning
autism and asperger syndrome. Journal of Speech,Language, and Hearing
Research, 44, 1097-1115.
Wetherby, A. M. & Prizant, B. (2000). Autism Spectrum Disorders A Transactional
Developmental Perspective. Baltimore: Paul Brookes Publishing Co.
Windsor, J. Scott, M.C. Street, C.K. (2000). Verb and noun morphology in the spoken
and written language of children with learning disabilities. Journal of Speech,
Language, and Hearing Research, 43, 1322 – 1336.
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