Outline of Content
Assessment Task #1 (Complete prior to starting the module content)
- Name at least three factors that can influence a child’s language development in the early years, Birth to Three.
- What are three strategies that an educator could implement with a student whose primary language isn’t English?
- Explain your experiences in teaching reading (programs used, age of students, etc.)
- Explain what types of augmentative or assistive devices you are familiar with that can be used for the communication needs of a child with a language or physical disability.
Unit 1: Language Acquisition
- To provide background information on the beginnings of speech/language pathology services in the schools.
- To identify the components of language as a basis for understanding communication.
- To identify the sequence of normal language development from infants to adolescents.
- History of Speech/Language Pathology in the Schools
- Components of Language
- Normal Language Development
Assessment Task #2: Identifying and Accommodating a Language Development Delay or Disorder
Unit 2: Communication Deficits
- Compare and contrast a communication difference with a communication deficit in students with limited English and those with dialects.
- Understand the nature of learning a second language and its effects on academic learning.
- Define and describe the difference between a speech and language disorder.
- List the speech/language characteristics of the disability categories listed under IDEA and the State of Florida Department of Education.
- Distinguishing a Language Difference vs. Deficit
- Communication Disorder Characteristics
Assessment Task #3: Learning English as a Second Language
Unit 3: Communication Interventions
- Describe the different contexts of language in the classroom and their continuums of complexity.
- Describe characteristics of instructional language that support comprehension.
- Identify accommodations and modifications that support academic performance for students with communication challenges.
- Identify effective interventions for students with communication challenges.
- Describing Communication Context
- Classroom Presentation
- Focus on Interventions
Assessment Task #4: Cooperative Lesson
Unit 4: Language and Literacy
- Identify the terminology and concepts of literacy development.
- Identify the sequence of typical reading development.
- Identify the early phases of word recognition within the decoding process.
- Identify the processes and skills that effective readers use for word recognition.
- Identify the characteristics of reading difficulties.
- Identify the characteristics and purposes of various reading programs.
- Identify and select prevention and intervention methods for addressing reading difficulties.
- Identify explicit and systematic instructional methods for promoting the development of phonological and phonemic awareness, phonics skills, reading fluency, increasing vocabulary acquisition, and reading comprehension and critical thinking skills.
- The Link between Language and Reading
- Reading Instruction
Assessment Task #5: Supporting Text Comprehension and Choosing a Graphic Organizer
Assessment Task #6: Stages of Reading
Unit 5: Assistive Technology-Augmentative/Alternative Communication
- To provide information on Assistive Technology history, terms, laws, equipment, and resources.
- To review the Assistive Technology evaluation process from pre-referral to funding.
- To identify the basics of Augmentative and Alternative Communication.
- To explore a variety of low- to high-tech Augmentative and Alternative Communication devices.
- To provide ideas for incorporating Assistive Technology into a variety of settings.
- Overview of Assistive Technology
- The Assistive Technology Process
- The Goal of AAC: Interactive Communication
- Adaptations Across the Curriculum
Assessment Task #7: AAC Device Exploration and Functional Application