DEPARTMENT of TEACHING & LEARNING s1

Barry University Master Adrian Dominican School of Education Syllabus Department of Teaching and Learning

COURSE NUMBER AND NAME: ESE 411: Speech Correction for Children 3 credit hours

Instructor: Term: Office Location: Class Location: Office Hours: Class Dates: Work Phone: Class Time: Fax: Field Experience: E-mail: Website:

COURSE CATALOG DESCRIPTION: This course focuses on language development, functional and organic speech deviations, the impact of language on learning, and early recognition of a child’s possible speech disorder.

COURSE RATIONALE: The purpose of Speech Correction for Children is to provide the classroom teacher of exceptional students with usable techniques to evaluate the speech and language needs of students and to acquaint the teacher with various teaching techniques to enhance the speech and language instruction given by the speech pathologist. Language development and disorders, the impact of language on learning, and augmentative communication are the areas of study. The course will also provide the teacher with guidelines outlining normal speech and language development and acquaint the teacher with various speech and language disabilities and the factors considered to be possible causes of delayed development in speech and language. The teacher will also be introduced to the production techniques of English phonemes, including the manner of production, the place of articulation, and the vocal components. This course provides the ESE teacher with a general overview of speech instruction and the role of the ESE teacher in providing good speech and language activities in the classroom. ESOL concepts are introduced throughout the course, especially as they are related to providing appropriate instruction for diverse learners and modifying the curriculum, accordingly. Students develop sensitivity to second language learners, as well as an understanding of how their cultural language backgrounds impact learning.

COURSE GOALS: 1. To acquaint the student with the important aspects of normal language and speech development and to explore the interrelationship between language and speech.

2. To acquaint the student with the various speech and language disabilities and the many factors considered as possible causes of delayed development in speech and language.

3. To acquaint the student with various language and speech evaluation instruments and the types of scores and information yielded by each instrument. Master Syllabus 1 ESE 411: Speech Correction for Children Revised July, 2005 Barry University Master Adrian Dominican School of Education Syllabus Department of Teaching and Learning

4. To acquaint the student with the role of the classroom teacher in regard to language development and speech problems and the role of the speech and language pathologist in the school setting. To stress the importance of both working together to remediate the speech and language disabled child.

5. To acquaint the student with the terms “difference” and “disorder” in speech and language and to help him/her become able to differentiate between culturally different speech and true speech disorders (distinguishing between the English Language Learner (ELL) and the speech/language impaired student).

6. To provide the student with an introduction to the production of the phonemes of English: manner of production, place of articulation, and vocal component.

NATIONAL GUIDELINES: CEC – Council for Exceptional Children: Common Core of Knowledge and Skills Essential for All Beginning Special Education Teachers ESL Standards for Pre-K – 12 Students by national TESOL

GUIDELINES USED IN DEVELOPING COURSE OBJECTIVES: SLI Florida Speech-Language Impaired Competencies ESE Florida Competencies for Exceptional Student Education (ESE) CEC Council for Exceptional Children (CEC) ESOL Florida Performance Standards for Teachers of ESOL

COURSE OBJECTIVES: 1. Name the various physical body structures used in speech production and explain their function. ESE : 5 CEC: 2 SLI : 1 2. Gain an understanding of the complexity of the production of the speech sounds of English and will have general knowledge of the manner of production, place of articulation, and vocal components of the various phonemes of English. ESE : 5 CEC: 2 SLI : 1 ESOL: 25 3. Identify the stages of normal speech and language development and will be able to identify children who exhibit a delay or advanced development. ESE : 5 CEC: 2 SLI : 1, 2 ESOL: 8, 13 4. Explain the meaning of language, functions of language, and various criteria for language acquisition. ESE : 5 CEC: 2 SLI: 2, 4 ESOL: 1, 10

Master Syllabus 2 ESE 411: Speech Correction for Children Revised July, 2005 Barry University Master Adrian Dominican School of Education Syllabus Department of Teaching and Learning

5. Name various factors influencing language acquisition and explain the importance of each of these factors: neuromuscular system, auditory system, cerebral dominance, intelligence, and environmental factors. ESE : 5 CEC: 2 SLI : 1 6. Explain the importance of body language and space proximity in communication. ESE : 5 CEC: 2 SLI: 13 ESOL: 2, 3 7. Explain the interrelationship of speech and language: expressive and receptive factors, the “Speech Chain,” and how it functions. ESE: 5 CEC: 2 8. Identify the collaborative role of the classroom teacher in developing improved speech and language in children through observation of speech and language development lessons and will identify some strategies in stimulating language and speech development and materials used to stimulate language and speech development. ESE: 3, 5 CEC: 2, 7 SLI: 4, 5, 6 ESOL: 6, 16, 17 9. Identify the role of the speech and language pathologist and the importance of working with the pathologist to remediate speech and language disabilities in the classroom setting. ESE: 3, 5 CEC: 2, 7 SLI: 4, 5 10. Identify the differences between various types of speech disorders and will be able to differentiate between actual speech disorders and speech differences from cultural differences. ESE: 5 CEC: 2 SLI: 2 ESOL: 25 11. Identify the important factors that can delay language acquisition and speech development and will explain why each of these factors can cause a delay. ESE: 5 CEC: 2 SLI: 2 ESOL: 25 12. Identify various speech and language evaluation instruments and assistive technology devices, and list the many aspects of language and speech that are tested by them. ESE: 5 CEC: 2 SLI: 3.

ACCOMPLISHED PRACTICES: Targeted AP #1 – Assessment Supplemental AP # 2 – Communication Supplemental AP # 12 – Technology

COURSE TEXT(s): Bernstein, D. K., & Tiegerman-Farber, E. (2002). Language and communication disorders in children (5th ed.). Boston, MA: Allyn and Bacon.

SUPPLEMENTAL MATERIALS: MATERIALS

WEBSITES NOTE: Websites continually change so the information here may not always be available.  American Speech-Language-Hearing Association: www.asha.org  Attention, Language, and Reading Connection: www.ScientificLearning.com  Early Language Intervention: www.hanen.org  Florida Department of Education: Sunshine State Standards: http://www.firn.edu/doe/menu/sss.htm  Innovative Therapists International: www.oromotorsp.com  Miami-Dade County Public Schools CBC: http://portal.dadeschools.net/cbc/index.htm  Speech and Speech Disorders: http://encarta.msn.com/index/conciseindex/09/009CB000.html  The Effectiveness of Whole Language Approaches on the Oral Literacy Skills of Bilingual Pre-school Children Identified as Speech Impaired: www.ncbe.gwu.edu/miscpubs/nvsabe/vol9/wholelang.htm  The Stuttering Foundation of America: www.stuttersfa.org  Welcome to Ed Chapman’s Speech and Developmental Delays Page: http://members.tripod.com/~edchapman/ParentLinks.html

AUDIO/VISUAL/TECHNOLOGY: Overhead Transparencies Pertinent Videos Power Point Presentations

CONTENT OUTLINE: INSTRUCTOR NOTE: The Content Outline must include the following:  Indicate the content covered in each session  Include mid-semester evaluation to indicate student progress  Include Final Exam

The professor reserves the right to make changes in the time frame of topic presentation and assignments to comply with course schedule. SESSION TOPIC

Session 1 Discussion of the course syllabus, the requirements and assignments

Session 2 The mechanisms for speech The chest cavity – lungs, diaphragm, trachea Voice production – the larynx Resonating cavities - head and nose

Session 3 The mechanism for speech Nervous mechanism – nerve connections Articulatory mechanisms – mouth Testing the mechanisms for speech

Session 4 The “Speech Chain” Speech acoustics The nature of sound Measuring speech and language development Language patterns and language development in ELL students

Session 5 The development of speech and language What is the difference between speech and language?

What is language? What is speech? What are the components of language?

Session 6 Criteria for language acquisition Functions of language Language development stages

Session 7 Language development: methods for teaching ELL students “Effectiveness of the whole language application on the oral literacy skills of ELL students with speech impairments.”

Session 8 The development of language Factors influencing language acquisition: *Neuromuscular system *Auditory system *Cerebral dominance and laterality preference *Intelligence *Environmental factors

Session 9 The importance of body language *Communication through space and proximity

Session 10 MID-TERM

Session 11 Language disorder or language difference Delayed or retarded language and speech acquisition and development

Session 12 Cont., language disorders Factors contributing to language and speech delays: *Mental retardation *Hearing Loss *Aphasia *Emotional problems *Bilingual influences

Session 13 Types of speech problems Speech disorder or speech difference Speech disorders: *Disorders of articulation *Voice disorders *Throat disorders *Fluency disorders *Facial clefts – cleft lip and cleft plate

Chapter 14 Alternative Augmentative Communication (ACC devices)

Stimulating language development Strategies for stimulating speech and language development Materials for stimulating speech and language development

Session 15 The production of speech sounds Phonemes and morphemes Vowels and consonants Manner of production Place of articulation Vocal components

Session 16 Speech and hearing professions The ESE classroom teacher’s role Demonstration lessons implementing strategies for speech correction and language development

Session 17 Presentations Prepare for Final Exam

Session 18 FINAL EXAM

COURSE REQUIREMENTS:

Assignment #1: Prescription Plan (Target AP #1: Assessment and Supplemental AP #2: Communication) When presented with a case study of a P-12 student who is experiencing speech and language difficulties, the college student will be able to: a.) Analyze and synthesize the results of the speech and language tests that were administered. Students must also identify the various speech and language evaluation instruments and assistive technology devices noted in the case study report and explain the types of scores and data each instrument would yield. b.) Write a prescription plan that will address the needs of the student. The prescription plan must include developmentally appropriate goals and instructional activities to be implemented in the classroom. c.) Indicate how they would communicate results to parents and other colleagues, foster collaborate efforts, and identify any additional information and or feedback needed to support needs of each student (include TESOL strategies).

*Note: In order to meet the “fulfilled” criteria for AP #2: Communication, students must implement one or more communication strategies in the P-12 classroom as noted in the prescription plan above.

Assignment #2: Web Research - (Supplemental AP #12:Technology) Students must prepare a report to a local school district about the various roles that speech/language pathologists fill today and the importance of working with the pathologist to remediate speech and language disabilities in the classroom setting. a.) Search at least three to four (3-4) websites for information to include in this report. Begin your Internet search by logging on to the web site for the American Speech and Hearing Association (ASHA - www.asha.org). b.) Identify the collaborative role of the classroom teacher in developing improved speech and language in children. c.) Describe age- and ability-appropriate strategies that both the classroom teacher and pathologist might use to assist students in applying effective communication skills in all daily activities. d.) Highlight all resources a speech pathologist might use (all assistive and technological devices and materials) to help students communicate their ideas more effectively. e.) Additionally, state how the speech pathologist might use technology to evaluate and improve the P-12 student’s classroom performance.

Assignment #3: Speech and Language Observation Students will observe two Speech-Language Pathologists (SLP), and one ESOL/ELL (ESE preferred) child in a speech and language class.

A written summary of each observation will be submitted at a date to be designated by the instructor. The summary is to be typed with no spelling or grammatical errors and will be presented to the class. Each one-page summary will include the following: a. The name of site and SLP. b. A description of the lesson objective or intervention and goals. c. A description of the participant(s) (remember do not identify students; no surnames). d. Your opinion of the materials and effectiveness of the lesson. e. Your observations of the strategies used for the ESOL/ELL child. The instructor may add other areas to include in the observation summaries. FIELD EXPERIENCE Field experiences are a vital component not only of this course but in understanding teaching, as well as the role of the teacher. Experimental learning (“on the job” preparation) is unmatched. As such, passing this course is based on successful completion of all required field experiences. Successful completion includes (but not necessarily limited to) completion of all paperwork, meeting timelines, and professional responsibilities and dispositions associated with field experiences. Receiving an ‘Incomplete” for not completing field experiences in the timelines provided within this syllabus, is not an option. Acting professionally and responsibly also implies adherence to Barry University policies regarding cheating and falsification of reports or documents. Such actions will result in course failure.  Submit a copy of your Field Experience official log of hours indicating the required 10 hours for this course, a copy of the completed Barry Observation form, and a copy of your directing teacher’s evaluation by ______.

MIDTERM EXAMINATION The midterm examination may include multiple choice items, short answer responses and extended response essays emphasizing applications of the principles, concepts and instructional strategies presented in class.

FINAL EXAMINATION The final examination may include multiple choice items, short answer responses and extended response essays emphasizing applications of the principles, concepts and instructional strategies presented in class.

METHODS OF INSTRUCTION Any of the following instructional techniques may be utilized as they fit within the context of the session: class discussions, text-based discussions, lectures, cooperative learning groups, hands- on experiences, student presentations, debates, video tapes, reflections, analysis, journal writing, practical applications, problem solving, and guest speakers. Presentations will address the needs of all learners including: learners with diverse linguistic backgrounds; exceptional learners.

Students are expected to participate during each class. All assigned reading must be completed before class.

TYPES OF ASSESSMENT(s): Final grade will be based on course requirements, and examinations. The graded activities will reflect both alternative and traditional assessments. Grades activities and their relative weights are as follows:

ASSIGNMENTS Possible Points Required Accomplished Practice Assignment Additional Assignments Midterm Examination Final Examination

GRADING SCALE: The Teaching and Learning Department grading scale will be used. 93-100=A 85-92=B 78-84=C 70-77=D 0-69=F

WRITTEN ASSIGNMENT CRITERIA: Written materials must reflect student’s knowledge of the subject as well as the use of higher thinking skills (analysis, interpretation, synthesis, and evaluation). Assignments must contain correct use of grammar, punctuation, and spelling. All papers must reflect the student’s own thoughts and words unless quotation marks are used. Projects and the final exam are to be completed in a professional manner. All assignments are due on the designated date. Remember: Effort does not necessarily equal achievement!

COURSE POLICIES: 1. Adherence to the Barry University (Dis)honesty Policy as described in the Student Handbook is required. Including policies related to Cheating and Plagiarism and defined as: . Cheating-the attempt, successful or not, to give or obtain aid and/or information by illicit means in meeting any academic requirements, including examinations. Cheating includes falsifying reports and documents. . Plagiarism- the use, without proper acknowledgment, of the ideas, phrases, sentences, or larger units of discourse from another writer or speaker. Plagiarism includes the unauthorized copying of software and the violation of copyrights laws. 2. All assignments, including reading assignments, are due on the designated date. Course work WILL NOT BE ACCEPTED after ______3. Attendance: Attendance is MANDATORY and WILL AFFECT your final grade. Students are expected to attend and to be on time for every class. It is the responsibility of the students to initiate the withdrawal during the designated withdrawal period. Otherwise an F will be issued at the end of the term. 4. Respect for the Learning Environment should include, but not limited to, turning off all cellular telephones and switching your pagers to “vibrate” mode.

5. Requests for incomplete grades must be submitted in writing to the professor prior to completing two-thirds of the course and should clearly document the reason(s) for requesting an incomplete grade. All requests are subject to review and approval by the professor. 6. All course assignments utilizing any resource including on-line resources must be cited.

DISABILITY STATEMENT: “ It is the policy of Barry University to provide reasonable accommodations for qualified individuals with disabilities. This University adheres to all applicable federal, state and local laws, regulations and guidelines with respect to providing reasonable accommodations to afford equal educational opportunity. It is the student’s responsibility to contact the Disability Services (305-899-3488), located in the R Kirk Landon Student Union. The Office will aid in appropriate accommodations for the student and notify faculty in a timely manner.” This is in accordance with Section 504 of the Rehabilitation Act of 1973 and the American with Disabilities Act of 1990.

BIBLIOGRAPHIC REFERENCES: (Classic) Andrews, J., & Andrews, M. (1990). Family based treatment in communicative disorders: A systematic approach. Sandwich, IL: Janelle Publications. Beukelman, D.R., & Mirenda, P. (1992). Augmentative and alternative communication: Management of severe communication disorders in children and adults. Baltimore: Brookes. Bernthal, J., & Bankson, N. (1993). Articulation and phonological disorders. Englewood Cliffs, NJ: Prentice Hall. Burke, D. (1992). Street talk 1 and 2: How to speak and understand American slang. Los Angeles: Optima Books. Butt, D. (1989). Talking and thinking: The patterns of behavior. England: Oxford University Press. Cantwell, E., & Baker, L. (1987). Developmental speech and language disorders. New York: The Guilford. Cohen, L. (1994). Train go, sorry. Boston, MA: Houghton Mifflin Co. Galvin, J., & Scherer, M. (1996). Evaluating, selecting, and using appropriate assistive technology. Frederick, MD: Aspen. Gonzalez, V., Brusca-Vega, R., & Yawkey, T. (1997). Assessment and instruction of culturally and linguistically diverse students with or at risk of learning problems: From research to practice. Needham heights, MA: Allyn &Bacon Henry, J. (1990). Speaking clearly: Improving voice and diction. New York: McGraw-Hill.

Hernandez, H. (1997). A teacher’s guide to context, process, and content. Upper Saddle River, N.J.: Prentice Hall. Hillenbrand, J., Getty, L., Clark, M., & Wheeler, K. (1995). Acoustic characteristics of American English vowels. Journal of the Acoustical Society of America, 97, 3099-3111.

Lederer, R. (1991). The miracle of language. New York: Simon and Schuster. Levine, D., & Adelman, M. (1993). Beyond language: Cross-cultural communication. New Jersey: Prentice Hall. Lynch, E.W., & Hanson, M. J. (1998). Developing cross-cultural competence: A guide for working with children and their families. Baltimore, MD: Brookes. Linggard, R., Myers, P., & Nightengale, C. (Eds.). (1992). Neural networks for vision, speech, and natural language. New York: Chapman and Hall. Lund, N., & Duchan, J. (1993). Assessing children’s language in naturalistic contexts. Englewood Cliffs, NJ: Prentice Hall. Marrs, C. (1992). The complete book of speech communication. Colorado: Meriwether. Nelson, N. (1993). Childhood language disorders in context, Infancy through adolescence. New York, NY: Merrill. Peterson, H., & Marquardt, T. (1994). Appraisal and diagnosis of speech and language disorders. Englewood Cliffs, NJ: Prentice Hall. Pinker, S. (1994). The language instinct: How the mind creates language. New York: William Morrow and Co. Reed, A. (1994). An introduction to children with language disorders. New York: Macmillan. Stefanakis, E. H. (1998). Whose judgment counts? Assessing bilingual children, K-3. Westport, CT: Heinemann. TESOL, Inc. (1997). ESL standards for Pre-K-12 students. Alexandria, VA: Teachers of English to Speakers of Other Languages, Inc. Terrell, S., & Terrell, F. (1993). Communication disorders in multicultural populations. Stoneham, MA: Butterworth-Heinemann. Wallach, G., & Butler, K. (Eds.). (1994). Language learning disabilities in school-age children: Some principles and applications. New York: Merrill. Underhill, N. (1996). Testing spoken language: A handbook of oral testing techniques. New York, NY: Cambridge University Press. Yule, G. (1993). The study of language. Cambridge, MA: Cambridge University Press.

(Contemporary)

Goldstein, H., Kaczmarek, L. A., & English, K. M. (2001). Promoting social communication: Children with developmental disabilities from birth to adolescence. Baltimore, MD: Brookes.

Master Syllabus 12 ESE 411: Speech Correction for Children Revised July, 2005