EDUC 617: Speech/Language Development and Disorders
This course will provide an overview of a range of communication disorders, the prevalence of such, and the educational considerations for students who have communication delays and/or disorders. Students enrolled in this course will investigate the current theories of language development and understand the theories in relations to the child with special needs. Students will be exposed to a comprehensive base of information in the area of speech and language development that is necessary for the evaluation and application of interventions for language disorders. Students will also be expected to understand and apply the course content in the assessment and treatment of delays and disorders of children from culturally and linguistically diverse backgrounds.
2 Credits
Instructor: Miller
Fall 2013
2 Credits
Instructor: Miller
Fall 2013
speech_and_language_final_paper.docx | |
File Size: | 20 kb |
File Type: | docx |
Artifact Description
The artifact I chose for EDUC 617 Speech/Language Development and Disorders is my final paper. For this assignment I did a language analysis of a student in my class. I identified the type of language disorder, described the referral process, recommended an assessment, and suggested instructional strategies to support the student's successful communication within the classroom. This assignment guided me in meeting the class objectives of identifying factors of speech and language problems and identifying appropriate interventions to support speech and language development for all students.
Professional Growth
Before this course, I didn't know the various types of language disorders or how to address those disorders in my classroom. I didn't know what typical language acquisition looked like or know how to recognize a delay in speech or language. I only knew of a few strategies to support successful communication within the classroom environment. I mostly relied on the speech-language pathologist at my school for interventions and supports.
During this course, I learned the types of speech and language disorders and the assessments that could be used to diagnose them. I learned more about the language disorders that my students have and some strategies that might help them be more successful in my classroom like narrating what is going on in the classroom and using picture choice boards.
After this course, I am able to implement speech and language strategies in my classroom without the speech-language pathologist guiding them all. I use more pictures and choice boards - even for my students who are verbal because it helps them retrieve words and put together accurate sentences. I also use more narrating in my classroom so my student can hear appropriate language in the correct context.
Understanding and Application of Standards
CEC Standard 5 Instructional Planning and Strategies: Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities.
Standard 5, Instructional Planning and Strategies, was addressed in this course though learning new instructional strategies to support students with language disorders in my classroom. I learned how to add visuals, choice boards, and verbal cues to allow students in my classroom to fully participate. I also learned where to find research on these strategies to determine if they are research-based and quality strategies. I apply this standard in my classroom by having a repertoire of strategies to choose from to support students with language disorders. I can try various strategies to see what works best for each student.
CEC Standard 7 Collaboration: Beginning special education professionals collaborate with families, other educators, related service providers, individuals with exceptionalities, and personnel from community agencies in culturally responsive ways to address the needs of individuals with exceptionalities across a range of learning experiences.
Standard 7, Collaboration, was addressed in this course through learning how to collaborate with speech-language therapists and general education teachers to best support students with speech-language disorders in the general education and special education classroom. I learned that I can implement some language support strategies in the classroom myself - I don't need to completely rely on the speech therapist for all things speech related. I can collaborate and work with her to create supports for my classroom. I apply this standard to my classroom by working closely with the speech therapist from my school to develop some language tools to use in my classroom. I also collaborate with her to work on the language skills in my classroom that she is working on during therapy sessions in order to help generalize those skills.
Impact on Student Learning
Because of my participation in this course, my students have grown in their verbal and non-verbal communication skills. One of my students has gone from using two-word phrases to using full sentences because of the supports in place in the classroom. He uses picture cues and choice cards to guide his language. He has been mimicking the appropriate language that the staff and I are using to narrate our day. All of my students are participating in our opening meeting by using picture supports and picture choices to answer questions. My students are now able to better communicate their wants and needs by using visual choice boards for leisure time.
The artifact I chose for EDUC 617 Speech/Language Development and Disorders is my final paper. For this assignment I did a language analysis of a student in my class. I identified the type of language disorder, described the referral process, recommended an assessment, and suggested instructional strategies to support the student's successful communication within the classroom. This assignment guided me in meeting the class objectives of identifying factors of speech and language problems and identifying appropriate interventions to support speech and language development for all students.
Professional Growth
Before this course, I didn't know the various types of language disorders or how to address those disorders in my classroom. I didn't know what typical language acquisition looked like or know how to recognize a delay in speech or language. I only knew of a few strategies to support successful communication within the classroom environment. I mostly relied on the speech-language pathologist at my school for interventions and supports.
During this course, I learned the types of speech and language disorders and the assessments that could be used to diagnose them. I learned more about the language disorders that my students have and some strategies that might help them be more successful in my classroom like narrating what is going on in the classroom and using picture choice boards.
After this course, I am able to implement speech and language strategies in my classroom without the speech-language pathologist guiding them all. I use more pictures and choice boards - even for my students who are verbal because it helps them retrieve words and put together accurate sentences. I also use more narrating in my classroom so my student can hear appropriate language in the correct context.
Understanding and Application of Standards
CEC Standard 5 Instructional Planning and Strategies: Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities.
Standard 5, Instructional Planning and Strategies, was addressed in this course though learning new instructional strategies to support students with language disorders in my classroom. I learned how to add visuals, choice boards, and verbal cues to allow students in my classroom to fully participate. I also learned where to find research on these strategies to determine if they are research-based and quality strategies. I apply this standard in my classroom by having a repertoire of strategies to choose from to support students with language disorders. I can try various strategies to see what works best for each student.
CEC Standard 7 Collaboration: Beginning special education professionals collaborate with families, other educators, related service providers, individuals with exceptionalities, and personnel from community agencies in culturally responsive ways to address the needs of individuals with exceptionalities across a range of learning experiences.
Standard 7, Collaboration, was addressed in this course through learning how to collaborate with speech-language therapists and general education teachers to best support students with speech-language disorders in the general education and special education classroom. I learned that I can implement some language support strategies in the classroom myself - I don't need to completely rely on the speech therapist for all things speech related. I can collaborate and work with her to create supports for my classroom. I apply this standard to my classroom by working closely with the speech therapist from my school to develop some language tools to use in my classroom. I also collaborate with her to work on the language skills in my classroom that she is working on during therapy sessions in order to help generalize those skills.
Impact on Student Learning
Because of my participation in this course, my students have grown in their verbal and non-verbal communication skills. One of my students has gone from using two-word phrases to using full sentences because of the supports in place in the classroom. He uses picture cues and choice cards to guide his language. He has been mimicking the appropriate language that the staff and I are using to narrate our day. All of my students are participating in our opening meeting by using picture supports and picture choices to answer questions. My students are now able to better communicate their wants and needs by using visual choice boards for leisure time.