COURSE OUTLINE EDAS 158 A Winter 2014
Communication Disorders
INSTRUCTOR: Janis Carscadden
PHONE: 403-314-2299
OFFICE HOURS: I work full time during the day, evenings and weekends are the best time to reach me.
E-MAIL:
EDAS 158A Blackboard site
CLASSES:
Time:
Days:
6:00 PM – 8:50 PM
Tuesday
Room: 2301
DESCRIPTION:
The role of an Educational Assistant involves assisting children who have delays/disorders in speech,
language and communication. The students will be introduced to all areas of communication, specifically
articulation, phonology, fluency, voice and language. Normal developmental milestones will be presented
in order to familiarize students with the sequence of typical speech and language development. This
course will provide students with specific techniques and intervention strategies. This is a 3 credit (45
hour) course. There are no perquisites.
OBJECTIVES:
a) Students will be able to describe developmental speech and language milestones.
b) Students will be able to describe common communication delays/disorders in children.
c) Students will be able to summarize and demonstrate interaction strategies that can be used to
facilitate communication.
d) Students will be able to summarize strategies that EAs can use to facilitate learning in the classroom
with students who have speech and language delays/disorders.
OUTLINE OF TOPICS:
1. Components of Effective Communication & Communication Breakdown
2. The role of the SLP, SLP Assistant, and the EA
3. Communication Problems – Hearing, Speech, Language, voice & Fluency
4. Hearing Loss
5. Speech Sounds Development and Speech Disorders
6. Language Development and Language Delays/Disorders
7. Language Interaction Strategies
8. Receptive, Expressive, & Social Language Strategies
9. Phonological Awareness
10. Children with Special Needs
11. Inclusion – Universal, Targeted, & Specialized Services
12. Augmentative Communication
REQUIRED TEXT: Kowton, S. (2007). Supporting Speech and Language Development: A resource for special
needs assistants. Sherwood Park, AB: Author
IMPORTANT DATES:
January 3, 2014 Last day to PAY FEES
January 13 2014: Last day to ADD/DROP this course
March 19, 2014: Final day to withdraw and receive a “WD”. If you do not formally WD in writing from a
course you will receive a letter grade.
COURSE OUTLINE EDAS 158 A Winter 2014
LEARNING ACTIVITIES:
Teaching in this course is comprised of lectures, discussions, small group work and audio visual materials.
EVALUATION:
ACTIVITIES
VALUE
DUE DATE
Journals – The Kings Speech
15%
6 journals in first 6 weeks
Quiz 1
Quiz 2
Assignment 1 – Parts A/B
Quiz 3
15%
15%
30%
15%
January 28, 2014
March 11, 2014
March 11, 2013/April 1, 2013
April , 2014 TBA
In Class Activities
10%
TOTAL:
100%
The final grade in this course will be converted to a letter grade in the following manner:
Percent
92 - 100
87-92
82-86
77-81
72-76
67-71
63-66
59-62
54-58
50-53
0-49
Letter Grade
A
AB+
B
BC+
C
CD+
D
F
According to RDC policy the following grid shows the letter grade to GPA conversion:
Grade Point
4.0
4.0
3.7
3.3
3.0
2.7
2.0
1.7
1.3
1.0
0.0
Letter Grade
A+
A
AB+
B
BC
CD+
D
F
Description
Excellent Performance
Good Performance
Satisfactory Performance
Pass
Fail
Note: A grade of “A” will generally be the top grade in a course, with “A+” being reserved for recognition
of exceptional achievement. An “A+” grade will only be given at the end of the term to students with
outstanding levels of achievement. No “A+” grades will be given for assignments, quizzes, and tests during
the term.
COURSE OUTLINE EDAS 158 A Winter 2014
MID-TERM FEEDBACK
Mid-term feedback will be available on Blackboard.
COURSE OUTLINE CHANGES:
Changes to this course outline may be made after it commences providing this is done in consultation with
the students and reviewed by the Program Chairperson for completeness and consistency with all college
policies.
ACADEMIC MISCONDUCT:
Please be familiar with what constitutes academic misconduct, as well as the consequences. Plagiarism
involves submitting work in a course as if it were the student’s own work. Plagiarism may involve the act
of submitting work in which some or all of the phrasing, ideas, or line of reasoning are alleged to be the
submitter’s own but in fact were created by someone else. The complete RDC policy is available at:
http://www.rdc.ab.ca/about/standard_practices/documents/student_dispute_appeal_and_ misconduct_
processes_policy.pdf
ACADEMIC RESOURCES:
Students should be aware that Personal Counseling, Career,
Learning and Disability Services are provided by RDC. Inquire
about locations at Information Desk. It is the student’s
responsibility to discuss their specific learning needs with the
appropriate service provider.
Classroom Learning Resources may be available to students in
alternate formats.
STUDENT RESPONSIBILITIES:
It is the student’s responsibility to be familiar with the
information contained in the Course Outline and to clarify any
areas of concern with the instructor.
Students should refer to the Student Dispute, Appeal and
Misconduct Processes Policy and Standard Practice should they
have questions or concerns about the Course Outline that
cannot be resolved with the instructor.
Attendance may take many forms. Lack of attendance may
impact the students’ ability to successfully complete the
course.
This course may be eligible for Prior Learning Assessment. Students should refer to the RDC Course
Calendar for a list of excluded courses.
FINAL EXAMINATIONS POLICY:
Final Examinations Policy will be followed with respect to final exams. Please review this document to
ensure you understand the contents and implications of the policy.
COURSE OUTLINE EDAS 158 A Winter 2014
LATE ASSIGNMENT POLICY:
Assignments are due on the date specified. Assignments that come in after the due date will be deducted
5% a day to a maximum of 1 week at which time you will receive a zero. If you are having difficulty getting
an assignment completed, please contact me prior to the due date to have a discussion.
Note: Every attempt will be made to return the assignments with feedback within two weeks of due date.
Formal Feedback will be given as outlined in the Red Deer College Calendar.
LEARNING ACTIVITIES DESCRIPTION:
Note: Discussion board postings, e-mail, journals and submitted assignments, or any part thereof, will
not be used or viewed beyond this course offering.
JOURNALS ASSIGNMENTS – ( 6 Journals in term)
Worth 15 %
“ The Kings Speech” will be watched over the period of 6 classes. You will be expected to respond to a
series of questions and post in your Journal in your course site.
Stuttering, also known as a fluency disorder is one of many communication disorders. The purpose of
watching this movie is to consider the impact a communication disorder has on an individual's life. Each
week you will be asked questions about the movie as well as questions that will ask you to reflect on how
what is happening in the movie can be related to a child with a communication disorder in the classroom.
Week 1 Questions
1. Describe how the Duke of York must have felt before, during, and after his 'inaugural broadcast to the world."
2. Imagine being in the audience, how would you have felt and what would you have wanted to do?
3. Relate this to a classroom situation - children with communication disorder often find classroom activities very
challenging. Give an example of one that would be particularly stressful for a child with a communication
delay/disorder.
4. Although he stuttered when telling his penguin story to the princesses it was significantly less, why do you think
that was?
Week 2 Questions
1. Why do you think Lionel had him read with the music? How do you think he felt when he heard the recording?
2. The King had lots of advise for his son - "relax", "form your words carefully", "take your time." Clearly this was not
helpful, why do you think that was?
3. Why is Bertie so angry at times?
4. Think about a child in a classroom who acts out, what might be going on?
Week 3 Questions
1. Bertie's stuttering is clearly impacted by some emotional issues and his childhood. How do you think the following
have affected his communication disorder;
a) Teasing ("my father encouraged it")
b) Fear (his father said "damn well be afraid of me")
c) Punishment (left handed & knock kneed)
d) His brother who was epileptic "died, hidden from view")
e) Nanny abuse
COURSE OUTLINE EDAS 158 A Winter 2014
Week 4 Questions
1. Bertie is a smart, capable fellow who seems qualified to be king (more so than his brother David), yet he lacks the
confidence. His fear causes him to become angry and insult Lionel. Does this outburst change your opinion of Bertie?
Do you have less empathy for him? What about his breakdown into tears, do you see him as weak?
2. Reflect on individuals with communication disorders - what impact can this have on their entire life, from
childhood to adulthood?
3. What is your impression of Bertie's wife? Describe some of the behaviors she exhibits that are helpful to his
stuttering and his confidence?
4. How does having a child with a communication disorder impact a family - the parents, the siblings, extended
family? What advise would you give them?
Week 5 Questions
1. What does Lionel mean when he says "you don't have to carry him around in your pocket"?
2. What strategies, supports, and services can schools use to reduce the impact a communication disorder has on a
child's life?
3. "I have a voice" is a turning point in the movie. How do we (who work with children) ensure that all children have
a voice?
Week 6 Questions
1. Why is the wartime speech so important to a) Bertie, b) Lionel, and c) the nation ?
2. Consider a child with a communication disorder in the classroom. What is the impact of both positive and negative
experiences on the child's school work and school experience?
3. What can the EA do to support children with communication disorders throughout the day?
Journal Rubric
Grading
Criteria
1
Posts a journal and reflects
on less than half of the
questions.
2
Posts a journal and reflects
on at least half of the
questions.
3
Posts a journal and fully
reflects on the questions.
QUIZZES
Worth 45%
There are 3 quizzes throughout the term. Each quiz is made up of multiple choice, matching and short
answer questions. Quizzes will be completed at the beginning of the designated class (see dates above).
IN CLASS ACTIVITIES
Worth 10%
There will be 8 - 10 activities that will be assigned throughout the term. You will be given the activity and
expected to return the next week to share or demonstrate your learning.
Each activity presentation is worth 1 mark.
COURSE OUTLINE EDAS 158 A Winter 2014
ASSIGNMENT 1
Part A
Worth 15%
Video Self Analysis
After observing and practicing a variety of language facilitation/stimulation strategies students will be
required to videotape a 3 minute interaction with a child that demonstrates the appropriate use of the
strategies they have learned. A self-evaluation component will be required.
Strategies;
OWL
Face to face
Follow the Child’s Lead (Imitate, Interpret, Comment)
Join the Play
Give a Reason to Communicate
Keep the Conversation Going (Turn Taking, Social Routines, Questions)
Stopping & Starting Questions
Additionally students will be required to complete the attached self reflection form.
Evaluation
Activity
Submission of
Assignment
Strategies
Things I did well
Things I would
change
Description
Three minute video is submitted
to instructor on a memory stick
or uploaded onto You Tube with
password protection. Completed
Consent form is submitted
The student is able to identify
(see self reflection form) 4
strategies from the above list
that they attempted to use
during the interaction with the
child.
The student is able to self reflect
identifying 3 things they did well
during the interaction.
The student is able to self reflect
identifying 3 things they would
change.
TOTAL
Points
10
4
3
3
20 marks
** Please see end of course outline for Video Self Reflect Template
Instructor Comments
COURSE OUTLINE EDAS 158 A Winter 2014
Part B
Worth 15%
Video Self Analysis
After viewing, analyzing, and receiving feedback about their first video students will be required to
videotape a second 3 minute interaction with the same child and demonstrate improvement in their use
of strategies they have learned. At least one strategy must be a new strategy learned since Part A was
completed (see below).
New Strategies:
Communication Temptations
Make Language Easy to Understand
Repetition
Labelling
Modelling
Expanding
Clarifying
Extending the Topic
Additionally students will be required to complete the attached self reflection form.
Activity
Submission of
Assignment
Strategies
Description
Three minute video is submitted
to instructor on a memory stick
or uploaded onto You Tube with
password protection. Completed
Consent form is submitted
The student is able to identify
(see self reflection form) 4
strategies that they attempted
to use during the interaction with
the child. At least one strategy
Points
10
4
must be a new strategy learned
since Part A was completed.
Things I did well
Things I would
change
The student is able to self reflect
identifying 3 things they did well
during the interaction.
The student is able to self reflect
identifying 3 things they would
change.
TOTAL
3
3
20 marks
COMMENTS
COURSE OUTLINE EDAS 158 A Winter 2014
EDAS 158 - Video Self Reflection
Part A
NAME:
CONSENT COMPLETED & ATTACHED:
___ YES
Name of Child:
Age:
Strategies Attempted During the Interaction:
1.
2.
3.
4.
Things I did well:
1.
2.
3.
Things I would change:
1.
2.
3.
___ NO
COURSE OUTLINE EDAS 158 A Winter 2014
EDAS 158 Video Self Reflection
Part B
NAME:
CONSENT COMPLETED & ATTACHED:
___ YES
Name of Child:
Age:
Strategies Attempted During the Interaction:
1.
2.
3.
4.
Things I did well:
1.
2.
3.
Things I would change:
1.
2.
3.
___ NO