SPE3006 Language and Communication Disorders
|Semester 1, 2012 On-campus Toowoomba|
|Faculty or Section :||Faculty of Education|
|School or Department :||Education|
|Version produced :||30 December 2013|
Examiner: Nicole Todd
Moderator: Barry Fields
Success in life can be directly related to the ability to communicate. As future special educators who will work with students with a range of language and communication difficulties, pre-service teachers need to develop an understanding of language development, how it is researched and measured and the impact of language and communication disorders on literacy and learning. They also need to be able to implement a range of augmentative and alternative communication (AAC) strategies. This refers to ways (other than speech) used to send a message from one person to another. People with severe speech or language problems must rely quite heavily on these standard techniques as well as special augmentative techniques that have been specifically developed for them. Full interpersonal communication substantially enhances an individual's potential for education, employment, and independence.
This course examines theories of language development, research and measurement of speech, language and communication skills and how disorders in these areas impact on children's literacy and learning. It also teaches pre-service teachers how to assess children who are non-verbal for communication intent and then to design and implement an augmentative and/or alternative communication intervention. Students will also examine existing programmes of augmentative or alternative communication currently being used by students with communication difficulties.
The course objectives define the student learning outcomes for a course. The assessment item(s) that may be used to assess student achievement of an objective are shown in parenthesis. On completion of this course students will be able to:
- demonstrate an in-depth knowledge of children's language development (research proposal, programme development).
- demonstrate knowledge around the research and measurement of language (research proposal, programme development).
- demonstrate understanding about the identification and measurement of speech, language and communication disorders and their influence on literacy and learning (research proposal, programme development).
- demonstrate familiarity with the current literature on the development of intentional communication in people with communication difficulties (research proposal, programme development).
- apply this knowledge to design, implement and evaluate an assessment of communicative intent for a nonverbal child, in relation to behaviour or literacy needs (research proposal, programme development).
- critically examine programmes designed to teach augmentative and alternative communication (research proposal, programme development).
- demonstrate competence in information literacy skills, including critical and reflective thinking (research proposal, programme development).
- demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing (research proposal, programme development).
|1.||Language development: research methods, theoretical perspectives, features of language. Major language milestones: infancy and toddlers, preschoolers and school children, measuring language development.||20.00|
|2.||Language diversity: multicultural influences, second language learning, speech, language and communication disorders.||10.00|
|3.||Language diversity: multicultural influences, second language learning, speech, language and communication disorders.||10.00|
|4.||Introduction to augmentative and alternative communication (AAC): when and why it may be required and research in the area||20.00|
|5.||Programming: development of interventions, including collaboration with other personnel, related to behaviour and literacy||20.00|
|6.||Evaluating augmentative and alternative communication devices, specific approaches for specific purposes.||20.00|
Text and materials required to be purchased or accessed
ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (https://bookshop.usq.edu.au/bookweb/subject.cgi?year=2012&sem=01&subject1=SPE3006)
Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/)
Owens, R.E 2010, Language disorders: A functional approach to assessment and intervention, Allyn and Bacon, Boston.
Whether you are on, or off campus, the USQ Library is an excellent source of information http://www.usq.edu.au/library..
Student workload requirements
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|RESEARCH PROPOSAL||50||50||30 Apr 2012|
|PROGRAM DEVELOPMENT||50||50||04 Jun 2012|
Important assessment information
Attendance Requirements: It is the students' responsibility to attend and participate appropriately in all activities scheduled for them, and to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration
Requirements for students to complete each assessment item satisfactorily:
To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks.
Penalties for late submission of required work:
If students submit assignments after the due date without (prior) approval of the examiner then a penalty of 5% of the total marks gained by the student for the assignment may apply for each working day late up to ten working days at which time a mark of zero may be recorded. No assignments will be accepted after model answers have been posted.
Requirements for student to be awarded a passing grade in the course:
To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course.
Method used to combine assessment results to attain final grade:
The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative assessment items in the course.
There is no examination in this course.
Examination period when Deferred/Supplementary examinations will be held:
As there are no examinations in this course, there will be no deferred or supplementary examinations
University Student Policies:
Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at http://policy.usq.edu.au.
APA style is the referencing system required in this course. Students should use APA style in their assignments to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ Library's referencing guide. http://www.usq.edu.au/library/referencing
Students will require access to e-mail and have Internet access to UConnect for this course