.Teaching Students with Intensive Communication Needs
 
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Syllabus for SPC ED 582: Teaching Students with Intensive Communication Needs

Summer Session #1 (June 9 - July 3), Monday-Friday 4:20-6:20 p.m. (3 credit hours)
Dane Smith Hall 126

Instructor: Julia Scherba de Valenzuela, Ph.D.
Office: Hokona Hall 254
Phone: 277-1406      Fax: 277-8679
E-mail: devalenz@unm.edu     Web site: http://www.unm.edu/~devalenz/
Office Hours: Mondays - Thursday 3 - 4 on a drop-in basis (no appointments needed). Available for appointments from 2-3 daily and after class as needed. Please schedule these appointments ahead of time.
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The following components are included in this on-line syllabus:

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COURSE OVERVIEW
Course Description:
This course will explore the following questions: This course is designed to prepare future teachers and researchers to interact with others regarding these concepts in an articulate and informed manner.

Rationale:
The mission of the College of Education is to advance the quality of the educational experience for all learners and to educate professionals who can facilitate human growth in schools, homes, communities, and workplaces. In carrying out this mission, the College explicitly values diversity in people and perspectives. The rationale for the Mental Retardation and Severe Disabilities Program is supported by a shift in the major paradigm in mental retardation, severe disabilities, and bilingual special education from a solely trait-based conceptualization toward thinking about disabilities as an interaction between individuals with severe limitations in intellectual functioning, their environments, and needed supports. This new way of thinking forces reanalysis of structures designed to assist individuals in creating for themselves satisfying lives and challenges traditional notions of disabilities and handicaps.

This course supports the College of Education and Mental Retardation and Severe Disabilities Special Education Empahsis frameworks by addressing student abilities within the context of a diverse society, recognizing the need to support all individuals in life-long learning, and validating all individuals, including those with disabilities, as valuable members of their communities, including their communities of learners.

Course Learning Objectives:
 
1.) To understand the range of cognitive and communicative abilities which fall within the boundaries of the commonly used descriptor, “nonverbal.”
2.) To understand the difference between nonsymbolic communication, symbolic communication and language.
3.) To be able to articulate the implication of these different levels of communication development for alternative and augmentative communication.
4.) To differentiate between common interventions for individuals with intensive communication needs.
5.) To understand some of the critical issues in assessment of individuals with intensive communication needs.
6.) To define literacy from the perspective of individuals with intensive communication needs.

Competencies Addressed
This course is designed to address the following New Mexico State Department of Education Competencies for Licensure in Special Education, K-12:

10.1 Professional Knowledge

10.1.2  Parent/Professional Communication Skills
10.1.2e. The teacher demonstrates knowledge of and sensitivity to cultural, social, environmental and ethnic dynamics in interpersonal and group interactions with students, parents, paraprofessionals and professionals.
10.1.3 Exceptionalities - To plan and implement effective programs
10.1.3b. The teacher identifies the cognitive, physical, cultural, social, emotional, and sensory needs of each exceptionality;
10.1.3c. The teacher discusses general characteristics, etiologies, and learning styles of each exceptionality; and
10.1.3d. The teacher describes current theories and research for education of exceptional students.
10.2 Human Growth and Development
10.2.1 Motor, Language, Social-emotional, Sensory and Cognitive Development
10.2.1a. The teacher describes the developmental stages/milestones of normal motor, language, social-emotional, sensory and cognitive development; and
10.2.1b. The teacher discusses the impact of socio-economic, cultural, and physiological aspects on human development.
10.2.2 Medical and Health Needs
10.2.2b. The teacher identifies and describes programs and assistive technologies that could enhance functioning.
10.3  Assessment/Evaluation
10.3.1  Screening, Referral, Evaluation, Eligibility and Re-Evaluation Procedures
10.3.1a. The teacher describes screening, referral, evaluation and eligibility procedures;
10.3.1b. The teacher utilizes various types of assessment procedures, informal and non-standardized tests, norm-referenced and criterion referenced tests; and
10.3.1d. The teacher demonstrates skill in various formal and informal observation techniques.
10.4 Curriculum and Development
10.4.2 Instructional Strategies
10.4.2a. The teacher demonstrates knowledge of data based approaches to instruction, including assessment, assistive technology, direct instruction, monitoring, and evaluation;
10.4.2b. The teacher describes and demonstrates various methods for individualizing instruction;
10.4.2c. The teacher designs and implements appropriate lesson planning and methods for managing individuals, small groups, large groups, and inclusive groups, and individual instruction; and
10.4.2d. The teacher collects and analyzes instructional data for effectiveness of programs.
10.4.3 Materials
10.4.3a. The teacher selects and matches instructional materials to the learning needs and styles of individual students;
10.4.3b. The teacher evaluates commercial materials and technological products commonly used in special education programs;
10.4.3c. The teacher selects appropriate materials for targeted curriculum classroom instruction; and
10.4.3d. The teacher adapts commercial materials and technological products for use with specific populations.
10.5 Technology
10.5.1 Basic Computer and Technology Operations and Concepts -The teacher uses computer systems to: run software, access, generate, and manipulate data; and publish results. The teacher evaluates performance of hardware and software components of computer systems and applies basic troubleshooting strategies as needed. The teacher...
10.5.1b. Uses terminology related to technology appropriate to the teaching field in written and oral communication;
10.5.1c. Uses terminology related to technology appropriate to the teaching field in written and oral communication;
10.5.2c. Uses computer-based technologies including telecommunications to access information and enhance personal and professional productivity;
10.5.2d. Uses computers to support problem solving, data collection, information management, communications, presentations, and decision making;
10.5.2e. Demonstrates awareness of resources for adaptive assistive devices and software for students with special needs;
10.5.2f. Demonstrates awareness of resources for culturally and linguistically diverse students; and
10.5.2g. Demonstrate knowledge of equity, ethics, legal, and human issues concerning use of computers and technology.
10.5.3 Application of Technology to Support Teaching and Learning -The teacher applies computers and related technologies to support teaching and learning in the grade level and subject areas. The teacher integrates a variety of software, applications, and learning tools in the teaching and learning process. Lessons developed must reflect effective grouping and assessment strategies for diverse populations. The teacher...
10.5.3a. Explores, evaluates, and uses technology resources including applications, tools, educational software, and assorted documentation; and
10.5.3d. Designs learning activities that foster equitable, ethical, and legal use of technology by students.
10.6  Diversity
10.6.3 The teacher is aware of and can apply current research findings regarding individual differences such as linguistically backgrounds, developmental levels, exceptionalities, and gender;
10.6.4  The teacher identifies stereotypes in curriculum materials and adapts instruction appropriately;
10.6.5 The teacher helps students develop critical perspectives on biased materials; and
10.6.6 The teacher identifies and develops appropriate responses to differences among language learners.
10.7  Classroom Management
10.7.2  Environment
10.7.2c. The teacher implements adaptations for that are appropriate for students with special needs.
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READINGS.
Required Text (at UNM Bookstore):
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A. M. Wetherby, S. F. Warren, & J. Reichle (Eds.), Transitions in prelinguistic communication (pp. 233-259). Baltimore, MD: Paul H. Brookes.
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Required Readings (on electronic reserve at Zimmerman Library):
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Beukelman, D. R., & Mirenda, P. (1998). Augmentative and alternative communication: Management of severe communication disorders in children and adults (2nd ed.). Baltimore, MD: Paul H. Brookes. (note: chapter 13 only on reserve)
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Carter, M., & Maxwell, K. (1998). Promoting interaction with children using augmentative communication through a peer-directed intervention. International Journal of Disability, Development and Education, 45(1), 75-96.
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Griffith, P. L., & Ripich, D. N. (1999). Definitions of language disorders: Who can be served? In D. L. Rogers-Adkinson & P. L. Griffith (Eds.), Communication disorders and children with psychiatric and behavioral disorders (pp. 1-37). San Diego, CA: Singular Publishing Group.
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Johnson, J. M., Baumgart, D., Helmstetter, E., & Curry, C. A. (1996). Augmenting basic communication in natural contexts. Baltimore, MD: Paul H. Brookes. (note: chapter 1 only on reserve)
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Koppenhaver, D. A., Pierce, P. L., Steelman, J. D., & Yoder, D. E. (1995). Contexts of early literacy intervention for children with developmental disabilities. In M. E. Fey, J. Windsor, & S. E. Warren (Eds.), Language intervention: Preschool through the elementary years (pp. 241-274). Baltimore, MD: Paul H. Brookes.
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McLean, L. K., & McLean, J. E. (1994). Communication intervention for adults with severe mental retardation. In K. G. Butler (Ed.), Severe communication disorders: Intervention strategies (pp. 67-80). Gaithersburg, MD: Aspen.
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Ochs, E. (1986). Introduction. In B. B. Schieffelin & E. Ochs, (Eds.), Language socialization across cultures (pp. 1-13). Melbourne, Australia: Cambridge University Press.
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Paul, R. (1997). Facilitating transitions in language development for children using AAC. Augmentative and Alternative Communication, 13, 141-148.
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Reichle, J. (1997). Communication intervention with persons who have severe disabilities. The Journal of Special Education, 31(1),  110-134.

Recommended Texts (You are encouraged to look these over in my office and to borrow any that you are particularly interested in for a few days at a time):
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Adamson, L. B., & Romski, M. A. (1997). Communication and language acquisition: Discoveries from atypical development. Baltimore, MD: Paul H. Brookes.
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Cole, K. N., Dale, P. S., Thal, D. J. (Eds.) (1996). Assessment of communication and language. Baltimore, MD: Paul H. Brookes.
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Downing, J. E. (1999). Teaching communication skills to students with severe disabilities. Baltimore, MD: Paul H. Brookes.
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Fey, M. E., Windsor, J., & Warren, S. F. (Eds.). (1995). Language intervention: Preschool through the elementary years. Baltimore, MD: Paul H. Brookes.
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Fried-Oken, M., & Bersani, H. A. (2000). Speaking up and spelling it out. Baltimore, MD: Paul H. Brookes.
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Goldstein, H., Kaczmarek, L. A., & English, K. M. (Eds.) (2002). Promoting social communication: Children with developmental disabilities from birth to adolescence. Baltimore, MD: Paul H. Brookes.
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Kaiser, A. P., & Gray, D. B, (Eds.). (1993). Enhancing children’s communication: Research foundations for intervention. Baltimore, MD: Paul H. Brookes.
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Klein, M. D., Chen, D., & Haney, M. (2000). Promoting learning through active interaction: A guide to early communication with young children who have multiple disabilities. Baltimore, MD: Paul H. Brookes.
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Light, J. C., & Binger, C. (1998). Building communicative competence with individuals who use augmentative and alternative communication. Baltimore, MD: Paul H. Brookes.
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McCarthy, C. F., McLean, L. K., Miller, J. F., Paul-Brown, D., Romski, M. A., Rourk, J. D., et al (1998). Communication supports checklist for programs serving individuals with severe disabilities. Baltimore, MD: Paul H. Brookes.
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McLean, L. K., Brady, N. C., & McLean, J. E. (1996). Reported communication abilities of individuals with severe mental retardation. American Journal on Mental Retardation, 100(6),  580-591.
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Miller, J. F., Leddy, M., & Leavitt, L. A. (1999). Improving the communication of people with Down syndrome. Baltimore, MD: Paul H. Brookes.
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Reichle, J., Beukelman, D. R., & Light, J. C. (2002). Exemplary practices for beginning communicators: Implications for AAC. Baltimore, MD: Paul H. Brookes.
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Rogers-Adkinson, D., & Griffith, P. (Eds.). (1999).  Communication disorders and children with psychiatric and behavioral disorders. San Diego: Singular.
 
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COURSE DESIGN.
Course Structure:
This course is designed so that students will interact actively with the course material -- whole and small group discussion, rather than instructor lecture, will make up the bulk of in-class sessions. Therefore, it is imperative that students arrive at each class having thoroughly read all of the assigned readings. Graded assignments are designed to be instructional as well as providing a means of arriving at a final grade for each student. Therefore, emphasis will be placed on graded out-of-class assignments that rely on analysis, synthesis and evaluation of course materials and development of critical thinking.
Students who require special accommodations or instructional modifications need to notify the instructor by the beginning of the semester, or as soon as difficulties become apparent, with appropriate documentation from Accessibility Services (277-3506), Mesa Vista Hall, Room 2021.
Specific Course Requirements:
Descriptions of and criteria for grading each assignment are included with the syllabus handed out in class. Extra copies can be obtained by clicking on each of the links below.
 
Assignment: Points Possible:
1) key concept definition  -- assignment  -- grading criteria 20
2) intervention description -- assignment  -- grading criteria 20
3) quick writes (1 point each) -- assignment & grading criteria 15 maximum
4) final essay draft -- grading criteria 14
5) final essay -- assignment  -- grading criteria 30
The total points possible for all of the above assignments add up to 99 points. The final point will be added to the student's grade at the instructor's discretion for any assignment that goes significantly above and beyond the work of other students. This allows the instructor to assign a grade of 'A+' only in the case of the student fulfilling the stated requirements for all assignments at the highest level, attending all class sessions (or making up those missed) AND performing clearly superior work on at least one assignment.

Evaluation Procedures & Grading System:
Final grades will be determined by a point system (X out of 100 total possible points). Fractionated grading will be used, with the following breakdown:
 
A+ = 100 
B+ = 88-89 
C+ = 78-79		 A = 94-99 
B = 84-87 
C = 74-77		 A- = 90-93 
B- = 80-83 
F = below 74*
* Please note that, according to UNM regulations, graduate students may not be assigned a grade of C-, D+, D, or D-. Therefore, graduate students who do not accumulate a minimum of 74 points by the end of the semester will be assigned an F.

Incompletes and withdraws from the course will be allowed only in accordance with UNM policies. Please see the UNM catalog for a description of these policies.

Written directions for all assignments are provided in this syllabus, along with the criteria for determining point values. Extra copies of the syllabus, assignments, and grading criteria are available at the instructor’s web site at: http://www.unm.edu/~devalenz/. All written assignments will be expected to be typed and follow the American Psychological Association Manual (5th ed.) format, unless otherwise specified. A brief guide to APA is also available on the instructor's web site, under the "handouts" link.

Policies:
1.) Academic Dishonesty: It is the responsibility of students to avoid practices that may be considered acts of academic dishonesty. UNM’s policy, as found in the UNM Pathfinder  (2001-02), p. 58, is as follows:

Any student judged to have engaged in academic dishonesty in course work may
receive a reduced or failing grade for the work in question and/or the course.
Academic dishonesty includes, but is not limited to, dishonesty in quizzes, tests, or assignments; claiming credit for work not done or done by others . . .

What does this mean for this course?

 
a.)  In terms of written work, this means that you have the responsibility to make it very clear in all written work what portion of the work you wrote and what was written by other people, such as book or article authors, web site authors, or your colleagues. This includes both direct quotes and paraphrases.
b.) Additionally, you must make it clear what you read to complete the assignment (a ‘primary source’), versus what the authors of the sources read in preparation for their work (a ‘secondary source’).
c.) Finally, the work that you turn in for this class must be specifically written for the assignments in this course, this semester -- you may not turn in work (either in whole or part) that you have used for a grade in another course
So, if you didn’t actually write it or you didn’t actually read it, you must make that explicit. Additionally, if you didn’t originally write it for this class, you may not use it. Failure to comply with these guidelines falls under the category of academic dishonesty and will result in the following: To assist you in understanding what plagiarism is and isn’t, you will be provided with a handout during the first day of class on what plagiarism is and how to avoid it. Further information on avoiding plagiarism and other forms of academic dishonesty can be found in the APA Manual and at the Dartmouth College Website: http://www.dartmouth.edu/~sources/contents.html. Rutgers University also has many resources on this topic, including an interactive presentation on plagiarism: http://sal.rutgers.edu/plagiarism.html. If you have any concerns or questions about how to appropriately indicate what is your own work and what is derived from the work of others, or whether small portions of an assignment developed for another course might be appropriate to include in an assignment for this course, please see me during office hours, or if that time is not convenient, call or email to set an appointment time.

2.) Late Paper Policy: Late assignments will receive a one (1) point deduction for every day late, with a limit of seven days allowed. If assignments are not turned in within 1 week of the assigned date, they will not be accepted, except in the case of significant illness (doctor's note required) or major family emergency. You need to notify me as soon as possible about this emergency, so that we can arrange a mutually agreed upon time for completion of the assignment.

If you will not be able to be in class the date an assignment is due, please arrange for a friend to turn in your assignment during class, have the assignment faxed to the special education office by the time/date due, or have it handed in in person to either Terri or Jo in the Special Education office (Hokona Hall 273) prior to 5 p.m. on the date due. If your assignment will be turned in at the Special Education office, please make sure that the time and date it is received are documented by the staff. Do NOT put late assignments under my office door, unless you want them accepted as turned in on the day I find them, which may or may not be the same day as you turned them in. Since I am not at the university every day, this could cost you points. If you would like to send me your assignment as an attachment to an e-mail, I may allow that, at my discretion, with prior approval. I will e-mail you back with confirmation that you assignment was received and that the attachment could be opened. It is your responsibility to make sure that you receive confirmation of the receipt of your e-mail attached assignment. Please print and keep a copy of this return e-mail. I am not responsible to e-mail that do not arrive or attachments which cannot be opened.

3.) Re-Writes: In order to be fair to all students, re-writes will not be allowed, except under extraordinary circumstances beyond the student's control. However, students are STRONGLY encouraged to talk with, e-mail questions to, and/or submit drafts to the instructor at least 1-2 weeks ahead of time, so that revisions can be made, if necessary, by the assigned due date.

4.) Class Attendance: Class attendance is mandatory - Students who miss three class sessions will be dropped from the course, regardless of the reason. Missed class sessions (up to three) can be made up with the following, turned in no later than one week after the missed class:

Five points will be deducted for every absence that is not made up. No excuse or documentation is necessary for missed classes.

Late arrivals to class interrupt the learning of all students. Therefore, a point will be deducted for arriving more than 20 minutes late to class. Arriving more than an hour late will be considered a class absence and will need to be made up, as indicated above.

5.) Class Participation: Class participation that is conducive to the learning of all course participants is expected. Behaviors that are considered to be conducive to learning (of the student him/herself and others) include:

I expect students to demonstrate consistently positive class participation. Frequent and/or significant failure to fulfill these expectations will result in the student being dropped from the course. The following four areas are defined below:
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CLASS SCHEDULE.
Week 1
June 9, 2003 (#1)
Topic: Introduction - Instructor’s vision, expectations and classroom norms, assignments & grading criteria, and web site orientation
QW: “What is communication?”

June 10, 2003 (#2)
Topic: What is communication?
Read: Johnson, et al AND National Joint Committee for the Communicative Needs for Persons with Severe Disabilities

June 11, 2003 (#3)
Topic: Defining language disorders
Read: Griffith & Ripich

June 12, 2003 (#4)
Topic: Cultural differences in the development of communication
Read: Ochs

June 13, 2003, 2000 (#5)
Topic: Coordinating attention
Read: text, chapter 2 (Adamson & Chance)
Due: key concept definition

Week 2
June 16, 2003 (#6)
Topic: Gesture as communication
Read: text, chapter 4 (Iverson & Thal)

June 17, 2003 (#7)
Topic: Gesture as communication, cont.
Read: text, chapter 6 (Mundy & Willoughby)

June 18, 2003 (#8)
Topic: ‘non-intentional’ vs. ‘intentional’ communication
Read: text, chapter 8 (Lifter & Bloom)

June 19, 2003 (#9)
Topic: ‘non-symbolic’ vs. ‘symbolic’ communication, cont.
Read: text, chapter 9 (Wetherby, Reichle, & Pierce)
Due: topic for intervention assignment (may be hand written)
**mid-semester class evaluation

June 20, 2003 (#10)
Topic: Assessment issues
Read: text, chapter 10 (Coggins)
Due: 1st draft of final exam

Week 3
June 23, 2003 (#11)
Topic: Assessment issues, cont.
Read: text, chapter 11 (Crais & Calculator)

June 24, 2003 (#12)
Topic: augmentative and alternative communication (AAC)
Read: text, chapter 17 (Reichle, Halle, & Drasgow)

June 25, 2003 (#13)
Topic: augmentative and alternative communication (AAC), cont.
Read:  Carter & Maxwell AND Paul

June 26, 2003 (#14)
Topic: Literacy & AAC
Read: Beukelman & Mirenda
Due: intervention description assignment and BRIEF small group presentations

June 27, 2003 (#15)
Topic: Literacy, cont.
Read: Koppenhaver, et al.

Week 4
June 30, 2003 (#16)
Topic: Intervention
Read: text, chapter 15 (Warren & Yoder)

July 1, 2003 (#17)
Topic: Intervention
Read: text, chapter 16 (Wilcox & Shannon)

July 2, 2003 (#18)
Topic: Intervention
Read: McLean & McLean

July 3, 2003 (#19)
Topic: Intervention
Read: Reichle
Due: final essay

 
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Last updated: June 4, 2003