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    Teaching Students with Intensive Communication Needs
       
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    Syllabus
    Summer Session #2 (July 3-28, 2000), Monday-Friday 9:20-11:20 a.m. (3 credit hours)
    Dane Smith Hall 327
     
    Instructor: Julia Scherba de Valenzuela, Ph.D.
    Office: Education Office Building, rm. 203
    Phone: 277-1406
    Fax: 277-8679
    E-mail: devalenz@unm.edu
    Web site: http://www.unm.edu/~devalenz/
    Office Hours: Mondays & Wednesdays 11:40-1:40 on a drop-in basis (no appointments needed)    		 Co-Presenter: Greg Blalock
    E-mail: mortimer@unm.edu
    The following information is included in this syllabus:
    • course description
    • rationale
    • course objectives
    • competencies addressed
    • readings
      • required text book
      • required readings
      • recommended readings
    • course design
    • course requirements
    • evaluation procedures & policies
      • grading system
      • late paper policy
      • re-writes
      • class attendance & participation policies
    • class schedule
    • COE mission statement
    • instructor's mission statement

      • COE conceptual framework
    Course Description:
    This course will explore the following questions:
  • What is communication?
  • What is an 'intensive communication need'?
  • Who have these needs?
  • What best practices are currently recommended for supporting and developing communicative competence?
  • How can the communicative competence of individuals with intensive communication needs best be assessed?
  • What array of accommodations and supports is available to facilitate communication with individuals with intensive communication needs?
  • What level of supports would be accepted in different ethnic and cultural communities?
    • 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 Program 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 stages in prelinguistic communication development for alternative and augmentative communication.
    4.) To differentiate between common interventions for individuals with intensive communcation 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 indviduals with intensive communication needs.
    Competencies Addressed

    This course is designed to addess 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.
    Required Text (at UNM Bookstore)

    A. M. Wetherby, S. F. Warren, & J. Reichle (Eds.), Transitions in prelinguistic communication  (pp. 233-259). Baltimore, MD: Paul H. Brookes.
     
    Required Readings (Packet available at COE Publications Center)

    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. (Chapter 13)

    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.

    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.

    Johnson, J. M., Baumgart, D., Helmstetter, E., & Curry, C. A. (1996).  Augmenting basic communication in natural contexts. Baltimore, MD: Paul H. Brookes. (Chapter 1)

    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.

    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.

    Ochs, E. (1986). Introduction. In B. B. Schieffelin & E. Ochs, (Eds.), Language socialization across cultures (pp. 1-13). Melbourne, Australia: Cambridge University Press.

    Paul, R. (1997). Facilitating transitions in language development for children using AAC. Augmentative and Alternative Communication, 13, 141-148.

    Reichle, J. (1997). Communication intervention with persons who have severe disabilities.  The Journal of Special Education, 31 (1),  110-134.
     
    Recommended Texts:
    Adamson, L. B., & Romski, M. A. (1997). Communication and language acquisition: Discoveries from atypical development. Baltimore, MD: Paul H. Brookes.

    Cole, K. N., Dale, P. S., Thal, D. J. (Eds.) (1996).  Assessment of communication and language. Baltimore, MD: Paul H. Brookes.

    Downing, J. E. (1999). Teaching communication skills to students with severe disabilities. Baltimore, MD: Paul H. Brookes.

    Fey, M. E., Windsor, J., & Warren, S. F. (Eds.) (1995).  Language intervention: Preschool through the elementary years. Baltimore, MD: Paul H. Brookes.

    Fried-Oken, M., & Bersani, H. A. (2000). Speaking up and spelling it out. Baltimore, MD: Paul H. Brookes.

    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.

    Miller, J. F., Leddy, M., & Leavitt, L. A. (1999). Improving the communication of people with Down syndrome. Baltimore, MD: Paul H. Brookes.

    Rogers-Adkinson, D., & Griffith, P. (Eds.) (1999).  Communication disorders and children with psychiatric and behavioral disorders. San Diego: Singular.
     
    Course Design:
    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 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 assignments that rely on interpretation 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 the Learning Support Services Center (277-6670).
    Specific Course Requirements
    Descriptions of and criteria for grading each assignment will be handed out in class. Extra copies can be obtained at the instructor's web site -- http://www.unm.edu/~devalenz/
     
    Assignments: Points Possible:
    1) key concept definition 20
    2) intervention description  20
    3) quick writes (2 points each) 20 maximum
    4) final exam drafts (7 points each)  14
    5) final essay 25

    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, attending all class sessions (or making up those missed) AND performing clearly superior work on at least one assignment.
     
    Evaluation Procedures and Policies

    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- = 80-83 
      A = 94-99 C+ = 78-79
      A- = 90-93 C = 74-77
      B+ = 88-89 F = below 74*
      B = 84-87
    Written directions for all assignments will be provided, along with the criteria for determining point values. Extra copies of assignments will be 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 (4th ed.) format, unless otherwise specified. A brief guide to APA is also available on the instructor's web site, under the "handouts" link.

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

    *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.
     
    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 family emergency. If you will be not be able to be in class, 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.
    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 week ahead of time, so that revisions can be made, if necessary, by the assigned due date.
    Class Attendance & Participation Policies: Class attendance is mandatory - 5 points will be deducted for every absence that is not made up, excluding the first class meeting. No more than 3 class sessions in a semester can be made up. Students who miss more than 3 class sessions (not including the first class meeting) will be dropped from the course. Missed class sessions can be made up with the following, turned in no later than 3 weeks after the missed class:
    • a typed summary of all assigned readings for the class missed, including a response to all reading questions,
    • a photocopy of a colleague's notes from the missed class, and
    • a typed response to the assigned quick write (available on the instructor's web site, under 'class outlines').
    Late arrivals to class interrupt the learning of all students. Therefore, a point will be deducted for arriving more than 15 minutes late to class. Arriving more than 45 minutes late will be considered a class absence and will need to be made up, as indicated above.

    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:

    • arriving to class on time and well-prepared,
    • paying attention to instructor and/or other students when they are speaking,
    • use of appropriate and non-offensive language during class and in written class assignments,
    • demonstrating cooperation with and respect for the instructor and peers during class discussions,
    • actively participating, on-topic, during small group activities,
    • and showing consideration for other students' need for alternative teaching strategies.
    A rubric indicating the instructor's expectations for appropriate classroom participation will be distributed at the beginning of the course. Students who repeatedly violate these expectations will be dropped from the course.

    Class Schedule:

    Week 1
    July 2, 2000 (#1)
    Topic: Introduction - Instructor’s vision, expectations and classroom norms, assignments & grading criteria, and web site orientation
    QW: "What is communication?"

    July 3, 2000 (#2)
    Topic: What is communication?
    Read: Johnson, et al

    July 4, 2000
    No class -- national holiday

    July 5, 2000 (#3)
    Topic: Defining language disorders
    Read: Griffith & Ripich

    July 6, 2000 (#4)
    Topic: Cultural differences in the development of communication
    Read: Ochs
    .
    Week 2
    July 9, 2000 (#5)
    Topic: Coordinating attention
    Read: text, chapter 2 (Adamson & Chance)
    Due: key concept definition

    July 10, 2000 (#6)
    Topic: Gesture as communication
    Read: text, chapter 4 (Iverson & Thal)

    July 11, 2000 (#7)
    Topic: Gesture as communication, cont.
    Read: text, chapter 6 (Mundy & Willoughby)

    July 12, 2000 (#8)
    Topic: 'non-intentional' vs. 'intentional' communication
    Read: text, chapter 8 (Lifter & Bloom)
    Due: 1st draft of final exam

    July 13, 2000 (#9)
    Topic: 'non-symbolic' vs. 'symbolic' communication, cont.
    Read: text, chapter 9 (Wetherby, Reichle, & Pierce)
    **mid-semester class evaluation

    Week 3
    July 16, 2000 (#10)
    Topic: Assessment issues
    Read: text, chapter 10 (Coggins)

    July 17, 2000 (#11)
    Topic: Assessment issues, cont.
    Read: text, chapter 11 (Crais & Calculator)

    July 18, 2000 (#12)
    Topic: augmentative and alternative communication (AAC)
    Read: text, chapter 17 (Reichle, Halle, & Drasgow)

    July 19, 2000 (#13)
    Topic: augmentative and alternative communication (AAC), cont.
    Read:  Carter & Maxwell AND Paul
    .Due: 2nd draft of final exam

    July 20, 2000 (#14)
    Topic: Literacy & AAC
    Read: Beukelman & Mirenda

    Week 4
    July 23, 2000 (#15)
    Topic: Literacy, cont.
    Read: Koppenhaver, et al.
    Due: intervention description assignment

    July 24, 2000 (#16)
    Topic: Intervention
    Read: text, chapter 15 (Warren & Yoder)

    July 25, 2000 (#17)
    Topic: Intervention
    Read: text, chapter 16 (Wilcox & Shannon)

    July 26, 2000 (#18)
    Topic: Intervention
    Read: McLean & McLean

    July 27, 2000 (#19)
    Topic: Intervention
    Read: Reichle
    Due: final essay
     
    The vision of the College of Education:

    Excellence and diversity through people, ideas, and innovation.

    Our mission is the study and practice of education through teaching, research, and service. We

    • address critical education issues;
    • test new ideas and approaches to teaching and learning;
    • educate professionals who can facilitate human growth and development in schools, homes, communities, and workplaces, and
    • prepare students for participation in a complex and challenging society.
    In carrying out our mission we value
    • excellence in all that we do;
    • diversity of people and perspectives;
    • relationships of service, accountability, collaboration, and advocacy;
    • the discovery, discussion, and dissemination of ideas, and innovation in teaching, technology, and leadership
    Instructor's vision and mission statement

    VISION: A classroom climate that fosters thoughtful and respectful consideration of alternative viewpoints and ideas, personal ownership of learning, and individual construction of personally meaningful knowledge.

    MISSION: To facilitate the collaborative construction of the above learning environment via attention to the following:

    positive whole and small group dynamics;
    increasing student literacy in academic discourse (comprehension and production, oral and written); and
    providing opportunities for active engagement with course content and materials.
    College of Education's Conceptual Framework:
    Professional Understandings, Practices, and Identities

    The College of Education at the University of New Mexico believes that professional education should seek to help individuals develop professional understandings, practices, and identities. These understandings, practices and identities frame the life-long learning of professional educators and reflect the values articulated in our Mission Statement and in state and national standards and competencies.

    Understandings frame the identity and practice of educational professional. We seek to help you better understand:

    • Human Growth and Development

      • Patterns in how individuals develop physically, emotionally, and intellectually. How to provide conditions that promote the growth and learning of individuals from diverse cultural and linguistic backgrounds, including those with special learning needs.
       
    • Culture and Language

      • The nature of home, school, community, workplace, state, national, and global contexts for learning. How social groups develop and function and the dynamics of power within and among them. How language and other forms of expression reflect cultural assumptions yet can be used to evoke social change. How one's own background and development shape understanding and interaction.
       
    • Content of the Disciplines

      • The substance of the disciplines you teach -- the central organizing concepts and factual information -- and the ways in which new information is created, including the forms of creative investigation that characterize the work of scholars and artists.
       
    • Pedagogy

      • Theory and research on effective educational practice. How to create contexts for learning in and across the disciplines. How to assess student learning and design, plan, and implement instruction to meet the needs of learners. How to evaluate educational practice.
       
    • Technology

      • Effects of media and technology on knowledge, communication, and society. How to critically analyze and raise awareness of the impact of media and technology. How to use current technology.
       
    • Professional Issues

      • The social and political influences on education, both historically and currently. Local, state, and national policies, including requirements and standards. How to critically analyze and participate in the formation of educational policy. Strategies for leadership, collaboration, and research.
       
    • Nature of Knowledge

      • How knowledge is constructed within social contexts, including the academic disciplines. The differences and connections among the knowledge constructed in different social contexts. How to conduct inquiry into the nature of knowledge within and across the disciplines.
    .
    These understandings enable you, as a professional, to value and engage in practices that embody the following qualities:
    • Learner-Centered

      • Students' past experiences, cultural backgrounds, interests, capabilities, and understandings are accommodated in learning experiences. Routines promote learner risk-taking and allow learners to take increasing control of their own learning and functioning.
       
    • Contextual

      • Experiences engage learners in ways of thinking, doing, talking, writing, reading, etc., that are indicative of the discipline(s) and/or authentic social contexts. Ideas and practices are presented with the richness of their contextual cues and information. Learners are provided with models and opportunities to reflect on their experiences and to relate their learning to other social contexts.
       
    • Coherent

      • Learning experiences are organized around the development of concepts and strategies that learners need in order to participate in other similar situations. Learners are assessed on what they had to opportunity to learn.
       
    • Culturally Responsive

      • Diversity is valued, and learners are helped to become aware of the impact of culture on how they and others perceive the world.
       
    • Technologically Current

      • Available technology facilitates learning. Learners are helped to understand the effect of media on their perceptions and communication.
    .
    Developing a professional identity is central to lifelong growth as a professional educator. The University of New Mexico College of Education will help you to develop the following attributes of a professional:
    • Caring

      • Attentive to learners, willingness to listen and withhold judgment, and ability to empathize while maintaining high expectations for learner success.
       
    • Advocacy

      • Committed to ensuring equitable treatment and nurturing environments for all learners.
       
    • Inquisitiveness

      • Habitual inquiry into the many, ever-changing ways in which knowledge is constructed, how people learn, and how educators can support learning.
       
    • Reflection-in-Action

      • Able to analyze, assess and revise practice in light of student learning, research and theory, and collegial feedback.
       
    • Communication

      • Skilled in speaking, writing, and using other modes of expression.
       
    • Collaboration

      • Able to work cooperatively with students, parents, community members, and colleagues.
       
    • Ethical Behavior

      • Aware of and able to work within the ethical codes of the profession.
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    Last updated: June 17, 2001