Syllabus COMD 565

CURRICULUM CONSIDERATIONS

Summer 2003

Lynne Hebert Remson, Ph.D.

Office King B106C

Phone: 323-343-4692

OFFICE HOURS: TTH 3:00 – 4:00 and by appointment

OBJECTIVES

1. Students will know the major features of IDEA as they relate to the identification and treatment of school-aged children with speech and language impairments.

2. Students will know the traditional and contemporary approaches to identification and treatment of speech and language impairments in school-aged children.

3. Students will know classroom-based approaches to identification and treatment of speech and language impairments based on social interaction theories of classroom communication and learning.

4. Students will know how to develop thematic, literature-based approaches to assessment and intervention with school-aged children.

5. Students will recognize contemporary service delivery models and know the advantages and disadvantages of each.

6. Students will know strategies for initiating classroom-based intervention.

7. Students will know strategies for oral and written language intervention for older children and adolescents with speech and language impairments.

7. Students will know accepted dismissal criteria for school-aged children with speech and language impairments.

8. Students will be able to design appropriate IEP goals and objectives or benchmarks for school-aged children with speech and language impairments.

COURSE REQUIREMENTS

1. Students are expected to complete reading assignments in the required text.

DeKemel, K. (2003). Intervention in Language Arts: A Practical Gide for Speech-Language Pathologists. Philadelphia: Butterworth Heinemann

2. Students will successfully complete two quizzes and four concept papers.

3. Students will successfully write a term paper on a topic related to the course.

4. Students will submit a reflective journal each Tuesday or submit four concept papers at specified dates.

A summary of required activities and grading scale is provided below:

ACTIVITY	DUE DATE	POINTS
Journals (Option 1)	Weekly	100
Topic Statement	July 1	10
References	July 3	15
First Concept Paper (Option 2) Constructing Language	July 10	25
Outline	July 17	25
Quiz 1	July 22	50
Second Concept Paper (Option 2) Literature Based Approach	July 31	25
First Draft	August 7	50
Third Concept Paper (Option 2) Discourse	August 14	25
Quiz 2	August 26	50
Fourth Concept Paper (Option 2) Classroom Based Intervention	August 28	25
Final Paper	August 28	100
Final Exam	Sept. 2	100
TOTAL		500

REFLECTIONS

OPTION 1: JOURNALS

On Tuesday of each week, you will submit a reflective journal specific to the readings assigned for that week. A maximum of 10 points will be awarded each entry based on the extent to which the readings are reflected in the entry, indications that you have integrated new information with previous knowledge, and new insights gleaned from the process. These journals are not intended to reflect your personal opinions and feelings regarding the content, but rather they should reflect your intellectual curiosity, discoveries, queries, and associations.

OPTION 2: CONCEPT PAPERS

As an option, you may instead develop four Concept Papers over the course of the quarter. Topics and due dates are included in the schedule of assignments outlined above. Each should be a three-to-four page, conceptually dense discussion of the concept. Each paper should explore the concept in depth (not simply define it) and related it to the readings, the class discussions, and any supplemental materials made available. Each will be awarded a maximum of 25 points.

QUIZZES

There will be two quizzes during the quarter. Each will be “objective” in nature, consisting of multiple choice, true/false, fill-in-the blank, listing, or matching items. Each quiz will be worth 50 points. No make up quizzes will be given. If you must be absent for a quiz, please make prior arrangements with me.

TERM PAPER

A term paper on a topic related to classroom considerations is required. It will be worth a total of 200 points and will be completed in stages. Each stage reflects a more thoughtful and deliberate part of the process and they are worth increasingly more points. All components must be submitted in writing on the indicated due date and are subject to approval and feedback. It is expected that you will consult with me as you begin to develop your paper, particularly regarding the scope of the topic and specific references you might require.

The paper should be written using the APA style guide. If you require additional assistance with style, organization, syntax, or punctuation, please see me for references or contact the Writing Center on campus. Please do not wait until the last minute to do this.

FINAL EXAM

The final exam will be optional and at the discretion of both the student and the professor. If you and I are both satisfied with your grade and with your demonstrated knowledge by the last week of the quarter, you may elect not to take the final exam. I will let you know by August 21 if you should take the final. It will also be “objective” in nature and similar to the two quizzes in format. However, the final exam will be comprehensive and will worth 100 points. A study guide will be provided on August 21 for those wishing to take the final.

GRADING SCALE

98% - 100% = A +

93% - 97% = A

90% - 92% = A-

88% - 90% = B +

83% - 87% = B

80% - 82% = B-

78% - 80% = C +

73% - 77% = C

70% - 72% = C-

68% - 70% = D +

63% - 67% = D

60% - 62% = D-

59% or below = F

SPECIAL CONSIDERATIONS

Disability: Any student having a disability that requires special modifications or accommodations should contact the professor prior to the beginning of the second class session to arrange appropriate accommodations.

Cheating and Plagiarism: Written assignments should not be copied from papers of other students, from the models used by the professor, or from published materials. According to the student handbook, cheating and plagiarism may result in a student=s being asked to leave the academic community. Students are expected to understand exactly what behaviors constitute plagiarism. If you are unsure, it is your responsibility to ask the professor. The APA Publication Manual Fourth Edition is the current standard for citations.