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    SIMON FRASER UNIVERSITY
    EDUCATION 379-3 ?
    (T1.00)
    SPECIAL TOPIC: COMMUNICATION STRATEGIES FOR DEVELOPMENTALLY
    DELAYED/DISORDERED STUDENTS IN THE ELEMENTARY SCHOOL YEARS
    Summer Session, 1991
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    Instructor: ?
    B. Lubker
    (July 25 - August 3)
    Monday - Saturday, 8:30 a.m. - 12:20 p.m.
    Location: Jericho Hill School
    4125 West 8th Ave., Vancouver
    PREREQUISITE: Educ 401/402, or equivalent and certified practising teacher.
    COURSE DESCRIPTION
    In this course participants will learn to identify the characteristics of communication disorders in
    children. The course will introduce concepts associated with risk factors for speech and
    language disorders, assessment, epidemiology, educational implications and classroom
    planning for children with such disorders.
    COURSE OBJECTIVES
    At the end of the course participants will be able to:
    1.
    Name five major categories of communication disorders.
    2.
    Identify child populations at risk for communication disorders.
    3.
    Read and interpret Canadian prevalence data on language disorders.
    4.
    Identify the primary associations among learning, behavioral and communication
    characteristics that define various categories of children with special needs.
    5.
    Describe a range of etiologies of communication disorders among children.
    6.
    Briefly discuss three theories of language development and disorders and their
    implications for educating children with communication disorders.
    7.
    Briefly discuss three contemporary issues related to child communication assessment.
    8.
    Differentiate among identification, assessment and the process of on—going
    evaluation.
    9.
    Briefly discuss language skills as they relate to math, reading and writing.
    10.
    Identify appropriate roles for the educator as a member of a multidisciplinary team
    concerned with children who have communication disorders.
    Examples of competencies for teachers who teach children with specific exceptionalities:
    Learning Disabilities
    Identify the interrelationships among language deficits and success in academic skills
    (e.g., reading, written and oral language, spelling, listening) and content areas (e.g.,
    social studies, math).
    Hearing Impaired
    Identify the areas of receptive and expressive language development to be considered in
    designing instruction for the hearing impaired.
    Mentally Handicapped
    Identify the language characteristics of mentally handicapped learners and their impact on
    instructional design.
    . ? .
    Behaviorally/Emotionally Handicapped:
    Identify the communication and learning characteristics of behaviorally/emotionally
    handicapped children as they influence educational practice.
    Chronically Ill:
    Identify the characteristics of chronically ill children which place them at increased risk for
    language—learning disabilities.
    COURSE REQUIREMENTS
    Students are expected to:
    a.
    attend class and to participate appropriately with questions, comments and
    discussion.
    b.
    to have completed the pre-institute reading assignment.
    c.
    to complete an ungraded pre—test on the first day of class.
    d.
    to read the daily chapter assignments.
    e.
    to complete a short, final take—home examination.
    f.
    to complete a written project according to grade contract
    REQUIRED TEXT
    Shame and Wiig, Human Communication Disorders.

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