Spoken Language Facilitation in Deaf Children

Student Learning Outcomes, Goals, Objectives:

Students successfully completing this course will be able to:

• Describe the components of the spoken language and listening communication option (mode) for students who are deaf and hard of hearing (DHH). NCDPI Standard 1; LSLS Domain 3 & Domain 7

• Describe the historical foundations, and research evidence upon which the spoken language and listening communication option for students who are DHH is based. CEC-D&HH 1K4; CEC-D&HH6K5; LSLS Domain 7

• Explain the components and functioning of assistive listening technology unique to spoken language and listening (e.g. cochlear implants and hearing aids). CEC-D& HH 7S1; LSLS Domain 3 & 6

• Identify and describe components of the Auditory Learning Guide to facilitate students’ auditory perceptual development. CEC-D&HH7S1; LSLS Domain 1, 2 & 6

• Use the Auditory Learning Guide to assess the auditory perceptual development of students who are DHH to develop and deliver lesson plans based upon such assessment. NCDPI DHH Standard 1 and 2; CEC- D&HH 6S2; LSLS Domain 1,2 & 6

• Identify and describe the content and structures comprising each of the scales in the Cottage Acquisition Scales for Listening, Language and Speech (CASLLS) (Pre-verbal Level, Pre-Sentence Level, Simple Sentence Level, Complex Sentence Level, Sounds and Speech level) NCDPI DHH Standard 2; LSLS Domains 2 &3

• Use the appropriate CASLLS scale to analyze a spoken language communication sample of a student who is DHH. CEC-D&HH S3; NCDPI DHH Standard 2; LSLS Domain 3

• Identify and describe the linguistic structures and tasks comprising two standardized, formal language assessment instruments (Clinical Evaluation of Language Functioning- 5, Peabody Picture Vocabulary Test-4) NCDPI DHH Standard 2; LSLS Domain 3

• Define the roles and responsibilities of speech-language pathologists and language facilitators in serving DHH students who use spoken language and listening CEC-D7HH 9K1; NCDPI DHH Standard 3; LSLD Domain 7

• Use the resources of professional organizations that focus on spoken language and listening in creating educational materials for regular teachers to highlight how they can facilitate the spoken language and listening development of DHH students in their classes in public school settings. CEC-DHH9K2; CEC-DHH9K3; NCDPI DHH Standard 3

• Summarize the experiences of parents/caregivers of children who are DHH who use spoken language. CEC-D7HH 5K1; NCDPI DHH Standard 4; LSLS Domain 5

Course Grading Information:

Assignment                                                                                               Points

 Reflective Report on Language & Vocabulary                             15

Reflective Report on Audition                                                             15

 Class Participation                                                                               15

 On-line Participation and Assignments                                        30

Introduction (5)

Philosophy (5)

Project-Based Class Assignment (5)

Project-Based Class Assignment (5)

Project-Based Class Assignment (10)

 Unannounced Class Projects & Reading Summaries          20

 5 Lesson Plans                                                                                       70

(14 points per lesson plan)

  AV Principles Project                                                                           15

Language & Vocabulary IEP                                                               30

 Audition IEP                                                                                            30

 Cumulative Final Exam                                                                       60

 

Grading Scale

300-277

    98-100%--A+

    95-97%--A

   93-94%--A-

276-254

   90-92%--B+

   87-89% --B

   85-86% --B-

253-230

   82-84%--C+

   79-81% --C

   77-78% --C-

229-209

   75-76% --D+

   72-74% --D

   70-71% --D-                                                                                                                      

208-0 --F

Attendance/Participation:

Regular class attendance is a responsibility and a privilege of university education. It is fundamental to the orderly acquisition of knowledge. Students should recognize the advantages of regular class attendance, accept it as a personal responsibility, and apprise themselves of the consequences of poor attendance.  Coming to class/meetings late and leaving early can disturb other students and disrupt instructors. If you know you will arrive late or leave early, please notify the instructor.  Class attendance is expected, except in cases of significant illness or family emergency. If you are sick or unable to make class, please notify the instructor in advance. If you miss class, you are responsible for getting notes from fellow students and obtaining any assignments or handouts. Arrangements for accepting late assignments or exams will only be made in unusual circumstances, and only if you contact the instructor immediately about your situation and are able to provide documentation to support your needs. 

Students will earn up to 1 point for attendance and participation per class.

Students who miss two or more classes whether on site or online will have their final course grade reduced by one-third of a letter grade.  (e.g. A+ to A-).  Students who miss 3 classes whether on site or online will have their final course grade reduced by one letter grade.  (e.g. B+ to C+).  Students who miss 4 classes whether on site or online will have their final course grade reduced by one and a two-thirds letter grades.  (e.g.  B- to a D).  Students who miss 5 or more classes whether on site or online will earn an “F” for the course.

Course Materials Purchased by the Students:

Estabrooks, W., McCaffrey, Helen , MacIver-Lux, Karen (2020).  Auditory-Verbal Therapy: Science, Research and Practice.  Washington, DC:  Alexander Graham Bell Association for the Deaf.