Survey of speech, language, and communication disorders for educators. Consideration of varied disorders that might be encountered in educational settings; application to children from culturally and linguistically diverse backgrounds.

This course is an overview of speech, language, and hearing disorders. It will investigate the impact of communication on children with developmental disabilities and enable non-specialists to work effectively with this population. Throughout this course, we will consider a range of problems (i.e. neurological and physiological disabilities), as well as applications to children from culturally and linguistically diverse backgrounds.

Survey of speech, language, and communication disorders for educators. Consideration of varied disorders that might be encountered in educational settings; application to children from culturally and linguistically diverse backgrounds.

This course is an overview of speech, language, and hearing disorders. It will investigate the impact of communication on children with developmental disabilities and enable non-specialists to work effectively with this population. Throughout this course, we will consider a range of problems (i.e. neurological and physiological disabilities), as well as applications to children from culturally and linguistically diverse backgrounds.

Survey of speech, language, and communication disorders for educators. Consideration of varied disorders that might be encountered in educational settings; application to children from culturally and linguistically diverse backgrounds.

Syllabus Description: This course is an overview of speech, language, and hearing disorders. It will investigate the impact of communication on children with developmental disabilities and enable non-specialists to work effectively with this population. Throughout this course, we will consider a range of problems (i.e. neurological and physiological disabilities), as well as applications to children from culturally and linguistically diverse backgrounds.

This course will involve the study of typically developing children, focusing on phonological, semantic, morphological, syntactic, and pragmatic development from pre-linguistic to complex language development. Major topics include contemporary models and key issues in typical speech-language acquisition, including the nature of language and its components, models and theories of language acquisition, and neurological, biological, cognitive, social-emotional, environmental, and cultural foundations of speech-language development. Students will engage in experiential learning activities that include collecting, transcribing, and analyzing children’s spontaneous speech-language samples. Bilingual and second language acquisition will be introduced. The impact of culture on language development will be infused throughout the course content. Class format will include lecture, organized discussion, group assignments, and student presentations.

This introductory graduate level three-credit course is taken in the first semester of the interdisciplinary, collaborative Advanced Certificate Program in Autism Spectrum Disorders. The course also serves as an elective in the Master’s Program in Speech-Language Pathology. Contemporary issues in autism spectrum disorders across the lifespan are addressed from an interdisciplinary, inter-professional cross-paradigm perspective. Key units include historical perspectives on autism, theoretical models, core characteristics and co-morbid features, lifespan issues including the concerns of families from diverse backgrounds, and ASD culture and identity from a strengths-based perspective. The resources on this site are curated links from the World Wide Web as well as from the Brooklyn College Library. Readings from BC Library will require a BC email login; it is advisable to log in to the library reources at the start of each session. For external links you will be directed outside of this site.

Etiology, characteristics, and evidence-based assessment and intervention of language disorders in preschool children; models of language disorders in children; emergent literacy to complex language development; cultural-linguistic and individual variation; analysis of play and language samples.

Etiologies, characteristics, and evidence-based assessment and intervention of speech, literacy and language-based learning disabilities in school-age children and adolescents; theoretical paradigms used in identification, assessment and intervention; interdependence of language, literacy, and academic achievement; culturally and linguistically appropriate practice.

Phonological theory and research of typical articulation and phonological patterns; perceptual and motor development; phonological processes; evidence-based assessment and intervention; etiologies and characteristics of speech sound disorders; relationships to phonological awareness and literacy; culturally and linguistically appropriate practice.

Special programs, modifications of curriculum in the content areas, teaching strategies and approaches designed to meet the individual and group needs of culturally and linguistically diverse young children with special needs including giftedness, across the developmental spectrum in early education settings. Focus on family, community, and interagency partnerships; appropriate use of technology, including assistive technology, multiple assessment strategies.

Topics covered in this course include: getting to know your students, edTPA, baseline data, student profiles, differentiation, academic language, writing measurable goals and objectives, lesson planning, flexible grouping, choices, tiered assignments, IEPs, classroom environment, online tools for differentiation, and grading
This course outline includes: all assignments for the course (link to assignments packet). links to lecture slides instructor notes additional resources
Note: users will be prompted to make their own copy of documents when clicking on links to Google Docs and Google Slides.

Topics covered in this course include: psychoeducational evaluations, IEPs, standardized tests, fair assessments, measures of intelligence, disproportionality of linguistically and culturally non-dominant backgrounds in special education, assessment of adaptive behavior, learning disabilities, attention, and social and emotional behavior, functional behavior assessment, assessment of multilingual learners, math and literacy assessments, response to intervention.
This course outline includes: all assignments for the course (link to assignments packet). links to lecture slides instructor notes additional resources
Note: users will be prompted to make their own copy of documents when clicking on links to Google Docs and Google Slides.

Without question, families are the cornerstone of educational planning. They are the people who know and love their child the most, and over time they will be the most consistent member of the educational team.

The overall objective of this course is to provide program candidates with strategies, tools, and techniques to design and implement meaningful educational experiences and opportunities for children with or at-risk for learning disabilities. The focus is on assuring and promoting access and participation in the general education curriculum and inclusive educational settings. Candidates within this course will be provided with experiences related to curriculum design, assessment, and instruction, as well as multiple opportunities to develop, modify, and evaluate curriculum; design informal assessments; and plan and teach direct instruction lessons.

In this course, candidates learn teaching and learning strategies within the context of the general education curriculum to individualize instruction and maximize grade-level content mastery for all learners. Candidates adapt and teach a curriculum unit grounded in the New York State Learning Standards designed to meet the individual needs of students with disabilities or struggling by modifying instruction, employing metacognitive, task-specific learning strategies, and utilizing instructional technology.

Course Description: Students in this course examine developmental and pedagogical principles of language and literacy development and explore best-practices in curriculum and instruction for promoting language and literacy skill acquisition for a diverse population of students. Techniques and strategies are presented for addressing the diverse language and literacy needs of students with disabilities, English Language Learners, and students at risk for school failure at thesecondary level. Candidates will also examine reading and writing levels, formative evaluation strategies, motivational influences, uses of relevant technology and individual and group strategies for supporting language and literacy skill development.Fieldwork is required in the course that includes assessing students, planning interventions, progress monitoring, interviewing school personnel and collaborating with colleagues in the class.

EDS 705: Focusing on the selection, adaptation, design, modification, and evaluation of curriculum and instruction for culturally and linguistically diverse young children with special needs. The development of appropriate IFSP and IEP goals, instructional objectives, and lesson plans in relation to the child's levels of functioning and cultural and linguistic background. Also addressing the selection of instructional materials and technologies; individualization and group service delivery; collaborative teaching; training of parents as reinforcers of acquired skills; adaptive and social skill acquisition; and the evaluation of students and programs. Course requires submission of a videotaped lesson for evaluation.
EDS 710: Selection, adaptation, design, modification, and evaluation of curriculum and instruction for culturally and linguistically diverse childhood students with disabilities in inclusive settings. The development of I.E.P. goals, instructional objectives, and lesson plans in relation to the child's level of functioning and cultural and linguistic background; selection of appropriate instructional materials and technologies; whole class, small group, and individualized teaching; collaborative teaching; parent training; adaptive and social skills acquisition; and the evaluation of students and programs will be addressed. Course requires submission of a videotaped lesson for evaluation.

The study of theories and techniques for managing the behavior of students with disabilities and for promoting development of positive social interaction skills. Specific applications of a variety of techniques for behavior management across home, school, and community settings with an emphasis on collaboration.

This course is designed to prepare you for a successful student teaching experience. Some of the major themes and activities are: analysis of yourself as a teacher and as a learner, subject knowledge, adolescent development, student learning styles, lesson planning, assessment strategies, classroom management techniques and differentiated instruction. The course requires significant personal involvement and time. You will observe high school classes, begin to pursue a more active role in the classroom in the latter part of the semester, do reflective writings on what you see and think (journal), design and teach a mini-lesson, design a major curriculum unit and engage in our classroom discussions and activities.

Introductory text by Emily Brooks and Mariette Bates of the School of Professional Studies, City University of New York