Each program must provide instruction in the philosophy, history and legal requirements, and ethical practices of special education. This curriculum includes state and federal mandates, legal requirements for assessment, Individualized Family Service Program, Individualized Education Program (IEP) development and monitoring, services, and instruction of students with disabilities. The program provides candidates information on laws and regulations as they pertain to promoting teacher behavior that is positive and self-regulatory as well as promoting safe educational environments. The program provides opportunities for demonstration of ethical standards, of teaching, of evidence based educational practices in relation to theories, research and regulations necessary to the provision of services to individuals with disabilities and their families.
State and federal mandates for the education of children with disabilities are discussed in CDDS 214, Seminar in Language Disorders in Children (Exhibit 1). Also, in CDDS 214, students are required to demonstrate their ability to write family-centered goals for IFSPs and curriculum-based goals for IEPs.
In CDDS 214, Seminar in Language Disorders in Children (Exhibit 1), students learn about positive behavior support, the model mandated by the State of California to support children with behavioral difficulties. Indirect techniques to reduce undesirable behaviors, including those that may be a threat to maintaining safe educational environments, are discussed.
SLP STANDARD 2
Child Development and Speech, Language,
and Hearing Acquisition
Each candidate demonstrates knowledge of developmental milestones pertaining to typical and atypical human development and behavior, birth through twenty-two. Candidates exhibit understanding of the gender, linguistic, psycholinguistic, and cultural variables related to the normal development of speech, hearing, and language, including comprehension of first and second language and dialect acquisition. Additionally, each candidate demonstrates comprehension of cultural, socioeconomic, linguistic and dialectical differences and their role in assessment and instruction. Candidates also exhibit understanding of speech/language development across the range of disabilities. Each candidate demonstrates knowledge of the development of literacy, including phonological awareness, and an understanding of the relationship of speech and language skills to literacy, language arts, and access to the core curriculum.
Development of literacy, including phonological awareness, and an understanding of the relationship of speech and language skills to literacy, language arts, and access to the core curriculum (see course syllabus CDDS 95, 109, 214).
In CDDS 95, Introduction to Speech and Language Development, information is given regarding the development of literacy, including phonologic awareness. The students complete a web-based assignment regarding emergent literacy and techniques that support literacy development in infants, toddlers, and preschool-aged children.
In CDDS 214, Seminar in Language Disorders in Children (Exhibit 1), literacy is covered in more depth, including the role of the SLP in the prevention of reading disorders, in supporting literacy development in children, and in addressing literacy difficulties during traditional (e.g. pull-out intervention) speech and language therapy. In addition, during an in-class group activity, students are required to examine various children’s storybooks to determine how they might be used in therapy to teach speech and language target behaviors that are aligned with Common Core State Standards. The storybooks are also examined to determine how they might be used in therapy to teach core vocabulary described in the Houghton-Mifflin series, Reading: A Legacy of Literacy (2003).
Also, CDDS 214, students are required to examine the Common Core State Standards, adopted by the State of California Department of Education in 2010 and demonstrate their ability to write an IEP goal that is in line with one of those standards. Go back to Exhibit 4 for the IEP goal-writing assignment.