The program provides instruction in understanding and acceptance of differences in culture, cultural heritage, ethnicity, language, age, religion, social economic status, gender identity/expression, sexual orientation, and abilities and disabilities of individuals served. In addition, the program provides knowledge and application of pedagogical theories, development of academic language and principles/practices for English language usage leading to comprehensive literacy in English. The program ensures each candidate is able to demonstrate knowledge, skills and abilities to become proficient in implementing evidence based and multifaceted methodologies and strategies necessary in teaching and engaging students with disabilities.
See course syllabus for CDDS 216.
Students in 216 will demonstrate the ability to accurately assess and identify appropriate interventions given a specific voice disorder, including voice disorders associated with gender identity and expression (e.g., puberphonia or gender reassignment). They demonstrate this through written exams, class discussion, and/or class presentations for assigned “facilitating techniques”. In the assessment portion of this class the students learn how to differentiate between “puberphonia” and normal voice changes associated with the maturation process. They also learn how to treat puberphonia when it is diagnosed, using a combination of facilitating techniques and shaping strategies. The class also includes a discussion of working with Transgender clients who want to change their vocal pitch or quality. It includes a discussion of when pitch change may be possible, as well as other vocal characteristics and non-verbal communication strategies that may be utilized when significant pitch change is not possible. Issues related to counseling these clients are also covered.
CDDS 214, Seminar in Child Language Disorders (Exhibit 1) and CDDS 218, Seminar in Autism and Augmentative and Alternative Communication (Exhibit 1), instruction is given regarding pedagogical theories incorporating a spectrum of approaches (e.g., cognitive, behavioral, and interactional approaches), and the application of those theories to helping children with communicative disorders, including autism, are discussed.
SLP STANDARD 3
Speech, Language, Hearing, and Swallowing Disorders
Each candidate demonstrates understanding of speech, language, hearing, and swallowing disorders, including but not limited to disorders of language, articulation/phonology, fluency, voice, hearing, and swallowing. Candidates exhibit comprehension of speech, language, and hearing disorders associated with special populations, including but not limited to individuals on the autistic spectrum and/or with cerebral palsy, cleft palate, hearing impairment, developmental disabilities, learning disabilities, and traumatic brain injury.
Fully Addressed by the ASHA Standards. No additional information needs to be submitted.