Course Description

A study of the development of communication and related differences, focusing on cognitive and social bases of communication acquisition and relating this process to developmental stages.  The classification, etiology, and treatment of communicative differences will be covered with a focus on pragmatic, receptive, and expressive functioning.  Cultural influences, English as a Second Language, bilingualism, and dialect differences are studied.  Exposure to sign language and augmentative systems is offered.  A consideration of the role of parents, teachers, and community in facilitating communication is included.  Prerequisites: Ed 210, 230, and 310

  Course Objectives

There are seven major foci of this course. 

1.   An overview of the communication development process. Relationships between Piaget's cognitive stages and language development are explored.  

2.   A study of the definition, classification, etiology, and treatment of language and communication problems with a focus on disorders which interfere with receptive and expressive language functioning. Suggestions are made for activities which promote language development. 

3.   Pragmatics, strategies, and methods to remediate difficulties in this area.

4.   The role of culture and family in language development.  Culture, family patterns, and gender as they relate to communication are explored.  The role of the educator to provide strategies and methods to facilitate communication across culture and gender and among ESL students is delineated. 

5.   The role of assessment is defined and instruction is given and obtained in analyzing naturalistic language samples, play-based observation and analysis, and standardized tests.

6.   Children with autism and current strategies to facilitate communication are emphasized.

7.   The methods strategies and assessment procedures described and demonstrated in class will be utilized by students in their practicum experiences and reported on verbally and in writing as well as discussed in terms of utilization of findings for curriculum planning and program implementation.  These will include strategies related to low incidence populations; assistive technology and augmentative communication.