ESE: ISSUES IN COMMUNICATION DISORDERS
ESE: Issues in Communication Disorders
90 Points per Year
7/12
2-100-002
General Objective
The purpose of this component is to provide training for personnel in the Speech/Language/Hearing program on current issues of concern in the field of communication disorders. Upon successful completion of the component, participants will be able to plan and implement therapy/instruction incorporating current research and best practices in the field of communication disorders.
Specific Objectives
Upon completion of this component, participants will be able to:
1. Identify changes in state laws affecting speech and language eligibility.
2. Identify district policy and procedural changes.
3. Identify and develop procedures for evaluation variables for special populations.
4. Demonstrate skill in completing Speech/language required legal paperwork.
5. Identify, adapt, and implement research applicable to motivating reluctant learners.
6. Discuss research implications for strategic skill acquisition to foster independent learning.
7. Present and discuss current research, e.g., techniques of remediation and diagnosis; theory as related to remediation and diagnosis.
8. Disseminate information obtained through conferences and graduate classes, such as "Working with the Experts."
9. Apply current research findings to the development of curriculum.
10. Identify and list remediation and evaluation techniques for articulation, language, fluency, voice and oral-peripheral.
11. Supply therapy materials, games, and other manipulative teaching aids to be used in therapy via "make and take" sessions.
12. Plan appropriate usage of computers in the speech/language rehabilitation process.
13. Explain current audiological practices in screening infants, school age children and adults suspected of a hearing impairment.
14. Demonstrate appropriate therapy techniques for audiologically impaired students.
15. List techniques for enhancing oral expression skills in the classroom setting.
16. Discuss recent developments in aphasia therapy, including reception-comprehension, expressive language, reading, writing, and attention.
17. Explain statewide eligibility criteria and necessary state required documentation.
18. Review professional ethics in the Speech/Language pathology field.
19. Design school-based Speech/Language inservice for parents and teachers.
20. Explore the parent-clinician relationship in fostering generalization of speech and language skills.
21. Develop follow-up research criteria to determine effectiveness of Speech/language program.
22. Discuss strategies for appropriate grouping of therapy students.
23. Explain the relationship of oral language disorders to academic performance.
24. Differentiate between language learning disabilities and specific learning disabilities, and implications for therapy.
25. Develop a language-stimulation program based on current research for use at home and in the classroom.
26. Analyze selected auditory processing tests in order to determine modality channels of input-/output utilized by the child.
27. Analyze unique speech/language tests to determine validity of measurement.
28. Develop a comprehensive curriculum to parallel with newly designed computer goals.
Description of Activities
Activities designed to accomplish the above objectives will be carried out in a workshop setting with knowledgeable consultant(s) via lectures, handouts, and program examination and development.
Evaluation of Participants
Evaluation of the specific objectives will be determined by the activity leader or designee through analysis of student performance data affected by training activities, portfolios maintained by the training participant, documented observation by administrators, rubrics developed for special area curriculum, teacher-provided test results/grade books, or curriculum alignment data.
Evaluation of Activity
An online evaluation for this activity will be conducted through Professional Development Growth System.
Revised: November 2014
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