California State University Dominguez Hills

College of Education

SPE 462
Language Disorders and Communication
3 units
Spring 2021
weekly hybrid meetings

Instructor: Caron Mellblom-Nishioka Office: 1437

Telephone: 310-243-2713 E-mail: cmellblom@csudh.edu
Office Hours: Wed 4:00-6:00
https://csudh.zoom.us/j/89265464027?pwd=TUlDT2NQT21XM2ZFbGdEVGVsczF2QT09
Password: CMNoffice

Class location: virtual

https://csudh.zoom.us/j/89124498564?pwd=T1ZGcm8zaUpCMFJwTDhQekRNZm9rdz09
Password: 462.21.S

The Vision of the College of Education

The College of Education, in partnership with P-14 schools, prepares deeply knowledgeable
education professionals who are passionate about helping all students reach their full potential,
and who make urban schools the places where children, families, and teachers thrive.
The Mission of the College of Education
We collaborate to design and implement rigorous and relevant programs, recruit and support
excellent candidates, develop interactive learning environments that foster student achievement
and empowerment, pose critical questions, and engage in continuous improvement.

Please view the COE website to learn more about our Mission, Vision, Beliefs, and programs.

COURSE INFORMATION
Course Description:
This course covers basic concepts of language structure, normal and disordered speech and language
development; relevant diagnostic-prescriptive methods for the classroom teacher; and the use of
specialized services. Additionally, theoretical perspective; cultural differences and the relationship between
language disorders and academic learning will also be introduced.

Course Student Learning Outcomes

Candidates will:
Define terms used in the field of speech, language and communication.
Core standard #11 Typical and Atypical Development; M/M & M/S #1 Characteristics; ECE # 2 Typical and
Atypical
Discuss theoretical perspectives and research regarding language acquisition as it relates to
assessment and intervention.
Core Standard # 1,5 & 11; M/M #1,2,3,5 M/S #1,2,3 & EC 1,2,4,5,6
Describe anatomical, physiological, and neurological correlates of normal speech and language
development.
Core standard 11, M/M and M/s 11 and ECE, 2
Differentiate peripheral hearing disabilities and central auditory processing deficits.
Core Standard #3, 11 and M/M and M/s #1 and ECE #2
Differentiate external factors such as socio-cultural, linguistic differences that influence
language/speech acquisition and development.
Core Standard #3, 10 and M/S # 2 and ECE # 3 and 7
Describe the stages of speech language development.
Core Standard # 3, 11 and M/M/ and M/S 1 and ECE #2
Identify and describe various speech problems.
Core Standard # 11 and M/M/ and M/S 1 and ECE #2 and 9
Describe language in terms of syntax, semantics and pragmatics.
Core Standard # 3, 11 and M/M/ and M/S 1 and ECE #2
Describe language-based problems that may affect academic learning.
Core Standard # 3, 5.11 and M/M/ #5 M/S 3 and ECE #6
Identify language remediation approaches and their underlying theoretical perspectives.
Core Standard # 1, 13 and M/M/ 3&5 and M/S #3 and ECE #4 &6
Develop IEP language based goals and objectives
Core Standard # 3, 5 and M/M #2 and M/S #3 and ECE #4
Demonstrate an awareness of the collaborative approach to intervention
Core Standard # 4 and ECE #8 &9
Develop strategies to be used to promote parental involvement in the child’s language/
communication learning.
Core Standard # 3, 4 and M/S 2 and ECE #8 &9
Demonstrate an awareness of the use of (high and low tech) alternative/augmentative forms of
communication for individuals with severe speech and/or physical impairments
Core Standard # 3, 6 and M/S and ECE #6
Program Level Outcomes and Course Level SLOs by Learning Activities by Assessment Activities

SPE Program Level Outmes Course Level SLOs Learning Activities

Assessment Activities
(PLO)

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 Language Activities
Portfolio: Compile a
resource book of
communication and
language development
activities suitable for use
with child with special
needs include a table of
contents and at least 10
one-page descriptions of
language
Program Standard 3: improvement/enrichment
Educating Diverse Learners activities that you could
O 5 & 10 implement in your 1. Rubric
Program Standard 4: classroom. Of the 10 embedded in BB
Effective Communication SLO 5 & 10
and Collaborative
activities that you
Partnerships develop and describe at
least three of these
activities should target
ELL strategies and two
of these activities should
target developing
alternative
communication systems
for non-verbal students
and or the use of
augmentative
communication.
SLO 2, 9 & 11 Weekly Reflections: 2. Rubric
Program Standard 5: Complete a quick write embedded in BB
Assessment of Students that targets an aspect of
the topic to be discussed
during class and/or as a
synthesis of the
assigned reading for the
week. Weekly reflections
will deal with such topics
as examining one’s
cultural competences,
identifying sheltering
strategies, or developing
language development
activities that can be
implemented by
caretakers in natural
environments.
Informal Language
Sample: Conduct an
informal language
sample of a child’s
communication
interactions. If possible,
record the event for later
3

Program Standard 6: Using
Educational and Assistive
Technology
analysis.
Language Activities
Portfolio: Compile a
resource book of
communication and
language development
activities suitable for use
with child with special
needs include a table of
contents and at least 10
one-page descriptions of
language
improvement/enrichment
activities that you could
SLO 14 implement in your 3. Rubric
classroom. Of the 10 embedded in BB
activities that you
develop and describe at
least three of these
activities should target
ELL strategies and two
of these activities should
target developing
alternative
communication
systems for non-verbal
students and or the
use of augmentative
communication.

Professionalism and Behavior Expectations

Your professionalism will focus on issues of attendance, preparation, meeting project deadlines, critique
participation, professional attitude in class and clarity in written and verbal communication about
ideas/concepts presented in class. The candidates are expected to maintain a professional and respectful
demeanor towards their instructor and peers in class. Disruptive and disrespectful language and behavior
will not be tolerated.
Additionally, in this virtual environment, engagement is critical. As such attend class each week with video
on. Respond by using the chat box and by using feature that allow you to orally speak to our class.
Reflection points will be included at various times each week. Response to these queries will earn points
toward the final grade in the course

Academic Integrity and Plagiarism

Cheating or plagiarism is subject to discipline as provided in Title V, California Code of Regulations. 
Plagiarism includes the following: copying of one person's work by another and claiming it as his or her
own, false presentation of one's self as the author or creator of a work, falsely taking credit for another
person's unique method of treatment or expression, falsely representing one's self as the source of ideas
or expression, or the presentation of someone else's language, ideas or works without giving that person
due credit. It is not limited to written works. Plagiarism is cause for formal University discipline and is
justification for an instructor to assign a lower grade or a failing grade in the course in which the plagiarism
is committed. In addition, the University may impose its own disciplinary measures. See University Catalog
und Academic Integrity for further information.
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Computer/Information Literacy Expectations for Students enrolled in this class:
In addition to monitoring email, students in this class are expected to: 1) link to sessions with a computer or
a tablet/iPad each week 2) access course information and materials from Blackboard, 3) use a word
processing program for writing assignments (e.g., Microsoft Word), 4) be able to access websites and
conduct research through the internet, 5) use the library databases to find references, 6) be able to
paraphrase concepts without plagiarizing, 7) demonstrate facility with PowerPoint or similar programs, 8)
demonstrate facility with blogging.
For additional information about computing on campus, including tutorials, students should go to:
http://www4.csudh.edu/it/services/labs/index and http://www.csudh.edu/infotech/student_index.shtml

Accommodations for Students with Disabilities

CSUDH adheres to the Americans with Disabilities Act with respect to providing reasonable
accommodations for students with temporary and permanent disabilities.  Please contact the Student
disAbility Resource Center to determine specific accommodations you would like to be considered in your
educational programming http://www4.csudh.edu/dss/ or 310 243-3660. The earlier the disability is
identified and a decision is made, the sooner the instructor can arrange for accommodations.

Required Texts/Reading Materials:

These texts may be purchased in hard copy or accessed for free through our online library system with the
link below.
Developmental Disorders of Language Learning and Cognition, 2009 Hulme, Charles, Snowling, Margaret
J. Wiley-Blackwell Publisher
http://libproxy.csudh.edu/login?url=https://ebookcentral.proquest.com/lib/csudh/detail.action?
docID=1166316#

Speech and Language Difficulties in the Classroom, Deidre Martin & Carol Miller, 2003 David Fulton
Publishers
http://libproxy.csudh.edu/login?url=https://ebookcentral.proquest.com/lib/csudh/detail.action?
docID=987977#

California Content Standards, Frameworks, and Accountability Systems at http://www.cde.ca.gov/ci/

California Social Content Review guaranteeing materials used in P-12 classrooms reflect diversity in
culture, language, ethnicity, and gender orientation at http://www.cde.ca.gov/ci/cr/cf/lc.asp

Course Requirements
Initial Essay- What is Language? 20
Weekly Activity Reflections 45
Language Observations 3 @25pts each 75
Language Activities 6 at 5 pts each 30
Assistive Technology Project 50
Language Learning IEP Goals and Objectives 75
Midterm 100
Summary- What I have learned about Language. 20
Total Points possible 415
Timely completion of written assignments is required. 5% per day will be deducted for late
assignments, and late work will not be accepted after two or more weeks past the due date.
ASSIGNMENTS WILL NOT BE ACCEPTED AFTER THE LAST CLASS MEETING!
Weekly activity reflections are due prior to each class meeting. They WILL NOT be accepted after
the day that they are due.

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Assignments must be typed using people first language. Further, you must use appropriate grammar,
spelling and punctuation. When citing sources, use APA reference style. Submit assignments online
through Blackboard. Language Activities are submitted first to my email a cmellblom@csudh.edu then to
the Blackboard discussion tab. If needed, you may resubmit your assignment once with corrections based
on comments and suggestions. See Draft policy below. However, if you continue to demonstrate similar
issues on subsequent assignments you will forfeit your chance to resubmit. Late assignments may not be
resubmitted.

Draft Assignments Policy

Assignments submitted on or before the due date, may be considered drafts. If the assignment is scored
at or below 85% on the rubric, then it may be revised one time as per the suggestions and comments
provided. Revised assignments are due no later than one week after they are scored. Revisions submitted
after than one week will not be considered. Late assignments will not be accepted as drafts.

Extra Credit:
There are no opportunities to complete extra credit assignments.

Grading Criteria
415-394 points A 95% 322-311 C 75%
393-373 A- 90% 310-290 C- 70%
372-365 B+ 88% 289-249 D 60%
364-340 B 82% 248-228 D- 55%
339-332 B- 80% 227- 0 F below 55%
331-323 C+ 78%

Taskstream Codes will be provided. We may be moving to a different archival system. If so I will
provide details as they are available.

Attendance
Students are expected to attend every session. Cooperative learning tasks are planned. Therefore, your
attendance is important. If you have to miss a class, please email me a message. It is your responsibility
to arrange to get the information that you missed. All assignments and tests must be completed as
assigned. Late assignments will be penalized.

Reflections (15 cumulative points)

Students will be expected to complete an online quick write that targets an aspect of the topic to be
discussed during class that evening and/or as a synthesis of the assigned readings and activities for the
week. Reflections will be completed online and are due prior to the weekly class meeting as assigned. BB
logs the time that you submit. If you do not submit the reflection during the timeframe you loose the
opportunity to submit and to gain the points for the reflection. Reflections may not be made up and will not
be accepted after the due date. Weekly activity reflections cannot be made up. I input your points
weekly as I read your reflections. Do not wait until the end of the semester to register a concern
about your points in this section. Check your course points weekly for accuracy.

All of the assignments detailed below will only be accepted online through
either BB or Taskstream or both. See the individual assignment information
to determine on which platform to submit your work!
Initial Essay- What is Language? (10 points) Blackboard

We will reflect on this question during our first-class meeting. Your written work must be submitted to BB
during the first week of class. Please retain your comments because you will need to refer to them at the
end of the semester.
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Summary- What I have learned about Language (20 points) Blackboard

This is meant to be a summary of your beliefs about learning and development as it relates to language
and communication. Reflect on what you have learned this semester and write about this. Reread what
you wrote about Language on the first day of class and then reflect on how your percetions have changed
and what you have learned.

Language Observations (3 at 25 points each for a total of 75 points) Blackboard

As we explore the topics of this course you will be expected to observe children engaged in
language/communication settings and describe their activities and behaviors that relate to the topics under
discussion. If you do not have access to developing children or a virtual classroom. Films will be
suggested for your review that will allow you to observe the language of the characters.

Your observations must be related to the population you will be serving. Therefore, if you are a candidate
for the Early Childhood Special Education, Education Specialist Authorization you will observe children in
the birth to 5 population. If you are a candidate for the Mild-Moderate, (M/M) Education Specialist
Authorization, you will observe students with a M/M classification. Similarly, candidates for the Moderate
Severe, (M/S) Education Specialist Authorization will observe students with and M/S classification. M/M
and M/S candidates please attempt to observe students of differing age levels to expand your awareness
of the language needs of the students.

The topics for your 3 initial observations are;

1. Semantic errors (The Peanut Butter Falcon)
2. Syntactical errors (Star Wars- Yoda)
3. Pragmatic use of language and communication to control the environment and Nonverbal language
cues (The Kings Speech, Mozart and the Whale, Rainman)
Send via email to instructor for approval before you upload to BlackBoard

Core Standard 5, 11 M/M, 1,2; M/S #1.3 and ECE #2,4

Language and Learning IEP Goals and Objectives (75 points)

Blackboard and TaskStream

Select a child in your caseload or one who you observed for your observation activities. Given what you
have learned about the child from a review of their file, interviews and their previous work that you may
have had access to for your review, develop goals for language development and specific evidence-based
objectives to meet the goals you set. Use citations from the literature to justify the goals that you suggest.
Additional materials and directions will be provided. Upload to BlackBoard and to TaskStream.
Video case studies will also be provided for those who do not have access to classrooms.

Language Activities (30 points) My email first then BlackBoard

Create 6 one-page descriptions of language improvement/enrichment activities that could be implemented

in your classroom. Of the 5 activities that you develop and describe, at least two of these activities
should indicate ELL strategies. One activity must target the preparation of typical students in
included classrooms, as they develop an understanding of and dealing with peers who use
alternative communication devices and/or present differing abilities. Submit to my email first, upon
approval, upload to the discussion board section in BlackBoard once I have reviewed and replied to your
email with comments and approval to upload.
Activities will be due one week after each language observation is due.

The format for the one-page descriptions will include:

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 1. Activity title
2. Desired Outcome/Goal of the Activity written in measurable terms
3. Appropriate age level
4. Description of activity
5. Steps to accomplish this activity
6. Materials Needed

Core Standard 13,6 M/M, 3,5; M/S #4,6 and ECE #6, 4

Assistive Technology/ Alternative Communication Project (50 points)

Students will develop a review of an assistive technology or alternative communication system. The review
must include sections and provide information on:

Price
Ease of use
Needed equipment
Individuals who may benefit from use of the program or equipment.

Students may choose to do internet/ literature searches to locate assistive technology devises and
incorporate this information in the reviews.

Or students may choose to develop a low-tech communication system using pictures/symbols. If this option
is selected an example of the system developed is required along with a paper explaining the tool and
using citations from the literature to support the usefulness of the tool.

All papers should include citations from the literature and should be written in APA format.
Along with your paper, please develop 3 or 4 Powerpoint slides (PP), that will be shared with the class as
you present your findings.

Midterm (100 points)

The midterm will be available on Blackboard. The exam will be open for 7 days and must be taken in one
sitting.

Course Schedule:

Session Class Content Assignments

Introductions Readings: Martin &
What is Language? Miller 1,2,3
Intro to the field of Language Development
Normal Speech and Language Development, and the impact of
Second Language Acquisition
Week 1 milestones
1/28 http://www.nidcd.nih.gov/health/voice/pages/speechandlanguage.as
px
Discussion of observations and expectations for
your write ups.
Developing Community in a virtual classroom???

Week 2 Week 2 we will continue our discussion of language development Martin & Miller
and follow the material in the Martin & Miller text 1,2,3
2/4 MTSS

8
 Take the IRIS Module at
https://iris.peabody.vanderbilt.edu/module/rti-math/

Then upload a one-page description of your impressions to

Blackboard. Upload responses
Upload your initial impressions. What is language to BB no to BB
Week 3 later than today
2/11
Holiday Language Activities
http://www.edu.gov
Factors Impacting Language Development in Culturally .on.ca/eng/literacyn
And Linguistically Diverse Children umeracy/inspire/res
https://iris.peabody.vanderbilt.edu/resources/iris-resource-locator/ earch/ww_early_lan
http://iris.peabody.vanderbilt.edu/module/ell/challenge/#conten guage.pdf
t=challenge
http://iris.peabody.vanderbilt.edu/module/ell/cwrap/#contentwr http://www.asha.or
ap up g/public/speech/dev
Week 4 elopment/bilingualc
2/18 https://www.teachingchannel.org/videos/multilingual- hildren
classroom-teaching 
https://www.youtub
e.com/watch?
v=9DIuVeuj_wM
Preschool for ELL
children

Readings provided
Factors Impacting Language Development in Culturally Hulme and
And Linguistically Diverse Children Snowling 1
Week 5
2/25 http://www.youtube.com/watch?v=1PK9VOBDZAE
https://www.youtube.com/watch?
v=sVlcr_ORpQk&list=PLCE9E371F4E813F00

Cognitive Disorders and the impact on Language Readings on BB

In groups, develop Semantic language goals and objectives Hulme and
Snowling 2,3
& The interrelationship of language Semantic
Week 6 Language
3/4 IEP Development Observation due
Draft of Semantic
Language
Activities due

Principles of Assessment Martin, Miller Chap

iris.peabody.vanderbilt.edu/module/ell/cr assess/ 7
Week 7 Draft of Semantic
3/11 Concepts of Language Assessment Language
Review of Language Assessment tools Activities due

9
 Week8 Assessment Strategies and Materials Continued Martin, Miller Chap
3/18 7
Developing measurable goals and objectives, Martin & Miller 6
Week 9 using content standards and assessment data Hulme & Snowling
3/25 Developing themes learning activities. Planning productive parties 7/8
SLD, Specific Language Impairment
Observation # 2
Language Activities & Strategies For working with Syntax due today
Week 10 young children.
4/8 Working with Children with ASD/ADD Strategies discussion and
materials Development
Midterm review
Midterm on BlackBoard Draft of Syntax
Week 11
Language
4/15
Activities due
Developing language goals and objectives based on assessment Hume Chapter 6
Week 12 data and content standards Pragmatics
4/22 Discussion of Assistive technology Project Language
Observation due
Language in Children with Developmental TOW-11-7-16-
Disabilities, Alternative Communication Strategies social-skills-for-
students-with-
Week 13 ASD.pdf
4/29 Pragmatics
Language
Activities due

Hearing Impairment and the impact on language learning

Week 14
Other Health Impaired and the impact on Language
5/6
AT Presentations Assistive
Technology
Project Due
Finals Week Hulme & Snowling
Week 15 AT Presentations 9
5/13 Language and
Upload your essay “What I have learned about language” no Learning Goals
later than today and Objectives
Nonverbal
Language
Activities due

“What I have
learned about
language” due

References

Developmental Disorders of Language Learning and Cognition, 2009 Hulme,Charles, Snowling, Margaret
J. Wiley-Blackwell Publisher
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This text may be purchased in hard copy or accessed for free with the link below.
http://0-site.ebrary.com.torofind.csudh.edu/lib/csudh/docDetail.action?docID=10738070 .

Speech and Language Difficulties in the Classroom, Deidre Martin & Carol Miller, 2003 David Fulton
Publishers
http://0-site.ebrary.com.torofind.csudh.edu/lib/csudh/detail.action?docID=10588973

These texts are available free through our online library system

California Content Standards, Frameworks, and Accountability Systems at http://www.cde.ca.gov/ci/

California Social Content Review guaranteeing materials used in P-12 classrooms reflect diversity in
culture, language, ethnicity, and gender orientation at http://www.cde.ca.gov/ci/cr/cf/lc.asp

http://www.nidcd.nih.gov/health/voice/pages/speechandlanguage.aspx

https://www.youtube.com/watch?v=D4YPq4u1b70

https://www.teachingchannel.org/videos/multilingual-classroom-teaching 

http://www.youtube.com/watch?v=1PK9VOBDZAE

https://www.youtube.com/watch?v=sVlcr_ORpQk&list=PLCE9E371F4E813F00

English Language Learners: Is This Child Mislabeled?

iris.peabody.vanderbilt.edu/wp.../IA_Is_This_Child_Mislabled.pdf

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