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Courses may be offered in one of the following modalities:

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  • Hybrid/blended courses (30–79 percent of coursework is delivered online.)
  • Online courses (100 percent of coursework is delivered online, either synchronously on a designated day and time or asynchronously as a deadline-driven course.)
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If you are enrolled in courses delivered in traditional or hybrid modalities, you will be expected to attend face-to-face instruction as scheduled.


Language Disorders In Children II (SPH-638)


Semester: Spring 2021
Number: 0878-638-100
Instructor: TBA
Days: Wednesday 2:00 pm - 3:50 pm
Note: Online, Both synchronous and asynchronous
Location: Online
Credits: 3
Status: This Course is Filled to Capacity
Notes:

For majors only

Course Materials: View Text Books
Description:

A description and discussion of a range of developmental disorders in school-age children and adolescents. Specifically, language-learning disabilities and literacy issues are discussed in relation to normal developmental issues and school-based social, academic, and cultural demands. Language assessment techniques, including authentic curriculum-based assessment, and remediation strategies are discussed.

Learning Goals:   PERFORMANCE OUTCOMESUpon completion of the course, students will DEMONSTRATE:• Knowledge about the nature of language-learning disorders in the school-age child (ASHA III-C knowledge of language-learning disorderes – assessed by midterm exam)• Knowledge about the implications of language and meta-language skills for academic success, including the development of literacy (ASHA III-C knowledge about implications of language and meta-language skills – assessed by midterm exam and course grade)• Language assessment of the school-age child (ASHA III-D knowledge of assessment principles assessed by course project; IV-G1 (assessment skills assessed via course project)Theoretically-based language intervention with emphasis on oral and spoken narratives (ASHA III-D knowledge of principles and methods of intervention assessed via course project, III-F evidence-based practice assessed via midterm and class project, IV-G2 intervention skills

*The learning goals displayed here are those for one section of this course as offered in a recent semester, and are provided for the purpose of information only. The exact learning goals for each course section in a specific semester will be stated on the syllabus distributed at the start of the semester, and may differ in wording and emphasis from those shown here.

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