Standard 11: Typical and Atypical Development

The program prepares candidates to demonstrate comprehensive knowledge of typical and atypical human development from the prenatal stage through adulthood including knowledge of developmental stages and their implications for learning. Candidates will demonstrate comprehensive knowledge of atypical development associated with various disabilities and risk conditions (e.g. visual impairment, autism spectrum disorders, cerebral palsy), resilience and protective factors (e.g. attachment, temperament), and their implications for learning. Candidates will recognize the potential influence of varying cultural factors and practices on development. Candidates will demonstrate skills required to provide information to family members regarding typical developmental expectations as well as the impact of the disability on developmental progress. Candidates will demonstrate skills required to ensure that the intervention and/or instructional environment are appropriate to the student’s chronological age, developmental differences, and disability-specific needs.

Candidates demonstrate knowledge of typical and atypical development through reading, discussions and study guides for the CDDS 114 Education of Exceptional Children.  Specific topics include each disability category of the Individuals with Disabilities Education Act (IDEA), laws governing Special Education, cultural and linguistic diversity, early intervention, and transition planning.  CDDS 95 Speech and Language Development provides candidates in-depth knowledge of typical and typical development of speech and language.  Candidates demonstrate comprehensive knowledge of typical and atypical human development from the prenatal stage through adulthood including knowledge of developmental stages and their implications for learning in CI 171.  Differentiated instruction in a general education setting is presented in CI 171: Understanding the Learner, Instructional Design, and Assessment.  Candidate skills in sharing information with parents is demonstrated through in-class assignments in CDDS 201 Interviewing and Counseling in Communicative Sciences and Disorders and CDDS 202 Aural rehabilitation.  Candidates will develop a differentiated theme unit for deaf and hard of hearing students in CDDS 264.  Applying knowledge of typical and atypical behavior to appropriate intervention and instruction is demonstrated in CDDS 260 Clinical Practicum, CDDS 258 Student Teaching: Deaf and Hard of Hearing and CDDS 268 Externship with Deaf Children and Youth.