STANDARD 4: Effective Communication and Collaborative Partnerships

The program provides instruction in communicating effectively with (1) individuals with disabilities and their parents, and primary caregivers, (2) general/special education teachers, and co-teachers, related service personnel, and administrators, (3) trans-disciplinary teams including but not limited to multi-tiered intervention, Section 504, IEP/IFSP/ITP. The program provides opportunities for the candidate to establish and work in partnerships to design, implement, and evaluate appropriate, integrated services based on individual student needs. The program informs candidates of the importance of communicating effectively with the business community, public and non-public agencies, to provide the cohesive delivery of services, and bridge transitional stages across the life span for all learners.

Trans- disciplinary teams including but not limited to multi-tiered intervention, Section 504, IEP/IFSP/ITP (see course syllabus for CDDS 257).

Communicating effectively with the business community, public and non-public agencies, to provide the cohesive delivery of services, and bridge transitional stages across the life span for all learners (see course syllabus for CDDS 257, 267).

SLP STANDARD 4
Assessment of Speech and Language Disorders

Each candidate demonstrates competency in the collection of relevant information regarding individuals’ past and present status and family and health history. Candidates exhibit proficiency in a school settingin screening and evaluation, including procedures, techniques, and instrumentation used to assess the speech and language status of children, and the implications of speech/language disorders in an educational setting. Each candidate exhibits in a school setting expertise in the administration of least biased testing techniques and methodologies for assessing the speech and language skills of culturally and linguistically diverse populations (i.e., speakers of second languages and dialects), including a language sample. Candidates demonstrate proficiency in the effective use of interpreters/translators in the assessment of English language learners. Each candidate demonstrates accurate interpretation of test results and makes appropriate referrals for further evaluation or treatment. Candidates demonstrate proficiency in the assessment for and selection of appropriate augmentative and alternative communication systems. Each candidate exhibits knowledge of hearing screening procedures.

Exhibit proficiency in a school setting (see course syllabus CDDS 257).

Exhibit proficiency in a school setting expertise (see course syllabus CDDS 257).

Demonstrate proficiency in the effective use of interpreters/translators in the assessment of English language learners (see course syllabus CDDS 214, 257).

In CDDS 214, Seminar in Language Disorders in Children (Exhibit 1), students learn to apply a well-accepted model of working with interpreters (e.g., Langdon & Chen, 2002).

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