EDSP 602

I. Course Title: Speech-Language Disorders & Development: Birth to Five Years

II. Course Number: EDSP 602

III. Credit Hours: 3 credits

IV. Prerequisites: None

V. Course Description: 

This course provides students with an understanding of speech and language development and intervention methods, including the effects of disabling and at-risk conditions on young children.

VI. Detailed Description of Content of the Course:

Students will be provided with an understanding of speech and language development and intervention methods, including the effects of disabling and at-risk conditions on young children.

Course content includes:

• Developmental stages of language acquisition and communication;
• Cultural and linguistic diversity;
• English learner language acquisition; and
• Use of language to get needs and wants met and use of functional communication for social interaction.

VI. Detailed Description of Conduct of Course:

This course may include a lecture format with class discussion, audio/visual presentations, simulations, audiovisual and web-based technologies, formal and informal writing, case studies, cooperative learning groups, observations and field studies, guest speakers, and student presentations. 

VII. Goals and Objectives of the Course:

Goals, objectives, and assignments address the Virginia Department of Education regulations for preparing educators and the Council for Exceptional Children (CEC) Initial Preparation Standards and Specialty Set Knowledge and Skill Items. Specialty set included in this course covers competencies for Early Childhood Special Education.

In order to gain an understanding of speech and language development and intervention methods, including the effects of disabling and at-risk conditions on young children, this course will prepare each student to:

1. Plan intervention that reflects current theory and research, policy, developmentally appropriate practices, and a family-centered approach.
2. Describe the effect of language delays on cognitive, social-emotional, adaptive, play, temperament, motor development, and behavior.
3. Demonstrate an understanding of cultural variations in language and speech use. 
4. Select an appropriate alternative or augmentative communication system for a child. 
5. Establish communication systems for young children that support self-determination. 
6. Support caregivers to respond to child’s cues and preferences, establish predictable routines and turn taking, and facilitate communicative initiations. 
7. Structure social environments, using peer models and proximity, and responsive adults, to promote interactions among peers, parents, and caregivers. 
8. Use strategies to support and enhance communication skills of individuals with exceptionalities. 
9. Describe normal language development in early childhood.
10. Identify appropriate communication strategies to promote communication development.
11. Discuss the implications of learning English as a second language for a young child.
12. Describe emerging literacy and its relationship to language.

VIII. Assessment Measures:

Assessment measures may include, but are not limited to:

• Exam(s)

• Comprehensive language assessment, including:

• Analyzing utterances and computing mean length of utterance;
• Identifying Brown’s stages of development;
• Writing a report detailing the results of the observation and analysis; and 
• Writing a plan to address the areas that are delayed.

• Topic of interest related to communication and share results

• Lesson plan focusing on developing communication skills using a children’s book

Review and Approval

May 11, 2015

May 5, 2022