Language Development and Teaching Methods for Moderate/Severe Disabilities
MEDU-648/EDUC-389

Analyzes the development of language and its interaction with cognitive, socio/emotional development and communication. It will also include understanding the impact of language disorders for individuals with disabilities. In addition, this course addresses interventions in academic and life skills for individuals with moderate/severe needs.

College of Education Mission

The mission of the College of Education is to prepare competent and caring educators who understand students, serve the community and develop professionally to become ethical decision-makers and leaders.

Understanding Students

Understand the impact of early childhood development and communication development on individuals with disabilities.

Serving the Community

Understand how to communicate about the relationship between early development and speech and language disorders and an individual’s disability; how to serve their specific needs.

Finding Our Professional Selves

Candidates will begin to cultivate an attitude of professionalism by exhibiting the following behaviors in addition to intervention strategies: preparedness, neatness, organizational skills, poise, leadership, self-motivation, responsibility, promptness, professional curiosity, and proper oral and written communication skills.

Access to standards referenced in this section can be found HERE

By the conclusion of the course, each participant will be able to do the following:

Outcome 1: Students will understand issues related to early childhood inclusion for children, parents and professionals (IPS 1, 3, 8, 9) (CEC 2, 5, 6, 7)

• Create goals and objectives for professional growth (IPTS 1f 3b 3d 9d) (CEC 6.2, 6.4) 
• Identify challenges related to teaming (IPTS 3f 8f 8g 8j) (CEC 2.1,2.2, 5.1, 7.1, 7.2, 7.3) 

Outcome 2: Students will be able to design modifications made within an early childhood classroom to accommodate young children with disabilities (IPS 1, 3, 5, 7, 9) (CEC 3, 4, 5, 6)

• Describe how to individualize assessment, curriculum and instruction (IPTS 1h 3a 3n 5a 7a 7b) (CEC 3.1, 3.2, 3.3, 4.1, 4.2, 5.1, 5.2) 
• Describe how to use assistive technology as an effective tool to assist and accommodate individual needs (IPTS 1g 3e) (CEC 5.1, 5.2) 
• Understand how to implement research- based strategies to support best practices. (IPTS 2f 9a) (CEC 6.2) 

Outcome 3: Students will investigate young children’s social and emotional development (IPTS 1, 3, 4) (CEC 1, 2,5)

• Develop social story to support social development (IPTS 1b 3c 4g) (CEC 5.1, 5.4, 5.7) 
• Understand how challenging behaviors impact social development (IPTS 1d 4a 4g 4h) (CEC 1.2, 2.3)

Outcome 4: Students will understand how to engage families to support young children’s growth and development (IPTS 1, 8) (CEC 1, 6)

• Describe modifications to be made when working with linguistically and culturally diverse families (IPTS 1e 8d) (CEC 1.1, 1.2) 
• Discuss exemplary parent-teacher communication (IPTS 8a 8h 8k) (CEC 6.3) 

Outcome 5: Students will be able to explain communication theory, language development and the role of language in learning as well as communication modes and patterns of children with and without disabilities. (IPTS 2, 3, 6) (CEC 3, 5)

• Describe language intervention strategies and appropriate uses across age and skill levels (IPTS 2h) (CEC 3.2, 3.3, 5.3, 5.4)
• Describe instructional planning procedures for increasing communication use (IPTS 3e) (CEC 3.3, 5.3, 5.4)

Discussion questions/In class activities

Candidates will deepen their understanding of issues in early childhood special education by actively participate in online discussions, in class activities and reflections

• Course Objectives: 1b, 2a, 2b, 3c, 3b, 4b, 5a
• Standards:
 ITPS 1c, 1e, 2a, 4a, 4g, 8a 8d, 8h, 8k; CEC 1.1, 1.2, 2.1, 3.1, 4.2, 5.1, 6.1, 7.1, 7.2, 7.3

Self-IEP

Candidates will create goals and objectives for their own professional growth.

• Course Objectives: 1a
• Standards: ITPS 1f, 3b, 3d, 9d; CEC 6.2, 6.4

Activity Plan

Candidates will plan an activity suitable for young children in an inclusive classroom focused on supporting a targeted area of development. 


• Course Objectives: 2a, 2c
• Standards: ITPS 3a, 3f, 3n, 5a, 5e; CEC 1.2, 3.1, 3.2, 3.3, 4.1, 5.1

Individual Planning Form

Candidates will practice planning to meet an individual child’s needs.

• Course Objectives: 2a, 2c
• Standards: ITPS 3a, 3f, 3n, 5a, 5e; CEC 1.2, 3.1, 3.2, 3.3, 4.1, 5.1

Social Story

Candidates will review a case study and then write a social story to promote positive social interaction for a young child. 

• Course Objectives: 3a, 3b
• Standards: ITPS 1b, 3c, 4g; CEC 5.1, 5.4, 5.7

Related Service Interview

Candidates will gain insight into the roles related service specialists play in educating children with special needs by interviewing a current school professional working as a related service provider. 

• Course Objectives: 1b
• Standards: ITPS 3f, 8g, 8j; CEC 2.1, 7.1, 7.2, 7.3

Self-IEP Reflection

Candidates will reflect on their progress on their self-IEP from module one.

• Course Objectives: 1a
• Standards: ITPS 3d; CEC 6.2, 6.4

Final Project

Candidates will complete a comprehensive plan to support young children’s language development that includes a case study review, a family newsletter, a five day activity plan and an observation/assessment plan.

• Course Objectives: 4b, 5a, 5b
• Standards: ITPS 1d, 1g, 2h, 3e, 3n, 5a, 5e, 6c; CEC 1.2, 3.1, 3.2, 3.3, 4.1, 5.1, 5.2, 5.3, 5.4

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The University strives to be in compliance with the Americans with Disabilities Act (ADA) and the ADA Amendments Act (ADAAA). A student who requires special accommodations or arrangements due to a disability should contact the Office of Accessibility Services. This contact preferably should occur no later than the first week of classes. Early contact before the semester starts is encouraged to allow sufficient time to provide accommodations. Extra time is needed for some types of accommodations such as sign language interpreters or special text formatting. Should a need arrive after the start of a semester; the student is encouraged to contact the Office of Accessibility Services as soon as possible. Note that accommodations are not retroactive. Each case will be reviewed on an individual basis to determine reasonable and appropriate accommodations.

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