University of Northern Colorado School of Special Education. EDSE 653: Speech: Deaf/Hard of Hearing (3 Credits)

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1 University of Northern Colorado School of Special Education EDSE 653: Speech: Deaf/Hard of Hearing (3 Credits) Instructor: John Luckner, Ed. D. Semester: Spring, 2016 Office: McKee Hall 36 Office Phone:(970) address: Office Hours: Online or by appointment. Required Text: Tucker, B.P. (1995). The feel of silence. Philadelphia: Temple University Press. A. COURSE DESCRIPTION Develop knowledge and skills to assess and to teach spoken language to individuals who are deaf or hard of hearing. Attention to appropriate methods, teaching sequences, teaching strategies, and materials. B. PREREQUISITIES EDSE 550; Full admission to PTEP or certification at undergraduate level. C. RELATIONSHIP OF THIS COURSE TO THE PROGRAM KNOWLEDGE BASE The knowledge base of teaching methods and curriculum content of the deaf education teacher preparation program at the University of Northern Colorado is derived from the program standards established by the Council for Exceptional Children and the Colorado Department of Education. The teaching strategies, the curriculum content, and the assessment procedures introduced in this course address the importance of meeting the individual needs of the heterogeneous population of children and youth who are deaf or hard of hearing and their families. D. PROFESSIONAL STANDARDS MET Performance-Based Standards for Colorado Teacher 1.4; 3.1 6; 4.1-3; 5.3 4; 5.7-9; ; 7.2-3; 9.1-3; E. GOALS OF THE COURSE 1. Provide knowledge about the value of spoken language for individuals who are deaf or hard of hearing. 2. Examine models and strategies for promoting the spoken language with individuals who are deaf or hard of hearing. 1

2 3. Provide knowledge of assessment strategies for evaluating the spoken language skills of individuals who are deaf or hard of hearing. 4. Examine resources that can be used to implement spoken language programs for individuals who are deaf or hard of hearing. F. COURSE OBJECTIVES Upon the completion of the course, the student will be able to: 1. Describe the process of speech development. 2. Discuss how speech is produced. 3. Use the International Phonetic Alphabet (IPA). 4. Assess the speech abilities of individuals who are deaf or hard of hearing. 5. Discuss the various approaches for facilitating the development and remediation of speech skills for students who are deaf or hard of hearing. 6. Identify methods and resources for working with families and professionals to help facilitate the development of speech skills for students who are deaf or hard of hearing. 7. Plan a speech program for an individual who is deaf or hard of hearing. 8. Discuss how to implement a speech program for an individual who is deaf or hard of hearing. G. CONTENT OF THE COURSE 1. Speech development of typical hearing children. 2. Speech development of children and youth who are deaf or hard of hearing. 3. The importance of teaching speech to children and youth who are deaf or hard of hearing. 4. Models of teaching speech to children and youth who are deaf or hard of hearing. 5. Assessment of speech of children and youth who are deaf or hard of hearing. 6. Development of goals and objectives for planning a speech program for children and youth who are deaf or hard of hearing. 7. Cochlear implants. 8. Activities for teaching speech to children and youth who are deaf or hard of hearing. 9. Resources for teaching speech to children and youth who are deaf or hard of hearing. 10. Collaborating with families and professionals to improve the speech skills of children and youth who are deaf or hard of hearing. H. COURSE REQUIREMENTS 1. Participation: Your timely contributions using , the discussion blog, and submitting practice activities are essential. 2. Reading: It is imperative that you remain up to date with the assigned readings and actively demonstrate your understanding of the assigned material. 3. International Phonetic Alphabet (IPA) Practice Activities: There are 8 IPA practice activities (1 activity each unit starting in Unit 2 and continuing through Unit 9). 2

3 4. Phonetic and Phonological Levels Assessment and Intervention Plan: Using the procedures discussed in the course and presented in the materials read for class, you will undertake and videotape a phonetic and phonological levels assessment of a student who is deaf or hard of hearing. Using the information gathered, you will establish speech goals and objectives for that student and also provide examples of activities that you would use to promote the development of the student s phonetic and phonologic speech skills. This project needs to be word-processed and the video recording of the assessment process needs to be submitted along with a selfevaluation indicating strengths, concerns, and what you would do differently. The final draft of this project is due March 29, The video can be uploaded to YouTube or Dropbox. You will need to send me the link and the password so I can access it. 5. Recorded Lesson, Lesson Plan and Self-Evaluation for One Speech Lessons: Using the objectives and activities established from the phonetic and phonological level assessment and intervention plan, develop, implement, and record a lesson with the student you work with. Submit the recorded lesson, lesson plans, and a self-evaluation of the lesson/recording indicating strengths, concerns, and what you would do differently. This assignment is due April 19, The video can be uploaded to YouTube or Dropbox. You will need to send me the link and the password so I can access it. 6. Examination: A final examination will serve as one measure of your knowledge and understanding of concepts and principles discussed in the course and in the readings. You are responsible for all materials covered in class, assigned readings, and all handouts provided. The questions will be distributed on April 26, 2016, and your responses need to be submitted no later than 5:00 p.m. Mountain Time on May 3, I. GRADING CRITERIA Participation = 120 points Assessment and Intervention Plan = 100 points Recorded Lesson and Lesson Plan = 80 points Final Examination = 100 points Total = 400 points Grading Scale: = A = A = B = B = B = C = C = C = D = D = D- Below 272 = F 3

4 J. PROFESSIONAL BEHAVIOR AND MAKE-UP POLICY Each assignment is due on the designated date unless previously discussed with the instructor. Any deviations from the stated course requirements also must be discussed and agreed upon with the instructor. Any assignment submitted after the designated date will be considered late. A penalty of ten (10) points will be subtracted from your grade for each day following the specified date. For example, if the assignment is due on Tuesday and you do not submit it until Thursday, a 20-point penalty will be subtracted. K. DISABILITY SUPPORT SERVICES Any student requesting disability accommodation for this class must inform the instructor giving appropriate notice. Students are encouraged to contact Disability Support Services at (970) to certify documentation of disability and to ensure appropriate accommodations are implemented in a timely manner. L. PLAGIARISM AND THE HONOR CODE Plagiarism is the act of appropriating the written, artistic, or musical composition of another, or portions thereof; or the ideas, language, or symbols of the same and passing them off as the product of one's own mind. Plagiarism includes not only the exact duplication of another's work but also the lifting of a substantial or essential portion thereof (UNC definition). Regarding written work in particular, direct quotations, statements which are a result of paraphrasing or summarizing the work of another, and other information which is not considered common knowledge must be cited or acknowledged, usually in the form of a footnote. Quotation marks or a proper form of indentation shall be used to indicate all direct quotes. Regarding class projects, you are not to use as your entire presentation the completed works of faculty members, fully imported websites, or any other body of work in which you are not the author. Of course, with proper referencing, you can import portions of such works and websites to enhance and illustrate your presentation, and you can provide references to these other works for students who have an interest in pursuing a topic further. The UNC Honor Code is below. All members of the University of Northern Colorado community are entrusted with the responsibility to uphold and promote five fundamental values: Honesty, Trust, Respect, Fairness, and Responsibility. These core elements foster an atmosphere, inside and outside of the classroom, which serves as a foundation and guides the UNC community s academic, professional, and personal growth. Endorsement of these core elements by students, faculty, staff, administration, and trustees strengthens the integrity and value of our academic climate. M. COLLEGE OF EDUCATION AND BEHAVIORAL SCIENCES DIVERSITY STATEMENT The College of Education and Behavioral Sciences (CEBS) supports an inclusive learning environment where diversity and individual differences are understood, respected, appreciated and recognized as a source of strength. We expect that students, faculty and staff within CEBS will be accepting of differences and demonstrate diligence in understanding how other peoples perspectives, behaviors, and world views may be different from their 4

5 own. Furthermore, as stated by UNC, The University will not engage in unlawful discrimination in educational services against any person because of race, religion, gender, age, national origin, disability, or veteran status. It is the University s policy to prohibit discrimination in educational services on the basis of sexual orientation or political affiliation. N. ADDITIONAL RESOURCES Anderson, K. L., & Arnoldi, K. A. (2011). Building skills for success in the fast-paced classroom: Optimizing achievement for students with hearing loss. Hillsboro, OR: Butte Publications, Inc. Bharadwaj, S. V., & Assmann, P. F. (2013). Vowel production in children with cochlear implants: Implications for evaluating disordered speech. The Volta Review, 113(2), Blamey, P. J. (2003). Development of spoken language by deaf children. In M. Marschark and P. E. Spencer (Eds.). Oxford Handbook of Deaf Studies, Language, and Education (pp ). New York: Oxford University Press, Inc. Brooks, B. M. (2002). My baby & me: A book about teaching your child to talk. St. Louis, MO: The Moog Center for Deaf Education. Calvert, D. (1986). Speech in perspective. In D. Luterman (Ed.), Deafness in perspective (pp ). San Diego: College-Hill Press. Calvert, D. R. & Silverman, S. R. (1983). Speech and deafness. Washington, D.C.: Alexander Graham Bell Association for the Deaf. Chute, P., & Nevins, M. E. (2006). School professionals working with children with cochlear implants. San Diego: Plural Publishing Inc. Clarke School for the Deaf (1995). Speech development and improvement. Northampton, MA: Author. Cole, E. B. (1992). Promoting emerging speech in birth to 3 year-old hearing-impaired children. The Volta Review, 94(5), Cole, E. B. & Flexer, C. (2007). Children with hearing loss developing listening and talking: Birth to six. San Diego, CA: Plural Publishing Inc. Desjardin, J. L., Eisenberg, L. S., & Hodapp, R. M. (2006). Sound beginnings: Supporting families of young deaf children with cochlear implants. Infants & Young Children, 19(3), Dornan, D., Hickson, L., Murdoch, B., Houston, T., & Constantinescu, G. (2010). Is auditory- 5

6 verbal therapy effective for children with hearing loss? The Volta Review, 110 (3), Dolman, D. (2000). To construct meaning from print: Developing phonological awareness in profoundly deaf children. Odyssey: New Directions in Deaf Education, 2(1), Dunn, C., & Newton, L. (1986). A comprehensive model for speech development in hearingimpaired children. Topics in Language Disorders, 6(3), Easterbrooks, S. R. (2002). Annotated bibliography of cochlear implant research and publications. Communication Disorders Quarterly, 24(1), Easterbrooks, S. R., & Estes, E. L. (2007). Helping deaf and hard of hearing students to use spoken language. Thousand Oaks, CA: Corwin Press. Edwards, H. T. (1997). Applied phonetics: The sounds of American English (2 nd ed). San Diego: Singular Publishing Group, Inc. Eriks-Brophy, A., Gibson, S., & Tucker, S. (2013). Articulatory error patterns and phonological process use of preschool children with and without hearing loss. The Volta Review, 113(2), Ertmer, D. J. (2002). Technological innovations and intervention practices for children with cochlear implants. Language, Speech, and Hearing Services in Schools, 33, Ertmer, D. J., Leonard, J. S., & Pachuilo, M. L. (2002). Communication intervention for children with cochlear implants: Two case studies. Language, Speech, and Hearing Services in Schools, 33, Ertmer, D. J. (2008). The conditioned assessment of speech production (CASP): A tool for evaluating auditory-guided speech development in young children with hearing loss. The Volta Review, 108(1), Ertmer, D. J., Young, N., Grohne, K., Mellon, J. A., Johnson, C., Corbett, K., & Saindon, K. (2002). Vocal development in young children with cochlear implants: Profiles and implications for intervention. Language, Speech, and Hearing Services in Schools, 33, Estabrooks, W. (Ed.). (2006). Auditory-verbal therapy and practice. Washington, DC: Alexander Graham Bell Association for the Deaf and Hard of Hearing. Fairgray, E., Purdy, S. C., & Smart, J. L. (2010). Effects of auditory-verbal therapy for schoolaged children with hearing loss: An exploratory study. The Volta Review, 110(3),

7 Flipsen, P. (2011). Examining speech sound acquisition for children with cochlear implants using the GFTA-2. The Volta Review, 111(1), Gaty, J. C. (1992). Teaching speech to hearing-impaired children. The Volta Review, 94(5), Geers, A. E., (2002). Factors affecting the development of speech, language, and literacy in children with early cochlear implants. Language, Speech, and Hearing Services in Schools, 33, Geers, A. E. (2006). Spoken language and children with cochlear implants. In P.E. Spencer and M. Marshark (Eds.). Advances in spoken language development of deaf and hard-ofhearing children (pp ). New York: Oxford University Press. Graney, S. (1998). Where does speech fit in? Spoken English in a bilingual context. Washington, D.C., Gallaudet University, Pre-College National Mission Programs. ( Hanks, J. & Luckner, J. L. (2010). Speech assessment system: Deaf/Hard of Hearing. Hillsboro, OR: Butte Publications, Inc. Head, J., Lang, M., & Stern, V. (1991). Speaking and listening behaviors of hearingimpaired adolescents. In O. Cohen & G. Long (Eds.), Selected issues in adolescence and deafness, (pp ). Washington, D.C.: Alexander Graham Bell Association for the Deaf. Johnson, C. D. & Seaton, J. B. (2012). Educational audiology handbook (2 nd ed.). Clifton Park, NY: Delmar, Cengage Learning. Kent, R. D. (1997). The speech sciences. San Diego: Singular Publishing Group, Inc. Kewley-Port, D. (1994). Speech technology and speech training for the hearing impaired. Journal of the Academy of Rehabilitative Audiology, 27, Klein, D. H. (2011). Spoken communication for students who are deaf or hard of hearing: A multidisciplinary approach (2 nd ed.). Butte Publications, Inc. Hillsboro, OR. Ling, D. (1976). Speech and the hearing-impaired child: Theory and practice. Washington, D.C.: Alexander Graham Bell Association for the Deaf. Ling, D. (1978). Teacher/clinician s planbook and guide to the development of speech skills.washington, D.C.: Alexander Graham Bell Association for the Deaf. Ling, D. (1988). Foundations of spoken language for hearing impaired children. Washington, D.C.: Alexander Graham Bell Association for the deaf. 7

8 Luetke-Stahlman, B. & Luckner, J. L. (1991). Effectively educating students with hearing impairments. New York: Longman. Maxwell, M.M. (1989). A signing deaf child s use of speech. Sign Language Studies, 62, Moeller, M. P., Coufal, K. L., & Hixson, P. K. (1990). The efficacy of speech-language pathology intervention: Hearing-impaired children. Seminars in Speech and Language, 11(4), Montag, J. L., Aubuchon, A. M., Pisoni, D. B., & Kronenberger, W. E. (2014). Speech intelligibility in deaf children after long-term cochlear implant use. Journal of Speech, Language, & Hearing Research, 57, doi: /2014_JSLHR-H Moog, J. S. & Geers, A. E. (1991). Educational management of children with cochlear implants. American Annals of the Deaf, 136(2), Moog, J. S., Stein, K. K., Biedenstein, J. J., & Gustus, C. H. (2003). Teaching activities for children who are deaf and hard of hearing: A practical guide for teachers. St. Louis, MO: The Moog Center for Deaf Education. Moore, J. A., & Teagle, H. F. B. (2002). An introduction to cochlear implant technology, activation, and programming. Language, Speech, and Hearing Services in Schools, 33, Nelson, N. W., & Crumpton, T. (2015). Reading, writing and spoken language assessment profiles for students who are deaf and hard of hearing compared with students with language learning disabilities. Topics in Language Disorders, 35(2), doi: /TLD Nussbaum, D., Waddy-Smith, B., & Doyle, J. (2012). Students who are deaf and hard of hearing and use sign language: Considerations and strategies for developing spoken language and literacy. Seminars in Speech and Language, 33(4), Opitz, M.F. (2000). Rhymes & reasons: Literature and language play for phonological awareness. Portsmouth, NH: Heinemann. Otis-Wilborn, A. (1992). Developing oral communication in students with hearing impairments: Whose responsibility? Language, Speech, and Hearing Services in Schools, 23(1), Perigoe, C. B. (1992). Strategies for the remediation of speech of hearing-impaired children. The Volta Review, 94(5), Perrusse, M., Bernstein, A., & Ling Philips, A. (1992). Incorporating speech 8

9 development into an educational program. The Volta Review, 94(5), Plant, G. (1998). Step by step: The foundations of intelligible speech. Somerville, MA: The Hearing Rehabilitation foundation. Robertson, L. (2014). Literacy and deafness: Listening and spoken language. San Diego, CA: Plural Publishing. Schuyler, V. S., Rushmer, N., Arpan, R., Melum, A., Sowers, J., & Kennedy, N. (1985). Parent-infant communication: A program of clinical and home training for parents and hearing-impaired infants. Portland, OR: Infant Hearing Resource. Simser, J. I. (1993). Auditory-verbal intervention: Infants and toddlers. The Volta Review, 95(3), Spencer, L. J. & Tomblin, J. B. (2006). Speech production and spoken language development of children using Total Communication. In P. E. Spencer & M. Marshark (Eds.). Advances in spoken language development of deaf and hard-of-hearing children (pp ). New York: Oxford University Press. Spencer, P. E., & Marschark, M. (Eds.). (2006). Advances in spoken language development of deaf and hard-of-hearing children. New York: Oxford University Press. Stark, R.E. (1991). Speech-language habilitation of hearing impaired children: Basis for assessment and training. The American journal of Otology, 12, Supplement, Stevens, K.N. (1992). Theoretical aspects of speech production. The Volta Review, 94(5), Teagle, H. F. B. & Moore, J. A. (2002). School-based services for children with cochlear implants. Language, Speech, and Hearing Services in Schools, 33, Tobey, E. A., Rekart, D., Buckley, K., & Geers, A. E. (2004). Mode of communication and classroom placement impact on speech intelligibility. Archives of Otolaryngology Head & Neck Surgery, 130, Waling, S. & Harrison, W. (1987). A speech guide for teachers and clinicians of hearing impaired children. Tucson: Communication Skill Builders. Wallace, V., Menn, L., & Yoshinaga-Itano, C. (2000). Is babble the gateway to speech for all children? A longitudinal study of children who are deaf or hard of hearing. The Volta Review, 100(5) (monograph), Whitehead, B. H., & Barefoot, S. M. (1992). Improving speech production with adolescents and adults. The Volta Review, 94(5),

10 Wiggin, M., Sedey, A. L., Awad, R., Bogle, J. M., & Yoshinaga-Itano, C. (2013). Emergence of consonants in young children with hearing loss. The Volta Review, 113(2), Wilkes, E. M. (1999). Cottage acquisition scales for listening, language & speech. San Antonio, TX: Sunshine Cottage School for Deaf Children. Yoshinaga-Itano, C. (2000). Development of audition and speech: Implications for early intervention with infants who are deaf or hard of hearing. The Volta Review, 100(5) (monograph), Yoshinaga-Itano, C. (2006). Early identification, communication modality, and the development of speech and spoken language skills: Patterns and considerations. In P.E. Spencer and M. Marshark (Eds.). Advances in spoken language development of deaf and hard-ofhearing children (pp ). New York: Oxford University Press. Yoshinaga-Itano, C. & Sedey, A. (2000). Early speech development in children who are deaf or hard of hearing: Interrelationship with language and hearing. The Volta Review, 100(5) (monograph),