EDSP 557 ` DHH: AUDITORY-VERBAL PRINCIPLES (3 units) Onsite

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1 EDSP 557 ` DHH: AUDITORY-VERBAL PRINCIPLES (3 units) Onsite Fall 2009 Instructor: Mary McGinnis, Cand PhD, LSLS Cert AVT Class Hours: Thursdays 1:30-5:00; September 3-December 10, 2009 Final Exam: Monday December 14, 2009 Office Hours: By appointment JTC Voice: x225 Home/Message: JTC Fax: Home Fax: JTC TDD: Cell Phone: JTC mmcginnis@jtc.org Home mdmcginnis@aol.com COURSE DESCRIPTION This course provides an introduction to Auditory-Verbal theory and methods in developing and remediating speech and auditory skills in individuals with hearing loss from birth to age 21. The candidate will be able to assess and teach speech perception and speech production through knowledge of the acoustic basis of speech. The Ling method of teaching speech forms the basis for the theoretical concepts and practical speech teaching strategies. Fieldwork: A fieldwork commitment of approximately 10 hours is required in order to complete the assignments and meet the performance-based competencies for this course. REQUIRED TEXTS AND SUPPLIES Ling, D Speech and the hearing-impaired child. Washington, D.C.: A.G. Bell Assoc. Ling, D Foundations of spoken language for hearing-impaired children. Washington, DC: A.G. Bell Association. Ling, D. and North, S Ling speech cards. Washington, D.C.: A.G. Bell Association. Ling, A Schedules of development in audition, speech, language, and communication for hearing-impaired infants and their parents. Washington, D.C.: A.G. Bell Association. Stein, D., Benner, G., Hoversten, G., McGinnis, M., Thies, T Auditory skills curriculum. Portland, Oregon: Foreworks.

2 Speech Notebook Personal earmold, stethoscope, earmold blower, battery tester, penlight in a suitable box COURSE OBJECTIVES (California Credential Standards for Level I are listed in parentheses) In order to pass to the spring semester AVT Practicum, students must be able to meet the following objectives and complete this class with a grade of at least a B. Outcome I: Academic Excellence & Critical Inquiry and Reflection Demonstrate knowledge of how to represent content accurately and competently by effectively applying strategies and techniques in the area of Auditory-Verbal principles and practices. Engage in reflective activities, critically analyze one s own practice, and apply higher-order thinking skills to a wide variety of investigative pursuits. 1. Describe speech acquisition for a hearing child and a child with a hearing loss, from infant vocalizations to mastery (17, 23). 2. Using speech acoustics principles, explain the speech perception capabilities of children with different degrees of hearing loss, and the influence of audiological management on children s speech perception (17). 3. Determine whether auditory devices are optimal for speech development, using Everything Audiogram (17). 4. Demonstrate skill in monitoring and troubleshooting techniques for auditory devices, using principles of speech acoustics (17). 5. List Ling's seven stages of phonetic and phonologic speech acquisition (17, 23). 6. List typical voice quality errors of deaf children's speech, including those with multiple challenges, including autism spectrum disorders, their causes and their remediation (17, 12, 23). 7. Transcribe speech using IPA symbols with 90% accuracy (17). 8. Demonstrate knowledge of speech teaching strategies by choosing appropriate sense modality (audition, vision, taction) for teaching each speech target (17). 9. Demonstrate formal and informal teaching of speech targets, from elicitation through phonetic to phonologic subskills (17). 10. Compare and contrast available auditory skills curricula, e.g., ASIPS, DASL, SPICE, CHATS, WASP, etc. (17). 11. Incorporate strategies to support English Language Learners. (CCTC 7A (a)) 12. Demonstrate skills that promote phonemic awareness, spelling patterns, sound/symbol codes and phonological and morphological structure of English (CCTC 7A (d)). Outcome II: Community & Service Demonstrate the ability to create and support collaborative learning communities in their professional fields of practice. Bridge theory and practiced by experiencing various dimensions of the community through active service engagements. 1. Demonstrate skill in developing individualized instructional plans, materials and reports in speech and auditory skills, based on comprehensive assessments, which are responsive to the students assessed levels of English proficiency. (CCTC 13 (b)). (CCTC 15, 16 17, 24, 25, 26, 27, 28) EDSP Mary D. McGinnis, Instructor Fall 2008 Page: 2

3 2. Design an inservice module on the Ling method of teaching spoken language (15, 16, 17, 24, 25, 26, 27, 28). Outcome III: Ethics, Values, and Diversity Understand and adhere to the values and ethical codes of the university, of schools they work in, and of their professional organizations. Create inclusive, unified, caring, and democratic learning communities that value all individuals, regardless of background or ability, and equitably support their learning and development. 1. Demonstrate understanding and respect in planning for, assessing, and working with families and their children from diverse cultural/linguistic backgrounds (7). 2. Demonstrate the ability to use auditory learning not as an activity for its own sake, but as a means for interpreting speech and language in a meaningful, communicative situation (17). 3. Demonstrate the ability to use a child s residual auditory capabilities, however limited, as well as vision and touch, as appropriate, in developing a child s speech and language (17). Course Topics The following are a list of the potential course topics based on the CCTC requirements for a Level I Education Specialist Credential being met by this course. In addition to state and professional standards, the topics in this course will reflect changes in federal and state regulations and recent research published in the field. --Properties of sound (speech acoustics, formants), vocal tract anatomy & physiology --Auditory skills development, speech perception and sense modalities, characteristics and -categorization of phonemes, IPA --Auditory abilities of children with hearing loss, listening with a cochlear implant vs. hearing aid, the Ling Six Sound Test & implications for speech perception --Children's speech development, Ling's Seven Stages of Speech Development,approaches to teaching auditory skills --Informal auditory learning and vocal play, suprasegmentals and vocalization --Assessing auditory skills --Auditory-verbal therapy --Assessing speech --Speech teaching and auditory learning in structured settings --Suprasegmentals --Teaching vowels and diphthongs --Teaching consonants by manner --Teaching consonants by place --Teaching voiced-voiceless distinctions and consonant blends ASSIGNMENTS and GRADING WEIGHTS (Assigned projects are described in separate handouts) 1. Transcription, Summary Reflections, Quizzes, Homework, Class Preparation 10% of grade 2. Vocal Play Book/Song Book 10% of grade 3. Midterm Exam 20% of grade 4. Speech Targets Presentation 15% of grade 5. Auditory & Speech Assessments, Report, Lesson Plans 25% of grade 6. Final Exam (Centerpiece Artifact) 20% of grade 100% EDSP Mary D. McGinnis, Instructor Fall 2008 Page: 3

4 OTHER REQUIREMENTS 1. Attendance is required, and is included as a grade in class preparation. If a Summary/Reflection assignment has not been done by the beginning of class, the student will be allowed to participate in group work, but will not receive a grade for the group work. The Summary/Reflection must still be done, but will receive a grade one level lower because it is late. Students are responsible for class content even when they are not in attendance--for whatever reason. Students must communicate their whereabouts immediately and directly to the instructor by phone if absent for any reason. 2. Students must be prepared for class, or their class participation grade will suffer. Readings are to be read and studied before each class, and summarized and reflected upon on the Summary/Reflections. Questions and answers from students are required in class. Textbooks must be brought to each class. 3. All work must be word processed on a computer. Child activities may be printed very neatly by hand. If they are not legible, I can t grade them. 4. Assignments must be handed in on due date. Late work will lose one grade per day of lateness. 5. Assignments may be redone, but only with instructor's prior approval. The two grades will be averaged. 6. If the instructor approves taking a make-up test, it will be a more difficult test than the original, and the two grades for the two tests will be averaged. 7. The final project will cover all of the course content, and will include material from readings, class discussions, student questions, handouts, lectures, demonstrations, observations, videos, etc. That includes everything that is said and done and seen in class, as well as outside assignments and observations. EDSP Mary D. McGinnis, Instructor Fall 2008 Page: 4

5 CLASS SCHEDULE, TOPICS, & READINGS Date Topics Readings 1 Sep 3 Introduction, overview, assignments Speech perception and sense modalities: We speak what we hear 2 Sep 10 Speech perception and sense modalities: We speak what we hear Children's speech development, including English Language Learners Ling's seven stages of speech development Green Ling: pp Speech production Video: Acoustics, Audition, and Speech (captioned, 45 min) Green Ling: pp Speech perception White Ling: pp Speech perception: Auditory Video: The Detection Factor (not captioned, 45 minutes) 3 Sep 17 History of Auditory-Verbal approach Development of an auditory function using A-V approach Green Ling: pp Speech perception/production White Ling: pp Speech perception DUE: Notebook & Labeled Dividers 4 Sep 24 The Auditory Skills Curriculum Assessing auditory skills (ASIPS, TAC, ESP, etc.) Auditory Skills Curriculum: pp & A1-A19 Ling Schedules of Development: pp (assessment) 5 Oct 1 Teaching order of speech targets Green Ling: pp Acquisition/Teaching order of speech targets White Ling: pp Speech aspects of spoken language 6 Oct 8 Carol Flexer s all day course 8:30-4:30 7 Oct 15 Midterm Exam Assessing speech Green Ling: pp Speech evaluation & teaching order White Ling: pp Speech evaluation & modality choice Video: Phonetic Level Evaluation (Ling & children) Video: Phonetic Level Evaluation (Elizabeth/Carissa) DUE: TAC on two adults EDSP Mary D. McGinnis, Instructor Fall 2008 Page: 5

6 8 Oct 22 Suprasegmentals and vocalization Informal speech teaching/vocal play Green Ling: pp Breath & voice targets/strategies White Ling: pp Breath & voice patterns Video: Phonetic Level Teaching Strategies DUE: PLE on two adults 9 Oct 29 Teaching vowels and diphthongs Green Ling: pp Vowels/diphthongs, consonant acoustics White Ling: pp Vowels/diphthongs Video: Phonologic Level Evaluation 10 Nov 5 Teaching consonants by manner Green Ling: pp Consonants by manner White Ling: pp Consonants by manner 11 Nov 12 Teaching consonants by place Green Ling: pp Consonants by place White Ling: pp Consonants by place 12 Nov 19 Teaching voiced-voiceless distinctions & consonant blends Green Ling: pp Voicedvoiceless consonants & blends White Ling: pp Voicedvoiceless consonants & blends DUE: Individual Rehearsals of Speech Targets Presentations Nov 26 NO CLASS 12:30 Dismissal for Thanksgiving 13 Dec 3 Group Presentation of Speech Targets 14 Dec 10 Review for Final Dec 14 FINAL EXAM (MONDAY) Jan 4 CLASSES RESUME in 2010 EDSP Mary D. McGinnis, Instructor Fall 2008 Page: 6

7 VOCAL PLAY BOOK, SONG BOOK 10% of grade Objectives: To create materials to help the preschool child develop speech skills: a. Vocalizing freely and on demand b. Control of suprasegmental patterns c. Producing vowels and diphthongs with voice control d. Producing consonants To demonstrate ability to create age-appropriate materials for young children NOTE: These materials will be used in Auditory-Verbal Therapy Lab uring the spring semester. Procedure: 1. Gather information, patterns, and ideas from any source to create a vocal play kit, consisting of a vocal play book and a songbook. Ideas should be based on frequently-used vowel and consonant sounds, paired with familiar objects/toys in the child's environment. The Learning to Listen Sounds list is an excellent base from which to choose. A written plan must be turned in for my approval before you spend time making the book. 2. Construct a vocal play book of at least 10 pages/activities. Each page must be interactive. Things that move, or that the child touches or manipulates in some way are very motivating. Use as many types of action/movement as possible (e.g., using all brads or all velcro is not as motivating as using some brads, some velcro, some flaps, some elastic, etc.). 3. The book should be constructed as sturdily as possible, using heavy cardboard or cloth, so that real children can use it for a long time to come. Protecting it properly with contact paper or lamination preserves it. Use fasteners that are sturdy as well, such as shoelaces through holes, or spiral binding available at Kinko's, or metal rings. Metal rings allow you to add pages. Make certain that all parts are tested for safe use by preschool children (no sharp objects or small objects that can be removed and ingested, etc.). 4. The book should be colorful and exciting to preschool children, and big enough to have large, clear pictures that are easily seen for use in a class grouping (e.g., 8.5 x 11). The book should not be so big that a small child might need adult assistance to hold it. 5. Along with the vocal play book, create a song book of songs and fingerplays (at least 10 songs/fingerplays, 8.5 x 11 approximate size). Memorize the melody and gestures of each song in preparation for a pop quiz. You may xerox songs/music and words and pictures, if you choose, as long as you know each song well. Songs/fingerplays should be chosen that are appropriate for infants and preschoolers (e.g., "Pat-a-Cake," "I'm a Little Tea Pot." Use clip art, stickers, or drawn pictures on each song to help the child identify it. Your list must be written and given to me for approval before you begin work on the book. EDSP Mary D. McGinnis, Instructor Fall 2008 Page: 7

8 SPEECH TARGETS PRESENTATION 15% of grade Objectives: To demonstrate knowledge of speech targets and subskills To demonstrate ability to teach targets developmentally and remedially To demonstrate ability to use different sense modalities appropriately Procedure: 1. With a partner, research the assigned speech targets, using all Ling resources (speech cards, books, videos, notes, etc.). Study the Ling videos carefully to review the techniques and strategies used to teach each target. 2. Each target will be word-processed in the Speech Sheet format, available on the computer. Use the IPA fonts. Make enough copies so the completed Speech Sheets can be handed out to the class during the presentation. 3. Each team will demonstrate teaching its targets in an oral presentation. 4. Each member will take turns acting as teacher, and then student, so each student gets a chance to demonstrate knowledge of teaching targets and strategies. 5. The team will demonstrate how the phoneme is elicited, using various strategies, specifying the sense modality that is appropriate for various kinds of hearing loss. Materials needed for elicitation are required, if a target calls for them (e.g., feather, tissue, etc.). 6. The team will demonstrate how the subskills for each target are taught, specifying the vowel contexts that are used to generalize the sound to all vowels. Subskills include: Elicitation strategies Rapid repetition Alternation (using the Vowel Wheel for various vowel contexts) Alternation with pitch Phonologic transfer 7. The team will specify words/phrases and activities with appropriate props and materials that may be used to carry the phoneme over into phonologic contexts. Real toys or props for phonologic targets are encouraged, but not required, as long as they are listed on the speech sheet. EDSP Mary D. McGinnis, Instructor Fall 2008 Page: 8

9 AUDITORY AND SPEECH ASSESSMENT/PLAN 25% of grade Objectives: To become familiar with performing auditory and speech assessments To demonstrate ability to write a comprehensive IEP and professional report To demonstrate ability to plan assessment-based, goal-directed activities To demonstrate knowledge of materials that reflect cultural diversity, strategies to support English Language Learners, phonological and morphological structure of English, linguistic development and first and second language development. Procedures: 1. The class will divide up the assessments, including the device check and listening check, JTC Oral-Motor Screening, Phonetic Level Evaluation, and Test of Auditory Comprehension. Mark your Six Sound Record Sheet based on the child s performance. 2. Copy the child's audiogram for your report, and determine from the audiogram what the child should be able to hear, using the Everything Audiogram. 3. Assess the child s listening skills using the Test of Auditory Comprehension. Fill out the score sheet based on the child s performance. 4. Perform the JTC Oral-Motor Screening and the Ling Phonetic Level Evaluation (PLE). Fill out the JTC Oral-Motor Screening and PLE based on the child s performance. 5. Based on your evaluation, write goals in the four strands of the Auditory Skills Curriculum. 6. Based on your evaluation, write phonetic/phonologic goals for the child. 7. Write lesson plans for one week to teach the child the auditory goals in a structured setting. Use the blank lesson plan form in the Auditory Skills Curriculum. 8. Write lesson plans (Speech Sheets) to teach speech goals in a structured setting. 9. In a paragraph, describe 4 activities showing how you would generalize/carryover the auditory/speech goals from the structured setting to unstructured classroom situations. 10. Report will consist of the following: a. Written report: Summary (short paragraphs) of the information below: Equipment check: Procedures performed, results, and implications Six-Sound Test: Procedures performed, results, and implications Aided and unaided audiogram: Implications for the child s speech & auditory skills Auditory perceptual capabilities: Based on Everything Audiogram Speech and auditory assessments: Procedures/results/implications of results Auditory goals: Structured lesson plans for one week in the four strands of ASIPS Speech goals: Structured lesson plans (Speech Sheets) on 4-6 targets Generalizing Goals: Activities to generalize goals to classroom situations b. Assessment scoring forms: Filled out completely (Six Sound Record Sheet, JTC Oral-Motor Screening, PLE, TAC) EDSP Mary D. McGinnis, Instructor Fall 2008 Page: 9

10 COURSE ORIENTATION The fall course, Auditory-Verbal Principles of Teaching Speech and Auditory Skills to Individuals Who are Deaf and Hard-of-Hearing, together with the summer course, Foundations of Speech, and the spring course, Auditory-Verbal Therapy Practicum, provide the student with the theories and practices used to teach speech and auditory skills through the Auditory-Verbal approach. The theories and practices presented in the course are based largely on the methods of Dr. Daniel Ling, as well as on the Auditory Skills Curriculum (Stein, Benner, Hoversten, McGinnis, & Thies, 1979). All three courses, along with the other courses in the John Tracy Clinic/University of San Diego Master s and Credential Program prepare the graduate student to enter into a mentoring relationship in order to become a Listening and Spoken Language Specialist, either as a Certified Auditory-Verbal Therapist (LSLS Cert AVT) or a Certified Auditory-Verbal Educator (LSLS Cert AVEd). The fall course, even though it concerns speech and auditory skills theory, is also a very practical course, in that the student learns specific strategies for teaching each aspect of speech, and each auditory skill. To learn these strategies, it is necessary for the student to acquire certain prerequisite information first: Stages of speech acquisition in hearing children Stages of speech acquisition in children with hearing loss Common speech problems of children with hearing loss Speech acoustics: International Phonetic Alphabet, phoneme classification, formants Speech perception abilities of children with various hearing losses Selection, monitoring, troubleshooting of devices specifically related to speech acoustics Stages of auditory processing and auditory development in children with hearing loss Speech assessment techniques: standardized/criterion-referenced, formal/informal, phonetic/phonologic Speech teaching strategies (auditory, visual, and tactile) Responsibilities of the Teacher of the Deaf Some teachers of the deaf will be expected to be directly responsible for the teaching of speech goals in their future job placements, while some will not. Because the majority of children with hearing losses are in the mainstream, the majority of teachers of the deaf serve as itinerant teachers. Itinerant teachers often serve as case managers, coordinating the audiological and speech/language needs for the child. At a minimum, teachers in the classroom must be capable of interfacing with speech pathologists and audiologists, particularly if these professionals serve children using the consultative model in the classroom. Should the student go on for further study to become a Certified Auditory-Verbal Therapist, teaching speech will be one of their primary responsibilities. The Speech Teaching Team The teacher/therapist must be able to serve on the speech teaching team, along with the speech pathologist and any speech teaching aides. As a team member, the teacher will participate in helping the speech pathologist choose goals, based on children s phonologic speech use in various contexts. She will also be responsible for carrying the speech practice over to the classroom, and helping the child transfer phonetic speech to phonologic speech. EDSP Mary D. McGinnis, Instructor Fall 2008 Page: 10

11 The Audiological Team As a member of the audiological team, the teacher/therapist must be able to monitor the child s auditory devices on a daily basis, and troubleshoot them, if necessary, since few schools have the luxury of having an audiologist available daily. The teacher/therapist must be able to evaluate how a child is functioning with his auditory devices, and be able to transmit this information to the school audiologist and the child s private audiologist. To allow better communication among team members, then, the teacher/therapist must be familiar with the various philosophies, terminology, and methods that the speech pathologist and audiologist use. Audition The philosophy and methods used to teach speech are based on the premise that audition is the easiest and most effective way to teach speech to deaf children. To that end, the student learns how to maximize a child s residual hearing for teaching speech perception and production. For those sounds that a child cannot hear, the student learns to use the child s visual and tactile senses. Speech Teaching Preparation During the course, students will create materials helpful in teaching speech goals, that is, Speech Target Sheets. The Speech Target Sheets guide the student through all the subskills and strategies necessary to teach each speech aspect. The student will also be working with a child to learn how to assess speech and auditory skills, how to write a professionally written report on the assessments, and how to plan and implement lessons on speech and auditory goals. These skills will help the student write effective IEP goals, whether the teacher is an Auditory-Verbal Educator in the classroom, an itinerant teacher, or an Auditory-Verbal Therapist. Parent Choice While the focus of this course is on teaching speech and auditory skills to children with hearing losses, it is not the philosophy of either the instructor or the John Tracy Clinic to determine what communication methodology parents should choose for their child. The choice of methodology is always the parents prerogative. The teacher is not taught how to teach speech and auditory skills so that she may force her opinions or methods on parents, but rather as a way to be able to offer parents options. EDSP Mary D. McGinnis, Instructor Fall 2008 Page: 11

12 USD Policy Statements Academic Integrity All members of the University community share the responsibility for maintaining an environment of academic integrity since academic dishonesty is a threat to the University. Acts of academic dishonesty include: a) unauthorized assistance on an examination; b) falsification or invention of data; c) unauthorized collaboration on an academic exercise; d) plagiarism; e) misappropriation of resource materials; f) any unauthorized access of an instructor s files or computer account; or g) any other serious violation of academic integrity as established by the instructor. It is the responsibility of the instructor to determine whether a violation has occurred. An act of academic dishonesty may be either a serious violation, or, if unintentional, an infraction (a nonserious violation of course rules). If the instructor determines that an infraction (as opposed to a serious violation) has occurred, the instructor can impose penalties that may include: a) reduction in grade; b) withdrawal from the course; c) requirement that all or part of the course be retaken; and d) a requirement that additional work be undertaken in connection with the course or exercise. Students may formally challenge the instructor s determination of infraction (see below). Instructors shall report all violations, whether, infractions or serious violations, both to the Dean s office and the student using the Academic Integrity Violation Preliminary Worksheet. The Associate Dean will contact the student and ensure she or he is aware of the Academic Integrity policy. The Associate Dean will appoint a hearing committee only when: 1) the instructor reports that a serious violation occurred, or 2) the instructor reports that an infraction occurred and the student wishes to appeal the determination of infraction. The hearing committee will include, in addition to the Associate Dean, a faculty member and two students from the School of Leadership and Education Sciences, and a faculty member from outside the School of Leadership and Education Sciences. If the hearing committee determines that a serious violation has occurred it also will determine sanctions to be applied which may include: a) expulsion from the University; b) suspension from the University for up to one year; c) a letter of censure; and d) imposition of a period of probation. If the hearing committee determines an infraction has occurred the penalty imposed by the faculty member will be upheld. If the hearing committee determines that no serious violation or infraction has occurred, it will request the instructor to take action consistent with that determination. If the hearing committee determines that expulsion is the appropriate sanction the student may appeal to the Provost. Grade of Incomplete The grade of Incomplete ("I") may be recorded to indicate that the requirements of a course have been substantially completed, but, for a legitimate reason, a small fraction of the work remains to be completed; and that the record of the student in the course justifies the expectation that he or she will complete the work and obtain a passing grade by the deadline. It is the student's responsibility to explain to the instructor the reasons for non-completion of the work and to request an Incomplete grade prior to the posting of final grades. The instructor should discuss with the student the conditions and deadline for completion, whenever possible, and should document the conditions and deadline using the Petition for Grade of Incomplete. The Incomplete grade is not counted in the computation of the grade point average, nor is credit earned for the semester/session for which the grade was authorized. EDSP Mary D. McGinnis, Instructor Fall 2008 Page: 12

13 Students who receive a grade of Incomplete must submit all missing work no later than the end of the tenth week of the next regular semester; otherwise, the "I" grade will be counted as an "F". (Students who receive a grade of Incomplete in the spring semester need to complete their work by the tenth week of the fall semester.) A faculty member assigning a grade of Incomplete will complete a Petition for Grade of Incomplete, indicating the reason for the Incomplete, and attach a copy of the form to the grade roster when turning in grades. A copy of this form will be placed in the student s file. Disqualification or Scholastic Probation may be the result if the work is not finished within the posted deadlines and the Incomplete turns into an F. Students receiving financial aid should be aware that taking an Incomplete grade may affect their eligibility for financial aid by their failure to earn the appropriate amount of credit within a year. When the work is completed, a Removal of Incomplete or Change of Grade form will be completed by the instructor and signed by the Assistant Dean. One copy is then placed in the student s file and the original is sent to the Registrar. Student Dismissal Students may be dismissed from the Graduate Programs in the School of Leadership and Education Sciences for the following reasons: 1. Violations of academic integrity. 2. Failure to maintain established grade point average of 3.0 for all coursework. 3. Failure to make satisfactory academic progress toward their degree. 4. Failure to complete time limits for degree. 5. Failure to make satisfactory progress in the development of academic and practitioner skills. 6. Violations of Ethics Code(s) as established by applicable field of study and program area. 7. Violations of USD policies and the Student Code of Rights and Responsibilities, including academic dishonesty and plagiarism, as listed in the Student Handbook which is published online at 8. Failure to maintain cooperative relationships with other students and/or faculty or failure to maintain satisfactory delivery of services to clients during fieldwork, including, but not limited to: internships, student teaching, practicum or service learning. Requests for Accommodation Reasonable accommodations in accordance with the Americans with Disabilities Act will be made for course participants with disabilities who require specific instructional and testing modifications. Students with such requirements must identify themselves to the University of San Diego Disability Services Office ( ) before the beginning of the course. Every effort will be made to accommodate students needs, however, performance standards for the course will not be modified in considering specific accommodations. A complete listing of USD academic policies may be found at: EDSP Mary D. McGinnis, Instructor Fall 2008 Page: 13