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SPCD 582:. Teaching Students with Intensive Communication Needs. . Today's Topics:. Introduction: Instructor's vision, expectations and classroom norms, assignments

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    2. SPCD 582: Teaching Students with Intensive Communication Needs

    3. Today’s Topics: Introduction: Instructor’s vision, expectations and classroom norms, assignments & grading criteria, and web site orientation An overview of language, communication, and individuals with intensive communication needs

    4. Julia: devalenz@unm.edu Appointments available: Thursdays 5:30-6:30 on campus Fridays 4:30-6:30 off campus (Satellite coffee shop on University, just north of Lomas) I can extend my Friday hours if needed.

    5. Vision: A classroom climate that fosters thoughtful and respectful consideration of alternative viewpoints and ideas, personal ownership of learning, and individual construction of personally meaningful knowledge.

    6. Educational Equity Equal opportunity not equal treatment.

    7. Expectations Class participation that fosters the learning of all participants. Active engagement in learning activities. Completion of readings as assigned. Careful attention to assignment requirements, as described in syllabus. Recognition of when you need help and initiative in seeking help (e.g. office hours, writing studio). Frequent reference to syllabus.

    8. Policies: Accommodations Incompletes Class Attendance Late Papers Re-Writes Academic Dishonesty Class Participation

    9. Accommodations Need accommodations or instructional modifications? Contact Accessibility Services ASAP: 277-3506, Mesa Vista Hall, Room 2021. They will inform me what accommodations would be appropriate and helpful.

    10. Over-worked? Over-tired? Stressed out? Not enough time? Too many deadlines?

    11. Incompletes UNM catalog: “only when circumstances beyond the student’s control have prevented completion of the coursework within the official dates of the session.”

    12. Class Attendance Class attendance is mandatory. Consistent with policy in the Concentration in Intellectual and Severe Disabilities: Second absence: Five points (or half a letter grade) will be deducted from your final grade. Third absence: Ten points (or a full letter grade) will be deducted from your final grade. Fourth absence: You will be dropped from the course, regardless of the reason. Missing more than 50 minutes of any class session will be considered an absence.

    13. Late Papers Due on date listed on class schedule at start of class. Major assignments can be turned in up to one week late, with 1 point deduction per day. I will not accept assignments that are more than 1 week late, except for major emergencies or significant illness (doctor note required). Only readings review homework can be sent by e-mail – if you are absent from class.

    14. Re-Writes Sorry. No do-overs. We encourage you to bring in questions, ideas, and drafts ahead of time to my office hours.

    15. Academic Honesty The syllabus contains a very explicit policy regarding academic honesty. All students are expected to read and follow this policy. Resources are available on the course website to help students learn to follow academic guidelines for citations. Note: The Indiana University plagiarism tutorial assignment will help with this. You must turn this in no later than the 3rd week of class.

    16. Class Participation I expect students to participate in the class in a manner that is non-disruptive. I will ask students whose behavior is disruptive to the learning environment or whose behavior is disturbing to other members of the class (students or instructors) to modify their behavior. If the student is unable to do so, I will drop him/her from the course.

    17. 582 Learning Objectives Participants will understand: The major concepts and theories related to the development of communication and language. The range of cognitive and communicative abilities which fall within the boundaries of the commonly used descriptor, “nonverbal.” Some of the critical issues in assessment of individuals with intensive communication needs.

    18. Learning Objectives, cont. Participants will be able to: Articulate the implication of different levels of communication development (e.g. intentional, conventional, symbolic, linguistic) for intervention and assessment. Define literacy from the perspective of individuals with intensive communication needs.

    19. Learning Objectives, cont. Participants will demonstrate: Respect for individuals identified with disabilities and other marginalized communities, such as by using person-first and non-pejorative language. Ability to implement current standards for academic writing..

    20. Course Textbook???? Zimmerman e-reserves: http://ereserves.unm.edu/eres/courseindex.aspx?&page=instr

    21. Secret Password comm582

    22. Graded Assignments Weekly readings review and response homework – 2 points each for a total of 24 points possible. No cover page or cover sheet for this assignment. Key concept paper – 20 points for fully meeting specified criteria. Intervention description paper – 20 points for fully meeting specified criteria. Intervention presentation – 6 points for fully meeting specified criteria. Final essay assignment – 25 points for fully meeting specified criteria.

    23. Additional Assignments You will complete a weekly quick writes in class. I will use this to determine class attendance. The Indiana University Bloomington plagiarism tutorial and test must be completed, as verified by the printed certificate of completion by 3rd class session to continue in the course

    24. Web Site

    25. Web Address

    26. Silent Reading: Please take 20 minutes to read the guidelines developed by the National Joint Committee for the Communicative Needs for Persons with Severe Disabilities, 1992 (handout provided in class) and to complete the quick write.

    27. Quick Write So, can everyone communicate? What are some ways of communicating that you previously might not have thought would be considered communication?

    28. Communication: Any act by which one person gives to or receives from another person information about that person's needs, desires, perceptions, knowledge, or affective states. Communication may be intentional or unintentional, may involve conventional or unconventional signals, may take linguistic or nonlinguistic forms, and may occur through spoken or other modes.

    29. “Language is a complex and dynamic system of conventional symbols that is used in various modes for thought and communication.”

    30. “Language is a complex and dynamic system of conventional symbols that is used in various modes for thought and communication.”

    31. “Contemporary views of human language hold that: language evolves within specific historical, social, and cultural contexts; language, as rule-governed behavior, is described by at least five parameters – phonologic, morphologic, syntactic, semantic, and pragmatic; language learning and use are determined by the interaction of biological, cognitive, psychosocial, and environmental factors; effective use of language for communication requires a broad understanding of human interaction including such associated factors as nonverbal cues, motivation, and sociocultural roles.”

    32. …language, as rule-governed behavior, is described by at least five parameters – phonologic, morphologic, syntactic, semantic, and pragmatic…

    33. Intensive Communication Needs? Individuals with extensive of pervasive support needs in the area of communication and/or language. Examples might include some individuals with: Intellectual disabilities Developmental delays Autism spectrum disorders

    34. Main Points: Language and communication are related concepts, but they are not the same. All individuals communicate. However, not all can be said to have developed language (yet). The definitions of language and communication have very specific components. We will “unpack” these components as the semester progresses.

    35. Main Points, cont.: Many individuals with severe disabilities also have intensive communication needs. Many behavioral “problems” have a basis in communication difficulties. Facilitating an individual’s ability to communicate more effectively is one of the most important interventions to promote meaningful participation in their family and community.

    36. Looking ahead… What is communication? What is language?

    37. .

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