COMD 7V82 Public School Methods

Course Syllabus
Fall 2005
Instructor: Lucinda Dean, M.S., CCC/SLP
Phone: wk#972-883-3654
Email: lucinda.dean@utdallas.edu
Office hours by appointment/1.340 Callier Richardson
Friday: 1:00-3:45 p.m.
Callier Richardson campus; classroom 1.212
August 19 – November 20, 2005

Textbook: Making a Difference for America’s Children; Speech Language Pathologists

in the Public Schools by Barbara J. Moore-Brown and Judy K. Montgomery, 2001

Course Description: This course will provide a thorough review of the issues
surrounding the educational system where many speech language pathologists work. The
goal is to provide students with an understanding of the varying processes and procedures
in the public school setting. Specifically, topics covered will include legislative
foundations, the referral and assessment process, the ARD and IEP process, service
delivery options, specific school standards, specialized services, and the review of the
role of the speech language pathologist in the public school setting. Current ASHA
recommendations and policy statements will also be reviewed.

Grades:
Midterm Exam: 40%
Final Exam: 40%
Class Project: 20%

Students will comple te an article review on a current topic regarding Communication

Disorders in the Public Schools. A paper will be written discussing/summarizing the
article. A 5-10 minute presentation will be given on the last day of class.

Objectives:
1. Demonstrate knowledge of the legislative foundation for special education.
(III-E, III-G)
2. Demonstrate knowledge of the referral and assessment process. (III-B, III-C,
III-D)
3. Demonstrate knowledge of the IEP and ARD process.
(III- B, III-C, III-D, III-E, & IV-B)
4. Develop appropriate plans of treatment, including goals, for a variety of
communication disorders (III-B, III-C, III-D, IV-B, IV-G)
5. Demonstrate knowledge of a variety of service delivery models (III-F, III-G)
6. Demonstrate knowledge of specialized services in the public schools (III-B,
III-C, III-D, III-G, IV-G)
7. Present a current topic to peers regarding evaluation and treatment of
communication skills in the public school setting (III- F, III-G, IV-B)

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 8. Demonstrate knowledge of ethical considerations and professional issues that
relate to the public school setting (III- E,III-G)
9. Be aware of cultural issues as they relate to the practice of speech language
pathology in the public school setting. (III-D)

Knowledge Outcomes:
Standard III – B
The applicant must demonstrate knowledge of basic human communication and
swallowing processes, including their biological, neurological, acoustic, psychological,
developmental, and linguistic and cultural basis.
Provided during class lectures and readings; as evidenced by class discussion of topics and readings,
article review, and exams

Standard III-C
The applicant must demonstrate knowledge of the nature of speech, language, hearing,
and communication disorders and differences and swallowing disorders, including their
etiologies characteristics, anatomical/physiological, acoustic, psychological,
developmental, and linguistic and cultural correlates.
Provided during class lectures and readings; as evidenced by class discussion of topics and readings,
article review, and exams

Standard III-D
The applicant must possess knowledge of the principles and methods of prevention,
assessment, and intervention for people with communication and swallowing disorders,
including consideration of anatomical/physiological, psychological, developmental, and
linguistic and cultural correlates of the disorder.
Provided during class lectures and readings; as evidenced by class discussion of topics and readings,
article review, and exams

Standard III-E
The applicant must demonstrate knowledge of standards of ethical conduct.
Provided during class lectures and readings; as evidenced by class discussion of topics and readings,
article review, and exams

Standard III – F
The applicant must demonstrate knowledge of processes used in research and the
integration of research principles into evidence-based clinical practice.
Provided during class lectures and readings; as evidenced by class discussion of topics and readings,
article review, and exams

Standard III – G
The applicant must demonstrate knowledge of contemporary professional issues.
Provided during class lectures and readings; as evidenced by class discussion of topics and readings,
article review, and exams

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Standard III – H
The applicant must demonstrate knowledge about certification, licensure, and other
relevant professional credentials.
Provided via lectures and readings. Demonstrated via class discussions.

Standard IV – B
The applicant must possess skills in oral and written or other forms of communication
sufficient for entry into professional practice.
Provided during class lectures and readings; as evidenced by class discussion of topics and readings,
article review, and exams

Standard IV-G
The applicant for certification must complete a program of study that includes supervised
clinical experiences sufficient in breadth and depth to achieve the following skills
outcomes (in addition to clinical experiences, skills may be demonstrated through
successful performance on academic coursework and examinations, independent projects
or other appropriate alternative methods). Specific knowledge will be demonstrated in
this class in the area of swallowing.
Provided during class lectures and readings; as evidenced by class discussion of topics and readings,
article review, and exams

Students will:

1. Demonstrate knowledge of IDEA, Section 504, Least Restrictive Environment,

eligibility for Special Education services, procedural safeguards, and No Child
Left Behind Act.
2. Demonstrate knowledge of the referral process, components of the assessment
including: standardized and non-standardized instruments, criteria referenced
assessments, present level of performance, and parent/teacher input.
3. Demonstrate knowledge of an Individualized Education Plan (IEP) including
curriculum based goals and present level of performance, and family/staff input.
4. Demonstrate knowledge of eligibility and dismissal criteria.
5. Describe various service delivery options and discuss workload analysis and
functional outcome measures.
6. Discuss and describe typical school standards including caseloads, consultation
and collaboration, and literacy intervention.
7. Describe various aspects of the role of the speech language pathologist in the
preschool setting, elementary setting, and secondary setting.
8. Describe assessment and treatment issues concerning specialized populations
including: students who are culturally and linguistically diverse, students with
autism spectrum disorders, students with assistive technology, and students with
dysphagia.
9. Demonstrate knowledge of the Admission, Review, Committee (ARD) and the
roles of each team member.
10. Demonstrate knowledge of specific certification, licensing, and ethical issues in
the public school setting.

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 11. Present article review regarding a current topic in communication disorders in
the public school setting, to peers.
12. Identify roles and responsibilities of other professionals in the public school
setting.

Class Schedule: Textbook should be brought to all classes

Date Topic Required Reading
August 19 Legislative Foundation Chapters 1 & 2
August 26 Referral and Assessment Chapter 3
September 2 Evaluation writing
September 9 Goal writing
September 16 IEP meeting and paperwork Chapter 4
September 23 Midterm
September 30 Service Delivery Options Chapter 5
October 7 School Standards Chapter 6
October 14 Serving Middle School Guest Speakers
October 21 Serving Elementary and Guest Speakers
Preschool Chapter 7
October 28 Parent and Student Rights Chapter 8 and Chapter 9
and Professional Issues
November 4 Article Presentations
November 11 Article Presentations
November 18 Final Exam
*Guest Speakers’ schedules may change throughout the semester

Updated 5/12/05