CSAD 222 Curriculum in Relation to Language- Learning Disabilities in School-Age Children
Prerequisite(s):
Instructor Approval
Term Typically Offered: Spring
Language acquisition as a continuum from oral language to reading and writing, the role of the speech-language specialist in working with reading disabilities; the interactions among speech-language intervention and curricula areas including mathematics, spelling, handwriting, social studies and language arts; and various service delivery models. Emphasis on culturally responsive assessment and intervention strategies for culturally and linguistically diverse (CLD) students who are English Learners (ELs) to increase equity and access to school curriculum.
1/23/24 Differentiating Specific Language Impairment/DLD from Learning Disability
2/1/24 Service Delivery to Students who speak African American English
2/6/24 Service Delivery to Students who speak Spanish-Influenced English
2/8/24 Service Delivery to Students who speak Asian-Influenced English
2/13/24 Service Delivery to Speakers of Arabic-Influenced English
4/4/24 Building Narrative Skills of Diverse Learners with DLD
4/9/24 Fundamentals of Reading: Increasing Access to Written Language in the Curriculum
4/11/24 and 4/16/24 Curriculum-Based Service Delivery and Foundations of Intervention
4/18/24 Practical Intervention Strategies for Increasing Access to the Curriculum for CLD Students
4/23/24 Considerations in Providing Curriculum Access for Special Populations
4/30/24 Forensic Issues: Testifying Successfully in Court
STUDY GUIDES
CSAD222AssignmentExample.docx