assessment and remediation of the bilingual/bicultural/bidialectal client comdde 6210 fall 2004 time m 8:00-9:20 professor dr s manuel-dupont office lillywhite building room 101 office hours see sign up sheet on my office door standing monday after class office hours phone 797-1340 email sonia@cc.usu.edu required text multicultural students with special language needs cultural and linguistic diversity resource guide for slps course description equal opportunity education for the bilingual bicultural bidialectal client presents unique problems for professionals in the field of communicative disorders and deaf education the historical lack of adequate testing materials and insufficient training of personnel working with these clients has led to widespread misclassification and over and under-identification for special education before changes can effectively be made to the manner in which these children are assessed placed and given educational services a clearer understanding of their s
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4 learning about differences in parenting differences and cultural beliefs 5 learning about first and second language acquisition 6 clearly identifying bics calp and higher order thinking skills 7 learning basic cultural and linguistic characteristics of minority populations in the usa 8 understanding the pitfalls involved in standardized testing 9 learning to use portfolio assessment team-based intervention and family friendly materials in the assessment and intervention processes 10 becoming acquainted with culturally bound medical practices and beliefs course goals each of you will leave this course with abilities and skills to 1 identify cultural differences which may affect speech-language services to members of specific multicultural and/or minority groups 2 identify relevant sociocultural and linguistic differences in bilingual and minority populations 3 create procedures for nondiscriminatory assessment and intervention for communicative disorders in multicultural bilingual and
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6 understand the differences and similarities of first and second language acquisition processes 7 understand and be able to identify bics and calp language usage in the home and in the classroom 8 explain to teachers parents and other educators the potential limitations of standardized testing and the need for a broader-based team-approach to achieve nonbiased assessment 9 participate in a team-oriented multidisciplinary approach for identification assessment and treatment of individuals from a wide variety of linguistic sociocultural and socioeconomic backgrounds 10 work with educators and parents to adapt materials to best meet the cultural and linguistic needs of their students and children 11 demonstrate familiarity with current research in communicative disorders in children and adults from all cultural and linguistic backgrounds 12 use the internet effectively to search for information on a specific communicative disorder a specific linguistic or cultural group and/or an issue r
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3 website resources 50 points each student/group will produce a list of 20-30 websites which can be used to obtain culture-specific or multicultural information a short description one paragraph and the entire web address must be given for each resource 4 list of appropriate mc books 50 points each student will produce a list of 20 mc books in the age appropriate range and ethnicity of your research group the list must include the following author date name of book publishing place publisher 5 secondary research paper 200 points students may work alone or in small groups of 2-3 people for this project a 15-20 page paper on a diverse group in the united states must be produced from secondary research information to be included but is not limited to census data cultural characteristics family configuration income levels education level overall health issues socioeconomic status and considerations gender issues educational issues communication styles 6 list of needs 50 points a one to tw
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7 uen information 50 points each individual/group will select an age group and a subject matter from the uen.org website print off the appropriate state curriculum for that audience 8 bloom s mi chart 100 points based on your age group and uen information a bloom s mi chart will be filled out 9 siop 200 points based on the state curriculum a language intervention plan will be produced which will support the target audience s learning in the classroom 10 portfolio 200 points a portfolio of teaching materials will be created to support the target audience s learning in the classroom the following is an outline of your portfolio project section 1 introduction to the group being studied research paper this section is a traditional research paper who is this group age location background history interesting information language use and history family structure etc you can write this in bits and pieces by giving your reader an overview of the information in this section then starting a new p
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section 3 siop and bloom s mi this section clearly outlines the needs of the client the resources of the clinician and the methods of intervention and assessment of success even though this is a plan used in an educational setting it can be adapted to any clinical setting follow the numbers in the siop plan to help you with organization section 4 teaching materials this section will be organized into subtopics based on the subject that you are teaching it should be organized well enough so that the reader can easily discern which materials go with which activities on the bloom s/mi chart perhaps color coding will help section 5 assessments this section will contain a variety of materials at the front you may have articles on different approaches to assessment or samples of tests and portfolio ideas you should also have actual assessment instruments your textbooks give you several useful samples in addition you need a way to assess the success of your intervention with your population t
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11 oral presentations of final project 100 points there will be up to 10 20-minute oral presentations on the last day of class and during the final examination time everyone will be held to a strict 20 minute time limit you are to present your portfolio to the class covering the following information at a minimum 1 concise description of the target population you are serving 2 list of their unique needs 3 siop plan and bloom s/mi chart 4 sample of resources 5 one teaching activity with preassessment intervention and postassessment you should plan to make a handout for each member of the class and to present your information with power point or the overhead projector since multiple groups will be presenting on the same day if you plan to use many physical props you should set up the night before in the conference room each group must be ready to start their presentation immediately following the previous group 12 mc book to read to class 50 points we will begin each class period with a
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syllabus date 8-30 lecture group work homework due for next time focus 1 families and culture mcs chapters 1-3 cld pages 1-10 42-59 intro select group demographics select target project group cultural differences parenting differences siop topic group roles and members due poster due websites due 9-13 mcs chapter 11 cld pages 68-77 mcs chapters 9-10 9-20 9-27 difference vs mc books due disorder siop mcs chapter 11 appendices a-d cld 61-67 121 focus 2 learning and languages 10-4 sla bics rough research calp mi paper due bloom s taxonomy ebonics film ebonics uen website final research paper due list of needs due mcs chapters 12-13 cld 128-136 mcs 4 10-11 10-18 mcs chapter 15
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10-25 11-1 riot procedure uen website referral info due nonbiased assessment bloom s rough chart due mcs chapter 11 mcs chapters 12-13 focus 3 minority groups 11-8 11-15 hispanics interpreters native americans health issues asians gender/family esl methods final bloom s due rough siop due mcs chapters 5 14 mcs chapter 7 11-22 final siop due mcs chapters 6 8 11-29 rough portfolio due mcs chapters 9-10 final portfolios due at the time of the oral presentation 12-6 groups present their portfolios to the class 7:30-7:50 7:50-8:10 8:10-8:30 9:30-8:50 8:50-9:10 12-13 remaining groups present their portfolios to class 7:30-7:50 7:50-8:10 8:10-8:30 9:30-8:50 8:50-9:10
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