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The goal of this course is to extend the proficiency of students in developmental language disorders by building on the knowledge gained in CMDS661 and CMDS665. This course extends prior learning in two key ways: 1) focuses on the nature of language impairment in older children and how that impairment impacts on social and academic outcomes; and 2) requires synthesis of previously learned concepts through application to an older population and educational context. This course introduces students to factors uniquely relevant to the New Zealand educational context, including cultural considerations in assessment and intervention, bilingual educational settings and relevant legislation and government initiatives.
Description / WhakamahukiThe goal of this course is to extend the proficiency of students in developmental language disorders by building on the knowledge gained in SPSC661 and SPSC665. This course extends prior learning in two key ways: 1) focuses on the nature of language difficulties in older children and how that impacts on social and academic outcomes; and 2) requires synthesis of previously learned concepts through application to an older population and educational context. This course introduces students to factors uniquely relevant to the New Zealand educational context, including cultural considerations in assessment and intervention, bilingual educational settings and relevant legislation and government initiatives.
Goal of the CourseThe goal of this course is to extend the proficiency of students in developmental language difficulties by building on the knowledge gained in SPSC661 (Clinical linguistics and Phonetics) and SPSC665 (Speech and Language Disorders in Children). This course extends prior learning in two key ways: 1) focuses on the nature of language difficulties in older children and how that impacts on social and academic outcomes; 2) requires synthesis of previously learned concepts through application to an older population and context and 3) extends knowledge to the modality of written language.Intended Learning Outcomes (ILO) / Hua AkorangaIntended learning outcomes represent what you should know and/or be able to do as a result of active engagement in the learning process. Below is a table that represents the intended learning outcomes of this course, along with the associated learning method(s) and assessment task(s).Upon successful completion of the course, you will be able to:1. Apply a critical understanding of the educational context to problem solving in practice decisions for children with written and spoken language difficulties including knowledge of kura kaupapa Māori;2. Apply a critical understanding of the principles of assessment to school-aged children with written and spoken language difficulties using a descriptive developmental approach;3. Design evidence based intervention goals and activities based on a critical evaluation of research as appropriate for a specific child and context;4. Integrate collaborative, holistic and cultural points of view into professional reasoning around assessment and intervention for specific cases with a focus on Māori and Pasifika children;5. Analyse and critique points of view related to school-aged language difficulties using evidence from the literatureYou will learn this by:Engaging in classroom lectures, assigned readings and practical activities,Your learning will be assessed through:Intervention Assignment, Assessment assignment, Bilingual assignment
SPSC665. Entry subject to approval by the Head of School.
SPSC320
Timetable / WātakaTuesday 9 a.m. – 11 a.m. Ernest Rutherford 465 / online as requiredFriday 10 a.m. – 11 a.m. Pscyhology-Sociology 252 / online as required
Jayne Newbury
Course Co-ordinator / Kairuruku AkorangaDr. Jayne NewburyRoom 403, Jane Soons buildingPhone 03 369 5798E-mail: jayne.newbury@canterbury.ac.nz
Assessment / Aromatawai1. Intervention assignment – 40%This assignment requires the student to critically evaluate the intervention literature in language disorders and apply that literature to the creation of language intervention activities and resources. Due: Friday 1 April 10pm.2. Assessment assignment 30%This assignment requires students to design an assessment battery for a client with evidence-based rationale. This assignment requires students to integrate case information with best practice guidelines and research evidence and to provide a critical reflection on assessment research. Due Monday 16 May 10pm.3. Bilingual assignment – 30%The final assignment will be on a bilingual child. Your assignment will discuss important contextual and cultural considerations for this child, and integrate these with the available literature to create best practice assessment and intervention practice recommendations for them. Due Friday 10 June 10pm.
Paul, Rhea , Norbury, Courtenay, Gosse, Carolyn; Language disorders from infancy through adolescence : listening, speaking, reading, writing, and communicating ; Fifth edition; Elsevier, 2018.
There will be other readings for most topics which will be linked electronically via the AKO/LEARN website.
PrerequisitesSPSC 665. Entry subject to HOD approval.
Domestic fee $1,127.00
International Postgraduate fees
* All fees are inclusive of NZ GST or any equivalent overseas tax, and do not include any programme level discount or additional course-related expenses.
This course will not be offered if fewer than 10 people apply to enrol.
Maximum enrolment is 30
For further information see School of Psychology, Speech and Hearing .