SLP 550 DYSPHAGIA   3.0 Credit(s)
    The course will review normal anatomy and physiology of swallowing as well as pediatric neurodevelopment. Etiologies of dysphagia in pediatric and adult populations will be presented, including the role of respiratory and digestive systems and abnormalities in each that may cause dysphagia. Specific information on ways to evaluate and manage adults and infants with dysphagia will be stressed. Emphasis will be placed on current research as it relates to each of these areas. Oral motor assessment for speech and swallowing will also be presented. Lecture/seminar/problem-based learning format. Prerequisite: Co-req SLP-550T
    Offered: Fall & Spring Semesters All Years

    SLP 503 PRACTICUM SEMINAR II   1.0 Credit(s)
    The purpose of this course is to provide students with an opportunity to review and reflect on their clinical experiences in SLP 504, to apply concepts from academic coursework to their clinical practice, to develop skills involved in clinical assessment and intervention, and to explore evidence-based approaches to their clinical work with consideration for diversity, equity and inclusion in all aspects of client and stakeholder care. This course accompanies SLP 504 and serves as a forum for expanding knowledge and skills related to clinical practicum.
    Offered: Fall & Spring Semesters All Years

    SLP 504 CLINICAL PRACTICUM II   4.0 Credit(s)
    This course will provide supervised clinical experience in the assessment and treatment of speech, language, and/or swallowing disorders. Students will obtain approximately 40 clock hours of supervised assessment and intervention experience. Fieldwork format.
    Offered: Spring Semester All Years

    SLP 585 VOICE & VELOPHARYNGEAL DISORDERS   3.0 Credit(s)
    This course presents the anatomy, physiology, and embryology of the head and neck involved in the onset, development, and maintenance of disorders of the voice as well as structural malformations of the palate and velopharynx in children and adults. Assessment procedures for speech, resonance, and velopharyngeal dysfunction are illustrated with case studies, and no-tech, low-tech, and high-tech treatment procedures are covered in detail. Consideration will be given to laryngectomee rehabilitation with emphasis on surgical voice restoration. Lecture/laboratory/problem-based learning format.
    Offered: Fall & Spring Semesters All Years

    CR 500 GRADUATE REGISTRATION   1.0-12.0 Credit(s)

    Offered: As Needed Contact Department

    EDS 581 SPECIAL EDUCATION SEMINAR I   1.5 Credit(s)
    This seminar focuses on collaboration, co-taught classrooms, and other inclusive practices. The seminar explores characteristics of students with disabilities across IDEA classification areas. Seminar sessions help the candidate process, synthesize, and reflect on work in the classroom/school setting. Candidates share experiences and ask for critiques on work samples from peers and the professor. Guest speakers range from parents/parent advocates to administrators. Prerequisite: Take EDS-573 or EDS-403

    EDS 582 SPECIAL EDUCATION PRACTICUM I   3.0 Credit(s)
    This practicum placement focuses on serving students with high incidence disabilities while enabling the candidate to act as a collaborative co-teacher in a special education environment. Candidates participate fully in IEP development, monitoring, and planning, as well as attend IEP meetings. These experiences afford the opportunity to work with multidisciplinary team to meet the concerns and needs of children and youth with disabilities. Candidates also work on daily communication skills and collaborative techniques with families. Prerequisite: Take EDS-573 or EDS-403
    Offered: Fall & Summer 1 All Years

    EDS 572 IDENT. & EVAL.   3.0 Credit(s)
    This course covers assessment concepts and processes including legal, referral, evaluation, and eligibility, as well as assessment for instructional decision-making. Identifying and assessing any student is a complex process mediated by state and federal guidelines, individual rights, cultural issues, and school resources. Assessments emphasize developmentally appropriate education advanced through a holistic, strengthbased picture of all learners, including those with disabilities and those from culturally/ linguistically diverse backgrounds. Special attention will be placed on working with students who have English language learning needs. Assessments for the course are designed to use relevant assessment data to develop an appropriate Individualized Education Program (IEP). Candidates select and administer both formal and informal assessment tools that are appropriate and exceptionality specific. Candidates also consider the role of the parent or caregiver in assessment and collaboration. Candidates investigate the transition from birth to three (IDEA Part C) to the PK-12 education system.
    Offered: Fall Semester All Years

    SLP 570 INTRODUCTION TO RESEARCH & EVIDENCE BASED PRACTICE OFFERING   3.0 Credit(s)
    The purpose of this course is to familiarize students with the research process in the behavioral sciences and specifically the field of communication sciences and disorders. The goal is for students to become informed consumers of research in order to enhance their clinical practice, with an understanding of the issues of research design, methodology, data analysis, and interpretation of results. The integration of research principles into evidence-based clinical practice will be highlighted. Lecture/seminar format.
    Offered: Fall Semester All Years

    SLP 505 PRACTICUM SEMINAR III   1.0 Credit(s)
    The purpose of this course is to provide students with an opportunity to review and reflect on their clinical experiences in SLP 506, to apply concepts from academic coursework to their clinical practice, to develop skills involved in clinical assessment and intervention with consideration for diversity, equity and inclusion in all aspects of client and stakeholder care, focusing on documentation and clinical data keeping. This seminar serves as a forum for refining knowledge and skills related to the corresponding clinical practicum, and to develop independence in planning and implementing clinical plans, documentation and data keeping for children and adults. This course accompanies SLP 506, an advanced fieldwork experience in the evaluation and treatment of speech, language, and/or swallowing disorders in children and adults.
    Offered: Summer Semester All Years

    SLP 506 CLINICAL PRACTICUM III   4.0 Credit(s)
    This course will provide supervised clinical experience in the assessment and treatment of speech, language, and swallowing disorders of adults and/or children in a variety of settings. Students will obtain approximately 80-100 clock hours of supervised experience. Fieldwork format. Prerequisite: Take SLP-540 SLP-550
    Offered: Summer Semester All Years

    SLP 580 DYSFLUENCY   3.0 Credit(s)
    This course aims to provide the knowledge and clinical skills necessary for speech-language pathology practice in the area of fluency disorders. Course content will include the genetic, behavioral, affective, and cognitive components involved in the development of dysfluency; differential diagnosis among stuttering, cluttering, and neurogenic fluency disorders; assessment protocols for fluency disorders in children, youth, and adults; age-appropriate treatment approaches for individuals who stutter; and an understanding of the impact of cultural and linguistic differences as well as the effects of dysfluency upon human communication. Lecture/seminar/ problem-based learning format.
    Offered: Fall & Spring Semesters All Years

    EDS 573 PROG & ED PLANNING: SWD   3.0 Credit(s)
    This course addresses requisite knowledge and skills to plan, implement, and evaluate individualized programs for students with disabilities. Representative topics include developing quality Individualized Education Program (IEPs) documents, review of primary disability categories related to IEP development, linking present level of performance to individualized programming, writing measurable goals and objectives, determining specialized instruction and supports within the general education setting, and transition planning. Candidates investigate current trends and guiding principles of quality programs, as well as special educator roles and responsibilities. Candidates prepare for conducting planning and placement team meetings and monitoring progress towards goals.
    Offered: Spring & Summer 1 All Years

    EDS 574 ADVANCED CURRICULUM FOR STUDENTS WITH DISABILITIES   3.0 Credit(s)
    This course explores general methods and materials appropriate for working with students with disabilities at the elementary through secondary level. Candidates learn a framework for understanding the nature of difficulties students with exceptional learning needs manifest and how to design and implement specialized instruction and monitor student progress. Emphasizes evidence-based strategies to address the specific strengths and needs of students with disabilities by planning and implementing lessons to teach school-age students with exceptionalities in the content areas of writing, mathematics, and science and social studies.
    Offered: Summer 1 Semester All Years

    EDS 583 SPECIAL EDUCATION SEMINAR II   1.5 Credit(s)
    This seminar focuses on special education law, ethics, compliance, and mandated practices under the IDEA 2004 as it relates to free, appropriate, public education in the least restrictive environment. Candidates also explore and investigate characteristics of and issues pertaining to a disability category. Prerequisite: Take EDS-572 and EDS-574 and EDS-573 or EDS-403
    Offered: Summer 2 Semester All Years

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