Language Courses for Non-SLP Students: Challenges and Proposed Solutions

Department of Communicative Disorders
West Chester University
West Chester, Pennsylvania

Abstract

Most universities provide a course in language development, language disorders, and/or language intervention, often referred to as the Language Delay, Disorder and Intervention (LDDI) course, for students enrolled in special education curricula. The main purpose of the LDDI course is to provide non-SLP students with the philosophical and practical framework needed to support the classroom-based needs of students with language delays and disorders. Based on our experience as university faculty members we have identified several challenges to optimal LDDI course instruction. In this paper, we describe typical students who enroll in the LDDI course, describe the typical LDDI Course, challenges to LDDI course instruction, and various strategies to address these instructional challenges.

Introduction

The Scope of Practice in Speech-Language Pathology (ASHA, 2001) notes that speech-language pathologists (SLPs) participate in a diverse assortment of clinical endeavors related to language. In addition to preventing language problems, the Scope of Practice permits screening, consulting, assessing, diagnosing, treating, intervening, managing, and counseling related to the varied dimensions of language and the problems that occur therein. To ensure SLPs are empowered to address language in their clinical practice, the Certification Standards (ASHA, 2002) mandate the completion of both academic courses and clinical practica in language for those who seek the Certificate of Clinical Competence in SLP.

As a complement to these services, the Scope of Practice notes that SLPs counsel others, including educators, about communicative disorders (which includes language disorders) and collaborate with and refer to others, including educators, as dictated by client need. The Code of Ethics (ASHA, 2003) echoes this sentiment in the admonition that SLPs should ensure the welfare of their clients with such referrals, as needed, as well as honor their responsibilities to other professionals and maintain harmonious interprofessional relationships.

Furthering this process, various "Position Papers" delineate the roles of SLPs in collaboration with educators to serve members of specific populations. The ASHA Knowledge and Skills Documents, such as those related to reading and writing (ASHA, 2002), the ASHA Roles and Responsibilities Documents, such as those also related to reading and writing (ASHA, 2001), and the ASHA Guidelines Documents, such as those related to school-based clinical practice (ASHA, 2000) address the need for clinician-teacher collaboration.

While the SLP is a valuable resource for the classroom teacher with respect to language information and related issues, other professions that influence pre-service preparation of teachers (in particular, special education teachers) stress the need for teachers themselves to possess an acceptable level of independence in this area. In it's Ten Special Education Content Standards (CEC, 2003), The Council for Exceptional Children has a standard specific to language (Standard 6), which mandates that special educators understand typical and atypical language development, use individualized strategies to enhance language development, and match their communication methods to individuals' language proficiencies.