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The master's degree program in Communication Sciences and Disorders is accredited by the Council on Academic Accreditation of the American Speech-Language-Hearing Association.
The program in Communication Sciences and Disorders offers advanced education and training in the processes of individual human communication (speech, hearing, language disorders of human communication and swallowing). Coursework and clinical training of assessment and treatment for such disorders is a major component of the program.
Emphases and interests of the program are reflected in the work of the faculty. Dr. Cate Crowley's work concentrates on culturally and linguistically appropriate disability evaluations; cleft palate speech and feeding assessment and treatment; appropriate and effective international practice. Dr. Carol Scheffner Hammer's research focuses on investigating cultural and environmental influences on young children's development; developing assessment instruments that target dual language learners' language and literacy skills; and developing and evaluating home and classroom-based interventions. Dr. Erika Levy's research interests include treatment efficacy for intelligibility in children with dysarthria due to cerebral palsy and in adults with Parkinson's Disease. Dysarthria speech characteristics and treatment outcomes are examined in English, French, Spanish, and Mandarin. In addition, her lab examines cross-language speech perception. Dr. Michelle Troche's research is aimed at improving health outcomes and quality of life associated with disorders of airway protection (i.e., swallowing and coughing); better understanding of the mechanisms underlying airway protection and its disorders; development of novel and robust evaluation and treatment techniques for dystussia (deficits of cough function) and dysphagia (deficits of swallowing function).
Programs leading to the M.S. degree in Communications Sciences and Disorders prepare graduates for positions in a variety of professional settings: school systems, community speech and hearing centers, rehabilitation centers, hospital clinics, private practice, state departments of education, health departments, federal agencies, and colleges and universities.
Because of the program’s central concern with the processes of individual human communication, swallowing and their disorders and management, it has special interests in, and relations with, the fields of psychology, linguistics, bilingualism, anatomy and physiology, special education, and various health related professions including medicine, dentistry, physical therapy, occupational therapy, dental hygiene, nursing, and hospital administration.
Points/Credits: 55
Entry Terms: Fall Only
Certification:
Degree Requirements
This degree program incorporates academic and clinical practicum requirements for the American Speech-Language-Hearing Association’s Certification of Clinical Competence (ASHA CCC-SLP) and the New York State Education Department (NYSED) requirements as well as departmental and college requirements. Students who complete the degree program are also eligible for New York State licensing in speech and language pathology. Students may also elect to apply for the NYSED Teacher of Students with Speech and Language Disabilities Certificate (TSSLD). New York State Education Department (NYSED) mandates teacher certification requirements that are needed for program completion and graduation which are listed in the Office of Teacher Education section of the catalog.
Students are admitted to the program with undergraduate degrees in speech and language pathology or with all required prerequisite courses completed.
Completion of the program is typically accomplished within two calendar years (four semesters and one summer session) of full time study.
Bilingual-Multicultural Program Focus
The Bilingual-Bicultural Program Focus is for students who wish to develop expertise in working with culturally and linguistically diverse children and adolescents with communication disorders. Following the Bilingual-Multicultural Program Focus will satisfy the coursework and field placement requirements for the bilingual extension to the New York State TSSLD. Under New York State Education Department regulations, the bilingual extension certificate is required to provide speech and language intervention for bilingual children and adolescents ages 3 through 21. This includes working in a school system in New York State as well as providing bilingual therapy in a private practice where funding comes from the New York City Department of Education.
Points/Credits: 58
Entry Terms: Fall Only
Certification:
Degree Requirements
This degree program incorporates academic and clinical practicum requirements for the American Speech-Language-Hearing Association’s Certification of Clinical Competence (ASHA CCC-SLP) and the New York State Education Department (NYSED) requirements as well as departmental and college requirements. Students who complete the degree program are also eligible for New York State licensing in speech and language pathology. Students may also elect to apply for the NYSED Teacher of Students with Speech and Language Disabilities Certificate (TSSLD) and the NYSED bilingual extension to the TSSLD. New York State Education Department (NYSED) mandates teacher certification requirements that are needed for program completion and graduation which are listed in the Office of Teacher Education section of the catalog.
Students are admitted to the program with undergraduate majors in speech and language pathology or with all required prerequisite courses completed.
Completion of the program is typically accomplished within two calendar years (four semesters and one summer session) of full time study.
Bilingual-Multicultural Program Focus
The Bilingual-Bicultural Program Focus is for students who wish to develop expertise in working with culturally and linguistically diverse children and adolescents with communication disorders. Following the Bilingual-Multicultural Program Focus will satisfy the coursework and field placement requirements for the bilingual extension to the New York State TSSLD. Under New York State Education Department regulations, the bilingual extension certificate is required to provide speech and language intervention for bilingual children and adolescents ages 3 through 21. This includes working in a school system in New York State as well as providing bilingual therapy in a private practice where funding comes from the New York City Department of Education.
Points/Credits: 55
Entry Terms: N/A
Degree Requirements
This degree program incorporates academic and clinical practicum requirements for the American Speech-Language-Hearing Association’s Certification of Clinical Competence (ASHA CCC-SLP) and the New York State Education Department (NYSED) as well as departmental and college requirements.
Students are admitted to the program with undergraduate degrees in speech and language pathology or with all required prerequisite courses completed.
Completion of the program is typically accomplished within two calendar years (four semesters and one summer session) of full time study.
Points/Credits: 55
Entry Terms: N/A
Certification:
Degree Requirements
This degree program incorporates academic and clinical practicum requirements for the American Speech-Language-Hearing Association’s Certification of Clinical Competence (ASHA CCC-SLP) and the New York State Education Department (NYSED) Professional Teacher Certification requirements as well as departmental and college requirements. Students who complete the degree program are also eligible for New York State licensing in speech and language pathology. Students may also elect to apply for the NYSED Teacher of Students with Speech and Language Disabilities Certificate (TSSLD). New York State Education Department (NYSED) mandates teacher certification requirements that are needed for program completion and graduation which are listed in the Office of Teacher Education section of the catalog.
Students are admitted to the program with undergraduate degrees in speech and language pathology or with all required prerequisite courses completed.
Completion of the program is typically accomplished within two calendar years (four semesters and one summer session) of full time study.
Points/Credits: 75
Entry Terms: Fall Only
Degree Requirements
This program is designed for individuals primarily interested in research and teaching careers in speech and language pathology. A minimum of 75 points must be completed, though 30 points may potentially be transferred from a master's degree program. There is no foreign language requirement. All doctoral candidates must complete a dissertation. For general details concerning the doctoral programs, please consult the Office of Doctoral Studies website. For more information about our doctoral program, please go to our program website.
Points/Credits: 6
Entry Terms: Summer Only
Certification:
Degree Requirements
Online Curriculum Outline
Unit 1 (weeks 1-4): Bilingual language development: Second language acquisition, social vs academic language, sociolinguistics (code-switching, dialect, etc.)
Unit 2 (weeks 5-9): Preschool bilingual speech-language assessment
Unit 3 (weeks 10-12): Preschool bilingual intervention
Unit 1 (weeks 13-14): Bilingual motor speech disorders assessment and treatment (weeks 15-16) Bilingual cognitive disorders and TBI
Unit 2 (weeks 17-20): School-age bilingual speech-language assessment (disorder vs difference, typical vs disordered language)
Unit 3 (weeks 21-24): School-age bilingual speech-language intervention (early bilingual literacy development, intervention for low incidence populations, functional IEP goals)
Points/Credits: 6
Entry Terms: Summer Only
Certification:
Degree Requirements
On Campus Curriculum Outline
Weekend Content
("Areas covered" sections correspond to NYSED requirements)
Weekend I (May). Bilingual/Bicultural Language Development. Theories and Models of Bilingual Education.
Compare normal language development to bilingual/bidialectal language development. Identify normal processes of second language acquisition. Introduce theories and models of bilingual education. Introduce sociolinguistic parameters of topic, participant, setting, and function, and home/school gap. Discuss dialect and language stigmatization and code-switching.
Areas covered. Sociolinguistics and psycholinguistics. Bilingualism. Theories of bilingual education and bilingualism. Impact of home/school mismatch in meeting the New York State Learning Standards. Multicultural perspectives in education.
Weekend II (June). Speech-language Assessment of Preschool Children.
Review current assessment materials and discuss how to use these materials effectively. Identify the "Critical Questions" for evaluations. Analyze the impact of home/school mismatch on the differential diagnosis of a language or speech disorder and a difference. Study the validity of current assessment materials and technology based upon current research, and technology. Analyze language differences and sociolinguistics on the assessment of culturally and linguistically diverse preschool children.
Areas covered: Methods of teaching Native Language Arts and English Language Arts to bilingual ELLs,including literacy and other content areas, for meeting the New York State Learning Standards. Sociolinguistics and Psycholinguistics. Bilingualism.
Weekend III (September). Speech-Language Assessment of School-Age Students.
Identify factors to distinguish differences from a disorder. Use of published tests, technology, and alternative and curriculum-based strategies in assessment. Impact of bilingualism and sociolinguistics on the assessment of culturally and linguistically diverse children. Role of speech language clinician in "early intervening services" and Response to Intervention. Implications of Hehir report findings. Impact of IDEA on assessments.
Areas Covered. Methods of teaching English Language Arts to bilingual English Language Learners, including literacy and other content areas and of using the native language and English, for meeting the New York State Learning Standards. Sociolinguistics and Psycholinguistics. Bilingualism.
Weekend IV (October). Speech-Language Intervention for Preschool Children.
Delivery of appropriate assessment to ensure optimal pre-academic success for ELLS and non-native speakers of General American English. Factors to consider when deciding the language of instruction, review of current research on impact of bilingualism on language development of children with language disorders. Effectiveness of education programs for ELLS including CALLA and ALERTA in the development of academic English.
Areas covered. Methods of teaching English Language Arts to bilingual English Language Learners, including literacy and other content areas, using the native language and English, for meeting the New York State Learning Standards. Multicultural perspectives in education.
Weekend V (November). Speech-language intervention for School-age Students.
Review and analysis of research of most effective methods for developing social and academic language to meet the curriculum standards. Analysis of impact on language acquisition, literacy development, and development of other content areas when an ELL has a communication disorder. Focus on developing collaborative relationships with parents and teachers of ELLS.
Areas covered. Methods of teaching English Language Arts to bilingual English Language Learners, including literacy and other content areas, using the native language and English, for meeting the New York State Learning Standards. Multicultural Perspectives in Education. Sociolinguistics.
Weekend VI (December). Ethical Considerations, Bilingual Phonology, Neuroscience of Bilingualism.
Analyze development of phonological awareness and its relationship to development of literacy in ELLS. Identify ethical concerns in the assessment and treatment of bilingual/bicultural children. Review current practice in assessment from birth through 21 based upon federal law, current research, and preferred practice. Review of current research on neurolinguistics of bilingualism and its clinical impact.
Areas covered. Methods of teaching English Language Arts to bilingual English Language Learners, including literacy, using the native language and English, for meeting the New York State Learning Standards for students. Sociolinguistics and psycholinguistics. Multicultural perspectives in education.
Institute Projects
(May be done in groups)
(1) Contrastive linguistic analysis of English and the student’s non-English language
(2) Speech-Language Evaluation. Submit one bilingual speech-language evaluation for a typically developing bilingual preschool child, between 2-4 years old.
(3) Speech-Language Evaluation. Submit one bilingual speech-language evaluation for a typically developing bilingual school-age child, preferably 9 yrs or older.
(4) Speech-Language Evaluation. Submit one bilingual speech-language evaluation for a bilingual child who is suspected (or it is known) of having a language disorder.
(5) College-supervised field experience/Collaborative journal. This journal maintains a record of the 50 hours of speech-language services for clients from 3 through 21 years including a description of the treatment plan and what was done in individual sessions.
(6) Inservice: Give an inservice presentation to colleagues about what the student learned in the Institute. Students may work together on the inservice project in the same school district.