Supporting Communication

Curriculum guideline

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Course
DACS 1257
Discontinued
No
Course code
DACS 1257
Descriptive
Supporting Communication
Department
Disability & Community Studies
Faculty
Applied Community Studies
Credits
1.50
Start date
End term
Not Specified
PLAR
Yes
Semester length
15 Weeks
Max class size
30
Course designation
None
Industry designation
None
Contact hours

Lecture: 2 hours per week

Method(s) of instruction
Lecture
Learning activities
  • Lecture
  • Case Studies
  • Presentations
  • Guest Speakers
  • Video
Course description
In this introductory course, students learn about the development of communication skills and the potential impact on individuals with communication challenges. Students will develop an understanding of elements of communication and the importance of responding to total communication. A variety of low and high tech options for Augmentative and Alternative Communication (AAC) will be explored as well as methods for supporting receptive communication using visual supports. Emphasis will be placed on practicing strategies to enhance opportunities for self-advocacy, social closeness, and active participation through ongoing responsive support of communication skills.
Course content

The following global ideas guide the design and delivery of this course:

  1. Communication is a means for transmitting and receiving information (expressive and receptive communication). It is essential to the growth and participation of all individuals and enables them to develop control and automony in their daily lives.
  2. Individuals communicate using a variey of methods and modes.
  3. Expectations of communication vary based on cultural and family context. Awareness of expectations and potential bias improves effective support.
  4. Augmentative and alternative communication includes all communication that supplements or augments speech or replaces speech. Everyone uses many modes, which can be symbolic, non-symbolic or multifaceted.
  5. Observing and listening are fundamental aspects of effective communication and are critical to assessing and enhancing communication with and by individuals who rely on augmentative and alternative methods for their interactions.
  6. Individuals are unique in how they send and receive information. Practitioners can enhance communication strategies by identifying, recognizing, respecting and responding to the dynamic communication methods used by the people they support.
  7. Communication skills impact opportunities for social interaction as well as self-determination and self-advocacy. Practitioners can enhance and improve quality of life for individuals by fostering communication opportunities for self-determination and building relationships.
  8. A variety of technology including low and high tech options are used to support expressive and receptive communication. Practitioners will be aware of and comfortable using a variety of current low and high tech options for supports.
  9. Collaborative teams are involved in the assessment, planning, intervention, and implementation process. Team members carry out responsibility based on their roles (SLP, Parents, teachers, EAs, and other professionals from outside agengies).
Learning outcomes

By the end of the course, students will be able to:

Experience and reflect on processes and content as Augumentative and Alternative Communication (AAC) users and as communication partners.

  • Demonstrate awareness of the range of communication methods, abilities, functions, and content in self and others.
  • Practice effective listening skills as a communication parnter, including observation and clarification strategies, e.g., ask for repetition, ask persmission to complete sentences.

Develop competence in supporting students with receptive and expressive communication using a variety of strategies.

  • Demonstrate competence with common current low and high tech AAC systems
  • Demonstrate skills in using aided language modelling
  • Demonstrate ability to crete and implement visual supports, utilizing common software, including Boardmaker and other current technologies to ssupport student understanding

Use decision-making process to develop, enhance and facilitate communication opportunities, methods, and strategies.

  • Describe the roles and responsibility of team members through the assessment, planning and implementation stages of providing communication supports
  • Identify, respond to, and respect individuals' present and emerging communication methods (flexible and responsive support)
  • Identify strategies and examples of strategies for self-determination and social closeness for individuals with communication challenges
Means of assessment

This letter graded course will conform to the Douglas College Evaluation Policy regarding the number and wighting of evaluations. Typical means of evaluation would include a combination of:

  • Research and reflection papers
  • Presentations
  • Demonstration of practical skills
  • Case studies
Textbook materials

A list of required and recommended reading will be provided at the beginning of the semester.  Instructors are committed to prioritizing OER and publicly accessible resources