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Language Development and Disorders: A Case Study Approach

UW-L Author: Carol A. Angell, Ph.D.
Educational Studies
Copyright: 2009
Publisher: Jones and Bartlett

Angell, Carol A. Language Development and Disorders: A Case Study Approach. Sudbury, Mass: Jones and Bartlett Publishers, 2009.

Special education and speech/language therapy students need to know how to apply their knowledge in practical settings to effectively prepare for and practice in their future careers as professionals. The use of case studies in this text will allow students to discuss and apply their knowledge in controlled settings to prepare them for real-life clinical applications. The problem-based instruction format is the best method for building students' knowledge while enhancing critical thinking skills in preliminary application situations.

This one-of-a-kind book provides an overview information related to language development and disorders followed by transcribed real-life case studies of both typical and atypical language development. By reading transcribed conversations of children at various ages, readers will be able to identify components of language development as well as intricate issues that may arise when a disorder is present. Discussions, regarding diagnosis of problems and beneficial instructional approaches, become more meaningful when centered on real case study children. This text provides therapeutic interventions as well as inclusive practices for the general and special education settings. Every student should have this book!

-- Publisher's description

About the Author

Dr. Carol Angell is an associate professor in the Department of Educational Studies at the University of Wisconsin-La Crosse. Dr. Angell’s main field of study is special education, primarily mild to moderate learning disabilities and mental retardation. She has taught graduate and undergraduate classes in characteristics of disabilities, methods in teaching persons with disabilities, special education law, general classroom reading methodologies, research methodology, and courses on specific disabilities including specific learning disabilities, mental retardation, emotional/behavioral disabilities, and autism. Public school teaching experience includes a range of service models (full inclusive settings to fulltime pull-out special education services) for students identified as having specific learning disabilities, emotional/behavioral disabilities, mental retardation, speech/language impairments, and autism.

Dr. Angell’s scholarship includes research, publications, and conference presentations focusing on the interests of general classroom instruction and a combination of literacy and special education issues. She has published in professional outlets, including The Reading Professor, Reading Horizons, WSRA Journal, and PDS Connections. Dr. Angell has presented at professional conferences including, the International Reading Association, the Council for Exceptional Children, the National Reading Conference, and the Association for Teacher Educators. Investigative focus is given to effective literacy instruction, literacy assessment, and preservice teacher preparation and potential effects literacy instruction and teacher preparation have on the inclusion of students with disabilities in the general classroom. A related interest is creating an awareness of disabling conditions and acceptance of persons with disabilities in the general classroom and community. Recent legal changes, including Response to Intervention, have spurred additional interest in assisting teachers and administrators with the accountability for student instruction, including students with disabilities in the general classroom.

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