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2020/2021

Language and Hearing Disorders and their Effects on Early Childhood Education 

Code: 101686 ECTS Credits: 6
Degree Type Year Semester
2500893 Speech therapy OT 4 1
The proposed teaching and assessment methodology that appear in the guide may be subject to changes as a result of the restrictions to face-to-face class attendance imposed by the health authorities.

Contact

Name:
Paula Resina Curado
Email:
Paula.Resina@uab.cat

Use of Languages

Principal working language:
catalan (cat)
Some groups entirely in English:
No
Some groups entirely in Catalan:
No
Some groups entirely in Spanish:
No

Teachers

Cristina Andrés Carrillo

Prerequisites

It is advisable to revise the subjects of Evolutionary Psychology of Early Childhood,Acquisition and Processing of Language and Hearing Disorders. Assessment and Intervention

Objectives and Contextualisation

The main educational objectives of the subject are to:

  1.    Know the language acquisition processes of deaf children and children with language disorders comparatively with children with typical development
  2.    Evaluate the informational, educational and psychological support needs of families with languaje disorder
  3.    Apply appropriate family counseling strategies
  4.    Prepare and apply the strategies to stimulate communication and the acquisition of oral language in early childhood
  5.    Apply appropriate guidance and counseling strategies at education centers.

Competences

  • Communicate orally and in writing to the patient, family members and other professionals involved in the case, the relevant observations and conclusions, adapting these to the socio-linguistic characteristics of the environment.
  • Demonstrate an understanding of disorders in communication, language, speech, hearing, voice and non-verbal oral functions.
  • Design and carry out speech-therapy treatment, whether individual or at group level, establishing objectives and phases, with more efficient and suitable methods, techniques and resources, attending to the distinct developmental phases of human beings.
  • Design, implement and evaluate actions aimed at preventing communication and language disorders.
  • Ethically commit oneself to quality of performance.
  • Have a strategic and flexible attitude to learning.
  • Identify, analyze and solve ethical problems in complex situations.
  • Understand, integrate and relate new knowledge deriving from autonomous learning.

Learning Outcomes

  1. Analyse human communication systems as a basis for understanding communication and language disorders.
  2. Ethically commit oneself to quality of performance.
  3. Explain orally and then prouce in written format observations and conclusions directed to other professionals, adapting these to the sociolinguistic characteristics of the environment.
  4. Guide families with deaf children throughout the process of speech therapy to encourage their development.
  5. Have a strategic and flexible attitude to learning.
  6. Identify the different modes of communication for people with hearing impairments and explain their implications for speech therapy directly with children and indirectly with their family.
  7. Identify, analyze and solve ethical problems in complex situations.
  8. Understand, integrate and relate new knowledge deriving from autonomous learning.
  9. Use sign language as a resource and support language development in patients with difficulties with oral language development.

Content

EVIDENCE BASED PRACTICE

THE FIRST YEARS OF LIFE

1. Detection, diagnosis and early reception of deaf children and their families

2. The impact of deafness on affected children

3. Methodology for stimulating communication and oral language

4. Assessment of the communicative and linguistic psychic development of the deaf child during the first 2 years of life

 

FAMILY ENVIRONMENTS

5. Impact of language disorders impact on the family environment

6. Methodology for care and families support

 

SCHOOL ENVIRONMENTS

7. Language and inclusion

8. Methodology and intervention strategies

 

SPEECH THERAPY INTERVENTION IN THE FAMILY ENVIRONMENT

10. Objectives and planning
										
											
										
											11. Bases and strategies of speech therapy intervention
										
											
										
											12. Family intervention and working from home

Methodology

 Directed activities

Lectures with support of ICT.

Seminars for analyzing and discussing specialized papers and cases. Students will discuss methodological, theoretical and applied implications.

 

- Supervised activities

Tutoring of coursework due.

 

- Autonomous activities

Reading specialized papers and documents (reports, cases, and specific documents for the course*).

Preparation and elaboration of coursework due.

Searching information and documentation.

“N.B. The proposed teaching and assessment methodologies may experience some modifications as a result of the restrictions on face-to-face learning imposed by the health authorities. The teaching staff will use the Moodle classroom or the usual communication channel to specify whether the different directed and assessment activities are to be carried out on site or online, as instructed by the Faculty”.

Activities

Title Hours ECTS Learning Outcomes
Type: Directed      
Practices sessions 12 0.48 1, 3, 6, 4
Theoric sessions 24 0.96 1, 6, 4
Type: Supervised      
Follow-up tutorials for group work 35 1.4 3, 6
Individualized attention (face to face or virtual) 7 0.28 8, 5
Type: Autonomous      
Autonomous search for information search 10 0.4 1, 8, 3, 6, 4
Group work for the completion to complete the final workproject 15 0.6 1, 8, 2, 3, 6, 7, 9
Individual study of the subject and preparation for the exam 15 0.6 1, 8, 7
Readings, observations and elaborate programming 30 1.2 1, 8, 2, 6

Assessment

The following learning evidences (with the following weight in the course final grade) must be presented:

LE1: written work, and participation in conferences (weight: 25%) (weeks 8 to 14)

LE2:  written work and oral presentation (weight: 35%) (week n. 14)

LE3: written exam 2 (weight: 40%) (week n. 19)

Students will pass the course if both of the following conditions apply: (1) they have obtained at least 5 points (0-10 scale) as a result of the weighted mean of learning evidences, and (2) they have passed at least two out of the three evidences.

A student who has presented learning evidences representing a weight below 4 points (40%), will be qualified as Non Assessable (NA).

If the criteria to pass the course specified above are not met, students will have the opportunity to resit exam/s in the following cases: (a) the final grade is equal to or greater than 3.5 and is below 5 (0-10 scale), and (b) have been previously assessed on a set of learning activities with a minimum weight of 66.6% of the final grade of the course.

The maximum grade that can be obtained from retaken examinations is 5.

General assessment guidelines: https://www.uab.cat/web/estudiar/graus/graus/avaluacions-1345722525858.html

 

Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
EV1- Written work and participation in seminar 25% 0 0 1, 8, 3, 6, 4
EV2- Written work and oral presentation: Speech therapy assessment and strategies 35% 0 0 8, 2, 3, 6, 7, 4, 5, 9
EV3- Test exam 40% 2 0.08 1, 8, 4

Bibliography

Basic references:

Aguilar-mediavilla, E., Buil-legaz, L., Esteller-cano, À., Pérez-castelló, J. A., & Balears, I. (2019). Del trastorn específic del llenguatge (TEL) al trastorn del desenvolupament del llenguatge (TDL): un canvi de concepció sobre els trastorns del llenguatge. (17), 11-26.

Butler, C. (2019). Working the ‘wise’ in speech and language therapy: Evidence-based practice, biopolitics and ‘pastoral labour.’ Social Science and Medicine, 230, 1–8. https://doi.org/10.1016/j.socscimed.2019.03.038

Fernández Martín, F., Arce Calvo, M., & Moreno Molina, J. (2014). Escuchemos el lenguaje del niño: normalidad versus signos de alerta. Pediatría Atención Primaria, 16, 101-110. doi: 10.4321/s1139-76322014000200014

Moran Alvarado, M. D. R., Vera Miranda, L. Y., & Morán Franco, M. R. (2017). Los trastornos del lenguaje y las necesidades educativas especiales. Consideraciones para la atención en la escuela. Revista Universidad y Sociedad, 9(3), 191–197

Schubert, A. (2019). What speech therapists, occupational therapists and physical therapist need to know to become evidence-based practitioners: A cross-sectional study. Zeitschrift Fur Evidenz, Fortbildung Und Qualitat Im Gesundheitswesen, 140, 43–51. https://doi.org/10.1016/j.zefq.2019.02.003

 

Throughout the course, more specific bibliography will be provided.