Degree | Type | Year | Semester |
---|---|---|---|
2500893 Speech therapy | OB | 3 | 2 |
It is advisable to have done the Pathology of Audition, Speech, Voice and Degree.
It is recommended to review the contents of other related subjects:
Acquisition and processing of language, Evolutionary Psychology I; Disorders and evaluation of the acquisition of oral and written language
Having acquired the knowledge related to the anatomy and physiology of the ear as well as the pathology of the hearing, this subject has a clearly educational approach of speech therapy. When the student completes the course, he will be able to evaluate the communicative and linguistic competence of students with deafness and offer the most appropriate speech therapy intervention according to their specificity, taking into account the socio-educational environment that surrounds them. The student will be able to extend and deepen their knowledge about the speech therapy intervention in the first childhood of the deaf child if they carry out the optional subject of 4th year: Early education of the creature affected by language and hearing disorders.
Subject 1. Anatomy and physiology of the ear.
Subject 2. Detection and diagnosis: Neonatal auditory screening, Classification of the deafness, tests of auditory valuation and interpretation of audiometries.
Subject 3. Technical aids: Hearing aid, cochlear implant and modulated frequency system.
Subject 4. Impact of deafness on the family environment. Family guidelines.
Subject 5. Modes of communication of the people with deafness. The acquisition of oral language
Subject 6. Modalities of schooling of the alumnado with deafness. Orientations at school.
Subject 7. The educational services in Catalonia: the CREDA.
Subject 8. The evaluation of the oral language of the alumnado with deafness.
Subject 9. The speech therapy intervention for the development of the oral language of the students with deafness.
The methodology consists of guided classes and practical seminars where the explanations are combined with readings and comments, analysis of audiovisual material, etc.
“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”.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Classes | 21 | 0.84 | 1, 2, 5, 4, 3, 7, 9, 6, 10 |
Seminars and practices | 24 | 0.96 | 2, 3, 7, 9, 6, 10 |
Type: Supervised | |||
Tutorials | 20 | 0.8 | 6 |
Type: Autonomous | |||
Preparing a work | 40 | 1.6 | 2, 5, 4, 3, 9, 6, 10 |
Reading documents | 15 | 0.6 | 1, 7, 9, 6 |
Study | 20 | 0.8 | 1, 2, 5, 4, 3, 7, 9, 6, 10 |
The assessment will be based on the following evidence of learning:
EV1. Content evaluation test: 50% of the final grade. Individual. Written tests. It will take place during the second evaluation week
EV2. Analysis and interpretation of audiometry: 10% of the final grade. Individual. Written tests. It will be done during the first evaluation week
EV3. Work in a small group analyzing and comparing language samples of children with deafness: 40% of the final grade. Written and oral test. It will take place during the second evaluation week
A student who has given learning tests with a weight of less than 4 points (40%) will be considered "non-assessable".
Passed subject: the student passes the subject if he obtains a minimum score of 5 points (scale 0-10) as a weighted sum of all the evidence of learning.
Recovery test: those students who have not met the criteria established to pass the course,
will be able to recover those evidences with insufficient performance if the overall mark of the continuous assessment is between 3.5 and 5 (on a scale of 10).
In the cases of second enrollments, the evaluation of the subject will be the same as in the cases of first enrollment.
https://www.uab.cat/web/estudiar/graus/graus/avaluacions-1345722525858.html
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
EV1: Content test | 50 | 2 | 0.08 | 1, 5, 3, 7, 9, 6 |
EV2: Audiometry | 10 | 2 | 0.08 | 1, 2, 4, 3, 7, 9, 10 |
EV3: Work in small group | 40 | 6 | 0.24 | 2, 8, 5, 4, 9, 6, 10 |
Fundamental bibliography
Silvestre,N.; Cambra,C.; Laborda,C.; Mies,A.; Ramspott,A.; Rosich,N.; Serrano,C. i Valero,J. (1998) Sordera comunicación y aprendizaje. Ed.Masson, Barcelona. Manual bàsic sobre sordesa i amb resultats d'investigacions realitzades a Catalunya.
Silvestre,N.; Cambra,C.; Laborda,C.; Mies,A.; Ramspott,A.; Rosich,N.; Serrano,C. i Valero,J. (2002) L'alumnat sord a les etapes infantil i primària. Criteris i exemples d'intervenció educativa. Servei de Publicacions de la UAB. Manual bàsic sobre sordesa i amb resultats d'investigacions realitzades a Catalunya. Inclou CD.
Manrique i Huarte (2002). Implantes cocleares. Ed.Masson. Intervenció en implants coclears.
Torres, S. (1995) Deficiencia auditiva. Aspectos psicoevolutivos y educativos. Ed.Aljibe. Manual general sobre el tema.
Complementary bibliography
Amat,M.T. (2011). Quadern de rehabilitació: Implant coclear. Federació AICE, Barcelona.
Calvo, J.C. (1999) La sordera: un enfoque socio-familiar. Ed.Amaru.
Cardona, C.; Gomar,C.; Palmés,C. i Sadurni, N. (2010). Alumnado con pérdida auditiva. Ed.Graó, Barcelona.
Furmanski, H.M. (2005). Implantes cocleares en niños: rehabilitación auditiva y terapia auditiva. Asociación de implantados cocleares de España, Barcelona.
Gotzens,A. i Marro, S. (1999). Prueba de valoración de la percepción auditiva. Ed.Masson, Barcelona.
Enllaços web:
www.fiapas.es
www.oiresclave.org
www.t-oigo.com