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Communication and Language Disorders Derived from Hearing Impairment

Code: 43614 ECTS Credits: 6
Degree Type Year Semester
4315497 Communication and Language Disorders OT 0 2
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.


Jesús Valero García

Use of Languages

Principal working language:
catalan (cat)


Cristina Cambra Verges
Nuria Silvestre Benach
Carrasumada Serrano Pau

External teachers

Ana Belén Mallén
Carme Mundet
Carme Roig
Elisenda Roig
Jesús Valero
Núria Rosich
Rubén Díaz


It is recommendable to go over the contents of module 6:  Update on specific communication disorders and oral and written language.

Objectives and Contextualisation

Renforcement the speech therapist’s own training through theoretical and practical contents that allow them to carry out research, diagnosis and treatment related to communication and language disorders of hearing impairment.

Knowledge of the current situation in the investigation of cochlear implants and other technological advances to aid hearing.


  • Adjust and monitor speech therapy plans, depending on the evaluation and individual and social variables concurrent versus new and complex problems.
  • Apply the scientific method in professional practice.
  • Design and implement strategies to intervene from a biopsychosocial approach to facilitate the social inclusion of people affected by communication disorders and language.
  • Show interpersonal communication skills and managing emotions for effective interaction with patients, families and caregivers in the process of problem identification, evaluation, communication of diagnosis and intervention and monitoring.

Learning Outcomes

  1. Adapting the speech to language and communication skills of the user with hearing impairment and their families.
  2. Conduct a systematic review to summarize the best available scientific evidence.
  3. Design and implement strategies to raise awareness and social change to facilitate the inclusion of people affected by communication disorders and language.
  4. Design strategies for speech therapy intervention in the field of communication disorders and language derived from hearing impairment adapted to the specificity of each case, taking into account the personal, family and social context.
  5. Develop and implement strategies that equip the person at risk of social exclusion of resources to meet the challenges in different contexts.
  6. Establish the objectives of speech therapy intervention in the field of communication disorders and language derived from hearing loss from an interdisciplinary perspective.
  7. Identify and select speech therapy intervention strategies in the field of communication disorders and language derived from the most appropriate hearing loss in each case, taking into account the personal, family and social context.
  8. Identify the characteristics of the family and social environment to determine their influence on the process of intervention in the field of communication disorders and language derived from hearing impairment.
  9. Intervene on barriers and facilitators influencing the contexts of the person to facilitate their social inclusion.
  10. Knowing and intervening on the facilitators and barriers to treatment adherence hearing impaired user.
  11. Recognizing affective states and experiential processes user with hearing impairments and their families.
  12. Selected so argued, based on screening criteria and quality, relevant documentary sources for the purpose of research, evaluation or speech therapy intervention in the context of communication disorders and language derived from hearing impairment.


1.- Current situation of knowledge in hearing disorders
2.- Hearing aids:
2.1 The cochlear implant
2.2. Digital hearing aids
3.- Research and care for children with deafness.
3.1  Research carried out with deaf children between 0-3 years old.
3.2 Research on the acquisition of oral and written language. Speech therapy intervention.
3.2.1 The use of ICT in speech therapy intervention
3.3 The use of audiovisuals in the classroom
3.4 Research on learning mathematics and interrelation with visual perception.
4. Research on presbycusis.





The methodology of this module includes:

-       Master classes

-       Seminars to discuss different cases

-       Individual tutorials to resolve doubts

-       Self-study activities: reading of articles and an individually-written essay

 The methodology of teaching and evaluation of the proposals may undergo some modification in the operation of the restrictions of assistance imposed by the sanitary authorities. The team docent will detail the classroom or in the usual communication mitjans the face-to-face or virtual format / in line with the different activities directed and evaluated, tenint en compte the indications of the professor and depending on which permet the sanitary situation .


Title Hours ECTS Learning Outcomes
Type: Directed      
Master classes 31.5 1.26 1, 10, 3, 5, 8, 9, 11
Type: Supervised      
Analysis of cases and individual tutorials 13.5 0.54 4, 6, 7
Type: Autonomous      
Reading of articles and an individually-written essay 105 4.2 2, 12


The evaluation of this module will be based on three evidences of learning:

EV1: Individual written work from the reading of scientific articles on some of the contents of the program of the module (30%).

EV2: An individual multiple choice online exam (60%).

EV3: Attendance to a minimum of 80% of the face-to-face sessions and correct realization of the proposed activities (10%).


A student who only presents one of the two evidences of learning (EV1 and EV2) will be listed as "non-evaluable".
It is not ruled out that teachers carry out some activity (presentation and discussion of an article, eg) and that this activity is also evaluated. In this case, the weight and the evidence on the whole of the final grade will not exceed 10% and will reduce the weight of the EV2, proportionally.

Passed module: the student passes the module if he obtains a minimum grade of 5 points (scale 0-10) as an average mark of the three evidences of learning.

Recovery test: Students who have not passed the criteria established to pass the subject and who have been previously evaluated in a set of activities whose weight is equivalent to a minimum of two thirds of the total grade of the subject. The student may be eligible for a retake of the two unpassed learning evidences (evidence 3 cannot be retrieved) if the final grade of the continuous assessment is at least 3.5 points (scale 0-10).
- It is necessary to pass with a score equal to or greater than 5 points each of the evidence of learning to which the student presents himself in the recovery.
- In the weighted calculation of the final grade, a score of 5 points will be incorporated for each evidence of learning recovered.
- Students in second or subsequent enrollment are not expected to be assessed by a single non-recoverable synthesis test.

Evaluation link: https://www.uab.cat/web/estudiar/graus/graus/avaluacions-1345722525858.html

Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Attendance at face-to-face sessions 10% 0 0 1, 10, 2, 5, 6, 11
Individually-written essay related to one of the contents of the programme 30% 0 0 4, 3, 2, 5, 6, 9, 12
Written exam 60% 0 0 10, 4, 3, 5, 6, 7, 8, 9


Batten, G., Oakes, P.M. y Alexander, T. (2013). Factors associated with social interactions between deaf children and their hearing peers: a systematic literature review. Journal of Deaf Studies and Deaf Education, 18 (4).

Bruna, O., Roig, T., Puyuelo, M., Junqué, C. y Ruano, A. (2011). Rehabilitación neuropsicológica: intervención y práctica clínica. Barcelona: Elsevier-Masson.

Cambra, C., Silvestre, N., i Leal, A. (2008). Comprehension of television messages by deaf students at various stages of education. American Annals of the Deaf, 153(5), 425-434.
CSIC (2011) Informe sobre envejecimiento .

Lin, F. R., Yaffe, K., Xia, J., Qian-Le, X., Harris, T. B., Purchase-Helzner, E. y Simonsick, E. M. (2013). Hearing loss and cognitive decline in older adults. JAMA Internal Medicine, 173 (4), 293-299.

Marschark,M., Morrison C., Lukomski, J., Borgna, G., i Convertino, C. (2013). Are deaf students visual learners?. Learning and individual differences, 25, 156-162.

Moreno-Torres,I., Cid,M.M.,Santana,R. & Ramos,A. (2011) Estimulación temprana y desarrollo lingüístico en niños sordos con implante coclear: El primer año de experiencia auditiva Revista de Investigación enLogopedia 1, 56-75

Nicholas,J.G.& Geers,A.E. (2006) Effects of Early Auditory Experience on the Spoken Language of Deaf Children at 3 Years of Age. Ear Hear 27, (3) 286-298

Peterson, C (2016) Empathy and Theory of Mind in deaf and Hearing Children. Journal of deaf studies and deaf education, 21 (2) 141-147

Rosich, N.; Núñez, J.M.; Fernádez del Campo, J.E. (1996): Matemáticas y deficiencia sensorial. Madrid.Síntesis.

Rosich, N. ; Serrano, C. (1998): " Las adquisiciones escolares: el aprendizaje matemático". En (Coord.Silvestre, N.) Sordera. Comunicación y aprendizaje. Madrid. Masson, pp. 133-141.

Rosich, N., Giménez, J., Latorre, R.M., Muria, S. (2006). Diversidad y geometría en la ESO. El caso de alumnado deficiente auditivo. Contextos Educativos. Revista de Educación. 8(9), 51-68.

Silvestre,N. & Laborda,C. (2006) Los inicios de la comunicación y la adquisición del lenguaje oral en el alumnado con sordera En Victor Acosta La Sordera desde la diversidad cultural y lingüística Construyendo centros inclusivos en la educación del alumnado con sordera. Masson Barcelona p.p. 83-114

Silvestre,N. (2010) Les famílies que tenen criatures amb necessitats educatives especifiques: Las famílies oïdores que tenen criatures sordes. Educar 45, 99 -115

Valero-Garcia, J.; Vila-Rovira, JM.; Porteiro, M.; Talleda, N.; Catalá, M. y Millet, N (2016) Valor predictivo de la Escala ADDA en la detección de la pérdida auditiva en personas mayores hospitalizadas. Revista de Logopedia, Audiología y Foniatría. 36, 135-141.

Wang, Y.,Trezek, B.J., Luckner, J.L. Paul, P.V. (2008). The Role of Phonology and Phonologically Related Skills in Reading Instruction for Students Who are Deaf or Hard of Hearing American Annals of the Deaf, 153 (4), 396-407

Ziv,M.,Most,T,Cohen, S. (2013) Understanding of Emotions and False Beliefs among hearing children versus Deaf Children. Journal of Deaf Studies of Education 18:2 p.p. 161-174.


Bibliografía complementaria:

AAVV (2013) Manual básico de formación especializada sobre discapacidad auditiva. Madrid:Fiapas. 5a ed.

AAVV (2012) Sordera infantil. Del diagnóstico precoz a la inclusión educativa. Madrid: Fiapas. 2n ed.

Evelien Dirks, Lizet Ketelaar, Rosanne van der Zee, Anouk P. Netten, Johan H.M.Frijins and Caroline Rieffe (2017). Concerns for others: A study on Empaty in Toddlers with Moderate Hearing Loss. Journal of Deaf Studies and Deaf Education, 178-186. Doi: 10.1093/deafed/enw076

Laurent, Angelina T.G (2014)., "An analysis of the problem solving skills of children who are deaf or hard of hearing". Independent Studies and Capstones. Paper 691. Program in Audiology and Communication Sciences, Washington University School of Medicine. http://digitalcommons.wustl.edu/pacs_capstones/691 

Lizet Ketelaar, MSc, Carroline Rieffe, PhD, Carin H. Wiefferink, MA, and H.M.Frijins, MND,PhD (2012). Does Hearing Hearing Lead to Understanding? Theory of Mind in Toddlers and Preschoolers with Cochlear Implants?. Journal of Pediatric Psychology 37 (9) 1041-1050    2012. Doi: 10.1093/jpepsy/jss086

Krejtz, I., Szarkowska, A., & Łogińska, M. (2016). Reading Function and Content Words in Subtitled Videos. Journal of Deaf Studies and Deaf Education, 21(2), 222–232. doi:10.1093/deafed/env061

Szarkowska, A., Krejtz, I., Klyszejko, Z., & Wieczorek, A. (2011). Verbatim, standard, or edited? Reading patterns of different captioning styles among deaf, hard of hearing, and hearing viewers. American Annals of the Deaf 156 (4), 363–378. doi:10.1353/aad.2011.0039

Rosich, N., Giménez, J., (2005) Improving geometry by using dialogic hypermedia tools: A case study. Interactive Educational Multimedia, Number 10, April , pp. 54-65 https://www.researchgate.net/publication/28156249_Improving_geometry_by_using_dialogic_hypermedia_tools_A_case_study

Zevenbergen, R.; Hyde,M. & Des Power (2001): Language, Arithmetic Word Problems, and Deaf Students: Linguistic Strategies Used to Solve Tasks. Mathematics Education Research Journal, Vol. 13, No.3, 204-218.