Degree | Type | Year | Semester |
---|---|---|---|
2500893 Speech therapy | OT | 4 | 1 |
It is advisable to revise the subjects of Evolutionary Psychology of Early Childhood,Acquisition and Processing of Language and Hearing Disorders. Assessment and Intervention
The main educational objectives of the subject are to:
THE FIRST YEARS OF LIFE 1.Detection, diagnosis and first reception of the deaf child and their families 2. The impact of deafness on affected creatures 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 MEDIA 6. The impact of deafness on the family environments of deaf children 7. Methodology of care and support for families
THE KINDERGARTEN STAGE 8. Stage 3 to 6 Evolution and assessment 9. Methodology and intervention strategies 10. The use, motivation and preparatory activities in the written language
EDUCATIONAL INTERVENTION AND RESEARCH 11. Educational environments 12. Bases of intervention strategies and lines of research
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”.
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
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 |
The competences of this subject will be evaluated by means of: written tests, the participation in the talks that will take place during the Seminar classes, and the presentation of reports / works in the Seminar classes. The evaluation system is organized into two modules, each of which will be assigned a specific weight in the final grade. Delivery module: in this module will be evaluated the case reports and papers presented at the seminars with an overall weight of 50% of the final grade. Written test module, with an overall weight of 50% in the final grade. Specifically, the following evidence of learning will be presented: EV1: Presentation of viewing cases in class in person and / or virtually (weight of 20%) (Weeks 8 to 14) EV2: Written work and oral defense (30% weight) (week 14) EV3: written test (50% weight) (2nd assessment period)
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
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
EV1- individual and group.- Work of face-to-face and or virtual viewed cases. | 20% | 0 | 0 | 1, 8, 3, 6, 4 |
EV2- Group work on speech therapy intervention and oral presentation. Face-to-face and / or virtual | 30% | 0 | 0 | 8, 2, 3, 6, 7, 4, 5, 9 |
EV3- Test exam presencial (second assessment period) | 50% | 2 | 0.08 | 1, 8, 4 |
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.