Degree | Type | Year | Semester |
---|---|---|---|
4315497 Communication and Language Disorders | OT | 0 | 2 |
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.
1.- Current situation of knowledge in hearing disorders
3.1 The cochlear implant
3.2. Digital hearing aids
4.- Speech therapy intervention in the acquisition of oral and written language
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 .
In the last class, time will be allocated to allow students to answer the surveys for the evaluation of teaching performance and the evaluation of the subject.
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 | |||
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
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).
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 .
Figueroa, M., Darbra, S., & Silvestre, N. (2020). Reading and theory of mind in adolescents with cochlear implant. Journal of Deaf Studies and Deaf Education, 25(2), 212–223. https://doi.org/10.1093/deafed/enz046
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.
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
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 enel 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.
Valero-Garcia, J. Iglesias, L. Silvestre, N. (2021) Theory of Mind and its relation to presbycusis. A pilot study. Speech, Language and Hearing, https://doi.org/10.1080/2050571X.2021.1927591
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, A 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. Programin 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. 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.
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