This version of the course guide is provisional until the period for editing the new course guides ends.

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Hearing Disorders: Assessment and Intervention

Code: 104144 ECTS Credits: 6
2025/2026
Degree Type Year
Logopedia OB 3

Contact

Name:
Carrasumada Serrano Pau
Email:
carrasumada.serrano@uab.cat

Teaching groups languages

You can view this information at the end of this document.


Prerequisites

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 and II; Disorders and evaluation of the acquisition of oral and written language

Objectives and Contextualisation


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.


Learning Outcomes

  1. CM12 (Competence) Explain in writing the diagnosis and proposed speech therapy treatment in order to inform other professionals involved in the case (speech therapists, ENT specialists, teachers, paediatricians, etc.).
  2. KM23 (Knowledge) Recognise in which situations a referral is required to a specialist in ENT, audiology, speech therapy or other related specialties.
  3. SM19 (Skill) Plan for family collaboration and participation in speech therapy treatment related to speech, voice, and hearing.
  4. SM20 (Skill) Prepare a medical history based on the symptoms and signs provided by the patient.
  5. SM21 (Skill) Analyse possible inequalities based on gender/sex or origin due to vocal and auditory characteristics.
  6. SM67 (Skill) Apply the specific assessment tools appropriate for speech, voice and hearing.
  7. SM68 (Skill) Design speech therapy interventions, selecting the appropriate objectives, techniques and resources for speech, voice and hearing intervention.

Content

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. Subject 6. Modalities of schooling of the alumnado with deafness. Orientations at school. Subject 7. The evaluation of the oral language of the alumnado with deafness. Subject 8. The speech therapy intervention for the development of the oral language of the students with deafness.
 

Activities and Methodology

Title Hours ECTS Learning Outcomes
Type: Directed      
Classes 21 0.84 KM23, SM19, SM21, KM23
Seminars and practices 24 0.96 CM12, KM23, SM19, SM20, SM21, SM67, SM68, CM12
Type: Supervised      
Tutorials 20 0.8 CM12, SM19, SM20, SM68, CM12
Type: Autonomous      
Reading documents 15 0.6 KM23, SM19, SM21, KM23
Study 20 0.8 KM23, SM19, SM21, SM67, SM68, KM23
Work preparation 40 1.6 CM12, KM23, SM19, SM20, SM21, SM67, SM68, CM12


The methodology consists of guided classes and practical seminars where explanations are combined with readings, material analysis and the creation of a portfolio.

In this subject, theuse of Artificial Intelligence (AI) technologies is not allowed in any of its phases. Any work that includes fragments generated with AI will be considered a lack of academic honesty and may lead to a partial or total penalty in the grade of the activity, or greater sanctions in serious cases.

 

 
 
 
 
 
 

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.


Assessment

Continous Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
EV1: Content test 50 2 0.08 KM23, SM20, SM21
EV2: Audiometry 10 2 0.08 CM12, KM23
EV3: Briefcase 40 6 0.24 CM12, KM23, SM19, SM20, SM21, SM67, SM68

The assessment will be based on the following evidence of learning:
										
											
										
											EV1. Content evaluation test: 50% of the final grade. Written tests. It will take place during the second evaluation week. Individual and face-to-face.
										
											
										
											EV2. Analysis and interpretation of audiometry: 10% of the final grade. Written tests. It will be done during the first evaluation week. Individualand face-to-face.
										
											
										
											EV3. Briefcase: Work in a small group analyzing and comparing language samples of children with deafness: 40% of the final grade. Written test. It will take place throughout the semester. Group and face-to-face. The delivery will be made through the moodle classroom.
 
Each of the subject's learning evidence will be returned as follows: EV1 - In the Moodle classroom, week 20; EV2 - In tutoring, week 9; EV3 - week 18.

A student who has given learning tests with a weight of less than 4,0 points (40%) will be considered "non-assessable". 

Passed subject: the student passes the subject if he obtains a minimum score of 5,0 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 5,0 (on a scale of 10). it must have been assessed in a minimum of 2/3 of the final grade.
The request for a single evaluation implies the waiver of continuous evaluation (CA), and implies the delivery on a single date of all the evaluative evidence to accredit and guarantee the achievement of the objectives and learning results established in the subject.The date will be thedate scheduled for EV1 for AC students. 
The same resit process as the continuous assessment will be applied.
The single assessment is requested electronically (E-form) in the specific period (more information on the Faculty's website)
 
In the cases of second or superior 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

The delivery of the translation of the face-to-face assessment tests will be carried out if the requirements established in article 263 are met and your request is made in week 4 electronically (E-form) (more information on the Faculty's website ).



Bibliography


Fundamental bibliography

Departament de Salut (Generalitat de Catalunya) (2010): Protocol per a la detecció precoç, el diagnòstic, el tractament i el seguiment de la hipoacúsia neonatal. (https://e-aules.uab.cat/2020-21/pluginfile.php/959290/mod_resource/content/2/Protocol%20de%20deteccio%20i%20diagnostic%20GENCAT.pdf).

Cardona, M.C.; Gomar, C.; Palmés, C. i Sadurní, N. (2010): Alumnado con pérdida auditiva. Barcelona: Graó

Creda Jordi Perelló (2010): Els alumnes amb sordesa a l'escola. Cicle mig i superior d'Educació Primària. https://serveiseducatius.xtec.cat/creda-jordiperello/wp-content/uploads/usu975/2016/05/Dossier-CM-CS.png

Llombart, C. (2013): Tinc un/a alumne/a sord/a a l'aula. Consorci d'Educació de Barcelona. http://www.xtec.cat/~cllombar/

Silvestre, N. (2010): Les famílies que tenen criatures amb necessitats educatives específiques: les famílies oïdores que tenen criatures sordes. Educar, 45 (1-17).

 

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.

Manrique i Huarte (2002). Implantes cocleares. Ed.Masson. Intervenció en implants coclears.

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.

Web links:

https://www.fiapas.es

https://www.acapps.org/web/

https://www.Phonak-Pip.es

 



 


Software

Does not apply

 


Groups and Languages

Please note that this information is provisional until 30 November 2025. You can check it through this link. To consult the language you will need to enter the CODE of the subject.

Name Group Language Semester Turn
(PAUL) Classroom practices 11 Catalan second semester morning-mixed
(PAUL) Classroom practices 12 Catalan second semester morning-mixed
(TE) Theory 1 Catalan second semester morning-mixed