Study programme competencies |
Code
|
Study programme competences / results
|
A2 |
Coñecer e integrar os fundamentos psicolóxicos da Logopedia: o desenvolvemento da linguaxe, o desenvolvemento psicolóxico, a Neuropsicoloxía da linguaxe, os procesos básicos e a Psicolingüística. |
A3 |
Coñecer e integrar os fundamentos lingüísticos da Logopedia: Fonética e fonoloxía, morfosintaxe, semántica, pragmática, sociolingüística. |
A7 |
Coñecer, recoñecer e discriminar entre a variedade das alteracións: os trastornos específicos do desenvolvemento da linguaxe, trastorno específico da linguaxe, retrasos da linguaxe, trastornos fonéticos e fonolóxicos; os trastornos da comunicación e a linguaxe asociados a déficit auditivos e visuais, o déficit de atención, a deficiencia mental, o trastorno xeneralizado do desenvolvemento, os trastornos do espectro autista, a parálise cerebral infantil e as plurideficiencias; os trastornos específicos da linguaxe escrita; as discalculias; as alteracións no desenvolvemento da linguaxe por deprivación social e as asociadas a contextos multiculturais e plurilingüismo; os trastornos da fluidez da fala; as afasias e os trastornos asociados; as disartrias; as disfonías; as disglosias; as alteracións da linguaxe no avellentamento e os trastornos dexenerativos; as alteracións da linguaxe e a comunicación en enfermidades mentais; o mutismo e as inhibicións da linguaxe; as alteracións das funcións orais non verbais: deglución atípica, disfagia e alteracións tubáricas. |
A8 |
Coñecer os fundamentos do proceso de avaliación e diagnóstico. |
A9 |
Coñecer e aplicar os modelos, técnicas e instrumentos de avaliación. |
A10 |
Realizar a avaliación das alteracións da linguaxe nos trastornos específicos do desenvolvemento da linguaxe: trastorno específico da linguaxe, retrasos da linguaxe, trastornos fonéticos e fonolóxicos; os trastornos da comunicación e a linguaxe asociados a déficit auditivos e visuais, o déficit de atención, a deficiencia mental, o trastorno xeneralizado do desenvolvemento, os trastornos do espectro autista, a parálise cerebral infantil e as plurideficiencias; os trastornos específicos da linguaxe escrita; as discalculias; as alteracións no desenvolvemento da linguaxe por deprivación social e as asociadas a contextos multiculturais e plurilingüismo; os trastornos da fluidez da fala; as afasias e os trastornos asociados; as disartrias; as disfonías; as disglosias; as alteracións da linguaxe no avellentamento e os trastornos dexenerativos; as alteracións da linguaxe e a comunicación en enfermidades mentais; o mutismo e as inhibicións da linguaxe; as alteracións das funcións orais non verbais: deglución atípica, disfagia e alteracións tubáricas. |
A12 |
Realizar unha avaliación tras a intervención. |
A13 |
Coñecer os principios xenerais de la intervención logopédica. |
A15 |
Coñecer e aplicar os modelos e as técnicas de intervención. |
A17 |
Coñecer e realizar a intervención logopédica nos trastornos específicos do desenvolvemento da linguaxe: trastorno específico da linguaxe, retrasos da linguaxe, trastornos fonéticos e fonolóxicos; os trastornos da comunicación e a linguaxe asociados a déficit auditivos e visuais, o déficit de atención, a deficiencia mental, o trastorno xeneralizado do desenvolvemento, os trastornos do espectro autista, a parálise cerebral infantil e as plurideficiencias; os trastornos específicos da linguaxe escrita; as discalculias; as alteracións no desenvolvemento da linguaxe por deprivación social e as asociadas a contextos multiculturais e plurilingüismo; os trastornos da fluidez da fala; as afasias e os trastornos asociados; as disartrias; as disfonías; as disglosias; as alteracións da linguaxe no avellentamento e os trastornos dexenerativos; as alteracións da linguaxe e a comunicación en enfermidades mentais; o mutismo e as inhibicións da linguaxe; as alteracións das funcións orais non verbais: deglución atípica, disfagia e alteracións tubáricas. |
A18 |
Coñecer e realizar a intervención logopédica en Atención Temperá. |
A19 |
Coñecer e implementar os Sistemas de Comunicación Aumentativa. |
A20 |
Coñecer e implementar as axudas técnicas á comunicación. |
B3 |
Apreciar as distintas manifestacións da diversidade. |
B4 |
Aprender a aprender. |
B7 |
Capacidade de análise e síntese. |
B8 |
Capacidade de observar e de escoitar de forma activa. |
B10 |
Capacidade para motivarse e procurar a calidade na actuación profesional. |
B11 |
Comportarse con ética e responsabilidade social como cidadán e como profesional. |
B13 |
Coñecer e manexar as novas tecnoloxías da comunicación e da información. |
B14 |
Destreza e empatía nas relacións interpersoais. |
B18 |
Ser creativo no exercicio da profesión. |
B19 |
Ter compromiso ético. |
C3 |
Utilizar as ferramentas básicas das tecnoloxías da información e as comunicacións (TIC) necesarias para o exercicio da súa profesión e para a aprendizaxe ao longo da súa vida. |
C4 |
Desenvolverse para o exercicio dunha cidadanía aberta, culta, crítica, comprometida, democrática e solidaria, capaz de analizar a realidade, diagnosticar problemas, formular e implantar solucións baseadas no coñecemento e orientadas ao ben común. |
C7 |
Asumir como profesional e cidadán a importancia da aprendizaxe ao longo da vida. |
Learning aims |
Learning outcomes |
Study programme competences / results |
To know the augmentative and alternative communication systems that people with congenital and/or acquired disabilities and communication and/or writing disorders may use.
|
A19 A20
|
B4 B7 B13
|
C3
|
To understand what communicative competence means for augmentative and alternative communication systems users. |
A2 A3
|
B3 B8 B11
|
|
To analyze the instrinsic difficulties that the communicative & linguistic assessment process may pose for people who need augmentative and alternative communication.
|
A2 A3 A7 A8 A10
|
B3 B10 B11 B14 B18 B19
|
|
To acquire knowledge of the approaches, strategies and techniques for augmentative and alternative communication intervention in people with communicative and/or writing disorders owed to congenital and acquired disabilities.
|
A9 A12 A13 A15 A17 A19 A20
|
B4 B13
|
C3 C7
|
To acquire the needed strategies to carry out the augmentative and alternative assessment and intervention process.
|
A8 A9 A10 A17 A18 A19 A20
|
B4 B13 B18
|
C3 C4 C7
|
Contents |
Topic |
Sub-topic |
Introduction to Augmentative and Alternative Communication (AAC). |
Conceptualization of Augmentative and Alternative Communication.
People who rely on AAC.
A proposed model for AAC.
Communicative competence.
AAC systems classification. |
Unaided augmentative and alternative communication. |
Unaided AAC systems classification.
Gestural strategies.
Educational manual sign systems.
Manual supplements to spoken language.
Sign language. |
Aided augmentative and alternative communication: Symbols sets and systems. |
Aided AAC systems classification.
Objects.
Photographs.
Lineal drawings.
Pictograms.
Blissymbolics.
Minspeak.
Ortography and ortographic symbols |
Comunicación Aumentativa y Alternativa: Selection techniques and Assistive technology |
Message selection: direct selection, scanning methods, and encoding systems.
Alternative access
Assistive technology
AAC computer and dedicated devices programs |
Assessment for the selection and use of Augmentative and Alternative Communication systems
|
The assessment process.
AAC assessment strategies for AAC system use by people with congenital and acquired communication disorders.
Assessment materials and adaptations. |
Augmentative and Alternative interventions |
Intervention approaches.
Specific intervention techniques and strategies
Intervention programs |
Planning |
Methodologies / tests |
Competencies / Results |
Teaching hours (in-person & virtual) |
Student’s personal work hours |
Total hours |
Guest lecture / keynote speech |
A2 A3 A7 A10 A12 A13 A17 A18 A19 A20 B3 B4 B7 B11 B13 B18 B19 C3 C7 |
12 |
0 |
12 |
Events academic / information |
A20 B8 B10 |
4.5 |
0 |
4.5 |
Document analysis |
A15 A19 A20 |
1 |
0 |
1 |
Glossary |
A19 A20 |
0.5 |
0 |
0.5 |
Simulation |
A19 A20 |
1 |
0 |
1 |
Workshop |
A8 A9 A19 A20 B13 B14 C4 C7 |
4.5 |
0 |
4.5 |
Collaborative learning |
A8 A9 A19 A20 B3 B4 B11 B13 B18 B19 |
8 |
0 |
8 |
Objective test |
A3 A12 A13 A15 A19 A20 |
1.5 |
0 |
1.5 |
Supervised projects |
A8 A9 A19 A20 B4 B13 B18 B19 C3 C7 |
0 |
115 |
115 |
Practical test: |
A19 |
0.5 |
0 |
0.5 |
|
Personalized attention |
|
1.5 |
0 |
1.5 |
|
(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
Methodologies |
Methodologies |
Description |
Guest lecture / keynote speech |
Oral presentation of augmentative and alternative communication program contents. |
Events academic / information |
Attendance to programmed scientific academic events for this subject is compulsory.
Professionals from the assistive technology AAC area are invited to show a select sample of high-tech assistive communication products, as well as alternative access products and specific technological AAC programs.
|
Document analysis |
Use of brief sections of audiovisual documents, relevant to AAC, with specifically designed activities for its analysis. Audiovisual documents will be used as a general introduction to the different topics of the program and also for explaining communicative processes that can not be directly observed, and as a strategy for syntehsising theorical and practical content.
|
Glossary |
Tool for explaining and contextualising terms and concepts in the specific Augmentative and Alternative Communication domain of knowledge in order to enhance its understanding. |
Simulation |
Students will be presented with a hypothetical set of circumstances, similar to those of real augmentative and alternative communication intervention context. The aim of this strategy is twofold: to engage students in learning experiences, and for assessment purposes.
|
Workshop |
Practical learning about the specific topic of unaided AAC systems (manual alphabet, manual sign system, cued speech) will be carried out by students with the lecturer's assistance and supervision.
|
Collaborative learning |
Students will be organized into small groups; they will work together to solve tasks assigned by the teacher. They will be guided either personally or using information and communication technologies.
|
Objective test |
Students must pass an objective test. The objective test consists of a combination of ordering and sequencing questions, association, short answer and completion questions.
|
Supervised projects |
Small working groups will hand out the teacher, in due time, all duly identified materials that are the product of procedural learning activities carried out during the interactive lessons.
|
Practical test: |
The students are to carry out practical procedures previously tried out in the unaided AAC systems practical classes; namely, a practical test focused on the manual alphabet, the manual sign system and cued speech. |
Personalized attention |
Methodologies
|
Supervised projects |
|
Description |
Personalized attention will be given through out the four-month period to students in scheduled time for trouble-shooting regarding any theorical or practical doubt of the subject.
Students will deliver their supervised projects to be revised in tutoring time. |
|
Assessment |
Methodologies
|
Competencies / Results |
Description
|
Qualification
|
Objective test |
A3 A12 A13 A15 A19 A20 |
The objective test is aimed to assess the mastery of theorical contents and its application to AAC intervention. It consists of a combination of ordering and sequencing questions, short answers and completion questions. |
70 |
Events academic / information |
A20 B8 B10 |
Attendance to programmed academic/information events is compulsory
Students will prepare a catalog with the newest assistive technology products and hand it out the teacher.
|
2 |
Supervised projects |
A8 A9 A19 A20 B4 B13 B18 B19 C3 C7 |
Supervised projects will be hand out by small working groups to the teacher, properly identified and in duly time, in order to assess procedural learning regarding interactive lessons contents. |
14 |
Practical test: |
A19 |
The practical test is aimed to assess skills and abilities using the unaided systems. It consists of:
1) to produce some proposed words using fingerspelling.
2) to use manual supplements and cued speech a complex sentence.
3) to use a manual sign parallel system for a proposed sentence |
14 |
|
Assessment comments |
Attendance is compulsory. Absences need to be justified. To pass the subject Students must achieve an overall credit weighted mark of at least 70% in the objective test, 14% in the practical test, 14% in supervised projects and the remaining 5% in the assistive technology products catalogue. Objective and practical tests must be independently passed. The same requirements will be applied to students in the non-presential modality; the only exception it will be that unaided AAC systems will have to be self-learned
|
Sources of information |
Basic
|
(). .
Asorey, E., Foz, S., y Vargas, E. (2016). Implementación de SAAC en las aulas para alumnos con discapacidad física.. Gobiernode Aragón: Departamento de Educación, Cultura y Deporte
BASIL, C., SORO-CAMATS, E. y ROSELL, C. (1998). Sistemas de signos y ayudas técnicas para la comunicación aumentativa y la escritura. Principios teóricos y aplicaciones.. Barcelona: Masson |
BAUMGART, D., JOHNSON, J. y HELMSTETTER, E.
(1990). Augmentative and Alternative
Communication Systems for Persons with Moderate and Severe Disabilities. Baltimore:
Paul H. Brookes Publishing Co. BECK, P. H. (2011). Discovering cued speech: an
integrated curriculum. Publisher: Cued Speech for Integrated; 3rd edition. BEUKELMAN, D. R., & MIRENDA, P. (2005). Augmentative and Alternative Communication.
Supporting children and adults with complex communication needs. Baltimore:
Paul H. Brookes Publishing Co. BEUKELMAN, D. R., & REICHLE, J. (2000). Augmentative and Alternative Communication
for Adults with Acquired Neurological Disorders. Baltimore: Paul H.
BrookesPublishing Co. BEUKELMAN, D. R., GARRET, K. L., & YORKSTON,
K. M. (2007). Augmentative Communication
Strategies for Adults with Acute or Chronic Medical Conditions. Baltimore:
Paul H. Brookes Publishing Co. BONDY, A. (2011). The Pyramid Approach to Education: A Guide to Functional ABA. Pyramid
Educational Consultants. COCKERYLL, H., & CARROLL-FEW, L. (2001). Communicationg without speech: Practical
Augmentative and Alternative Communication. London: Mac Keith Press. CORNET, R. O., & DAISEY, M. E. (1992). The Cued Speech Resource Book for Parents of
Deaf Children Hardcover. National Cued Speech Association. DOWNING, J. E. (1999). Teaching Communication Skills to Students with Severe Disabilities.
Baltimore: Paul H. Brookes. ELDER, P., & GOOSSENS’, C. (1994). Engineering training environments for
interactive augmentative communication: Strategies for adolescents and adults
who are moderately/severely developmental delayed. Birmingham, AL:
Southeast Augmentative Communication Conference Publications. GLENNEN, S. & DeCOSTE, D. (1997). The Handbook of Augmentative and Alternative
Communication. San Diego: Singular Publishing Group Inc. GOOSSENS’, C., CRAIN, S., & ELDER, P.
(1992). Engineering the preschool environment for interactive, symbolic
communication. Birmingham, AL: Southeast Augmentative Communication Conference
Publications. LIGHT, J. & BINGER, C. (1998). Building
communicative competence with individuals who use augmentative and alternative
communication. Baltimore: Paul Brookes Publishing Co. LLOYD, L. L., QUIST, R., & WINDSOR, J.
(1990). A proposed augmentative and alternative communication model.
Augmentative and Alternative Communication, 6, 172-183. LLOYD, L., FULLER, D., & ARVIDSON, H.
(1997). Augmentative and Alternative Communication. A handbook of principles
and practices. Boston: Allyn & Bacon. LONCKE, P., CLIBBENS, J. ARVIDSON, H., y LLOYD,
L. (1999). Augmentative and Alternative Communication. New directions in research
and practice. London: Whurr Publishers. MAYER JOHNSON, R. (1981). The Picture
Communications Symbols. Stillwater: Mayer-Johnson Co. (Trad. cast. S.P.C.,
Símbolos Pictográficos para la Comunicación no vocal. Madrid: MEC, 1985). MONFORT, M., JUÁREZ, A., y ROJO,
A. (1990). Programa Elemental de Comunicación Bimodal. Ed. Cepe. REICHLE, J., BEUKELMAN, D. R., & LIGHT, J.
C. (2002). Exemplary Practices for
Beginning Communicators. Implications for AAC. Baltimore, Maryland: Paul H.
Brookes Publishing Co. REICHLE, J., YORK, J., & SIGAFOOS, J
(1991). Implementing augmentative and
alternative communication. Strategies for learners with severe disabilities.
Baltimore: Paul H. Brookes Publishing Co. SCHAEFFER, B. (1980). Total communication: A signed speech program for nonverbal children. Editorial:
Research Press SCHAEFFER, B., MUSIL, A. & KOLLINZAS, G.
(1980). Total Communication: A signed speech program for non-verbal children. Champaing, Illinois: Research Press. Van TATENHOVE, G. (1993). What is Minspeak? Wooster, OH: Prentke Romich Company. Von TETZCHNER. S., & MARTINSEN, H. (1992). Introduction to sign teaching and the use
of communication aids. London: Whurr. |
Complementary
|
(). . |
American Speech-Language-Hearing Association.
(1981). Position statement on nonspeech communication. ASHA, 23, 577-581. American Speech-Language-Hearing Association.
(1991). Report: Augmentative and alternative communication. ASHA, 33(5),
9-12. American Speech-Language-Hearing Association.
(1992). Guidelines for meeting the communication needs of persons with severe
disabilities. ASHA, 34 (7), 1-8. Augmentative and Alternative Communication Series WARRICK, A. Communication without speech (ISAAC
Series: Volume 1). Augmentative and Alternative Communication Around the World. WILLIAMS, M. B. & KREZMAN, C. Beneath the
surface (ISAAC Series: Volume 2). Creative expressions of Augmented
Communicators. ERICKSON, K., KOPPENHAVER, K., & YODER, D.
Waves of Words. (ISAAC Series: Volume 3). Augmented Communicators Read and
Write. Journal of Reference: AUGMENTATIVE AND ALTERNATIVE
COMMUNICATION. Taylor & Francis. http://www.tandfonline.com/loi/iaac20 |
Recommendations |
Subjects that it is recommended to have taken before |
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Subjects that are recommended to be taken simultaneously |
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Subjects that continue the syllabus |
Developmental Disorders/652G04012 | Congenital Disorders/652G04013 | Neurological and Anatomical Alterations/652G04021 |
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Other comments |
Para cursar esta materia se recomienda haber cursado previamente las alteraciones de base evolutiva, congénita y anatómica. |
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