Study programme competencies |
Code
|
Study programme competences / results
|
A3 |
Dominar os coñecementos necesarios para comprender o desenvolvemento da personalidade destes estudantes e identificar disfuncións. |
A4 |
Identificar dificultades de aprendizaxe, informalas e colaborar no seu tratamento. |
A6 |
Identificar e planificar a resolución de situacións educativas que afectan a estudantes con diferentes capacidades e distintos ritmos de aprendizaxe. |
A11 |
Coñecer os procesos de interacción e comunicación na aula. |
A13 |
Promover o traballo cooperativo e o traballo e esforzo individuais. |
A17 |
Coñecer e aplicar experiencias innovadoras en educación primaria. |
A30 |
Desenvolver e avaliar contidos do currículo mediante recursos didácticos apropiados e promover a adquisición de competencias básicas nos estudantes. |
B1 |
Aprender a aprender. |
B2 |
Resolver problemas de forma efectiva. |
B6 |
Comportarse con ética e responsabilidade social como cidadán e como profesional. |
B11 |
Capacidade de comprensión dos distintos códigos audiovisuais e multimedia e manexo das ferramentas informáticas. |
B12 |
Capacidade de selección, de análise, de avaliación e de utilización de distintos recursos na rede e multimedia. |
B14 |
Capacidade para traballar en equipo de forma cooperativa, para organizar e planificar o traballo, tomando decisións e resolvendo problemas, tanto de forma conxunta como individual. |
B16 |
Capacidade crítica e creativa na análise, planificación e realización de tarefas, como froito dun pensamento flexible e diverxente. |
B18 |
Compromiso ético para o exercicio das tarefas docentes. |
B21 |
CB1 - Que os estudantes demostrasen posuír e comprender coñecementos nunha área de estudo que parte da base da educación secundaria xeneral, e se adoita encontrar a un nivel que, se ben se apoia en libros de texto avanzados, inclúe tamén algúns aspectos que implican coñecementos procedentes da vangarda do seu campo de estudo |
B22 |
CB2 - Que os estudantes saiban aplicar os seus coñecementos ao seu traballo ou vocación dunha forma profesional e posúan as competencias que adoitan demostrarse por medio da elaboración e defensa de argumentos e a resolución de problemas dentro da súa área de estudo |
B23 |
CB3 - Que os estudantes teñan a capacidade de reunir e interpretar datos relevantes (normalmente dentro da súa área de estudo) para emitir xuízos que inclúan unha reflexión sobre temas relevantes de índole social, científica ou ética |
B24 |
CB4 - Que os estudantes poidan transmitir información, ideas, problemas e solucións a un público tanto especializado como non especializado |
B25 |
CB5 - Que os estudantes desenvolvesen aquelas habilidades de aprendizaxe necesarias para emprender estudos posteriores cun alto grao de autonomía |
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, respect and value the different groups of students that may benefit from alternative and augmentative communication systems. |
A3 A4 A6
|
B1 B18
|
C4
|
To know the symbolic and non-symbolic options as well as to know and to develop augmentative and alternative communication assistive technology options and to know its role as systems of access to the curriculum. |
A3 A4 A6 A11 A13 A17 A30
|
B11 B12 B14 B18
|
C3 C4 C7
|
To recognize the different barriers to communication and participation in the classroom and within the school environment and to know how to intervene to eliminate them. |
A6 A11 A13 A17
|
B14 B18
|
C4
|
To master the process of teaching and applying alternative and augmentative communication systems in the school environment. |
A17 A30
|
B14 B16 B21 B22 B23 B24 B25
|
C3 C4 C7
|
To value and respect alternative communication modalities, insofar as these may constitute the main form of language for people with speech impairments |
|
B2 B6 B18
|
C4
|
Contents |
Topic |
Sub-topic |
Augmentative and alternative communication systems and curriculum access. |
Augmentative and Alternative Communication concepts
The augmentative and alternative communication model.
Communicative competence in students with special needs.
Alternative Communication Systems as communication and curriculum access and as a tool to educational inclusion.
|
Aided and unaided augmentative and alternative communication systems. |
Aided augmentative and alternative communication systems.
Aided symbols.
Unaided augmentative and alternative communication systems.
From gestures to codified gestural languages.
Sign language.
|
Aided technology and access to written communication |
Symbol selection techniques
Alternative access.
Low-tech options.
High-tech communication options: communication devices and computer.
Communication software |
The assessment and intervention process |
Participation model. Assessment for participation in the classroom. Oportunities and barriers.
Specific intervention techniques.
Specific communication software. |
Planning |
Methodologies / tests |
Competencies / Results |
Teaching hours (in-person & virtual) |
Student’s personal work hours |
Total hours |
Guest lecture / keynote speech |
A3 A4 A6 A11 B6 B18 B25 C4 C7 |
8 |
16 |
24 |
Supervised projects |
A13 A30 B14 B16 B22 B23 |
6 |
60 |
66 |
Events academic / information |
A17 B11 B12 |
2 |
2 |
4 |
Document analysis |
A6 A11 A17 A30 B2 |
1 |
0 |
1 |
Glossary |
A17 B11 B24 |
1 |
0 |
1 |
Workshop |
A6 A11 |
3 |
3 |
6 |
Collaborative learning |
A6 A13 B1 C3 |
5 |
0 |
5 |
Simulation |
A6 A11 A17 B1 |
1.5 |
0 |
1.5 |
Objective test |
A6 A17 B2 B11 B21 |
2 |
0 |
2 |
|
Personalized attention |
|
2 |
0 |
2 |
|
(*)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. |
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. |
Events academic / information |
Attendance to programmed scientific-information academic events for this subject is compulsory.
Professionals from the assistive technology AAC area are invited to show a selec 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 alternative communication systems, with specifically designed activities for its analysis. Audiovisual documents will be used as a general introduction to different topics of the program. |
Glossary |
Tool for explaining and contextualising terms and concepts in the specific Augmentative and Alternativa Communication Systems domain of knowledge in order to enhance their understanding. |
Workshop |
Practical learning about the specific topic of unaided AAC systems (manual alphabet, manual sign systems, and cued speech) will be carried out by students with the lecturer's assistance and supervision. |
Collaborative learning |
Students will be organized into small groups; groups will work together to solve task assigned by the teacher. Students will be guided either personally or using information and communication technologies. |
Simulation |
Students will be presented with hypothetical situations, similar to those they will encounter as professionals in the educational environment, regarding the aplication of augmentative and alternative communication systems.
|
Objective test |
Students must pass an objective test. The objective test consists of a combination of ordering and sequencing questions, short answer questions, and completion questions. |
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
|
Supervised projects |
A13 A30 B14 B16 B22 B23 |
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. |
25 |
Events academic / information |
A17 B11 B12 |
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.
|
5 |
Objective test |
A6 A17 B2 B11 B21 |
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 |
|
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, 25% in supervised projects, and the remaining 5% in the
assistive technology products catalogue. 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
|
LLOYD, L., FULLER, D., & ARVIDSON, H. (1997). Augmentative and Alternative Communication. A handbook of principles and practices.. Boston: Allyn & Bacon
BEUKELMAN, D. R., & MIRENDA, P. (2005). Augmentative and Alternative Communication. Supporting children and adults with complex communication needs.. Baltimore: Paul H. Brookes
Gómez Taibo, M. L. (2000). Curso de comunicación aumentativa y alternativa. Sevilla: Fundación Verbum
Frost, L., y Bondy, A. (2002). El manual de PECS. Pyramid Educational Products
GOOSSENS’, C., CRAIN, S., & ELDER, P (1992). Engineering the preschool environment for interactive, symbolic communication. . Birmingham, AL: Southeast Augmentative Communication Conference Publications.
Candelos, A. y Lobato, M. (1997). Guía de acceso al ordenador para personas con discapacidad. Madrid: Ministerio de Trabajo y Asuntos Sociales
Zeina, R. M. (2014). High-tech augmentative and alternative communication and autism. Saarbrücken: Lambert Academic Publishing
Asorey, E., Foz, S., y Vargas, E. (2016). Implementación de SAAC en las aulas para alumnos con discapacidad física.. Gobierno de Aragón: Departamento de Educación, Cultura y Deporte
Von Tetzchner, S. y Martinsen, H. (1991). Introducción a la enseñanza de signos y al uso de ayudas técnicas para la comunicación. Madrid: Visor
Cabezón Herrero y otros. (1994). Lenguajes alternativos para personas con dificultades de comunicación. Madrid: Cepe
Schaeffer, B (2005). Programa de Comunicación Total – Habla Signada. Madrid: Alianza
Monfort, M., Juárez, A. y Rojo. (1982). Programa elemental de comunicación bimodal. Madrid: Cepe
Sotillo, M. (1993). Sistemas alternativos de comunicación. Madrid: Trotta
Baumgart, D.; Johnson, J. y Helmstetter, E. (1996). Sistemas alternativos de comunicación para personas con discapacidad. Madrid: Alianza
Torres, S. (2001). Sistemas alternativos de comunicación. Manual de comunicación aumentativa y alternativa: sistemas y estrategias. Málaga: Aljibe
Martín-Caro, L. y Junoy, M. (2001). Sistemas de comunicación y parálisis cerebral. Madrid: Cepe
Basil, C., Soro-Camats, E., y Rosel, C. (1998). Sistemas de signos y ayudas técnicas para la comunicación aumentativa y la escritura. Principios teóricos y aplicaciones.. Barcelona: Masson.
DOWNEY, J. E. (1999). Teaching Communication Skills to Students with Severe Disabilities. . Baltimore: Paul H. Brookes
CORNET, R. O., & DAISEY, M. E. (1992). The Cued Speech Resource Book for Parents of Deaf Children Hardcover.. National Cued Speech Association
GLENNEN, S. & DeCOSTE, D. (1997). The Handbook of Augmentative and Alternative Communication. . San Diego: Singular Publishing Group Inc.
BONDY, A. (2011). The Pyramid Approach to Education: A Guide to Functional ABA. . Pyramid Educational Consultants. |
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Complementary
|
(). Augmentative and Alternative Communication. |
|
Recommendations |
Subjects that it is recommended to have taken before |
|
Subjects that are recommended to be taken simultaneously |
|
Subjects that continue the syllabus |
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Other comments |
Recoméndase a asistencia a clase. |
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