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 of 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 B24 |
6 |
60 |
66 |
Events academic / information |
A17 B11 B12 |
2 |
2 |
4 |
Workshop |
A6 A11 |
3 |
3 |
6 |
Collaborative learning |
A6 A13 B1 C3 |
6 |
0 |
6 |
Simulation |
A6 A11 A17 B1 |
2.5 |
0 |
2.5 |
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 |
Face to face presentation of augmentative and alternative communication program contents for each topic.
|
Supervised projects |
Students organized in small working groups will hand out the teacher all the required materials that are the product of procedural learning activities: communication boards and overlays, PECS book, aided technology catalogue, literacy learning materials, adaptive didactic unit, and assessment materials and materials for successful participation at school of students with special needs. Supervised projects compute in the evaluation.
|
Events academic / information |
Attendance to programmed scientific-information academic events for this subject is compulsory.
A professional from the assistive technology AAC area is invited to virtually show AAC software.
|
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 |
The students' learning will be evaluated continuously. Students, throughout the course, will have to pass objective tests of the contents (of part of the topics or of the whole topics). Objective tests will consist of true-false, multiple-choice and short-answer questions. Tests will be taken through Moodle.
|
Personalized attention |
Methodologies
|
Guest lecture / keynote speech |
Supervised projects |
|
Description |
Personalized or virtual 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.
Likewise, the lecturer will virtually counsel students on any matter related to the preparation of supervised projects, or on any question that may arise during practices, workshops, and so.
|
|
Assessment |
Methodologies
|
Competencies / Results |
Description
|
Qualification
|
Supervised projects |
A13 A30 B14 B16 B22 B23 B24 |
The acquisition of "knowing-how to" procedures is valued through the delivery of supervised projects. 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. Supervised projects compute 50% of the final mark.
|
50 |
Objective test |
A6 A17 B2 B11 B21 |
The objective tests are aimed to continuosly assess the students' learning of this subject contents. These objective tests consist of a combination of true-false, multiple choice and brief answer questions to be taken through Moodle.
|
50 |
|
Assessment comments |
In order to pass the subject, students
must take and pass all the continuous evaluation programmed objective tests. In addition, all supervised projects need to be presented. Academic exemption is admitted. These students will necessarily have to inform in a virtual meeting about this situation to the lecturer. This will be communicated at the beginning of the course to receive the corresponding guidelines. The same requirements to pass this subject will be
applied to these students; they will have to take the exam on the official date and deliver the same supervised projects.
|
Sources of information |
Basic
|
(). .
LLOYD, L., FULLER, D., & ARVIDSON, Helen. (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, María Luisa (2020). Comunicación simbólica: Comunicación Aumentativa y Alternativa. Madrid: Pirámide
Gómez Taibo, María Luisa (2000). Curso de comunicación aumentativa y alternativa. Sevilla: Fundación Verbum
Frost, Laurie., 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.
Zeina, R. M. (2014). High-tech augmentative and alternative communication and autism. Saarbrücken: Lambert Academic Publishing
Asorey, Estibaliz., 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
Schaeffer, B (2005). Programa de Comunicación Total – Habla Signada. Madrid: Alianza
Monfort, M., Juárez, Adoración. y Rojo. (1982). Programa elemental de comunicación bimodal. Madrid: Cepe
Sotillo, María (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, Magda (2001). Sistemas de comunicación y parálisis cerebral. Madrid: Cepe
Basil, Carme., 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
GLENNEN, S. & DeCOSTE, Denise. (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. |
|
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 |
|
Other comments |
Non-assisted communication systems practice is recommended from the very beginning of the course. It is also recommended to carry out the scheduled tasks and deliver them within the established deadlines. |
|