The teacher will also assess the participation, willingness and positive attitude shown during the theoretical and practical activities.



At the first opportunity, the activities will be evaluated with the percentages described above and to pass the subject it is necessary

to obtain at least 5 points or more, out of a possible 10 (multiple choice test and Practices through ICT and literature review)

2. At the second opportunity, students only have to take a single multiple-choice test that counts for 100% and to pass the subject

they must obtain at least 5 points out of a possible 10.

3. Students with recognition of partial dedication or academic dispensation of exemption from attendance will take a multiple-choice

 test for their evaluation and will count for 100%. This condition must be reported at the beginning of the semester of the

corresponding subject.

Finally, all aspects related to academic dispensation, dedication to study, permanence and academic fraud will be governed in accordance

with the current academic regulations of UDC (/gl/norm/academic/).

Learning outcomes	Study programme competences / results
To perform speech therapy, it is necessary to know and integrate the fundamentals of pathologies	A1 A2 A6 A7 A8 A9 A13 A14 A16 A21 A22 A27 A28	B3 B14 B24
Understand how to interpret the results of language evaluation to design programming and interventions for the various pathologies taught.	A8 A9 A10 A11 A12 A13 A14 A15 A17 A21 A22 A27	B1 B2 B5 B7 B9 B11 B16 B17 B19	C1 C6 C7 C8
Design specific therapeutic programs and apply them.	A6 A7 A8 A13 A14 A15 A16 A17 A21 A22 A28	B1 B2 B7 B9 B16 B24	C1 C6

Topic	Sub-topic
UNIT 1. The basis and principles for treating with aphasia.	1.1. Semiology. 1.2 Clinical types. 1.3. Differential diagnosis. 1.4. Prognostic factors.
UNI 2. Therapeutic programming of aphasia	2.1 Structure and basics. 2.2 Interpretation of Semiological Data of Aphasia and Associated Disorders for the Programming of an Aphasia Case
UNIT 3. Speech therapy for Aphasia.	3.1 Therapeutic principles and methods. 3.2. Semiological intervention of their linguistic alterations: mutism, stereotyping, anomie, agramatism, perseverations, problems of listening, reading and writing. 3.3. Associated disorders.
UNIT 4. Therapeutic principles in Language Development Disorders (TDL) and Speech Sound Disorders (TSH	4.1. Therapeutic principles, multidisciplinary team and basic recommendations for the family and school context in DTLs. 4.2. Therapeutic principles, multidisciplinary team and basic recommendations for the family and school context in the TSH.
UNIT 5. Therapeutic Programming of Language Development Disorders (TDL).	5.1. Structures and aspects of programming. 5.2. Interpretation of linguistic and non-linguistic data for the programming of a case study with TDL.
UNIT 6. Logopaedic intervention in Developmental Language Disorders (DLD) and Speech Sound Disorders (SSD).	6.1. Phonetic alterations. 6.2. Phonological alterations. 6.3. Semantic alterations. 6.4. Morphosyntactic alterations. 6.5. Pragmatic alterations.
UNIT 7. Logopaedic intervention of oral language alterations in people (child/a) with neurological disability.	7.1. Postural control and psychomotricity. 7.2. Voice treatment 7.3. Treatment of speech and articulation. 7.4. Swallowing treatment 7.5. Treatment of breathing.
UNIT 8. Logopaedic intervention of oral language alterations in persons (child/a) with intellectual disability.	8.1. Language. 8.2. Voice and articulation. 8.3. Recommendations for improving communication in the family and school context.

Methodologies / tests	Competencies / Results	Teaching hours (in-person & virtual)	Student’s personal work hours	Total hours
Guest lecture / keynote speech	A6 B2 B3 B7	21	0	21
Case study	A1 A7 A8 A9 A10 A11 A12 A13 A14 A15 A16 A17 A21 A22 A27 A28 B5 B7 B9 B11 B16 B17 B19 C6 C7 C8	5	15	20
Critical bibliographical	A6 A7 A8 A9 A10 A16 A17 B1 B2 B5 B7 B9 C1	1	10	11
Simulation	A15 A28 B14 B7 C8	3	0	3
ICT practicals	A2 A6 A7 A8 A9 A12 A13 A14 A15 A16 A17 A21 A22 A27 A28 B1 B2 B5 B7 B9 B11 B16 B17 B19 C1 C6 C7 C8	5	25	30
Online discussion	A7 B2 B5 B6 B7 B11 B14 B16 B24	8	16	24
Multiple-choice questions	A1 A2 A6 A7 A8 A9 A10 A13 A14 A15 A16 A17 A21 A22 A27 A28	3	34	37
Introductory activities	A1 A6 A7 A8 A9	1	0	1

Personalized attention		3	0	3

(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students.

Methodologies	Description
Guest lecture / keynote speech	The theoretical contents and the therapeutic programming of clinical cases will be taught, and some questions will be asked in order to reflect about the pathologies at the end of each master class.
Case study	The therapeutic programming will be carried out about the language with some clinical cases .
Critical bibliographical	A bibliographic search will be done about aphasia. This activity will begin in the interactive classes or tutorials to resolve doubts about some fundamental aspects such as use some databases, search criteria, APA standards and ethics iin speech therapy research, etc.
Simulation	Students will attend and participate in any activity organized for the subject.
ICT practicals	This methodology allows to learn effectively, through practical activities (Role-Playing or speech therapy simulation in aphasic, cases with videos, presentations Power point with audio...). In this way, the students practice their theoretical knowing and develop communication skills. This activity will be done in small group (5-6 students/s) and computes in this subject.
Online discussion	Some question will be asked about the theoretical contents in order to reflect the different aspects. They will do at the end of the session, 20 minutes and for all students (whole group) with TEAMS platform.
Multiple-choice questions	Objective test consisting of a question in the form of a direct question or an incomplete statement and several answer options or alternatives providing possible solutions, only one of which is valid. There will be a single test to assess learning of the whole subject on the official evaluation date.
Introductory activities	Students' competences (knowledge and assessment practical skills) will be evaluated on the pathologies included in this subject. For doing this, an initial questionaire will be completed in Moodle platform on the first teaching day.

Methodologies	Competencies / Results	Description	Qualification
Critical bibliographical	A6 A7 A8 A9 A10 A16 A17 B1 B2 B5 B7 B9 C1	Students do a literature search on a language topic. For this, groups of 5 students will be made. Assessment criteria: Bibliographic richness (national and international journals, recent and coming from prestigious databases such as Web of Science, Scopus, etc), capacity for synthesis and organization of information, correction and good use of APA standards for the citation of documentary sources used.	10
Multiple-choice questions	A1 A2 A6 A7 A8 A9 A10 A13 A14 A15 A16 A17 A21 A22 A27 A28	Objective test that consists of formulating a question in the form of a direct question or incomplete statement and several options or alternative answers that provide possible solutions, of which only one of them is valid. A single test will be carried out to assess the learning of the whole subject on the official evaluation date.	70
ICT practicals	A2 A6 A7 A8 A9 A12 A13 A14 A15 A16 A17 A21 A22 A27 A28 B1 B2 B5 B7 B9 B11 B16 B17 B19 C1 C6 C7 C8	The students will be distributed in groups of 5-6 students, in order to do the programming and intervention practices in some aphasia study cases. Each working group will develop the therapeutic process of an study case (evaluation-programming and intervention) and they will do an oral presentation with power point support. Evaluation criteria: Analysis and synthesis (B7), organization and planning (B9) and ability to work in a team (B24)	20

Assessment comments
The teacher will also assess the participation, willingness and positive attitude shown during the theoretical and practical activities. At the first opportunity, the activities will be evaluated with the percentages described above and to pass the subject it is necessary to obtain at least 5 points or more, out of a possible 10 (multiple choice test and Practices through ICT and literature review) 2. At the second opportunity, students only have to take a single multiple-choice test that counts for 100% and to pass the subject they must obtain at least 5 points out of a possible 10. 3. Students with recognition of partial dedication or academic dispensation of exemption from attendance will take a multiple-choice test for their evaluation and will count for 100%. This condition must be reported at the beginning of the semester of the corresponding subject. Finally, all aspects related to academic dispensation, dedication to study, permanence and academic fraud will be governed in accordance with the current academic regulations of UDC (/gl/norm/academic/).

Basic	Fawcus Margaret (1990). Aphasia therapy in practice: Comprehension. Bicester:Winslow Fawcus Margaret (1990). Aphasia Therapy in practice: Expression. Bicester:Winslow Fawcus Margaret (1991). Aphasia therapy in practice: Readiing. Bicester:Winslow Fawcus Margaret (1993). Aphasia therapy in practice: Writing. Bicester:Winslow Peña-Brooks A y Hedge MN (). Assessment and treatment of Speech Sound Disorders in children: A Dual-level Text. 4º Ed.. Ebook Wiig EH, Semel E (2028). CELF 5. Evaluación clínica de los fundamentos del lenguaje. . Madrid: Pearson Clinical & Talent Assessment Seif Workinger M (2005). Cerebral Palsy Resource guide for Speech-Language-Pathologists. Narbona Juan (2003). El lenguaje del niño. Barcelona: Elsevier Monfort Marc (1999). El niño que habla. El lenguaje oral en el preescolar.. Madrid: Cepe Juárez Sánchez Adoración (2002). Estimulación del lenguaje oral. Un modelo interactivo para niños con dificultades. Madrid: Santillana Goodglass H (2005). Evaluación de la afasia y trastornos relacionados. Madrid: Panamericana Buckley Sue (2005). Habla, lenguaje y comunicación en alumnos con Síndrome de Down y actividades para padres y profesores. Madrid: Cepe Puyuelo Sanclemente M et al. (2017). La parálisis cerebral. Diagnóstico e intervención logopédica. EOS Chapey Roberta (2008). Language intervention. Strategies in aphasia and related neurogenic communication disorders. Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins, Monfort Marc (1993). Los niños disfásicos. Descripción y tratamiento. Madrid: Cepe Helm-EstabrooksN y Albert M. (2005). Manual de la afasia y de terapia de la afasia (2ª Ed). Panamericana Mendoza Lara Elvira (2016). Trastornos Específicos del Lenguaje.. Barcelona: Pirámide. Aguado Alonso Gerado (2004). Trastornos específicos del lenguaje: Retraso del lenguaje y disuasivas. Málaga: Aljibe Frome Roth and Colleen Worthington (2010). Treatment Resource Manual for Speech Language Pathology. Cenage Learning Aguado Alonso Gerardo (2002). TSA: El desarrollo de la morfosintaxis en el niño. Madrid: Cepe
	Aguado Alonso G (2002). El desarrollo de la morfosintaxis en el niño. Madrid, Cepe. Aguinag G, Armentia ML, Fraile, A, Olangua P y Uriz N (2004). PLON_R. Prueba de lenguaje oral Navarra-revisada. Madrid: TEA. Boehm AE  (2000). Boehm. Test Boehm de conceptos básicos. Madrid: TEA.  Bosch L (2004). Evaluación fonológica del habla infantil, Barcelona. Masson. Hedge MN,y Pomaville F (2008). Assessment of Communication Disorders in Children. Resources and Protocols.San Diego: Plural Publishing.
Complementary
	-Powell T, Head injury. A practical guide, United Kingdom. Winslow, 1994, Book. Links (Associations): http;//www.aphasia.org http://www.CerebralPalsy.org http://www.dldandme.org