Identifying Data 2019/20
Subject (*) Alternative Communication Systems Code 652G02037
Study programme
Grao en Educación Primaria
Descriptors Cycle Period Year Type Credits
Graduate 2nd four-month period
 Fourth Optional 4.5
Language
Spanish
Teaching method Face-to-face
Prerequisites
Department Psicoloxía
Coordinador
Gomez Taibo, Maria Luisa
 E-mail
luisa.gomez.taibo@udc.es
Lecturers
Gomez Taibo, Maria Luisa
 E-mail
luisa.gomez.taibo@udc.es
Web
General description Esta é unha materia na que se trata de dotar o futuro mestre das ferramentas necesarias para facilitar o acceso ó curriculum ordinario e adaptado a á comunicación do alumnado con necesidades educativas especiais sen fala o con trastorno severo da fala por mor de discapacidades conxénitas ou adquiridas. O uso de sistemas alternativos de comunicación baseados en símbolos gráficos coma os SPC, BLISS, PIC, a ortografía, etc., signos manuales, e o uso de opcións de alta e baixa tecnoloxía de apoio á comunicación xunto con programas especiales para a comunicación e a escritura serán as ferramentas básicas para a participación e a aprendizaxe escolar do alumnado con discapacidade e trastornos da comunicación e da linguaxe.

Study programme competencies
Code Study programme competences
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
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 Ordinary class hours 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 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.









































































































































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

Recoméndase a asistencia a clase.


(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation.