Curricular Unit:			Code:
Nourishment and Nutrition			1095ANUT
Year:	Level:	Course:	Credits:
2	CTSP	Support for Children and Adolescents with Special Needs	4 ects
Learning Period:		Language of Instruction:	Total Hours:
Winter Semester		Portuguese/English	52
Learning Outcomes of the Curricular Unit:
At the end of the curricular unit the student should be able to: LO1. Demonstrate essential notions about nutrition and nutrition in children and adolescents LO2. Understand the basic process of feeding throughout life LO3. Know the basic food and handling issues in children and adolescents with alterations LO4. Identify feeding strategies and techniques for children and adolescents with disorders
Syllabus:
CP1. Nutritional and healthy eating habits in children and adolescents CP2. The evolution of food throughout the life cycle CP3. Food issues and food handling, including chewing and swallowing functions: changes and implications for the health and well-being of children and adolescents CP4. Feeding strategies, techniques and maneuvers in children and adolescents with disorders
Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:
The syllabus (PC) are designed according to learning objectives (LO) to promote the development of skills, analyze and reflect for monitoring chilfren and adolescentes with special needs. CP1 corresponds to OA1. CP2 corresponds to OA2. CP3 corresponds to OA3. CP4 corresponds to OA4. CP1 focuses on the acquisition of basic notions about nutricional and healthy eating habits in children and adolescentes; CP2 focuses on knowledge about the evolution of food throughout the life cycle; CP3 focuses on knowledge related to chewing and swallowing and its implications; CP4 focuses on learning strategies, techniques and maneuvers during feeding in children and adolescentes with disorders.
Teaching Methodologies (Including Evaluation):
Theoretical-practical classes, focused on presentation and exposure related to the scope of action in supporting children and adolescents with special needs, through expositor, participatory, and active methodology. Relevance is given to the formulation of feeding problems and analysis of different possibilities of answers. Caso analysis; Role-play situations. Evaluation: Normal season: Continuous evaluation regarding writing test (50%), practical work (construction of a flyer about care at time feeding) (30%); active and assertive participation in proposal activities during the contact hours (20%). Season Feature: Exam (100%)
Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:
The pedagogical implementation of classes arises in a manner consistent with the fundamental objectives of the CU. Thus, in this CU students will learn principles for a safe and healthy feeding in special needs children and adolescents. The course consists of theoretical-practical lessons, thus educational methodologies used fall within the best procedures used in this area. So, exposure of the best practices about and during the feeding promoting participation and critical analysis by students, accompanied by consolidation exercises. In these classes is intended to develop students' knowledge and increase their awareness of the importance of the issues addressed in the clinical real context, and the visualization of real situations contribute to a better environment and greater ease in perception of the goals to be achieved. Students will learn by observing, analyzing, reflecting and making decisions about the issues and proposed alternatives, improving their skills in the subjects concerned. Verification of the perception of the understanding of the same concepts occur with use of interrogative and participatory method. The development of knowledge and skills of this course will be made by performing small practical work (eg flyer, role-play), exercises in the classroom (eg evaluation reports based on observation of videos) and work independent research and application of acquired skills in a real context. Finally, the evaluation of students will serve to measure the effectiveness of teaching methods developed at UC and, if necessary, in the future it may will make some corrections in teaching methodologies.
Reading:
CASLPO - College of Audiologists & Speech-Language Pathologists of Ontario (2018). Practice standards and guidelines for dysphagia intervention by speech-language pathologists. (Em Linha). Disponível em http://www.caslpo.com/sites/default/uploads/files/PSG_EN_Dysphagia.pdf. Consultado a 10.09.2021. Enderby, P. (2013). RCSLT resource manual for commissioning and planning services for SLCN - Dysphagia. (Em Linha). Disponível https://rcslt.org/wp-content/uploads/media/Project/RCSLT/slcn-resource-manual.pdf. Consultado a 10.09.2021. Filho, E.D.M.; Furkim, Gomes, G.F. e A.M. (2000). Manual de cuidados do paciente com disfagia. São Paulo, Lovise. Brauer, C. e Frame, D. (2001). Manual de disfagia : guia de deglutição para profissionais da saúde e famílias de pacientes. Carapicuíba, Pró-Fono.
Lecturer (* Responsible):
Daniela Vieira (dvieira@ufp.edu.pt) Rita Guerra (ritaguerra@ufp.edu.pt)