Curricular Unit:			Code:
Augmentative and Alternative Communication			1188CAUA
Year:	Level:	Course:	Credits:
3	Undergraduate	Speech Therapy	5 ects
Learning Period:		Language of Instruction:	Total Hours:
Winter Semester		Portuguese/English	65
Learning Outcomes of the Curricular Unit:
O1. Reflect on the importance of interpersonal communication and identify all existing forms of communication beyond speech O2. Mastering basic understanding of sign and graphic communication O3. Identify candidates for AAC programs and justify the appropriateness of their application O4. Evaluate and identify skills and the communicative needs of the person requiring AAC intervention and delineate an adjusted intervention, with the application of specific strategies O5. Realize the need to meet the cultural and environmental characteristics to better match the intervention process O6. Plan activities that consider the special needs of people with communication disorders O7. Identify skills to develop team work (with family) in this area with knowledge of the role of various stakeholders O8. Mastering skills for assessment and intervention related to the use of products to support the communication
Syllabus:
CP 1. Interpersonal Communication 1.1. Individual repertoire 1.2. Barriers and Facilitators Attitudes 1.3. Communication: Oral and Non-Oral / Verbal and Non-Verbal CP 2. Augmentative and Alternative Communication (AAC) 2.1. forms 2.2. candidates 2.3. objectives 2.4. Augmentative and Alternative Communication System 2.5. Types of AACS: systems with help, no help, and mixed 2.6. Advantages and disadvantages of different types of communication systems CP 3. Process of evaluation /intervention in AAC 3.1. Candidates / Contexts / Interlocutors 3.2. Activities and Participation - Participation Model 3.3. Functions, forms and contents 3.4. Selection of vocabulary, organization and amplification 3.5. Instruments and Intervention strategies 3.6. AAC devices 3.7. Teamwork
Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:
The content 1 matches objectives - 1, 4, 5 The content 2 matches objectives - 2, 3, 4 The content 3 matches objectives - 4, 5, 6, 7, 8
Teaching Methodologies (Including Evaluation):
a) Explaining and demonstrating; b) Collaborating; c) Case Study; d) Elaboration of works; e) Discussion in small/large group; f) Self directed learning. Periodic Assessment: - Written test with minimum score of 9.5 per group of questions, 60% weight. - Works (minimum score of 9.5 each), 40% weight (60% weight for the groupwork and 40% weight for the individual work): 1 group work (70% weight for the written part, and 30% weight for the oral presentation), 1 individual work, Final score: (Written test)* 0,6+ [(70%+30% Group work)* 0,6 + (Individual work)* 0,4]*0,4 Normal, Appeal and Special Assessment Periods:?- Exam consisting of theory and practical questions (100%).
Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:
Objective 1 – Method a), b), c), e) Objective 2 – Method b), c), d), e) Objective 3 – Method b), c), d), e), f) Objective 4 – Method c), d), e), f) Objective 5 – Method c), d), e) Objective 6 – Method a), b), c), e), f) Objective 7 – Method a), c), d), e), f) Objective 8 – Method a), c), d), e), f)
Reading:
Martinsen, H.; von Tetzchener, S. (2000) Introdução à Comunicação Aumentativa e Alternativa. Porto Editora: colecção Educação Especial nº 10 Soto G., Zangari C. (2009). Practically speaking: Language, literacy, & academic development for students with AAC needs. Baltimore: Paul H. Brookes Publishing Co. Alant, E. & Lloyd, L. (ed.) (2009). Augmentative and alternative communication and severe disabilities : beyond poverty. London ; Philadelphia : Whurr Publishers. Beukelman, D. & Mirenda, P. (ed) (2005). Augmentative and alternative communication : supporting children and adults with complex communication needs. Baltimore ; London ; Sydney : Paul H. Brookes Publishing Co. Schlosser, R. W. (2003). The efficacy of augmentative and alternative communication : toward evidence-based practice. San Diego : Academic Press. Owens JR, R.E. (2018). Early language intervention for infants, toddlers and preschoolers. New York: Pearson.
Lecturer (* Responsible):
Fátima Maia (fmaia@ufp.edu.pt) Vânia Peixoto (vpeixoto@ufp.edu.pt)