Curricular Unit:			Code:
Communication and Language in Adults			1023CLA
Year:	Level:	Course:	Credits:
3	Undergraduate	Speech Therapy	7 ects
Learning Period:		Language of Instruction:	Total Hours:
		Portuguese/English	91
Learning Outcomes of the Curricular Unit:
Learning Goals (LG): LG1- To define the disorders of language and communication in adults: afasia, dysarthria, apraxia of speech and cognitive-communication disorders. LG2- To recognize the parameters, processes and assessment contexts (formal and informal) of language and communication in adults, and conduct the differential diagnosis. LG3- To master the main intervention approaches and strategies in disorders of language and communication in adults.
Syllabus:
PC1-Aphasia 1.1.-Definition and terminology 1.2.-Etiology and epidemiology 1.3.-Assessment 1.4.-Intervention 1.5.-Case studies PC2-Motor speech disorders: dysarthria and apraxia of speech 2.1.- Definition and terminology 2.2.- Etiology and epidemiology 2.3.- Assessment 2.4.- Intervention 2.5.- Case studies PC3-Cognitive-communication disorders 3.1.- Definition and terminology 3.2.- Etiology and epidemiology 3.3.- Assessment 3.4.-Intervention 3.5.-Case studies
Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:
The program contents (PC) have been defined according to the learning goals (LG) of this curricular unit: PC1.1. corresponds to LG1 PC1.2. corresponds to LG1 PC1.3. corresponds to LG2 PC1.4.corresponds to LG3 PC1.5. corresponds to LG 2 e 3 PC2.1. corresponds to LG1 PC2.2. corresponds to LG1 PC2.3. corresponds to LG2 PC2.4. corresponds to LG3 PC2.5. corresponds to LG 2 e 3 PC3.1. corresponds to LG1 PC3.2. corresponds to LG1 PC3.3. corresponds to LG2 PC3.4. corresponds to LG3 PC3.5. corresponds to LG 2 e 3 LG1 will be about teh constructs related to aphasia. LG2 will be about teh constructs related to motor speech disorders, namely dysarthria and apraxia of speech. LG3 will be about teh constructs related to cognitive-communication disorders.
Teaching Methodologies (Including Evaluation):
Theoretical-practical classes: - Presentation of the programmatic contents using projections, explanations on the board, examples, videos and audios. - Summary and discussion of scientific papers. - Performance of small exercises during class, clarification of doubts and role-plays. Assessment: Normal season - Continuous assessment: Professor Pedro Pestana: 1 written test + 1 individual task Professora Rita Alegria: 1 written tests Exam - Exam
Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:
The course consists of theoretico-practical classes. Thus, the teaching of theories and key concepts of language and communication in adults will always have the participation and critical analysis of the students, accompanied by consolidation exercises. The verification of the understanding of those concepts will occur using interrogative methods. The development of knowledge and skills of this course will be done by conduction practical assignments (e.g., case studies, role-play), exercises in the classroom and independent research and application of acquired skills.
Reading:
Basso A. (2003). Aphasia and its therapy. New York: Oxford University Press. Chapey, R. (Ed.). (2008). Language intervention strategies in aphasia and related neurogenic communication disorders. 5th ed. Philadelphia: Lippincott Williams & Wilkins. Oliveira, D.P. (2009). A intervenção do terapeuta da fala na afasia e na pessoa com afasia. In: Peixoto, V. & Rocha, J. (Orgs.). Metodologias de intervenção em terapia da fala. Porto: Edições UFP. Fonsenca, J. (Org). Afasia e comunicação após lesão cerebral. Lisboa : Papa-Letras SPTF (Org). Dicionário terminológico de terapia da fala. Lisoba: Papa-Letras.