Curricular Unit:			Code:
Communication and Language in Children			1188CLC
Year:	Level:	Course:	Credits:
2	Undergraduate	Speech Therapy	7 ects
Learning Period:		Language of Instruction:	Total Hours:
Winter Semester		Portuguese/English	91
Learning Outcomes of the Curricular Unit:
1. know the linguistic and communicative development of children 2. know the biological and environmental factors related to child development 3. select and apply a a child anamnesis 4. To know different forms and dimensions of communication and language (oral and written) assessment, and to know how to select the most appropriate for each case 5. To know the different communication and language (oral and written) disorders in childhood 6. establish the differential diagnosis 7. To know different intervention programs for changes in communication and language (oral and written) didorders in childhood 8. recognize the importance of the ability to outline an eclectic and holistic intervention plan, appropriate to the uniqueness of each case 9. Recognize the importance of teamwork
Syllabus:
CP1. Develop communication, oral and written language (review) CP2. Collection of information about the child and family - history CP3. Assessing communication and oral language in children 3.1. Formal evaluation vs informal 3.2. Profile Communicative and Pragmatic 3.3. Morphology, syntax; Phonology and semantics CP4. Communication disorders and oral language in children (therapeutic diagnosis) 4.1. Developmental language delay / disorder Language 4.2. Developmental Language Disorder/Language Disorder 4.3. Communication dysfunction/complex communication needs 4.4. Differential diagnosis CP5. intervention: 5.1. Different approaches 5.2. Intervention plan preparation (Baseline; Objectives; Strategies; Teamwork, Comprehensive Implementation) CP6. Assessment and intervention at the level of written language 6.1 Evaluation of misspellings and relationship with the phonological development and writing narrative 6.2 Intervention strategies
Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:
An integrated and progressive exploration of the UC program is made, allowing students to develop the knowledge and skills set out in the objectives, thereby ensuring consistency between program content and objectives. The programmatic content (PC) were delineated in terms of learning objectives (LO) of the course: PC1 -LO1 PC2 - LO2, and 3 PC3- LO4 PC4 - LO5 and 6 PC5 - LO7, 8 and 9 PC6 - LO10, 11 and 12 PC1 is a review of the normal development of oral and written language (content already covered in the Course of 1st year, 2nd semester psycholinguistics and language development). In PC2 and PC3 are covered the necessary procedures for evaluating the communication and a child language. PC4 are focused on the nosological categories related to language and communication disorders in children and PC5 programs and existing intervention strategies for each case is seen. PC6 are focused on aspects related to assessment and intervention in cases of difficulties in written language.
Teaching Methodologies (Including Evaluation):
Classes are theoretical and practical, focusing on presentation and discussion of the program's content and the resolution of practical cases. It is given great importance to the formulation of clinical problems and analysis of different possible answers, from real cases (video, case studies in scientific articles or cases of clinical teaching). It encouraged the dialogue process. The tutorials guidelines are intended to support the construction and analysis of a real case study. - Presentation of the syllabus using projections, under explanations, exemplifications, clinical cases in video and observation of real cases of teaching clinical speech therapy UFP. - Completion of assessment tools using video analysis in cases - Role-play situations (assessment and intervention). In practical classes, students prepare a case study. Rating: - Group work presentation (30%); Assertive participation in class (20%); Written test (50%)
Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:
The educational performance of school runs a manner consistent with the fundamental objectives of the PA, and their syllabus. Thus, this UC students will learn to observe, assess and decide, knowing reasons for its decisions. Since the course consists of theoretical-pratical and practical lessons, the teaching methods used fall within the best procedures used in this area. Thus, exposure of key concepts and theories of communication and language in children always have the participation and critical analysis by students, accompanied by consolidation exercises. In these classes is intended to develop students' knowledge and sensitize them to the importance of the issues addressed in real clinical context, and visualization of real situations contribute to a better environment and greater ease in the perception of the goals to be achieved. Thus, students will learn by observing, analyzing, reflecting and making decisions on the issues and proposed alternatives, improving their skills in the subjects concerned. Given the ecological and holistic dimension of the issue of UC (the child's language and communication) will be sought essentially to ensure the development of skills to apply in different contexts, knowledge acquired under the influence of different factors and variables, in particular contexts the child's life. Verification of the perceptions of the understanding of the same concepts occur with use of questioning and participatory method. The development of knowledge and skills of this course will be done by conducting small practical assignments (eg case studies, role-play), exercises in the classroom (eg assessment reports of children based on the observation of videos) and in independent research and application of acquired skills in the real world. Additionally, studies with use of concrete cases (in video and teaching clinic TF UFP) related to the course area will be proposed. Finally, the student assessment will serve to measure the effectiveness of teaching methodologies developed at UC and, if necessary, in the future it will be possible to carry out some corrections in teaching methodologies.
Reading:
Law et al (2017) What Works': Interventions for children and young people with speech, language and communication needs. https://dera.ioe.ac.uk/16323/2/DFE-RR247-BCRP10.pdf Stone et al (2014) Handbook of language and literacy : development and disorders 2ª ed. - New York: Guildford Owens (2014) Language disorders : a functional approach to assessment and intervention .6th ed. - Boston: Pearson Owens (2018) Early language intervention for infants, toddlers and preschoolers / New York: Pearson Paul et al (2018) Language disorders : from infancy through adolescence : listening, speaking, reading, writing and, 5ª ed. - Missouri : Elsevier
Lecturer (* Responsible):
Fátima Maia (fmaia@ufp.edu.pt) Vânia Peixoto (vpeixoto@ufp.edu.pt)