Curricular Unit:			Code:
Voice, Audiology and Deafness			1023VASU
Year:	Level:	Course:	Credits:
2	Undergraduate	Speech Therapy	6 ects
Learning Period:		Language of Instruction:	Total Hours:
		Portuguese/English	78
Learning Outcomes of the Curricular Unit:
VOICE a) Conduct an evaluation of the human voice b) Describe indirect vocal therapy strategies and describe their indications c) Perform direct vocal therapy techniques and describe their indications d) Adapting the vocal therapy approach to special populations e) Identify and present current and relevant scientific articles on vocal therapy f) Consider the particularities of teleprating in vocal therapy AUDIOLOGY AND DEAFNESS g) Mastering basic understanding about the anatomical and physiological system and basic audiology and electroacoustic measurements h) Realize hearing loss i) To understand the linguistic, educational and occupational aspects of deafness j) To understand auditory rehabilitation k) Adapt the evaluation process and draw up an intervention plan l) Recognize the major educational streams directed to this population m) To understand the Central Auditory Processing
Syllabus:
CP 1. Voice 1.1 Vocal evaluation (audio-perceptive, acoustic, electroglottography, self-assessment and quality of life) 1.2 Direct and indirect vocal therapy 1.3 The voice of special populations (childhood, vocal fold paralysis, voice professional, oncology, transgender) 1.4 Voice Research 1.5 Telepractice in voice CP 2. Dimensions Acoustics and Speech: Implications and perceptive production of hearing loss 2.1. Perception of Speech; Memory profiles 2.2. Communicative profiles and linguistic characteristics of children with hearing loss CP 3. Language assessment 3.1. Intervention: Auditory Training, Speech Training, Reading Speech Training; 3.2. Perspectives and Educational Communicational: gestual, oral, bilingual 3.3. Central Auditory Processing
Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:
Programmatic Content 1 is associated with the objectives as follows a-1.1; b + c -1.2; d-1.3; e-1.4; f-1.5. Program Content 2 is associated with objective 4, 5, 6, 7 Program Content 3 is associated with objectives 8, 9 and 10 Theoretical and theoretical-practical component: The syllabus contents were delineated according to the learning objectives of the curricular unit. CP1-OA 1, 2 and 3 CP2-OA 4, 4, 6 and 7 CP3-OA 8, 9 and 10 CP1 addresses the fundamental concepts associated with voice and its disorders In CP2, aspects related to speech perception are focused. We analyze the communicative and linguistic profiles associated with hearing loss. CP3 addresses the practical aspects related to the clinical history and speech and language evaluation and analyzes the fundamental aspects of the intervention in deafness
Teaching Methodologies (Including Evaluation):
a) Expositive; b) Interrogative; c) Collaborative; d) Demonstrative; e) Elaboration of works; f) Discussion in small and large group; g) Self-directed learning - Presentations using projections, explanations on the board, exemplifications, clinical cases on video - Summary and discussion of scientific papers - Development of small exercises to be solved in the classroom, solving problems and doubts Assessment: Normal season - Distributed Evaluation 2 Written tests (50% + 50%) Final Note: Average notes (positive approvals) for both TP and P components Final Season - Written Exam (100%)
Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:
Since the course consists of lectures and practical classes, the teaching methods will use the best procedures used in this domain. Thus, the exposure of key theories and concepts of Voice and Audiology will always have the participation and critical analysis by students, accompanied by consolidation exercises. Verification of the understanding of these concepts will occur using the interrogative 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 worksheets) and independent research and application of acquired skills in a real context. Additionally, studies with use of concrete cases (in video) related to the course domains will be proposed.
Reading:
Pestana, P et al (2019). Trends in Singing Voice Research: An Innovative Approach. Journal of Voice. 2019 May; 33(3):263-268. doi: 10.1016/j.jvoice.2017.12.003. Epub 2019 Jan 11. Pestana, P et al (2018). Prevalence, Characterization, and Impact of Voice Disorders in Fado Singers. Journal of Voice. doi: https://doi.org/10.1016/j.jvoice.2018.10.015. Epub 2018 Nov 20. Hall III, J. W. (2016). Crosscheck principle in pediatric audiology today: A 40-year perspective. Journal of audiology & otology, 20(2), 59. Yoshinaga-Itano, C., Sedey, A. L., Wiggin, M., & Chung, W. (2017). Early hearing detection and vocabulary of children with hearing loss. Pediatrics, 140(2). Fickenscher, S.,et al (2016). Auditory verbal strategies to build listening and spoken language skills. Soman, U.et al (2018). Guiding principles and essential practices of listening and spoken language intervention in the school-age years. Topics in Language Disorders, 38(3), 202-224.