Curricular Unit:Code:
Development of the Language897DLIN
Year:Level:Course:Credits:
1PostgraduateLanguage Development and Disorders (Psycho and Neurolinguistic Development)10 ects
Learning Period:Language of Instruction:Total Hours:
Portuguese130
Learning Outcomes of the Curricular Unit:
LG1. Deepen knowledge about the inter influence of environment on the development of language and communication
LG2. Deepen knowledge about the Terminology in Communication and Language in children
LG3. Deepen knowledge about pragmatic, social and metacognition and its relation with language development.
LG4. To improve knowledge on pragmatic disorders (assessment and intervention).
Syllabus:
PC1. Language Development and Environment: Importance of responsive and inclusive environments. Family centered practice.
PC2. Terminology: diagnosis in Communication and Language in children
PC3. Pragmatic development, social and metacognitive development: from childhood to adulthood
PC4. Relation between language and social and metacognitive develpoment
PC5. Social Pragmatic Communication Disorder: Assessment and Intervention
Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:
The Programmatic Contents (PC) were delineated in terms of Learning Goals (LG) of the unit, for students be able to develop skills that enable them to deepen knowledge as well as analyze and reflect critically about the different language and human communication disorders in clinical context. In this way:
PC1 correspond to LG1
PC2 correspond to LG2
PC3 correspond to LG3
PC4 correspond to LG3
PC5 correspond to LG4
PC6 correspond to LG5
Teaching Methodologies (Including Evaluation):
Seminar classes:
Expository and participatory methodology with studies case. Presentation, analysis and discussion of the subjects taught in lectures, orientation/guidance for their critical reflections regarding research as well as literature reading research.
Assessment:
Assistance and participation in the activities developed during the lessons (100%)
Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:
The methodology used in seminars allows students to obtain deepen knowledge as well as a better understanding and ability to discuss the content covered, promoting concept integration, ability to research, analysis and critical thinking. Thus, it is considered that teaching methodologies adopted for this course are consistent with the goals set for it, since they allow increase knowledge of the content covered in lectures, where students have the ability to analyze, discuss and reflect what is relevant relating to the discussed topics.
Reading:
Almeida, J., & Rocha, J. (2009). Caracterização do Perfil Pragmático de Crianças em Idade Pré Escolar e Escolar. Cadernos de Comunicação e Linguagem, 1(2), 69–86.
Bishop et al (2017). Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology. Journal of child Psychology and Psychiatry, 58 (10) pp1068-1080.
Bishop, D. V. M. (2017). Why is it so hard to reach agreement on terminology? The case of Developmental Language Disorder (DLD). International Journal of Language & Communication Disorders, 52(6), 671–680.
Norbury, C. F. (2014). Practitioner Review: Social (Pragmatic) Communication Disorder Conceptualization, Evidence and Clinical Implications. Journal of Child Psychology and Psychiatry, 55(3), 204–216.
Owens, R. E. (2016). Language Development: An Introduction 9e.NJ: Pearson
McWilliam, R. A. (2012). Trabalhar com as Famílias de Crianças com Necessidades Especiais. Porto: Porto Editora.