Curricular Unit:			Code:
Communication and Language in Children			171CLC
Year:	Level:	Course:	Credits:
2	Undergraduate	Speech Therapy	8 ects
Learning Period:		Language of Instruction:	Total Hours:
		Portuguese	104
Learning Outcomes of the Curricular Unit:
1. To know the linguistic and communicative development of children 2. Know the factors related to language development of children (biological and environmental factors) 3. Choose and apply properly a childhood history anamnesis 4. Knowing the different shapes and dimensions of communicative language assessment, and know how to select the most appropriate to each case 5. Understand the characteristics of the different frameworks of developmental language disturbance 6. Know how to establish the differential diagnosis in every situation 7. Know different intervention programs for developmental language disorders 8. Reflect, analyze and discuss about the most appropriate intervention strategies in each situation 9. Recognize the importance of the ability to outline a plan of eclectic and holistic intervention appropriate to the uniqueness of each case 10. Understand the different forms of assessment 11. Reflect, analyze and discuss on the strategies most appropriate in intervention of c
Syllabus:
CP1. Development of communication, oral and written language(brief review) CP2. Gathering information about the child and family - anamnesis CP3. Assessment of communication and oral language in the child 3.1. Formal vs. informal assessment 3.2. Communicative Profile and Pragmatic 3.3. Morphology, Syntax; Phonology and semantics CP4. Communication and language disorders in children 4.1. Language Delay/ Language Disorder 4.2. Specific language Imapairment and sub-types (Rapinn and Allen; Bishop) 4.3. communication Dysfunction 4.4. Differential diagnosis between the different disorders CP5. Intervention in language disorders in children 5.1. different approaches 5.2. Elaboration of the intervention plan (Baseline; Objectives; Strategies; Teamwork Comprehensive Implementation) CP6. Assessment and intervention in written language 6.1 Evaluation of misspellings and relationship with phonological development 6.2 Evaluation of narrative writing 6.3 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 contents of the program and the resolution of practical cases. Great importance is given to the formulation of clinical problems and analysis of different possible answers, building wherever possible, real cases (video, case studies in scientific articles or cases of clinical teaching UFP). The process of dialogue in which everyone participates, through their own experience and knowledge is encouraged. The tutorials are intended for guidance support the construction and analysis of a real case study, since the case histories to the outline of the intervention program. - Presentation of program contents using projections, explanations on the board, exemplifications, clinical cases on video and observation of actual cases in clinical teaching speech therapy UFP. - Completion of assessment tools using analysis of study cases in video - Role-play situations (assessment and intervention) Assessment: normal
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 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:
Acosta, V. (2003) Avaliação da linguagem : teoria e prática do processo de avaliação do comportamento lingüístico infantil . São Paulo : Livraria Santos Editora. SHIPLEY, Kenneth G. (2004) Assessment in speech-language pathology : a resource manual. Clifton Park : Delmar Learning. Reynell development language scales [Testoteca] / Joan K. Reynell, Michael Huntley. - 2nd ed. - Windsor : NFER-NELSON, 1985. Viana (2004) TICL : teste de identificação de competências linguísticas . Vila Nova de Gaia : Edipsico. Tavares (2006) Teste de Avaliação da Linguagem na Criança. GOMES, I. (2005) - «Aprendizagem da Leitura e da Escrita em Português Europeu», in A. F. Pinto de Almeida [org.], Fonoaudiologia e Lusofonia. Porto: Ed. UFP, 315-345. PEIXOTO, Vânia (2007) – Perturbações da Comunicação – a importância da detecção precoce. Porto: Ed. UFP. Peixoto & Rocha (2009) Metodologias de Intervenção em Terapia da Fala - 1.º Volume Edições Universidade Fernando Pessoa Zorzi (2002) A intervenção fonoaudiol