1. General information
Course:
PRODUCING DOCUMENTS AND MATERIALS FOR LOGOPAEDIC PRACTICE
Code:
32318
Type:
CORE COURSE
ECTS credits:
6
Degree:
310 - SPEECH AND LANGUAGE'S THERAPY
Academic year:
2023-24
Center:
16 - FACULTY OF SCIENCES OF THE HEALTH OF TALAVERA
Group(s):
60
Year:
2
Duration:
C2
Main language:
Spanish
Second language:
English
Use of additional languages:
English Friendly:
Y
Web site:
Bilingual:
N
Lecturer:
LIDIA RODRIGUEZ GARCIA
- Group(s):
60
Building/Office
Department
Phone number
Email
Office hours
FacSalud / 1.19
PEDAGOGÍA
925721010 ext.5638
lidia.rodriguez@uclm.es
2. Pre-Requisites
Not established
3. Justification in the curriculum, relation to other subjects and to the profession
Not established
4. Degree competences achieved in this course
| Course competences | |
|---|---|
| Code | Description |
| E01 | To know the classification, terminology and description of communication, language, speech, hearing and voice disorders, as well as disorders of oral non-verbal functions. |
| E02 | To know, recognize and discriminate between varieties of disorders: specific language development disorders: language specific disorder, language delays, phonetic and phonological disorders; communication and language disorders associated to hearing and visual disorders, attention deficit, mental deficiency, generalised developmental disorder, autistic spectrum disorders, cerebral palsy in childhood and multiple deficiencies; specific disorders of written language; disorders of calculus; language development disorders after social deprivation, and associated to multicultural contexts and multilingualism; disorders of speech fluidity; aphasias and associated disorders; dysarthrias; dysphonias; dysglossias; language disorders in aging and degenerative disorders; language and communication disorders in mental illnesses; mutism and language inhibitions; disorders of non-verbal oral functions: atypical swallowing, dysphagia and tubaric dysfunctions. |
| E03 | To know the foundations of the assessment and diagnosis process. |
| E04 | To know and be able to apply assessment models, techniques and instruments. |
| E05 | To be able to perform an assessment of language dirosders in: specific language development disorders: language specific disorder, language delays, phonetic and phonological disorders; communication and language disorders associated to hearing and visual disorders, attention deficit, mental deficiency, generalised developmental disorder, autistic spectrum disorders, cerebral palsy in childhood and multiple deficiencies; specific disorders of written language; disorders of calculus; language development disorders after social deprivation, and associated to multicultural contexts and multilingualism; disorders of speech fluidity; aphasias and associated disorders; dysarthrias; dysphonias; dysglossias; language disorders in aging and degenerative disorders; language and communication disorders in mental illnesses; mutism and language inhibitions; disorders of non-verbal oral functions: atypical swallowing, dysphagia and tubaric dysfunctions. |
| E06 | To be able to write an SLT report. |
| E07 | To be able to perform an assessment after treatment. |
| E21 | To acquire practical knowledge for SLT assessment. |
| G06 | To communicate correctly, in oral and written form, with an adequate production of speech, language structure and voice quality. |
| G07 | To master the use of communication and information technologies. |
| G08 | Ethical commitment and professional deontology. |
5. Objectives or Learning Outcomes
| Course learning outcomes | |
|---|---|
| Description | |
| To know to design, implement and assess materials and actions for preventing voice, communication, language, speech and swallowing disorders | |
| Students will know the Speech and Language Therapist role in the assessment as a part of the diagnosis process and in prevention and treatment work | |
| Students will know the resources and complementary tests used by reading and commenting on exploration and assessment reports of the professionals involved: Physicians (Phoniatrist, ENT, Radiologist, Pediatrician, Orthodontist, etc.) and other related professionals (Psychologist, Pedagogue). | |
| Students will be prepared for the assessment and to design adequate intervention programmes according to their scope of action | |
| To write SLT reports and to integrate them in a clinic report. In both cases, to be able to carry out a multidisciplinary collaboration. | |
| Students will be able to identify the need for SLT treatment through the life cycle | |
| Students will be able to integrate all the information of an assessment report and to communicate it to relatives, patients and other related professionals. Finally, they will have to assess their own performance to improve it. | |
| Students will be able to perform an SLT assessment of language independently, applying tests and instruments required to diagnose any communication, oral and written language disorders. | |
| Students will be able to write and SLT assessment report and will be able to design, program and assess SLT work, showing their group work skills and their co-operative and mediation capacities. | |
| To know to present their own reflections in a backed-up discussion and in a critical manner | |
| To know to work in an independent fashion individually and in group | |
| To know to propose didactic strategies of assessment, programming and SLT intervention | |
| Students will be able to develop personal resources for intervention: social and communicative skills, professional skills, assessment of own professional performance, observation techniques, facilitation techniques, decision-making, etc | |
| Additional outcomes | |
| Description | |
6. Units / Contents
-
Unit 1:
-
Unit 2:
-
Unit 3:
-
Unit 4:
-
Unit 5:
7. Activities, Units/Modules and Methodology
| Training Activity | Methodology | Related Competences (only degrees before RD 822/2021) | ECTS | Hours | As | Com | Description | |
| Class Attendance (practical) [ON-SITE] | Project/Problem Based Learning (PBL) | E01 E02 E03 E04 E05 E06 E07 E21 G06 G07 G08 | 0.8 | 20 | Y | Y | ||
| Project or Topic Presentations [ON-SITE] | Project/Problem Based Learning (PBL) | E01 E02 E03 E04 E05 E06 E07 E21 G06 G07 G08 | 0.4 | 10 | Y | Y | ||
| Study and Exam Preparation [OFF-SITE] | Project/Problem Based Learning (PBL) | E01 E02 E03 E04 E05 E06 E07 E21 G06 G07 G08 | 1.2 | 30 | Y | Y | ||
| Problem solving and/or case studies [ON-SITE] | Project/Problem Based Learning (PBL) | E01 E02 E03 E04 E05 E06 E07 E21 G06 G07 G08 | 0.8 | 20 | Y | Y | ||
| Laboratory practice or sessions [ON-SITE] | project-based learning | E01 E02 E03 E04 E05 E06 E07 E21 G06 G07 | 0.4 | 10 | Y | N | ||
| On-line debates and forums [OFF-SITE] | Online Forums | E01 E02 E03 E04 E05 E06 E07 E21 G06 G07 G08 | 0.4 | 10 | Y | N | ||
| Analysis of articles and reviews [OFF-SITE] | Reading and Analysis of Reviews and Articles | E01 E02 E03 E04 E05 E06 E07 E21 G06 G07 G08 | 0.4 | 10 | Y | N | ||
| Writing of reports or projects [OFF-SITE] | Self-study | E01 E02 E03 E04 E05 E06 E07 E21 G06 G07 G08 | 1.6 | 40 | Y | N | ||
| Total: | 6 | 150 | ||||||
| Total credits of in-class work: 2.4 | Total class time hours: 60 | |||||||
| Total credits of out of class work: 3.6 | Total hours of out of class work: 90 | |||||||
As: Assessable training activity Com: Training activity of compulsory overcoming (It will be essential to overcome both continuous and non-continuous assessment).
8. Evaluation criteria and Grading System
| Evaluation System | Continuous assessment | Non-continuous evaluation * | Description |
| Self Evaluation and Co-evaluation | 10.00% | 10.00% | |
| Laboratory sessions | 10.00% | 10.00% | |
| Oral presentations assessment | 10.00% | 10.00% | |
| Progress Tests | 10.00% | 30.00% | |
| Theoretical papers assessment | 10.00% | 10.00% | |
| Assessment of problem solving and/or case studies | 20.00% | 10.00% | |
| Portfolio assessment | 30.00% | 20.00% | |
| Total: | 100.00% | 100.00% |
According to art. 4 of the UCLM Student Evaluation Regulations, it must be provided to students who cannot regularly attend face-to-face training activities the passing of the subject, having the right (art. 12.2) to be globally graded, in 2 annual calls per subject , an ordinary and an extraordinary one (evaluating 100% of the competences).
Evaluation criteria for the final exam:
-
Continuous assessment:Evaluation criteria not defined
-
Non-continuous evaluation:Evaluation criteria not defined
Specifications for the resit/retake exam:
Evaluation criteria not defined
Specifications for the second resit / retake exam:
Evaluation criteria not defined
9. Assignments, course calendar and important dates
| Not related to the syllabus/contents | |
|---|---|
| Hours | hours |
| Unit 1 (de 5): | |
|---|---|
| Activities | Hours |
| Class Attendance (practical) [PRESENCIAL][Project/Problem Based Learning (PBL)] | 10 |
| Project or Topic Presentations [PRESENCIAL][Project/Problem Based Learning (PBL)] | 30 |
| Study and Exam Preparation [AUTÓNOMA][Project/Problem Based Learning (PBL)] | 10 |
| Problem solving and/or case studies [PRESENCIAL][Project/Problem Based Learning (PBL)] | 10 |
| Laboratory practice or sessions [PRESENCIAL][project-based learning] | 20 |
| On-line debates and forums [AUTÓNOMA][Online Forums] | 10 |
| Analysis of articles and reviews [AUTÓNOMA][Reading and Analysis of Reviews and Articles] | 20 |
| Writing of reports or projects [AUTÓNOMA][Self-study] | 40 |
| Group 60: | |
| Initial date: 29-01-2024 | End date: 16-05-2024 |
| Global activity | |
|---|---|
| Activities | hours |
10. Bibliography and Sources
| Author(s) | Title | Book/Journal | Citv | Publishing house | ISBN | Year | Description | Link | Catálogo biblioteca |
|---|---|---|---|---|---|---|---|---|---|
| Escorcia Mora, CT., Rodríguez García, L., (2023) | Guía de intervención logopédica en Atención Temprana centrada en la Familia | Libro | Madrid | Síntesis | ISBN: 9788413572512 | 2023 | Este libro, pensado desde la accesibilidad, está motivado por un deseo genuino de compartir lecturas y experiencias que contribuyan a transformar las prácticas en logopedia en Atención Temprana. Si un profesional ¿logopeda o de cualquier otra disciplina¿ se enfrenta al reto de trabajar con un niño comprometido en su desarrollo y con su familia, ha de hacerlo desde una comprensión sistémica y ecológica, entendiendo que la familia es un sistema de equilibrios, cambiante y en proceso de evolución, capaz de afrontar los retos de educar a un hijo. El lector o la lectora de esta obra no va a encontrar una receta ni un protocolo cerrado para intervenir con niños con alteraciones de la comunicación, ni tampoco soluciones sobre casos clínicos en abstracto, pero sí hallará herramientas basadas en la evidencia científica que le permitan formarse y reflexionar para acercarse, desde un paradigma centrado en la familia, al bienestar y la calidad de vida del niño, su familia y la comunidad. | https://www.sintesis.com/gu%C3%ADa%20de%20intervenci%C3%B3n-132/gu%C3%ADa%20de%20intervenci%C3%B3n%20logop%C3%A9dica%20en%20atenci%C3%B3n%20temprana%20centrada%20en%20la%20familia-ebook-3060.html |