Course learning outcomes
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Description |
Know the terminology, concepts and knowledge that enables teachers to understand, distinguish, and interrelate the distinct alternative/augmentative systems of communication. |
Know a wide range of methods, techniques, materials, documentary resources, content, resources, procedures and teaching strategies applicable in the field of language assessment and rehabilitation. |
Knowledge of the specific difficulties and disorders of oral and written language. |
Obtain competency as a specialist teacher in hearing and language related to this material so that you can exercise this competency will full responsibility. |
Prepare theory and practice in order to choose and apply, according to the cases, the distinct alternative/augmentative systems of communication. |
Acquisition of a global perspective of the developmental problems that create difficulties, delay, or alter communication. Comprehension of the developmental processes of nonverbal and language communication. |
Practical skills to adapt each type of school material to the individual student that uses alternate systems of communication. |
Practical skills for planning, implementation, and evaluation of plans or educational programs in order to improve the specific difficulties of oral or written language according to the ages and needs of the students and within the schoolwork. |
Be well versed in the correct terminology for Alternative Systems of Communication. |
Regularly and selectively improve documentary sources in order to carry out the task of adapting the materials necessary for a certain alternative communication system. |
Improve the ability to reflect on own concepts and educational practices in the treatment of communication and language difficulties and disorders. |
Advice and orientation to the families with children who have specific communication and language problems. Know current research related to the prevention, detection, evaluation, and intervention of communication and language difficulties and/or disorders. |
Ability to analyse, comprehend, and validate the influence of the family or school environment contexts on the needs of the student for the feasibility of using a certain alternative system of communication. |
Professional training to explain the chosen method, as well as the advantages and disadvantages that the application of this system can cause for both the user and for the class group. |
Professional training in the educational system to know how to intervene autonomously as a supporting teacher for the rehabilitation of disorders in the acquisition of oral and written language in the age range of 0 to 12 years old. |
Comprehension of the psycholinguistic developmental problems. |
Reinforce values and ethical principles linked to the equality opportunity for students. |
Have as solid of a cultural foundation in contents as in specific methodologies for the distinct alternative systems of communication, so that teachers are able to design plans for the application of these contents. |
Work in collaboration with teachers of each stage, with psycho-pedagogical counselors or language therapists within the framework of the necessary intervention programs. |
Validation of the appropriate procedures and instruments to the various practical assignments of the class. |
Additional outcomes
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Description |
Ability to understand the concepts of Disorders in the acquisition of Written Oral Language, neurological, psychological or pedagogical, and its impact on the development and learning of students with these characteristics, as well as their behavior and performance possibilities from 0 to 12 years. |
Know and participate in the detection and evaluation of the most common difficulties or alterations that occur in learning written language. |
Design educational intervention plans or programs to stimulate and improve oral language difficulties. |
Introduce the students of the mention in the basic therapeutic skills of relationship with families for the management of language problems in the educational context. |
Know and analyze current lines of research in the field of evaluation and intervention for the improvement of specific language difficulties. |
Reinforce a reflective attitude towards their own training and promote the need for continuous professional improvement. |
Ability to be able to develop individualized support work and specific help for students with specific educational needs (SEN) in the field of oral and written communication, focused on intervention techniques in disorders of the acquisition of oral and written communication. 0 to 12 years. |
Know the basic strategies to be able to provide an educational response and intervene with students with specific educational needs derived from disorders in the acquisition of oral or written language, both in the classroom and in the center, at an individual level, from 0 to 12 years old. |
Know and understand the milestones and basic processes of psycholinguistic development and its implications for the stimulation, acquisition and learning of oral and written language. |
Know and participate in the detection and evaluation of the most common difficulties or alterations that occur in learning written language. |
Design educational intervention plans or programs to improve difficulties with written language. |
Apply the knowledge acquired to design, implement and evaluate school plans and programs that reinforce the comprehension of texts. |
Dynamize school practices that encourage students to produce written texts adjusted to their age. |
Frame the interventions for the improvement of the oral or written language, in initiatives that promote the inclusion of students with difficulties. |
Facilitate and promote collaborative attitudes and practices among teachers, as well as between them and the educational and social community around schools. |
Contribute to reinforcing the culture of diversity as an essential value for educating in a school without exclusions. |
Generate behaviors of respect, tolerance, responsibility and professional ethics towards the diversity of the student body. |