| Course title | Alternative and augmentative communication systems (AAC) |
|---|---|
| Course code | USS/XGAAK |
| Organizational form of instruction | no contact |
| Level of course | Doctoral |
| Year of study | not specified |
| Semester | Winter and summer |
| Number of ECTS credits | 7 |
| Language of instruction | Czech, English |
| Status of course | Compulsory-optional |
| Form of instruction | Face-to-face |
| Work placements | This is not an internship |
| Recommended optional programme components | None |
| Lecturer(s) |
|---|
|
| Course content |
|
unspecified
|
| Learning activities and teaching methods |
| unspecified |
| Learning outcomes |
|
The content of the discipline is a deep theoretical insight into the theory of the genesis of AAC and current use of AAC techniques in the Czech Republic and abroad. Development of creative alternatives with respect to the specifics of individual types of impairment and the degree of disability. The students will be able to compare current AAC and the development of AAC techniques in the Czech Republic and abroad. List of recommended literature and materials: ABDALA, C. Pediatric audiology: Evaluating infants. In D. CHEN (Ed.) Essential elements in early intervention (pp. 246-284). NY: AFB Press. (1999). AMERICAN SPEECH-LANGUAGE-HEARING ASSOCIATION (2004). Roles and responsibilities of speech-language pathologists with respect to augmentative and alternative communication: Technical report. ASHA Supplement, 24, 1-17. ANGELO, D. (1998). Impact of augmentative and alternative communication devices on families. Augmentative and Alternative Communication, 16, 37-47. BALANDIN, S., & MORGAN, J. (2001).Preparing for the future: Aging and augmentative and alternative communication. Augmentative and Alternative Communication, 17, 99-108. BATES, E. (1979). The emergence of symbols: Cognition and communication in infancy. San Diego: Academic Press. BATSHAW, M., SHAPIRO, B. (2002). Mental retardation. In BATSHAW, M. (ED.) Children with disabilities. 5th ed. pp. 287-305. Baltimore: Paul H. Brookes Publishing Co. BATTYE, A. Who's Afraid of AAC? The UK Guide to Augmentative and Alternative Communication. London: Routledge. BAUER, A., MATUSEK, K. Designing and evaluating accommodations and adaptations. In A. Bauer & G. M. Brown (Eds.), Adolescents and inclusion (pp. 139-166). Baltimore: Paul H. Brookes Publishing Co. BECK, A., BOCK, S., THOMPSON, J., KOSUWAN, K. (2001). Influence of communicative competence and augmentative and alternative communication technique on children's attitudes toward a peer who uses AAC. Augmentative and Alternative Communication, 18, 217-227. (2002). BEUKELMAN, D., YORKSTON, K., DOWDEN, P. (1985). Communication augmentation: a casebook of clinical management. Austin: Pro-Ed. LADTKOW, M., CULP, D. (1992). Augmentative and alternative communication with traumatic brain injury. In YORKSTON, K. (Ed.). Augmentative communication. LONCKE, F. (2014). Augmentative and Alternative Communication: Models and Applications for Educators, Speech-language Pathologists, Psychologists, Caregivers, and Users. Plural Publishing. McCARTHY, W. J., DIETZ, A. (2014). Augmentative and Alternative Communication: An Interactive Clinical Casebook. Plural Publishing YORKSTON, K. M., BEUKELMAN, D. R., STRAND, E. A., BELL, K. R. (1999). Management of motor speech disorders in children and adults. 2nd ed. Austin: Pro-Ed.
|
| Prerequisites |
|
unspecified
|
| Assessment methods and criteria |
|
unspecified
|
| Recommended literature |
|
|
| Study plans that include the course |
| Faculty | Study plan (Version) | Category of Branch/Specialization | Recommended semester | |
|---|---|---|---|---|
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC22) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC21) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC24) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC23) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC21) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC19) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC23) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC20) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC22) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC19) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC20) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC24) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |