| Course title | Diagnostics of disrupted communication ability |
|---|---|
| Course code | USS/XGDNK |
| 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) |
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| Course content |
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unspecified
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| Learning activities and teaching methods |
| unspecified |
| Learning outcomes |
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The objective of the discipline is to provide a deep insight into the issue of diagnosing disrupted communication ability with an emphasis on a holistic concept of assessment of all components of human communication involving oral, graphical and sign, verbal and non-verbal communication, including the suprasegmental level and co-verbal behaviour in the course of communication in individuals of all age categories and in the context of all areas related to diagnosing disrupted communication ability, analysis of interdisciplinary and transdisciplinary cooperation with other special education fields, teachers, medical and non-medical professionals, psychologists, linguists and other specialists. Special attention will be paid to the application of modern instrumentation and ICT technology in diagnosing communication ability and diagnosing disruptions in the orofacial region or swallowing region in relation to speech-language diagnostics, again in relation to interdisciplinary cooperation. Part of the discipline is a comparison of the significance of the application of domestic and international diagnostic materials, test batteries and other relevant published resources applicable in the area of diagnosing disrupted communication ability, its specifics and deviations. The discipline provides a detailed insight into the currently developing trends in diagnosing disrupted communication ability with an emphasis on respecting the world-wide increase in migration and the application of modern approaches to the assessment of the level of communication ability with respect to relevant cultural and language backgrounds, bilingualism or multilingualism and other contemporary phenomena. List of recommended literature and materials: BAHR, D. CH., HILLIS, A. E. (2001). Oral motor assessment and treatment: ages and stages. Boston: Allyn and Bacon, xiv, 274 p. ISBN 02-052-9786-2. BERNTHAL, J. et al. (2013). Articulation and Phonological Disorders. Speech Sound Disorders in Children. 7th ed. Pearson Education. HAYNES, W. O., PINDZOLA, H. R. (2007). Diagnosis and Evaluation in Speech Pathology. 7th ed. Boston: Allyn & Bacon. ISBN-10: 020552432X
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| Prerequisites |
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unspecified
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| Assessment methods and criteria |
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unspecified
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| Recommended literature |
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| 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: - |