| Course title | Neurogenic communication disorders |
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| Course code | USS/XGNEK |
| 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 neurogenic forms of disrupted communication ability, including primarily acquired phatic organic disorders - aphasia and disrupted speech articulation on an organic basis - dysarthria, which originate as a result of impairment of the central nervous system. To achieve a comprehensive perspective, the discipline integrates scientific and research findings in the area of speech-language pathology, psychology, neuropsychology, psycholinguistics, neurology, phoniatry, and other relevant fields. In terms of content, the discipline covers the terminology, classification, symptomatology, incidence, diagnostics, intervention, therapy and prognosis of these disorders in the context of previous and contemporary evidence-based scientific and research findings concerning acquired phatic disorders (also in relation to disruptions of lexia, graphia, calculia, praxia and musia) as well as organic forms of disrupted articulation, orofacial deviations and swallowing disorders. Attention will be paid to the transformation of symptoms from a developmental perspective and within all forms of verbal and non-verbal communication, including the relationship with cerebral activity and hemispheric specialization or lateralization of phatic functions and articulation. Special focus is on the issue of aphasia in dementia, phatic subcortical disorders and right hemisphere disorders. The discipline includes a differential-diagnostics and diagnostic-therapeutic perspective of aphasia and dysarthria. Attention will also be paid to the application of diagnostic and therapeutic instrumentation, aids and didactic materials, use of psychotherapeutic approaches, examination of the effectiveness of group and individual speech-language therapy and interdisciplinary cooperation. List of recommended literature and materials: ARDVENSON, J. C., BRODSKY, L. (2002) Pediatric Swallowing and Feeding. 2nd ed. New York: Singular, Thomson Learning, 2002. ISBN 0-7963-0076-6.
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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: - |