| Course title | Symptomatic (secondary) speech, communication and language disorders |
|---|---|
| Course code | USS/XGSYR |
| 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 a deep analysis and comparison of previous and contemporary evidence-based scientific and research findings in the area of symptomatic speech disorders, both as the primary or secondary symptoms. In terms of content, the discipline covers symptomatic speech disorders in persons with sensory (hearing and visual) impairment or combined dual forms (deafblindness), symptomatic speech disorders in persons with intellectual and somatic disability, symptomatic speech disorders in persons with neurological diseases, persons with psychiatric diagnoses, persons with multiple disabilities, persons with autism spectrum disorders, persons with syndromic disorders (with an emphasis on Down syndrome), and other syndromes associated with disrupted communication ability and symptomatic speech disorders in persons with ADD, ADHD, specific developmental disorders of academic skills and behavioural disorders. The discipline covers a synthesis of knowledge from propaedeutic and related fields published in domestic and foreign scientific resources. The discipline includes etiological relationships with various groups of symptomatic speech disorders, consequences in the area of differential diagnostics and diagnostic intervention, and interventions based on interdisciplinary special educational and speech-language therapeutic aspects. List of recommended literature and materials: BERK, L. E. (2013) Child development. Ninth edition. Boston: Pearson, xix, 652 stran. ISBN 978-0-205-19766-8. BEUKELMAN, D. R., MIRENDA, P. A. (2013) Augmentative and alternative communication: supporting children and adults with complex communication needs. 4th ed. Baltimore: Paul H Brookes, xv. ISBN 978-1-59857-196-7. BUDSON, A. E., SOLOMON, P. R. (2016) Memory loss, Alzheimer's disease, and dementia: a practical guide for clinicians. 2nd edition. Edinburgh: Elsevier, [2016]. xviii, 258 stran. ISBN 978-0-323-28661-9. CAFIERO, J. M. (2005) Meaningful Exchanges For People With Autism: An Introduction To Augmentative & Alternative Communication (Topics in Autism). Bethesda: Woodbine House. ISBN-10: 1890627445. CLARE, A. (2016) Communication & interaction in the early years. Los Angeles: SAGE, xii. ISBN 978-1-4739-0677-8. DECKER, T. N., CARELL, T. D. (2004) Instrumentation: An Introduction for Students in the Speech and Hearing Sciences. 3rd ed. Lawrence Erlbaum. ISBN-10: 0805846816 ENDERBY, P., EMERSON, J. (1996) Does speech and language therapy work? London: Whurr Publishers. ISBN 1-897635-38-9.
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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: - |