The aim of the subject is a comprehensive and detailed insight, analysis and comparison of historically based and contemporary scientific research knowledge in the field of symptomatic (secondary speech disorders) based on primary disability, disadvantage and disease (including syndromic defects) with emphasis on the speech therapy perspective and the relationship to the so-called I need SLCN. Developmental aspects across age categories, cultural-linguistic specifics, as well as social aspects and the quality of life of persons with these difficulties are monitored. A comprehensive overview of the issue will include the application of interdisciplinary scientific research findings from the field of speech therapy, psychology, linguistics, acoustics, neuroscience, ENT, phoniatrics and other related fields in a contemporary and historical context. Emphasis is placed on the application of national and international scientific research and the comparison of scientific research knowledge in the field of terminology, symptomatology and classification, incidence, etiology, diagnosis and differential diagnosis, complex therapy, prevention and prognosis. Knowledge from the field of special education, medicine, psychology and linguistic disciplines will be applied and compared in direct differential-diagnostic and intradisciplinary therapeutic contexts. Contemporary knowledge regarding variability and secondary symptomatology of disorders in the context of DSM, ICF will be examined and ICD classifications, the variability of the scientific-research perspective in the context of transdisciplinarity and intersectorality and interprofessional scientific approach, connections with disorders of the orofacial system and swallowing processes, and scientific-research use of special technical and instrumental aids in the research of symptomatic speech disorders. List of recommended literature and materials: ATTWOOD, T. (2005). Aspergerův syndrom. Praha: Portál. ISBN 80-7178-979-8 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. BEYER J.; GAMMELTOFT L. (2006). Autismus a hra. Praha: Portál. ISBN 80-7367-157-3. 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 DRTÍLKOVÁ, I. (2007). Hyperaktivní dítě: vše, co potřebujete vědět o dítěti s hyperkinetickou poruchou (ADHD). 2. vyd. Praha: Galén. ISBN 9788072624478. DRTÍLKOVÁ, I., ŠERÝ O. a kol. (2007). Hyperkinetická porucha: ADH. Praha: Galén. ISBN 9788072624195. ENDERBY, P., EMERSON, J. (1996). Does speech and language therapy work? London: Whurr Publishers. ISBN 1-897635-38-9. HAYNES, W. O., PINDZOLA, H. R. (2007). Diagnosis and Evaluation in Speech Pathology. 7th ed. Boston: Allyn & Bacon, 2007. ISBN-10: 020552432X HOLMANOVÁ, J. (2005). Raná péče o dítě se sluchovým postižením. 2. vyd.Praha: Septima. ISBN 80-7216-162-8. HOWLIN, P. Autismus u dospívajících a dospělých. Praha: Portál, 2005. ISBN 978-80-7367-499-1.
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