The aim of the subject is a comprehensive and detailed insight into the problem of disorders of the development of verbal and non-verbal communication, language and speech in childhood in all their forms and dimensions in a contemporary and historical context. Emphasis is placed on the application of national and international scientific research and on 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 of communication disorders. Knowledge from the fields of special education, medicine, psychology, linguistics and neuroscience disciplines will be applied in direct differential-diagnostics and interdisciplinary contexts (e.g. in the context of neurodevelopmental conditional disorders, acquired organic forms of damage to brain development in childhood and intellectual disability and cognitive deficits, hearing impairment, disturbance of the graphic form of speech, calculus, muse and praxis disorders, mutism, acquired phatic disorders, but also in the context of the influence of the cultural-linguistic background). Contemporary knowledge regarding the variability and secondary symptomatology of disorders, the transformation of symptoms, the connection with the diagnosis of the structure of the intellect will be examined - the neuropsychological and psycholinguistic essence of modern insights into communication disorders in childhood, special technical and instrumental aids in the research of communication disorders in childhood. List of recommended literature and materials: ALLEN, K. E., MAROTZ, L. R. (2005). Přehled vývoje dítěte od prenatálního období do 8 let. 2.vyd. Praha: Portál. ISBN 80-7367-055-0 AVIN, E. L., NAIGLES, L. R. (Ed.) The Cambridge handbook of child language. 2nd ed. Cambridge: Cambridge University Press, xi, Cambridge handbooks in linguistics. ISBN 978-1-107-08732-3. BAUMAN-WAENGLER, J. (2014). Articulatory and phonological impairment: a clinical focus. 4th ed., New international ed. Harlow: Pearson Education, ISBN 978-1-292-04163-6. BERK, L. E. (2013). Child development. Ninth edition. Boston: Pearson, xix,. ISBN 978-0-205-19766-8. BERNTHAL, J. E., BANKSON, N. W., FLIPSEN, P. (2013). Articulation and phonological disorders: speech sound disorders in children. 7th ed. Boston: Pearson, viii. ISBN 978-0-13-306146-8. BISHOP, D. V. M., LEONARD, L. B. (Ed.). (2016). Speech and language impairments in children: causes, characteristics, intervention and outcome. London: Routledge, Taylor & Francis Group, xiii, ISBN 978-0-86377-569-7. BLOOM, P. (2015). Jak se děti učí významu slov. Praha: Univerzita Karlova v Praze, nakladatelství Karolinum. ISBN 978-80-246-3095-3 BROŽEK, Ľ, POLÁKOVÁ, B. (2016). Dejme mozky dohromady: skupinová kognitivní rehabilitace a reedukace jazykových funkcí. 1. vydání. Praha: Stanislav Juhaňák ? Triton. ISBN 978-80-7553-094-3 BYTEŠNÍKOVÁ, I. (2014). Koncepce rané logopedické intervence v České republice: teorie, výzkum, terapie. 1. vydání. Brno: Masarykova univerzita. ISBN 978-80-210-7561-0 ČERVENKOVÁ, B. (2019). Rozvoj komunikačních a jazykových schopností: u dětí od narození do tří let věku. Praha: Grada, 2019. Pedagogika. ISBN 978-80-271-2054-3. DLOUHÁ, O. a kol. (2017). Poruchy vývoje řeči. Praha: Galén. ISBN 978-80-7492-314-2 DVOŘÁK, J. (1999). Slovní patlavost-verbální dyspraxie. Žďár nad Sázavou: Logopedické centrum. ISBN 80-902536-0-1
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