Treatment and Psychoeducational Intervention for Language Disorders

CONCEPTUAL

1. To know the main criteria for the psychoeducational intervention in different language disorder that can occur in the classroom.
2. To know the general strategies of the psychoeducational intervention in language disorders.
3. To recognise and understand the guidelines for non-formal intervention in the classroom that are the responsibility of the teacher.

PROCEDURAL

1. To develop an analytical and reflective attitude in the field of psychoeducational intervention in language disorders.
2. To obtain knowledge through the information search, organization and critical analysis of bibliography, documentary sources and ICT related to the contents of the subject.
3. To know how to apply the theoretical knowledge acquired to the educational reality, adapting it to the individual needs of each subject.
4. To be able to create resources and methodologies that favour and stimulate language development in the classroom.
5. To make a clear and coherent presentation of ideas and approaches, both to the specialized audience and non-specialized audience.
6. To achieve and demonstrate competence in the Spanish language, being this subject part of the project CompetenteS, promoted by the Linguistic Standarization Commission of the Faculty.

ATTITUDINAL

1. To promote teamwork and interaction between members of the educational community and society in general.
2. To develop empathic, open and flexible attitude in which prevail to value and respect others.
3. To design and regulate learning spaces in contexts of diversity in which will be addressed the following: gender equality, equity and respect for human rights that make up the values of citizen education.

Module I. APPROACH TO TREATMENT AND PSYCHOEDUCATIONAL INTERVENTION IN LANGUAGE DISORDERS
Topic 1. Treatment and psychoeducational intervention in language disorders: components, strategies and resources

Module II. PREVENTION OF LANGUAGE DISORDERS AND LANGUAGE STIMULATION IN THE CLASSROOM
Topic 2. Stimulation of language components: phonology, morphosyntax, semantics and pragmatics

Module III. PSYCHOEDUCATIONAL INTERVENTION
Topic 3. Psychoeducational intervention in articulation disorders: dyslalias, dysglossias and dysarthrias.
Topic 4. Psychoeducational intervention in voice disorders, fluency and speed of speech.
Topic 5. Psychoeducational intervention in reading and writing disorders.
Topic 6. Psychoeducational intervention in language development disorders.
Topic 7. Psychoeducational intervention in child aphasias and dysphasias.

Basic bibliography

Acosta, V.M. and Moreno, M.A. (1999). Dificultades del lenguaje en ambientes educativos. Masson.
Acosta, V. M. and Moreno, A. (coords.) (2007). Guía de actuaciones educativas en el ámbito de la comunicación y el lenguaje. Materiales curriculares. Cuadernos de aula. Consejería de Educación, universidades, Cultura y Deportes del Gobierno de Canarias. Disponible en:
http://www.gobiernodecanarias.org/educacion/dgoie/publicace/scripts/det…
Alegre, J. R. and Pérez, M. (2008). Guía práctica de los trastornos del lenguaje (vol. I y II). Lebon.
Andreu, Ll., Sanz, M. and Serra, M. (2007). Dificultades y trastornos del lenguaje en la escuela. Cuadernos digitales, 2 (1). Disponible en:
http://www.quadernsdigitals.net/datos_web/hemeroteca/r_72/nr_771/a_1040…
Clemente, R.A. (2006). Desarrollo del lenguaje. Manual para profesionales de la intervención en ambientes educativos (4ª ed.). Octaedro.
Lizandra, R. Dificultades en el desarrollo del lenguaje oral e intervención. Disponible en
http://www.uam.es/personal_pdi/psicologia/agonzale/Asun/2007/DF/Artic/L…

Complementary bibliography

Acosta, V. (2003). Las prácticas educativas ante las dificultades del lenguaje: Una propuesta desde la acción. Masson.
Arriaza, J. C. (2009). La estimulación del lenguaje oral. Guía práctica. CEPE.
Chiat, S. (2003). Los problemas de lenguaje en los niños. Akal.
Fernández, E., González, A., Pérez, N. and Acosta, V. M. (2005). La intervención en el lenguaje en el contexto del aula. Un estudio de caso. Revista de Logopedia, Foniatría y Audiología, 25 (4), 190-202.
González, B., Ostrosky, F. and Chayo, R. (2007). ¿Problemas de lenguaje? Un programa para su estimulación y para su rehabilitación. LP.
Iglesias, M. J. and Sánchez, M. C. (2007). Diagnóstico e intervención didáctica del lenguaje escolar. Netbiblo.
Juárez, A. and Monfort, M. (2002). Estimulación del lenguaje oral: un modelo interactivo para niños con dificultades. Santillana.
Martínez, J. de D., Moreno, j. M., Pérez, C., Rabazo, M. J., Sánchez, I. e Suárez, A. (2001). Manual de Audición y Lenguaje. Enfoque Multidisciplinar. Servicio de Publicaciones de la Universidad de Extremadura.
Moreno, J. M. and García-Baamonde, M. E. (coords.) (2003). Estimulación del lenguaje oral. Talleres para la prevención. EOS.
Monfort, M. and Juárez, A. (2008). El niño que habla.: CEPE.
Moreno, J. M. and García-Baamonde, M. E. (coords.) (2012). Estimulación del lenguaje oral. Talleres para la prevención. EOS.
Portellano, J. A. (2007). La disgrafía. Concepto, diagnóstico y tratamiento de los trastornos de la escritura (8ª ed.). CEPE.
Riüs, M.D. (2003). Escritura I y II. EOS.
Vallés, A. (2001). Las palabras ¿Qué significan? ¿Para qué sirven? EOS.
Vallés, A. (2005). Hablando claro: ejercicios para el tratamiento de las disfemias. EOS.
Vallés, A. (2005). Las frases, ¿cómo se dicen? EOS.
Vallés, A. (2007). Las palabras, ¿cómo son?. EOS.
Vallés, A. (1998). Dificultades de aprendizaje e intervención psicopedagógica. Promolibro.
Vilá, M. and Badia, D. (2002). Juegos de expresión oral y escrita. Graó.

General competences:

G2. To design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and professionals from the centre.
G3. To effectively address language learning situations in multicultural and multilingual contexts. To encourage reading and critical commentary on texts from the various scientific and cultural domains contained in the school syllabus.
G4. To design and regulate learning spaces in contexts of diversity and that attend to the following: gender equality, equity and respect for human rights that make up the values of citizen education.
G6. To know the organization of primary schools and the diversity of actions that comprise its operation. To carry out tutoring and guidance functions with students and their families, attending to the unique educational needs of students. To assume that the exercise of the teaching function has to be perfected and adapted to scientific, pedagogical and social changes throughout life.
G10. To reflect on classroom practices to innovate and improve teaching work. To acquire habits and skills for autonomous and cooperative learning and promote it among students.
G11. To know and use information and communication technologies in the classroom. To selectively discern audiovisual information that contributes to learning, civic education and cultural richness.

Specific competences:

E4. To identify learning difficulties, report them and collaborate in their treatment.
E6. Identify and plan the resolution of educational situations that affect students with different abilities and different learning rates.
E11. To know the processes of interaction and communication in the classroom.
E44. To understand the basic principles of language and communication sciences.
E46. To know the school syllabus of languages and literature.
E50. To know the difficulties for learning the official languages for students who speak different languages.
E51. To address situations of language learning in multilingual contexts.

Basic competences:

B1. That students can demonstrate knowledge and understanding in a subject area that builds on the foundation of general secondary education and is often at a level that, although supported by advanced textbooks, also includes some aspects involving knowledge from the vanguard of his field of study.
B2. That students know how to apply their knowledge to their work or vocation in a professional way and have the skills that are usually demonstrated through the development and defense of arguments and problem solving within their area of study.
B3. That students are able to gather and interpret relevant data (usually within their area of study) to make judgments that include reflection on relevant issues of a social, scientific or ethical nature.
B4. That students can convey information, ideas, problems and solutions to both specialized audience and non-specialized audience.
B5. That students develop learning skills necessary to undertake further studies with a high degree of autonomy.

Transversal competences:

T1. Instrumental knowledge of a foreign language.
T3. Instrumental knowledge of information and communication technologies.
T4. Informational competence.

Full group face-to-face activities include expository classes that are used to introduce, to establish a base, and to develop the basic aspects of the subject, providing the student with theoretical bases to be able to interpret the information for the preparation of the proposed works and tasks. It is also intended that the student learn to carry out autonomous work and study and begin in the decision-making task of psychoeducational activity.

Through medium group sessions (interactive group), in addition to delving into specific content in detail, the aim is to provide students with necessary tools to carry out autonomous work (information search and management, case analysis, selection of materials, presentation of reports, etc.), in order to favour and encourage group tasks and promote critical thinking and decision-making.

In the tutorial sessions, the specific needs of each student will be attended and the relevant orientations will be carried out in order to guide the teaching-learning process. The tasks supervision will be carried out, and their monitoring and continuous evaluation both in relation to the field of knowledge and to the competences.

The course evaluation system includes the following aspects:

1) SPECIFIC TEST (40%-50% of the final score). It may include objective test(s) of content assessment, papers or written reports and/or oral presentations. These works will be individual. Students must obtain a minimum grade that corresponds to 50% of the maximum score in this section so that the rest of the grades can be added.
2) WRITTEN REPORTS AND OTHER PRODUCTIONS (30%-40% of the final score). This section of the evaluation includes all those activities that are carried out in a small group, such as, for example, the works or tasks to be carried out by several classmates and the presentation of these activities or tasks to the class group. Students must obtain a minimum grade that corresponds to 50% of the maximum score in this section so that the rest of the grades can be added.
3) ORAL PRESENTATIONS (5%-15% of the final score). The students will have to present some work done in the previous section. The presentation, expository clarity, synthesis capacity, coherence and discursive organization will be evaluated.
4) ATTENDANCE AND PARTICIPATION (5%-15% of the final score) will be taken into account: Attendance, together with the active participation of the students, will lead to obtaining the aforementioned qualification, which may be gradually reduced according to the students do not attend/participate in classes.

It is important to consider that:

- Conditions to pass the subject: to obtain a pass grade, students must achieve a minimum score of 5 final grade points. This score must be derived from obtaining half or more of the maximum mark in the sections 1) SPECIFIC TESTS AND 2) WRITTEN REPORTS AND OTHER PRODUCTIONS. Only when both parts are passed, both grades will be summed up.
- Students with exemption from teaching: students must contact the professor in the first two weeks of class to specify an alternative assessment plan.
- Students who do not pass the subject at the first opportunity (common period). Students may pass the exam in the 2nd opportunity (extraordinary evaluation). In this case, the scores obtained -during the common period- in the sections passed will be respected. Students must pass those that have not passed according to the instructions of the professor. The requirements to pass the subject will be the same as in the first opportunity.
- Students with functional diversity: Students who present some type of functional diversity or difficulty for a normal daily follow-up of the subject, whether this difficulty is permanent or temporary, must justify their situation through a document issued by the accredited USC service and report thei case to the professor of this subject within the first two weeks of the affected semester, so that an adapted work plan can be agreed upon as soon as possible to attend to each particular situation.
- For evaluation purposes, the same work cannot be used for several subjects, except in activities programmed in a coordinated manner (if any).
- Individual or group work by students must be original.
- In case of a fraudulent completion of exercises or tests, the provisions of the Regulations for evaluating the academic performance of students and reviewing grades will apply.
- The aspects related to evaluation in the second opportunity, as well as the students of previous calls and students with exemption from teaching will be specified in a timely manner at the beginning of the semester.

The subject has a total of 4.5 ECTS credits that are distributed among expository classes, interactive classes, tutorials, and evaluation.

Estimated hours for student work:

Attendance activities.............Hours...............Student autonomous work..........Hours
Expositive classes...................18..................Study..........................................40
Interactive classes..................18..................Elaboration of works......................30
Tutorials.................................2
Total hours.............................38.................Total hours...................................70

It is recommended that students have a personal computer and a network connection. If this is not possible, you can use the infrastructures offered by the centre (computer room, WIFI connection).

It is important that students are actively involved from the beginning in the dynamics of the subject, making a comprehensive and meaningful approach to successfully overcome it.

Since USC is an attendance-modality university, attendance to a minimum of 80% classroom sessions is compulsory, except those students with teaching exemption.

Students with Special Educational Needs must be evaluated by the corresponding service (SEPIU) in order to better understand their situation and guarantee equal treatment.

In case of a fraudulent completion of exercises or tests, the provisions of the Regulations for evaluating the academic performance of students and reviewing grades will apply.