Language Disorders, Speech and Voice in Childhood

Conceptual:
1. Know, at a general level, language, speech and voice disorders in childhood.
2. Understand the mechanisms, characteristics and determining factors of language in language, speech and voice disorders in childhood.
3. Identify deficit processes in language, speech and voice problems in childhood.
4. Recognize the individual, social, family and contextual variables associated with language, speech and voice disorders in childhood.
6. Assess the importance of identification, prevention and stimulation programs in the classroom to promote student development in the Primary Education classroom.

Procedural:
1. Assess the methods and activities for the teaching-learning of the language.
2. Know and critically assess the different models and taxonomies of language identification and classification.
3. Know and critically assess the different working models in the language.
4. Promote the harmonious development of cognitive and behavioral skills in students with developmental disorders in Primary Education.
5. Encourage reflection and critical thinking.
6. Promote the ability to work cooperatively, along with the development of social skills in a group.
7. Promote the development of argumentative skills and public exposure and intervention.
8. Promote the management of bibliographic resources, databases, documentary sources and ICTs within the framework of informational and computer skills.
9. Promote the use and management of virtual learning platforms and various computer tools as a teaching aid that favors and enriches the teaching-learning process.

Attitudinal:
1. Promote values ​​of tolerance and respect for the ideas, values ​​and behavior of others.
2. Promote the development of democratic, open, flexible, communicative, empathetic and assertive attitudes, within interaction and teamwork. Attitudes required in the Primary Education classroom.
3. Develop respect and tolerance for the wealth that emanates from the individual differences that describe people.

The subject is part of the "Hearing and Language" Degree Mention, it is optional and consists of 4.5 ECTS credits. It works on the different language, speech and voice disorders that can appear in childhood. These disorders are approached from a psychoeducational perspective, assessing different aspects of them: conceptualization and symptomatology, etiology, typology of the disorder, etc. Specifically, language, its dimensions and etiological factors are described from the study of the general taxonomy of language, speech and voice disorders. The contents are articulated in the following contents:

1. General introduction to language and its dimensions, and the etiological factors that can affect language development.
2. General taxonomy of language, speech and voice disorders.
3. Language disorders and alterations.
4. Speech problems.
5. Voice problems.

BASIC BIBLIOGRAPHY
Acosta, V. M. & Moreno, A.M. (1999). Language difficulties on educational environments. Barcelona: Mason.
Gallardo, J.R. & Gallego, J.L. (nineteen ninety five). School speech therapy manual. Malaga: Cistern.
Gallego, J.L. (1999). Quality in speech therapy intervention. Study of cases. Malaga: Cistern.
Gallego, J.L. (Director) (2006). Thematic encyclopedia of speech therapy (Vols. 1 and 2). Malaga: Cistern.
Mendoza, E. (2001). Specific language disorder (SLI). Madrid: Pyramid.
Moreno, J.M., Suárez, A., Martínez, J.D. & García-Baamonde, M.E. (2004). Delays in the acquisition and development of language. Study of cases. Mdrid: EOS.
Pena-Casanova, J. (2002). Manual of Speech Therapy. Barcelona: Mason.
Pons, R.M. & Serrano, J.M. (2007). Manual of speech therapy. Murcia: DM.
Puyuelo, M. & Rondal, J.A. (2003). Manual of language development and alterations. Barcelona: Mason.
Puyuelo, M. (2005). Clinical cases in speech therapy. Barcelona: Mason.
Rondal, J.A. & Seron, X. (2000). Language disorders. Madrid: Paidos.
Seron, J.M. & Aguilar, M. (1992). Psychopedagogy of communication and language. Madrid: EOS.
Sos Abad, A. & Sos Lansac, M.L. (1997). Practical speech therapy. Madrid: Spanish School.
Villegas, F. (2004). Manual of Speech Therapy. Evaluation and intervention of phonological difficulties. Madrid: Pyramid.

Further reading
Acosta, V.M., Moreno, A., Ramos, V., Quintana, A. & Espino, O. (1996). Language assessment: Theory and practice of the linguistic behavior assessment process. Malaga: Cistern.
Belinchón, I., Igoa, J.M. & Riviere, A. (2000). Language psychology. Research and theory. Structures and processes collection. Cognitive series. Madrid: Trotta, S.A.
Bruner, J. (1990). He speaks of the child. Barcelona: Paidos.
Caplan, D. (1992). Introduction to neurolinguistics and the study of language disorders. Madrid: Viewer.
Carreras, M. (1997). Discovering and processing language. Madrid: Cognitive.
Clement, A. R. (2000). Language development. Barcelona: Octahedron.
Condemarin, M. (1996). Language Workshop. Modules for the development of oral and written language. Madrid: ECE.
Dominguez, A. (2002). Language and Psychology. Santa Cruz de Tenerife: University of La Laguna.
Galeote, M. (2002). Acquisition of language. Madrid: Pyramid.
Gonzalez, C. (2003). Teaching and learning of the language in nursery school. Madrid: University Editorial Group.
Editorial Own Ideas (2004). Stimulation of language in early childhood education. Vigo: Own Ideas Ed.
Juarez, A. & Monfort, M. (2001). Something to say. Madrid: Entha.
Juárez, A. & Monfort, M. (2002).

General skills:
G2. Design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and professionals from the center.
G3. Effectively address language learning situations in multicultural and multilingual contexts. Encourage reading and critical commentary on texts from the various scientific and cultural domains contained in the school curriculum.
G4. Design and regulate learning spaces in contexts of diversity and that attend to gender equality, equity and respect for human rights that conform the values ​​of citizenship education.

Basic skills:
B1. That students show they have and understand knowledge in an area of ​​study that starts from the base of general secondary education, and is dreamed to find at a level that, although supported by advanced textbooks, also includes some aspects that imply knowledge from the forefront of their field of study.
B2. That students know how to apply their knowledge to their work or vocation in a professional manner and possess the skills that are demonstrated through the elaboration and defense of arguments in solving problems within their area of ​​study.
B3. That students have the ability to gather and interpret relevant data (normally from their area of ​​study) to make judgments that include a reflection on relevant issues of a social, scientific or ethical nature.
B4. That students can transmit information, ideas, problems and solutions to both a specialized and non-specialized audience.
B5. That students develop those learning skills necessary to undertake further studies with a high degree of autonomy.

Specific skills:
Y11. Know the processes of interaction and communication in the classroom.
Y47. Speak, read and write correctly and adequately in the official languages ​​of the autonomous community.
Y50. Know the difficulties for learning the official languages ​​of students of other languages.
Y51. Addressing situations of language learning in multilingual contexts.
Y68. Regulate the processes of interaction and communication in groups of students aged 6-12.

Transversal skills:
T1. Instrumental knowledge of foreign languages.
T2. Instrumental knowledge of the Galician language.
T3. Instrumental knowledge of information and communication technologies.
T4. Informational competence.

The teaching methodology is closely related to the teaching/learning processes and, therefore, must be planned in such a way that it leads to the achievement of the competences formulated for the subject. For this, an active methodology is proposed, which combines individual and group activities, and promotes the constructive resolution of the difficulties that arise in the learning of the subject.
The teaching proposal includes, on the one hand, expository classes and, on the other, interactive classes to which tutorials are added.
In the expository classes the contents of the subject are presented, providing an organized and integrated vision of the different disorders of language, speech and voice. They are used to introduce, substantiate and develop the basic aspects of each topic to be treated, providing students with the theoretical bases to be able to interpret the information a posteriori, in the elaboration of both theoretical and practical works.
In the interactive classes, specific questions related to the theoretical contents studied are clarified, in a practical and applied way, trying to use autonomous and cooperative learning structures for this. In them, specific contents are deepened, and the student is provided with the necessary tools to carry out independent work. At the same time, it is intended to encourage their involvement in debates and group tasks, and promote critical thinking and decision-making.

Performance and learning acquired through a combination of formative and summative assessment activities will be assessed. In this way, they intend to assess both the learning results and the effort and progress during its development, encouraging critical reflection and constant dedication to the subject throughout the semester. In line with a constructive vision of the teaching-learning process, it is intended that students demonstrate not only declarative but also procedural and attitudinal mastery of the contents, through the analysis of examples and the articulation of relationships between concepts.

Student work must be original. The delivery of a copied work will suppose the suspense in the subject and the evaluation of the student in the following call. For evaluation purposes, the same work may not be used for several subjects, except in activities scheduled in a coordinated manner.
For cases of fraudulent completion of exercises or tests, the provisions of the Regulations for evaluating the academic performance of students and reviewing grades will apply.

The evaluation of the subject includes:

1. SPECIFIC TESTS (50% of the grade): An exam –objective test– (test and/or short questions) that evaluates the fundamental knowledge of the subject, both theoretical and practical. The contents of the exam are related to the aspects developed by the teacher in the theoretical classes as well as the recommended readings. Students must obtain a minimum grade, which is set at 2.5 points, so that the rest of the grades are added.

2. WRITTEN REPORTS AND OTHER PRODUCTIONS (40% of the grade): Reports, case analyses, text comments or other written productions resulting, fundamentally, from the work in the seminars and interactive classes. This qualification will be the result of:

3. STUDENTS WITH TEACHING EXEMPTION: You must contact the teacher in the first two weeks of class to specify an alternative assessment plan that will consist of: Exam (5 points, which will be required to pass to add the rest of the scores), dossier of practical activities (2.5 points) and theoretical work (2.5 points).

4. STUDENTS WHO DO NOT PASS WOOL AT THE FIRST CHANCE (COMMON PERIOD): In this case, the scores obtained -during the common period- in sections 2, 3 and 4 of the evaluation will be respected. In no case will works greater than those carried out in the common period be admitted.

5. STUDENTS IN THE 2ND OR SUBSEQUENT CALLS: These students must, at least, pass the conditions indicated in section 1 of these clarifications on assessment wool. If the student has a score/s in sections 2, 3 and 4, from previous calls, said score will be kept updated.

6. STUDENTS WITH FUNCTIONAL DIVERSITY. Students who present some type of functional diversity or difficulty in 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 service accredited by the USC for these purposes and report your case to the teacher 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 be able to attend to each particular situation.

On-site activities..........Hours..........Personal student work..........Hours

Lectures..............................18..............Study............. ...................................40
Interactive classes....................18.............Preparation of assignments............. ..........30
Tutorials...................................2
Total hours..............................38..............Total hours. .........................................70

Recomendaciones para el estudio de la materia:

1. Tener superada la materia Dificultades de aprendizaje y trastornos del desarrollo, Psicología del desarrollo (6-12) y Psicología de la Educación, del 1º curso.
2. Asistencia e implicación activa en la dinámica de clase.
3. Interés por el estudio de la disciplina en relación con la titulación.
4. Dominio básico de la lengua inglesa.
5. Poseer competencias informacionales e informáticas básicas.
6. Realización puntual de los trabajos.
7. Seguimiento continuado de la materia.
8. Busca de claridad y organización de los conocimientos.