Perturbações da Comunicação e Sistemas Aumentativos e Alternativos

Teacher Responsible:
1º Ano | 2º Semestre
Learning objectives
-Develop assessment skills allowing for the delineation of the communicative and linguistic profile, within different domains and modalities, of individuals with communication impairments; -Develop skills allowing for the sustained participation, within a team, in the definition and implementation of strategies for language and communication development; -Recognize the role of Augmentative and Alternative Communication Systems (AACS) in the development of language and as a guarantee of functional communication; -Develop skills allowing to play an active role in the integration of different AACS within the context of the daily life and routines of individuals with communication impairments; -Recognize the importance of, and mobilize knowledge for, the creation of environments, and the adaptation of physical spaces, that facilitate and promote the use of a AACS.

-Developmental models of the communicative and linguistic competencies -Classification of the communication impairments -Instruments and procedures of assessment of the communicative and linguistic competencies -Communication and language intervention programs centred in the individual, the family and the community -Augmentative and Alternative Communication -Augmentative and Alternative Communication Systems (with and without aids) and Communication Support Technologies (high and low technology) -Selection and implementation of an AACS -The family and the community as facilitators of the functional use of AACS -Language development within the context of AACS use. -Context adaptation and teaching activities

Teaching methodologies (including evalution)

The expository moments are starting points for analysis and reflection, either individually or in groups, regarding the different topics presented and the students past experiences. Analysis of recordings of the linguistic performance of children with language impairments, and role playing sessions including the use of AACS and Communication Support Technologies (CST), will be performed. Videos will also be presented showing different intervention strategies and real interactions mediated by AACS and CST. The students evaluation will be based on a written essay on a case study and underlying theoretical basis. This essay, weighing 100% of the final evaluation, will be realized individually or in pair groups and will have tutorial guidance.

Essential Bibliography (including ISBN)

Light, J., & McNaughton, D. (2014). Communicative competence for individuals who require augmentative and alternative communication: a new definition for a new era of communication?. Augmentative and Alternative Communication,30(1), 1-18. ISSN 0743-4618. Lima, R.(2009). Fonologia infantil: aquisição, avaliação, intervenção. Coimbra, Almedina. ISBN 9789724037837. McCarthy, J. W., & Dietz, A. (2015). Augmentative and alternative communication: an interactive clinical casebook. Plural Publishing, New York. ISBN-13: 978-1597564496. Mendes, A. P., Afonso, E., Lousada, M., & Andrade, F. (2014). Teste de Linguagem ALPE (TL-ALPE). Aveiro, Edubox. Turnbull, K. L. P., & Justice, L. M. (2011). Language development from theory to practice (2nd Ed). Pearson. ISBN 13- 978-0137073474. Vvon Tetzchner, S., & Martinsen, H. (2003). Introdução à comunicação aumentativa e alternativa. Porto Editora, Porto. ISBN 1-86156-187-3.