The communicative abilities of persons with an intellectual disability (and autism spectrum disorder) are limited or impaired. A lot of those persons don’t speak or don’t understand spoken language and have problems with functional communication. In this course we describe the speech, language and communication problems in persons with a moderate to severe intellectual disability (and autism spectrum disorder). We also deal with different diagnostic instruments and principles and discuss therapy and intervention methods. The different aspects of diagnostics and intervention are illustrated by cases. Students are also asked to prepare a paper on a specific topic in this domain.

Competences

Generic competences

The student:

• has the ability to reason in relation to the profession
• has the ability to independently and critically acquire and process information in relation to the profession
• has the ability to reflect critically on the specific professional functioning
• has the ability to generate systematically own solutions when confronted with new specific problems or make an appeal to external expertise

Specific competences

• The student can inform patients and their environment about the developmental and maintaining factors of speech and language disorders and possibilities for intervention
• The student can early detect disorders of speech, language and hearing
• The student can formulate an advice for further assessment
• The student can get relevant case history data in function of the therapy
• The student can apply assessment instruments with respect to speech, language, hearing and oral functions to collect data which are relevant for the prerequisites, behavior and disorders of communication and oral functioning
• The student can formulate a logopaedic diagnosis in function of the specific question for help
• The student can decide which methods and tools can be used
• The student can define primary and secondary objectives
• The student can evaluate the diagnosis, content, structure of the therapy plan and the therapy
• The student can critically evaluate the scientific literature

 

Preparatory activities

/

Educational tools

Alternation of lectures and seminarsand supported selfstudy.
During the seminars and supported selfstudy the students will make exercises and cases and look up information.
During the lectures and seminars the students can ask questions.

Learning activities

1. Deepening of knowledge of speech, language and communication disorders
2. Assessment and diagnostics

• Clinical guidelines
• Different assessment models and diagnostic protocols
• Discussion of tests, scales and observation instruments
• Practice

3. Therapy and intervention

• Survey of intervention strategies (f.e. early intervention, role environment, …)
• Principles of AAC
• Development of pre-symbolic abilities
• Functional communication training
• Management of behavioral problems
• Therapy outcome and evidence based practice
• Practice

4. Presentation and discussion of paper

Evalutation

1st exam period (january)  
Oral exam
The student does an exam about the material (theory and practice): 3/4 of the points.
Paper + presentation: the student makes a case or paper and gives a presentation about it: 1/4 of the points. 
 
2nd exam period (june)  
/
 
3rd exam period (august/september)  
Oral exam: the student does an examen about the material (theory and practice): 4/4 of the points

Exam contract
Please see above (1st, 2nd and 3rd exam period).