Speech pathology is a different career

Basic module 1 Introduction to language pathology and research methods

Transcript

1 basic module 1 introduction to speech pathology and research methods identification semester workload credits study frequency of duration BM1 240 h annually 2 semesters 1 courses a) Lecture: Introduction to Speech Pathology (2 SWS / 3 CP) b) Lecture: Research Methods: Basics (2 SWS / 2 CP) c) Seminar: Research methods: In-depth study (2 SWS / 3 CP) Contact time Self-study Planned group size 90 h / 6 SWS 150 ha) 100 b) 100 c) 25 2 Learning outcomes / competencies The students have an overview of different You can recognize and differentiate types and forms of speech, language, voice, fluency and swallowing disorders on the basis of defining features on video excerpts. They know different language pathological classification systems and international classification models of the WHO (ICD-10, ICF, ICF-CY) for the classification of speech and swallowing disorders, their theoretical frame of reference and their objectives and can evaluate them. They have an understanding of the different disciplinary perspectives in the research and treatment of speech disorders as well as the complex clinical tasks of a speech therapist. They know the methods, survey techniques and data processing and analysis methods used in speech therapy research. You can check and assess empirically obtained results and scientific studies for quality. They are able to interpret common forms of representation of empirical data (tables, graphics, etc.) and have basic skills for creating textual and non-textual representation variants of empirical data. The content of the event deals with the relevant types and forms of speech and swallowing disorders, their symptomatological and aetiological features and their various possibilities for classifying speech and pathology in different disciplines and theories of science. In addition, the structure, goals and theoretical principles of the ICD-10, the ICF and the ICF-CY are dealt with and their different perspectives in dealing with individual speech disorders and their consequences for research, epidemiology and clinical care are presented. The basic tasks of speech therapy are derived from this in order to outline the job description of the speech therapist. Starting with the demand for quality assurance and evidence-based speech therapy, basic epistemological terms and qualitative methods (e.g. hermeneutics, biographical interviews, qualitative content analyzes, participatory observation) and quantitative methods as well as their statistical processing (e.g. measuring, scaling, classical and probabilistic test theory) function-related. Selected methods are deepened. 4 Forms of teaching Lectures, seminars, tutorials if necessary 5 Prerequisites for participation 1

2 None 6 Examination forms Protocol, presentation, presentation with written elaboration, written examination, term paper, project 7 Prerequisites for the award of credit points Contact times, completion of self-study, passed and graded course work (s) 8 Use of the module (in other courses) Special education / special needs education / language b) and c) teacher training special education / all special needs education 9 Significance of the grade for the final grade The module grade is calculated as the arithmetic mean of the successful graded individual performances weighted according to CP. It is relevant to the final grade. The module grade, weighted according to CP, is included in the calculation of the subject grade with the grades acquired in other modules. 10 module representatives and full-time lecturers Univ.-Prof. Dr. Christian Rietz 11 Other information 2

3 basic module 2 special education / language-disabled education identification semester workload credits study frequency of duration BM2 180 h annually 2 semesters 1 courses a) Lecture: introduction to general curative and special education (2 SWS / 2 CP) b) lecture: theories and tasks of language-disabled education ( 2 SWS / 4 CP) Contact time self-study Planned group size 60 h / 4 SWS 120 ha) 100 b) Learning outcomes / competencies Module a: Students learn central current and future-relevant guiding principles of curative education (e.g. integration, inclusion, normalization, life- world orientation, self-determination) to describe, discuss and evaluate. Module b: Students learn to differentiate and assess the contributions of different disciplines and theories against the background of knowledge about the historically developed care structures for people with language disabilities. Module a deals with theories of education for people with a disability combined with historical, anthropological, ethical and epistemological aspects. Module b deals with the historical, institutional, legal and educational fundamentals of the rehabilitation of speech-impaired people as well as theoretical, diagnostic and therapeutic contributions from the disciplines of linguistics, medicine and psychology for special educational and rehabilitative work with speech-impaired people. The International Classification of Functioning, Disability and Health (ICF) developed by the WHO (2005), as well as the ICF-CY (WHO 2007) specially developed for children and adolescents, are introduced as reference systems for understanding the various linguistic impairments and their effects. 4 Forms of teaching lecture 5 Prerequisites for participation none 6 Forms of examinations Presentation, presentation with written elaboration, written examination, term paper, project, oral examination 7 Prerequisites for the award of credit points Contact times, completion of self-study, passed and graded course work 8 Use of the module (in other courses of study) a ) Teaching degree for students of all specialization areas b) Teaching degree for students with the specialization area Language 9 Importance of the grade for the final grade 3

4 The module grade results from the individual performance passed in course b. It is relevant to the final grade. The module grade, weighted according to CP, is included in the calculation of the subject grade with the grades obtained in the other modules passed. 10 module representatives and full-time lecturers Univ.-Prof. Dr. P. Stenneken 11 Other information 4

5 basic module 3 pediatric audiology / phoniatrics ID number workload credits study semester frequency of duration BM3 180 h annually 2 semesters 1 courses a) Lecture: pediatric audiology (2 SWS / 2 CP) b) lecture: phoniatrics (2 SWS / 4 CP) contact time self-study planned group size 60 h / 4SWS 120 ha) 100 b) Learning outcomes / competencies Basic knowledge of the anatomy, physiology and pathology of the hearing organ and the speech organs on the ICF levels of body structure and function is imparted. In addition, an insight into the most important medical, diagnostic and therapeutic procedures in the field is given. The specific diagnostic skills of academic speech therapists are particularly taken into account. The students should be able to recognize pediatric audiological and phoniatric disorders and be able to assess them in their biopsychosocial conditional structure (ICF). Building on this, you will acquire basic skills in the collection of clinical findings (apparatus-based diagnostics). The subject of the lectures relates to the anatomical and physiological fundamentals of language, anatomy, physiology and pathology of the ear, mouth, nose, throat and larynx, hearing disorder as a cause of a speech development disorder, partial performance disorder / auditory perception disorder, and various methods of audiometry . In addition, the module includes the most important clinical pictures in pediatric audiology and phoniatry, such as Tubular catarrh, mucotympanum, acute otitis media, mastoiditis, cholesteatoma, otosclerosis, acute maxillary sinusitis, chronic polypous sinusitis, nasal epistaxis, orbital floor fracture, hyperplasia of the pharynx and palatine tonsils, acute purulent tonsil and cataracts, laryngitis, parotid nerve inflammation, parotid nerve paritis Esophago- / tracheoscopy. 4 Forms of teaching Lectures, tutorials if necessary 5 Prerequisites for participation None 6 Forms of examinations Presentation, presentation with written elaboration, written examination, term paper, project, oral examination 7 Prerequisite for the award of credit points Contact time, completion of self-study, passed and graded course work 8 Use of the module (in other courses of study) Lecture a) and b) in the teaching post special education, special education focus language / hearing and communication 9 Importance of the grade for the final grade 5

6 The module grade results from the individual performance passed in course b. It is relevant to the final grade. The module grade, weighted according to CP, is included in the calculation of the subject grade with the grades obtained in the other modules passed. 10 module representatives and full-time lecturer Prof. Dr. M. Walger and Dr. R. Lang-Roth 11 Other information 6

7 Basic module 4 Phonetics / Structural Linguistics ID number Workload Credits Study semester Frequency of Duration BM4 240 h annually 2 semesters 1 courses a) Lecture: Introduction to Phonetics (2 SWS / 2 CP) b) Lecture: Introduction to Linguistics (2 SWS / 4 CP ) c) Seminar: Phonetic Transcription (2 SWS / 2 CP) Contact Self-study Planned group size 90 h / 6 SWS 150 ha) 100 b) 100 c) 25 2 Learning outcomes / competencies The students acquire knowledge of linguistic levels of description and their basic knowledge Description models. The aim is the competent handling of basic linguistic terms and the acquisition of general knowledge with regard to the individual linguistic sub-disciplines. In the area of ​​phonetic phenomena in particular, the students gain in-depth knowledge and ultimately they acquire the basic language therapy skills of phonetic transcription. The module initially serves to introduce general linguistic basics. In addition to imparting basic conceptual and methodological knowledge, the practical application possibilities of linguistic terms and the application of description models to the disturbed language are also discussed. While the individual sub-areas and basic terms are developed in the lecture: Introduction to Linguistics, the Introduction to Phonetics deals with the role of spoken language substance in the communication process, especially with regard to articulatory issues. The concrete implementation of the theoretical content, especially in the field of phonetics, is the focus of the Phonetic Transcription event. With reference to the International Phonetic Alphabet (IPA), principles and rules of transcription of both normal and disturbed language are worked out and practiced. 4 Forms of teaching Lecture, seminar, tutorials if necessary 5 Prerequisites for participation None 6 Forms of examinations Presentation, presentation with written elaboration, written examination, term paper, project, oral examination 7 Prerequisites for the award of credit points Contact times, completion of self-study, passed and graded course work 8 Use of the module (in other courses) a) and b) Teacher training course special education / special education focus 7

8 9 Significance of the grade for the final grade The module grade results from the individual performance passed in course b. It is relevant to the final grade. The module grade is included in the calculation of the subject grade, weighted according to CP, with the grades acquired in other modules. 10 module representatives and full-time lecturers Univ.-Prof. Dr. M. Penke 11 Other information 8

9 basic module 5 language acquisition / psycholinguistics / patholinguistics identification semester workload credits study frequency of duration BM5 180 h annually 2 semesters 1 courses a) seminar: language acquisition (2 SWS / 4 CP) b) seminar: normal and disturbed language processing (2 SWS / 2 CP ) Contact time self-study planned group size 60 h / 4 hours per week 120 ha) 25 b) 25 2 Learning outcomes / competencies The students gain an insight into basic areas of psycholinguistics and patholinguistics. They know, analyze and recognize abnormal language processing processes, especially in the case of acquired language disorders, such as in aphasia, dysarthria, speech apraxia. Furthermore, they acquire knowledge about normal language acquisition, regularities and processes in order to be able to know, analyze, recognize and evaluate the conspicuous monolingual and bilingual language acquisition in children. The contents of the seminars are fundamental knowledge of psycholinguistics and patholinguistics, in particular about normal and disturbed language processing processes (language production and language reception) as well as language acquisition for children, the modeling of language processing processes, error analyzes, models for language acquisition, description and explanation of the conditions, regularities, phases and results of the monolingual and bilingual language acquisition as well as the development of language knowledge and typical developmental errors. 4 Forms of teaching seminars, possibly tutorials 5 Prerequisites for participation none 6 Forms of examinations Presentation, presentation with written elaboration, written examination, term paper, project, oral examination 7 Prerequisites for the award of credit points Contact times, completion of self-study, passed and graded course work 8 Use of the module (in other courses of study) Teacher training course in special education / language support focus 9 Importance of the grade for the final grade The module grade results from the individual performance passed in course a. It is relevant to the final grade. The module grade, weighted according to CP, is included in the calculation of the subject grade with the grades obtained in the other modules passed. 10 module representatives and full-time lecturers Univ.-Prof. Dr. P. Stenneken 9

10 11 Other information 10

11 Basic Module 6 Specific Language Development Disorders Identity Semester Workload Credits Study Frequency of Duration BM6 240 h every six months 2 semesters 1 courses a) Seminar: Semantic disorders (2 SWS / 3 CP) b) Seminar: Grammatical disorders (2 SWS / 3 CP) c) Seminar : Phonetic-phonological disorders I (2 SWS / 2 CP) Contact time Self-study Planned group size 90 h / 6 SWS 150 ha) 25 b) 25 c) 25 2 Learning outcomes / competencies The students recognize, describe and assess disorders of the specific Language development disorder (SSES) on the background of knowledge about normal child language acquisition and possible disorders on all language systematic levels. Existing speech therapy methods are classified, compared and assessed. The seminars offer application-oriented knowledge about disturbed language acquisition processes on the grammatical, semantic and phonological level (appearance and causes). The ICF-CY (WHO 2007) developed by the WHO especially for children and adolescents is used as a reference system for understanding the various linguistic impairments and their effects. Based on this, suitable therapy concepts are presented and analyzed based on criteria. 4 Forms of teaching seminars, if necessary tutorials 5 Prerequisites for participation at least 2nd semester of study 6 Forms of examination Protocol, presentation, presentation with written elaboration, exam, term paper, project 7 Prerequisites for the award of credit points Contact times, completion of self-study, passed and graded course work 8 Use of the module (in other degree programs) Elective module in the teacher training course for students with a specialization in language 9 Significance of the grade for the final grade The module grade is calculated as the arithmetic mean of the successfully completed graded individual performances weighted according to CP. It is relevant to the final grade. The module grade, weighted according to CP, is included in the calculation of the subject grade with the grades acquired in other modules. 10 module representatives and full-time lecturers Univ.-Prof. Dr. H.-J. Motsch 11 Other information 11

12 basic module 7 diagnostics identification semester workload credits study frequency of duration BM7 180 h every six months 2 semesters 1 courses a) Lecture: Concepts and methods of diagnostics and expert opinions for speech and language disorders (2 SWS / 2 CP) b) Seminar: Special procedures of Diagnosis of speech, speech and voice disorders (2 SWS / 4 CP) Contact time 60 h / 4 SWS self-study 120 h Planned group size a) 100 b) 25 2 Learning outcomes / competencies The students name and describe essential aspects of the models language therapy diagnostics and its methods. Interactions between caregivers and those affected can be analyzed and assessed. The students identify and interpret deficits on different language levels and develop therapy goals. They learn to be able to describe different test procedures for checking linguistic abilities and deficits at the different language levels, they should apply individual procedures and try them out in practice, interpret the results quantitatively and qualitatively, and assess their quality. Finally, the students are enabled to summarize and interpret diagnostic results within the framework of an expert report. The contents of the courses are concepts of general diagnostics as well as specific language diagnostics.Diagnostic methods include the anamnesis, observation of the child, the child-environment analysis with special consideration of the interaction analysis and specific test procedures to determine the competencies at different language levels. On the basis of undisturbed language acquisition, their deficits at different language levels are worked out and interpreted by comparing data from linguistically impaired people, and standardized and informal test procedures with regard to the theoretical background, implementation, evaluation and derivation of therapy goals are discussed. It is worked out how diagnostic information is collected and in the form with reference to the International Classification of Functioning, Disability and Health (ICF) developed by the WHO (2005), as well as the ICF-CY (WHO 2007) specially developed for children and adolescents a language diagnostic report can be summarized. 4 Forms of teaching Lecture, seminar, possibly tutorials 5 Participation requirements at least 3rd semester 12

13 6 Examination forms Presentation, presentation with written elaboration, written exam, term paper, project, oral examination 7 Prerequisites for the award of credit points Contact times, completion of self-study, passed and graded course work 8 Use of the module (in other courses) Lecture: Teacher training course for students of the Funding focus language 9 Significance of the grade for the final grade The module grade results from the individual achievement in course b. It is relevant to the final grade. The module grade, weighted according to CP, is included in the calculation of the subject grade with the grades acquired in other modules. 10 module representatives and full-time lecturers Univ.-Prof. Dr. H.-J. Motsch 11 Other information 13

14 Basic module 8 Neurology / Psychiatry / Psychosomatics Kennnumm Workload Credits Study semester Frequency of Duration er BM8 180 h annually 2 semesters 1 courses a) Lecture: Neurology (2 SWS / 2 CP) b) Seminar: Psychiatry / Psychosomatics (2 SWS / 4 CP) Contact time self-study planned group size 60 h / 4 hours per week 120 ha) 100 b) 25 2 learning outcomes / competencies This module creates a medical basis for understanding neurological diseases that lead to disabilities. Another aim is to inform the students about the psychopathological concepts of psychiatric disorder or illness (ICF: body structure) and to provide them with basic knowledge about the most important psychiatric disorders as impaired body function. In addition, their effects on the activity and social participation of those affected are discussed. This enables the students to cooperate with the psychiatric care system in an interdisciplinary manner, which is necessary to the extent that disability is a psychiatric risk factor. For this purpose, the term disability is analyzed according to the WHO model using the International Classification of Functioning, Disabilty and Health (ICF) with regard to the areas of pathology (structural and biochemical abnormalities) and impairment (consequences with regard to body functions). In addition to basic neurobiological knowledge, aspects of physiology, genetics and modern neurosciences, especially the development, structure and functioning of the nervous system, are conveyed, as they are important with regard to rehabilitation measures. Acute treatment and subsequent rehabilitation of patients with neurological diseases of the peripheral and central nervous system are elementary prerequisites for successful professional and social reintegration. Neurological diseases result in motor, sensory and neuropsychological disorders, the treatment of which requires therapeutic teamwork including the relatives. In this module, various neurological diseases and their clinical effects are discussed (e.g. strokes, encephalitis, epilepsy, tumors, movement disorders). Furthermore, the probabilistic approach of developmental psychopathology is discussed and applied critically. The students are given basic knowledge of the causes, symptoms, course and treatment options for the most important psychiatric disorders (organic psychoses, affective disorders, schizophrenic disorders, neuroses, personality disorders, psychosomatoses, eating disorders, addiction disorders). 4 Forms of teaching Lecture, seminar, possibly tutorials 5 Prerequisites for participation At least 2nd semester 6 Examination forms 14

15 Presentation, presentation with written elaboration, written exam, term paper, project, oral examination 7 Prerequisites for the award of credit points Contact times, completion of self-study, passed and graded course work 8 Use of the module (in other courses) a) Teacher training course in special education / all subjects 9 Significance of the grade for the final grade The module grade results from the individual performance passed in course b. It is relevant to the final grade. The module grade, weighted according to CP, is included in the calculation of the subject grade with the grades obtained in the other modules passed. 10 module representatives and full-time lecturers Univ.-Prof. Dr. R. Mielke 11 Other information 15

16 basic module 9 acquired language systematic disorders identification semester workload credits study frequency of duration BM9 300 h annually 3 semesters 1 courses a) Seminar: Aphasiology I (2 SWS / 2 CP) b) Seminar: Aphasiology II (2 SWS / 4 CP) c) Seminar: Acquired written language disorders (2 SWS / 4 CP) Contact time Self-study Planned group size 90 h / 6 SWS 210 ha) 25 b) 25 c) 25 2 Learning outcomes / competencies The students should recognize and describe aphasic symptom complexes in the sense of the ICF , interpret, assess, analyze, classify and evaluate. You should acquire knowledge about the causes of aphasic syndromes and key symptoms (e.g. disorders in the area of ​​word finding, speaking, sentence structure, language comprehension, etc.) in order to be able to carry out aphasia diagnostics using symptom-, model-oriented and communicative methods. Furthermore, they are enabled to derive hypotheses and speech therapy goals from the diagnostic results, which serve to improve the linguistic and communicative skills (in the sense of the linguistic activity of the ICF) with consideration of non-verbal communication possibilities using different methods. You will learn to assess the effectiveness and efficiency of the various speech therapy methods and to reflect on your therapist behavior. In addition, the students should be able to recognize, describe, interpret, assess, analyze and evaluate acquired written language disorders, as these often accompany acquired neurogenic language disorders. The students should use written language diagnostics, e.g. Carry out model-oriented procedures and symptom-oriented procedures and derive hypotheses for therapy planning on the basis of diagnostic results, know and compare different therapy methods and evaluate the influence of different methods on the success of therapy. The contents of the seminars relate to the clinical and neurolinguistic description of aphasic symptom complexes, the explanation of causes and localization (ICF: body structures and functions), the presentation and discussion of various classification systems, aphasia diagnosis and differential diagnosis, derivation of hypotheses / therapy planning, methods, Forms of aphasia therapy (also in the sense of the ICF: activity and participation) and their evaluation. Furthermore, the content relates to acquired written language disorders (alexia and agraphia), their description, classification, delimitation, diagnostics, therapy planning, therapy and evaluation. 4 Forms of teaching seminars, possibly tutorials 5 Prerequisites for participation At least 2nd semester of study 6 Forms of examinations 16

17 Presentation, presentation with written elaboration, written examination, term paper, project, oral examination 7 Prerequisites for the award of credit points Contact times, completion of self-study, passed and graded examinations 8 Use of the module (in other courses of study) None 9 Significance of the grade for the final grade The module grade is calculated as the arithmetic mean of the CP-weighted grades of the individual achievements. It is relevant to the final grade. The module grade, weighted according to CP, is included in the calculation of the subject grade with the grades acquired in other modules. 10 module representatives and full-time lecturers Univ.-Prof. Dr. P. Stenneken 11 Other information 17

18 Basic Module 10 Quality Management, Consulting, Didactics Kennnumm Workload Credits Study Semester Frequency of Duration of BM h annually 3 semesters 1 courses a) Seminar: Quality Management (2 SWS / 3 CP) b) Seminar: Consulting (2 SWS / 3 CP) c) Seminar : Therapy didactics (2 SWS / 4 CP) contact time self-study planned group size 90 h / 6 SWS 210 ha) 25 b) 25 c) 25 2 learning outcomes / competencies The students acquire methodical and interpersonal skills and abilities, including material, Methods and dialogue skills, and can develop and expand them with regard to advisory and therapeutic activities. In particular, they are enabled to critically reflect on their own therapeutic action, taking into account national and international perspectives and quality standards, and to deal with ethical issues. A central component of the module is the theoretical and practical development and discussion of the basic principles of speech therapy. These are dealt with in three courses from different perspectives: While concrete methods of imparting linguistic skills are developed in the context of therapy didactics with reference to models of language and communication as well as learning-theoretical findings, the counseling event focuses on the counseling competencies derived from various counseling models. Finally, as part of quality management, students get to know national and international quality standards in the area of ​​process, structure and result quality and develop implications for their practical implementation. In this context, the concept of evidence based in particular is discussed as a core element of quality assurance, as well as the International Classification of Functioning, Disability and Health (ICF) propagated by the WHO as an internationally recognized metatheory of speech therapeutic action. 4 Forms of teaching seminars, possibly tutorials 5 Prerequisites for participation - 6 forms of examination Protocol, presentation, presentation with written elaboration, written examination, term paper, project (3 CP) or presentation, presentation with written elaboration, written examination, term paper, project, oral examination (4 CP ) 7 Prerequisites for the award of credit points Contact times, completion of self-study, passed and graded course work 8 Use of the module (in other courses) 18

19 None 9 Significance of the grade for the final grade The module grade is calculated as the arithmetic mean of the CP-weighted grades of the individual achievements that have been passed. It is relevant to the final grade. The module grade, weighted according to CP, is included in the calculation of the subject grade with the grades acquired in other modules. 10 module representatives and full-time lecturers Univ.-Prof. Dr. P. Stenneken 11 Other information 19

20 Advanced Module 1 Pediatrics / Child and Adolescent Psychiatry Identification Semester Workload Credits Study Frequency of Duration AM1 180 h annually 2 semesters 1 courses a) Lecture: Pediatrics (2 SWS / 2 CP) b) Lecture: Child and Adolescent Psychiatry (2 SWS / 4th semester) CP) contact time self-study planned group size 60 h / 4 hours per week 120 ha) 100 b) learning outcomes / competencies The participants acquire basic knowledge of paediatrics. In terms of orientation towards the ICF, the normal development and possible restrictions within the body structures and the resulting impairments of body function are dealt with. Pediatric clinical pictures are discussed using case studies. Anamnesis and clinical examination are carried out together in the context of current case presentations from the children's clinic. The basics of the development of diagnostic / therapeutic concepts in childhood are conveyed. Video and sound technology (e.g. to demonstrate heart and breath sounds) are used. Children and adolescents with a disability are a psychiatric risk group in that they are more likely than their "normal" peers to develop a mental disorder. The students get to know the probabilistic approach of developmental psychopathology and apply it critically. They have basic knowledge of the causes, symptoms, course and treatment options for the most important child and adolescent psychiatric disorders. Oriented towards the ICF, students in the psychiatric field are enabled to recognize restricted body functions and their effects on the activity and participation of the child / adolescent concerned, as well as to assess contextual factors as barriers or support factors. The aim is to enable the students to cooperate in an interdisciplinary manner with the child and adolescent psychiatric care system, which is necessary to the extent that disability is a psychiatric risk factor. The aim of this module is on the one hand to inform the students about the concepts of child and adolescent psychiatry and to impart basic knowledge about the most important child and adolescent psychiatric disorders. Based on the basic assumptions of developmental psychopathology, the most common disorders are presented. The following topics are planned: dissociality and substance abuse, depression and suicidality, anxiety disorders, obsessive-compulsive disorder, tic disorder, eating disorders (obesity, anorexia, bulimia), hyperkinetic syndrome and partial performance disorders, epilepsy and brain damage, intellectual disability, autism and schizophrenic psychoses. 20th

21 In addition, main topics from paediatrics are systematically dealt with: growth, development, puberty development, chromosomal disorders, congenital malformations, metabolic disorders (e.g. diabetes mellitus I, cystic fibrosis) cardiology (e.g. congenital heart defects, arrhythmias) pulmonology (e.g. bronchitis, bronchiolitis, pneumonia, epiglottitis, pseudo - Croup) gastroenterology (e.g. malabsorption, gastroenteritis, pyloric stenosis, malformations) nephrology (e.g. urinary tract infection, nephrotic syndrome, haemolytischuraem. Syndrome) hematology (e.g. anemia, thrombocytopenia, congenital coagulation disorders) oncology (e.g. ALL, lymphomas, intracranial tumors) Infectiology and immunology (e.g. childhood diseases, vaccinations, immune defects) Rheumatology (e.g. juvenile rheumatoid arthritis, lupus erythematosus, dermatomyositis) Neurology (e.g. seizures with fever, MMC, muscle diseases, epilepsy) Skin diseases (e.g. atopic dermatitis) , congenital malformations of the skin) 4 teaching forms Lectures, if necessary tutorials 5 prerequisites for participation At least 4th semester 6 types of examinations Presentation, presentation with written elaboration, exam, term paper, project, oral examination 7 Prerequisites for the award of credit points Contact times, completion of self-study, passed and graded study performance 8 Use of the module (in other study programs) Teacher training course in special education / all subject areas 9 Importance of the grade for the final grade The module grade results from the individual performance passed in course b. It is relevant to the final grade. The module grade, weighted according to CP, is included in the calculation of the subject grade with the grades obtained in the other modules passed. 10 module representatives and full-time lecturers Univ.-Prof. Dr. R. Mielke 11 Other information 21

22 Advanced module 2 Phonetic-phonological disorders / SES with complex disabilities Identification semester Workload credits Study frequency of duration AM2 150 h annually 2 semesters 1 courses a) Seminar: Phonetic-phonological disorders II (2 SWS / 2 CP) b) Seminar: SES at complex disabilities (2 SWS / 3 CP) contact time self-study planned group size 60 h / 4 SWS 90 ha) 25 b) 25 2 learning outcomes / competencies The students learn critically, model-based and empirically based on the phonetic aspects of pronunciation disorders, too deal with primary impairments. The module also aims to provide students with theoretical and practical skills relating to the diagnosis and therapy of pronunciation disorders and language development disorders in the case of complex disabilities. In particular, they are enabled to scientifically evaluate and apply appropriate diagnostic procedures and therapeutic approaches from the point of view of the evidence-based approach. A central component of the module is initially the theoretical and model-based examination of phonetic aspects of children's pronunciation disorders as they can occur in the context of specific language development disorders, but also in the context of complex disabilities.The International Classification of Functioning, Disability and Health (ICF) developed by the WHO (2005), as well as the ICF-CY (WHO 2007) specially developed for children and adolescents, are used as a metatheory and framework for the classification of pronunciation disorders in the context of various disorders ( e.g. in the case of hearing impairment). In addition, the seminar participants will be introduced to various complex forms of disability such as intellectual disability due to genetic syndromes, early childhood cerebral palsy, autism spectrum disorder or acquired brain damage. Potential linguistic abnormalities, which may include phonetic abnormalities, are discussed in detail and special features of speech therapeutic diagnostics and therapy, as well as the importance of parenting advice and interdisciplinary cooperation, are worked out. The explanation of the different components of the speech therapy intervention process takes place with explicit consideration of the evidence-based practice. For this purpose, various diagnostic procedures and therapy methods are presented and, with regard to quality assurance, empirical evidence for their effectiveness is discussed. 4 Forms of teaching seminars, if necessary tutorials 5 Prerequisites for participation At least 3rd semester of study 6 Forms of examination Protocol, presentation, presentation with written elaboration, written examination, term paper, project 7 Requirements for the award of credit points 22

23 Contact times, completion of self-study, passed and graded examination performance 8 Use of the module (in other courses of study) None 9 Significance of the grade for the final grade The module grade results from the individual performance passed in course b. It is relevant to the final grade. The module grade, weighted according to CP, is included in the calculation of the subject grade with the grades obtained in the other modules passed. 10 module representatives and full-time lecturers Univ.-Prof. Dr. H.- J. Motsch 11 Other information 23

24 Advanced Module 3 Dysarthrias / Speech Practices Identification Semester Workload Credits Study Frequency of Duration AM3 210 h annually 2 semesters 1 courses a) Seminar: Dysarthria (2 SWS / 3 CP) b) Seminar: Speech practices (2 SWS / 4 CP) Contact time Self-study Planned group size 60 h / 4 SWS 150 ha) 25 b) 25 2 Learning outcomes / competencies The students are enabled to recognize, describe, interpret, assess, analyze disorders of speech motor skills (dysarthria, dysarthrophonia, speech apraxia) within the framework of the ICF, to be able to classify and evaluate. You will acquire knowledge of the causes of speech motor disorders and differential diagnoses to differentiate speech motor disorders and aphasic disorders. You will be able to use the various diagnostic methods competently, i.e. to assess and weigh them up. Furthermore, they acquire skills to derive hypotheses and speech therapy goals from the diagnostic results, which serve to improve speaking and communication skills, taking into account non-verbal communication options. In doing so, they get to know and evaluate different approaches (e.g. rhythmic-melodic, segment-based, word structure approaches as well as behavior-modifying, prosthetic, communicative approaches and alternative and / or augmentative communication) and to be able to evaluate the influence of different methods and approaches on the success of the therapy. The contents of the seminars relate to the clinical and neurophonic description of acquired speech motor disorders, the explanation of causes and localization, the presentation and discussion of different classification systems, dysarthria and speech practice diagnostics, differential diagnosis to differentiate speech motor disorders and aphasic disorders, derivation of hypotheses / therapy planning, Methods, different therapeutic approaches for the treatment of dysarthrias, dysarthrophonia and speech apraxies. 4 Forms of teaching seminars, if necessary tutorials 5 Prerequisites for participation At least 3rd semester, students in the 3rd semester are only admitted if places are free (decision PA dated) 6 Examination forms Protocol, presentation, presentation with written elaboration, exam, term paper, project (3rd semester) CP) or presentation, presentation with written elaboration, exam, term paper, project, oral examination (4 CP) 7 Prerequisites for the award of credit points Contact times, completion of self-study, passed and graded course work 24

25 8 Use of the module (in other courses of study) None 9 Significance of the grade for the final grade The module grade is calculated as the arithmetic mean of the CP-weighted grades of the individual achievements that have been passed. It is relevant to the final grade. The module grade, weighted according to CP, is included in the calculation of the subject grade with the grades acquired in other modules. 10 module representatives and full-time lecturers Univ.-Prof. Dr. P. Stenneken 11 Other information 25

26 Advanced Module 4 Swallowing Disorders ID number Workload Credits Study semester Frequency of Duration AM4 150 h Annually 2 semesters 1 courses a) Seminar: Dysphagia (2 SWS / 3 CP) b) Seminar: Orofacial disorders in children and adults (1 SWS / 2 CP) Contact time Self-study planned group size 45 h / 3 hours per week 105 ha) 25 b) 25 2 Learning outcomes / competencies The students recognize orofacial disorders (OFS) in children and adults, neurogenic / pathological swallowing disorders as well as swallowing disorders after damage to the head and neck area (ICF: body structures & functions) and can treat them in a differentiated and competent manner. The students acquire basic and advanced skills in clinical diagnosis (diagnostic equipment) and get to know current diagnostic methods for swallowing disorders. Speech therapy diagnostics are safely mastered, so that an individual therapy plan can be derived from it, also with regard to the activity and participation of the person concerned. Using case studies, current therapeutic approaches are learned and consolidated in practical exercises. In addition to the anatomy, physiology / pathophysiology of the (child and mature) swallowing act, the etiology and forms of swallowing disorders are presented. In the context of child dysphagia, the problem of mouth breathing is also addressed. Furthermore, the connection between orthodontic abnormalities and an OFS is conveyed. The comprehensive diagnostics should be explained on the equipment level (endoscopy, X-ray contrast examination) as well as on the basis of various speech therapeutic diagnostic materials. Therapeutic intervention options represent the improvement / normalization of the act of swallowing, the development of compensation strategies and the enabling of oral food intake based on various concepts, whereby the advice of relatives in the sense of the context factors also plays an important part. 4 Forms of teaching seminars, if necessary tutorials 5 Prerequisites for participation At least 3rd semester, students in the 3rd semester are only admitted if places are free (decision PA dated) 6 Examination forms Protocol, presentation, presentation with written elaboration, exam, term paper, project 7 Prerequisite for the award of credit points contact times, verifiable fulfillment of self-study, passed and graded study performance 8 use of the module (in other courses of study) none 9 significance of the grade for the final grade 26

27 The module grade is calculated as the arithmetic mean of the CP-weighted grades of the individual achievements that have been passed. It is relevant to the final grade. The module grade, weighted according to CP, is included in the calculation of the subject grade with the grades acquired in other modules. 10 module representatives and full-time lecturers Univ.-Prof. Dr. P. Stenneken 11 Other information 27

28 Advanced Module 5 Psychology ID Number Workload Credits Study Semester Frequency of Duration AM5 300 h annually 3 semesters 1 courses a) Lecture: Developmental Psychology (2 SWS / 2 CP) b) Lecture: Cognitive Psychology (2 SWS / 4 CP) c) Lecture: Neuropsychology ( 2 SWS / 4 CP) Contact time self-study Planned group size 90 h / 6 SWS 210 ha) 100 b) 100 c) Learning outcomes / competencies The students know theories of developmental, learning and neuropsychology and can classify and evaluate them. You can analyze psychological conditions of development and learning as well as their disorders using multifactorial models and describe the relationships between the brain and behavior and their deviations in relation to various cognitive functions, model-guided and empirically founded. You can relate this knowledge to speech disorder phenomena and their comorbidities and use them in their classification within the framework of the ICF. You can judge psychological intervention concepts based on evidence and theory. The contents of the events deal with current theories, models and research results in developmental and neuropsychology as well as cognitive psychology. In the field of developmental psychology and learning psychology, undisturbed and deviating developments and processes over the life span are shown and concepts of disruption, vulnerability, resilience and the effect of protective factors are derived. Assumptions about causation of disorders, their prevention and psychological intervention concepts are discussed. In addition, neuropsychological insights into various cognitive functions, such as B. memory, attention, perception, language and their neurological basis in disturbed and undisturbed processes as well as brain damage. The basics and application of neuropsychological procedures are introduced. 4 Forms of teaching Lecture, tutorials if necessary 5 Prerequisites for participation At least 2nd semester, students in the 2nd semester are only admitted if places are free 6 Examination forms Presentation, presentation with written elaboration, written examination, term paper, project, oral examination 7 Prerequisite for the allocation of Credit points Contact times, completion of self-study, passed and graded study performance 8 Use of the module (in other study programs) 28

29 a) Teacher Training Course Special Education / All Subjects / BA Educational Science 9 Significance of the grade for the final grade The module grade is calculated as the arithmetic mean of the CP-weighted grades of the individual achievements that have been passed. It is relevant to the final grade. The module grade, weighted according to CP, is included in the calculation of the subject grade with the grades acquired in other modules. 10 module representatives and full-time lecturers Dr. E. Schäfermeier 11 Other information 29

30 Advanced Module 6 Flow of Speech Disorders ID Number Workload Credits Study Semester Frequency of Duration AM6 180 h annually 3 semesters 1 courses a) Seminar: Stuttering from theory to practice (2 SWS / 3 CP) b) Seminar: Stuttering in adolescence and adulthood (2 SWS / 2 CP) c) Seminar: Poltern (1 SWS / 1 CP) Contact time Self-study Planned group size 75 h / 5 SWS 105 ha) 25 b) 25 c) 25 2 Learning outcomes / competencies The students acquire knowledge about the individually different emergence and development conditions of stuttering and rumbling and can integrate them. You will learn to describe, evaluate and select modules for the professional therapy of fluency disorders on the basis of the diagnostic process. The seminars offer comprehensive knowledge of the idiographic understanding of the flow of speech disorders against the background of the International Classification of Functioning, Disability and Health (2005) and application-oriented knowledge of standards and methods of professional therapy for stuttering and rumbling. 4 Forms of teaching, seminars, exercises, if applicable 5 Prerequisites for participation At least 2nd semester of study, AM 6b: successful participation in AM 6a 6 Examination forms Protocol, presentation, presentation with written elaboration, exam, term paper, project 7 Prerequisite for the award of credit points Contact times, completion of self-study, Passed and graded study achievements 8 Use of the module (in other courses of study) none 9 Importance of the grade for the final grade The module grade results from the individual achievement passed in module a. It is relevant to the final grade. The module grade is weighted according to CP and included in the calculation of the subject grade with the grades acquired in other modules passed. 10 module representatives and full-time lecturers Univ.-Prof. Dr. H.-J. Motsch 11 Other information 30

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32 Advanced Module 7 Hearing Processing / Childhood Hearing Disorders / CI Kennnummeresemester Workload Credits Study Frequency of Duration AM7 150 h annually 2 semesters 1 courses a) Seminar: Hearing Processing (2 SWS / 2 CP) b) Seminar: Childhood Hearing Disorders / Speech Structure / CI (2nd semester) SWS / 3 CP) Contact time Self-study Planned group size 60 h / 4 SWS 90 ha) 25 b) 25 2 Learning outcomes / competencies The students learn to integrate knowledge about peripheral and central auditory processes and the connection between hearing and language development manufacture in early childhood. They are able to interpret audiological, especially pediatric audiological findings and can apply educational-audiological test and screening procedures themselves. They can also evaluate and apply developmental diagnostic methods for early hearing, speech and language development. Based on the diagnostic skills, they can derive measures to promote hearing and speech in practice. The seminars convey knowledge about models of early hearing, speech and language development, in particular about the developmental dynamics of peripheral and central hearing processes in early childhood (bottom-up and top-down). With reference to the International Classification of Functioning, Disability and Health (2005), the effects of hearing impairments are presented and the need for early intervention is derived from this. After imparting application-related diagnostic knowledge (subjective and objective hearing tests; parent questionnaires; structured observation instruments, educational-audiological hearing test procedures, development tests to evaluate hearing-language development) and knowledge of the effect of hearing aids (hearing aid, CI) on the quality of the hearing processes, hearing Language promotion models conveyed. 4 Forms of teaching seminars, possibly tutorials 5 Prerequisites for participation At least 3rd semester, AM 7b: successful participants in AM 7a, students in the 3rd semester are only admitted if places are free (decision PA dated) 6 Examination forms Protocol, presentation, presentation with written Elaboration, written exam, term paper, project 7 Prerequisites for the award of credit points Contact times, completion of self-study, passed and graded course work 8 Use of the module (in other courses of study) none 32