| CODE | CMT2034 | ||||||
| TITLE | Communication Disorders and Intellectual Disability | ||||||
| UM LEVEL | 02 - Years 2, 3 in Modular Undergraduate Course | ||||||
| MQF LEVEL | 5 | ||||||
| ECTS CREDITS | 4 | ||||||
| DEPARTMENT | Human Communication Sciences and Disorders | ||||||
| DESCRIPTION | Content:: - Information on the scope of the problem of learning disability: incidence, classification and terminology; - Communication disorders in individuals with learning disability including manifestations of communication disorders in subjects exhibiting specific syndromes; - Learning Disability and the legislation which governs provision for these subjects in Malta including social services and non-government organizations; - Assessing the communication abilities in subjects with learning disability. The developmental assessment and the acquisition of speech and language skills; - The role of the speech-language pathologist in multi-inter-transdisciplinary teams, including the set up of early intervention programmes, programmes for children of 6+ years and older; - The relevance of the Individual Educational Plan (I.E.P.); - Intervention strategies based on the principles of normalisation including the training of parents/carers; - Communication modes, sign languages and sign systems, augmentative and alternative means of communication; - Evaluation of programmes, discharge and/or follow up criteriahis; - Emphasizes the application of the principles of speech language pathology to the studies of education, early intervention, pre-vocational and vocational; - It adopts a lifespan development approach and draws on the fields of psychology, sociology and management thus applying behavior analysis and modification, cognition, socialization, cooperation and collaboration. The program prepares a student to pursue a variety of career paths, including research, evaluation, and the applied practice. The programme includes a seminar on Issues related to Field Practice. Study-unit Aims: - To bring together a blend of research that is representative of the progress being made in understanding and promoting communication and language development in individuals with learning disability; - To present strategies for assessing the communication disorder in individuals with learning disability and providing the major framework for programme content; - To provide practical information about training and enhancing communication. To promote eclectic training methods that are not restricted to a single communication mode; - To stress the need to consider the interaction between communication partners rather than the behaviour of an isolated individual - The interactive model approach is presented; - To discuss interdisciplinary teamwork within the community care structures and the integration of speech – language therapy services within such structures. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Demonstrate an understanding of practical and theoretical issues involved in the assessment of and intervention for individuals who exhibit an intellectual challenge; - Demonstrate an understanding of how the impairment is effecting the livelihood of the individual; - Understand the importance of coaching and educating peers, siblings and significant others about how to deal with such individuals; - Value the role of Early Intervention; - Identify common barriers affecting the implementation of the programme, thus transfer of information and generalisation to everyday life; - Be knowledgeable about the specific role of the SLP during IEPs, IFSPs or ISPs. 2. Skills: By the end of the study-unit the student will be able to: - Ensure that students with intellectual impairments reach their full potential and receive the instruction they deserve; - Administer assessments appropriately thus enabling a differential diagnosis; - Demonstrate the ability to participate as part of a decision-making process regards the selection and implementation of the IEP or ISP for individuals who are intellectually challenged; - Actively involve family members and carers; - Work collaboratively with significant others who are involved with the individual, be it educators and / or employers; - Contribute to the inclusion of the individual in mainstream activities; - Facilitate culturally responsive learning. Main Text/s and any supplementary readings: - Browder DM, Spooner F (editors). (2006). Teaching language arts, math and science to students with significant cognitive disabilities. Baltimore (MD): Paul H. Brookes. - Beveridge, M., Conti – Ramsden, G., Leuder, I. (1992) Language and Communication in Mentally Handicapped People. London: Chapman and Hall. - Crystal, D. (1982). Profiling Linguistic Disability. London: Edward Arnold. - Downing JE. (2008). Including students with severe and multiple disabilities in typical classrooms: Practical strategies for teachers. 3rd ed. Baltimore (MD): Brookes Publishing Co. - Frith, U. (1989). Autism: Explaining the Enigma. Cambridge, MA: Basil Black. - Janey R. Snell M. (2008). Behavioral support. 2nd ed. Baltimore (MD): Paul H. Brookes. - Nadel, L. (1988). The Psychobiology of Down Syndrome. Massachusetts: MIT Press. - Smith, S.D. (1986) Genetics and Learning Disabilities. Basingstoke Taylor and Francis. - Snell ME, Janney R. (2005). Collaborative teaming. 2nd ed. Baltimore(MD): Paul H. Brookes. - Van der Gaag, A. and Davies, P. (1992). Communication and Learning Disabilities. UK.: Whurr Publishers. - Warren, S F. and Warren, R. (1985). Teaching Functional Language. - Generalisation and Maintenance of Language Skills, Baltimore: University Park Press. - Warren,S.F. and Reichle, J. (1992). Causes and Effects in Communication and Language Intervention, Baltimore: Brookes, Journals and Reviews. Journals and Reviews: - Abbeduto, L. (1991). ‘Development of verbal communication in persons with moderate to mild mental retardation.’ In Bray, N. (ed.), International Review of Research in Mental Retardation, New York: Academic Press. - Dale, P. and Cole, K. (1991). ‘What’s normal? Language impairment in an individual differences perspective.’ Language Speech and Hearing Services in the Schools’, vol. 22, pp 80-83. - Subcommittee on Language and Cognition. (1987, June). The role of the Speech – Language Pathologist in habilitation and rehabilitation of the cognitively impaired individuals.’ ASHA, vol.29, pp. 53-55. |
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| STUDY-UNIT TYPE | Lecture | ||||||
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| LECTURER/S | Rita Micallef |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
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