| CODE | IAL1032 | ||||||||
| TITLE | Towards the Inclusion and Participation of Students with Communication Disabilities in the Classroom | ||||||||
| UM LEVEL | 01 - Year 1 in Modular Undergraduate Course | ||||||||
| EQF/MQF LEVEL | 5 | ||||||||
| ECTS CREDITS | 4 | ||||||||
| DEPARTMENT | Inclusion and Access to Learning | ||||||||
| DESCRIPTION | This study-unit introduces students to the subject of augmentative and alternative means of communication (AAC). What is multi-modal communication? Why is it useful and how does it facilitate communication and participation on educational contexts for children with communication disabilities? Different types of AAC systems and strategies will be introduced including some of the more recent hardware and software available. By the end of the study-unit, the students will be able to design and implement a basic multi-modal communication system incorporating AAC, including keyword signing in classrooms and schools thus creating a facilitating environment for the development and functional use of communication and language. It is concerned with the major issues related to the inclusion and social participation of students with communication disabilities. It addresses issues related to collaborative teamwork and the role of professionals and families in the introduction and development of an AAC system. It explores the use of various assessment tools to support progression of communication, language and literacy in the classroom. It also addresses the use of emergent literacy skills. Study-Unit Aims: This study-unit aims to assist the students to: - Understand the dynamic processes of communication and the different models of communication; - Understand the development of communication and the different linguistic models; - Become conversant with a range of unaided (e.g. keyword signing) and aided (e.g. communication books, mid tech and high tech AAC systems) means of communication; - Understand the connection between communication and participation in educational contexts. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Describe the key terminology, classifications, and strategies used in augmentative and alternative communication (AAC); - Identify and interpret developmental milestones that inform AAC decision-making in early childhood; - Recognise children who may benefit from AAC and distinguish between types of AAC systems suited to different communicative profiles; - Apply evidence-based practices to develop and implement AAC intervention plans for young children; - Explain the importance of collaboration within a multidisciplinary AAC team, including the roles of educators, speech-language therapists, families, and other professionals; - Support young children and their families in the classroom who can benefit from, or are currently using, AAC systems; - Describe how AAC can be used to support language and literacy development, including emergent reading and writing skills; - Develop strategies to promote the inclusion and participation of AAC users in educational settings; - Discuss the role of AAC in supporting social interaction, emotional expression, and behavioural regulation; - Identify challenges related to the implementation of AAC systems and propose practical solutions based on research and experience; - Compare and evaluate a range of AAC devices and tools used to support communication in children with complex communication needs. 2. Skills: By the end of the study-unit the student will be able to: - Select and apply appropriate low-tech and high-tech AAC strategies and devices to support students with communication disabilities in classroom contexts; - Develop communication and learning goals related to AAC within Individual Education Plans (IEPs); - Design and adapt AAC tools and classroom supports that provide personalised interventions promoting functional communication; - Collaborate effectively with families, educators, and allied health professionals to design and implement AAC interventions that enhance student participation; - Identify and recommend appropriate assistive technology solutions that promote access, communication, and engagement in learning for each child. |
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| STUDY-UNIT TYPE | Lecture and Workshop | ||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | May Agius |
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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 2026/7. It may be subject to change in subsequent years. |
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