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Language Development and Learning with Hearing Loss

Code: 45535 ECTS Credits: 3
2025/2026
Degree Type Year
Trastornos de la Comunicación y del Lenguaje OP 1

Contact

Name:
Cristina Cambra Verges
Email:
cristina.cambra@uab.cat

Teachers

Rocio Daniela Concha Ortiz

Teaching groups languages

You can view this information at the end of this document.


Prerequisites

It is recommendable to go over the contents of module 45530 - Specific Learning and Language Development Disorders.


Objectives and Contextualisation

To broaden professional training by offering theoretical-practical contents that enable specialisation in the intervention of communication and language disorders derived from hearing impairment.


Learning Outcomes

  1. CA17 (Competence) Design strategies to enhance learning in people with hearing impairment based on assessment and concurrent individual and social variables.
  2. CA18 (Competence) Clearly communicate conclusions and advanced knowledge about communication and language impairments resulting from hearing impairment to specialist and non-specialist audiences.
  3. KA14 (Knowledge) Identify the affective states and experiential processes of people with hearing impairment and their families.
  4. KA15 (Knowledge) Recognise the evidence on language development and learning in hearing deficit obtained from other scientific disciplines.
  5. SA24 (Skill) Use evidence on hearing deficit and learning obtained by other professionals in scientific disciplines.
  6. SA25 (Skill) Plan environments and actions to facilitate the inclusion of people affected by communication and language disorders derived from hearing deficit.

Content

1. The family context of the infant with hearing impairment.
 
2. Communication and language of the infant with hearing impairment in the family context.
 
3. Intervention and advice to the family.

Activities and Methodology

Title Hours ECTS Learning Outcomes
Type: Directed      
Theory and debate 15 0.6 CA17, CA18, KA14, KA15, SA24, CA17
Type: Supervised      
Analysis of practical cases 3 0.12 CA17, CA18, SA24, SA25, CA17
Type: Autonomous      
Clinical cases study 15 0.6
Critical reading of cientifci evidences 20 0.8 SA24, SA24
Preparation of case resolution report 6 0.24
Search of literature 15 0.6 KA14, KA15, SA24, KA14
Tutorials 1 0.04 CA17, SA25, CA17

The methodology of this module includes:
 
  • Classes: theory and debate of the contents of the syllabus based on scientific evidence.
  • Analysis of practical cases of children with hearing impairment in interaction with their families.
  • Tutorials to clarify doubts
  • Autonomous work: critical reading of articles and bibliographic documents, and writing of essays.

Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.


Assessment

Continous Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
EV1: Debate 20% 0 0 CA18, KA15, SA24
EV2: Solving a Case Study 35% 0 0 CA17, CA18, KA14, SA24, SA25
EV3: Written test 45% 0 0 CA17, CA18, KA14, KA15, SA25

The evaluation of this module will be based on three learning evidences:
EV1: Face-to-face debate on theoretical updating (20%), 
EV2: Solving a case study (35%), 
EV3: Individual and face-to-face written test (45%), 
 
Type of return:
The return of the evidences will be as follows:
EV1: In class, week 5, second semester
EV2: Rubrics, week 7, second semester
EV3: tutorial, week 9, second semester
 
Module passed: the student passes the module if he/she has taken the three evidences and obtains a minimum grade of 5 points (scale 0-10) as a weighted sum of each of the learning evidences EV1, EV2, EV3". 
 
Students who have completed learning evidences with a weight equal to or lower than 4 points (40%) will be recorded as "not evaluable".
 
Recovery test: the person who has not met the criteria to pass the module but has obtained a grade equal to or higher than 4 will be eligible for the recovery of the evidences.
 
Prohibited use: "In this subject, the use of Artificial Intelligence (AI) technologies is not allowed in any of its phases. Any work that includes fragments generated with AI will be considered a lack of academic honesty and may result in a partial or total penalty in the grade of the activity, or higher penalties in serious cases.
 
 

Bibliography

Adamson, L. B., Caughy, M., O., Bakeman, R., Rojas, R., Owen, M., T., Tamis-LeMonda, C., S., Pacheco, D., Pace, A., & Suma, K. (2021). The quality of mother toddler communication predicts language and early literacy in Mexican American children from low-income households. Early Childhood Research Quarterly, 56, 167-179. https://doi.org/10.1016/j.ecresq.2021.03.006

Bakar, Z. A., Brown, P. M., & Remine, M. D. (2010). Sensitivity in Interactions between Hearing Mothers and their Toddlers with Hearing Loss: The Effect of Cochlear Implantation. Deafness & Education International, 12(1), 2–15. https://doi.org/10.1179/146431510X12626982043525

Brown, P. M, & Watson, L. M. (2017) Language, play and early literacy for deaf children: the role of parent input. Deafness & Education International, 19(3-4), 108-114.

https://doi.org/10.1080/14643154.2018.1435444

Curtin, M., Dirks, E., Cruice, M., Herman, R., Newman, L., Rodgers, L., & Morgan, G. (2021). Assessing Parent Behaviours in Parent–Child Interactions with Deaf and Hard of Hearing Infants Aged 0–3 Years: A Systematic Review. Journal of Clinical

283 Medicine, 10(15), 3345. http://dx.doi.org/10.3390/jcm10153345

Fagan, M. K., Bergeson, T. R., & Morris, K. J. (2014). Synchrony, complexity and directiveness in mothers’ interactions with infants pre- and post-cochlear implantation. Infant Behavior & Development, 37(3), 249–257. https://doi.org/10.1016/j.infbeh.2014.04.001

Landry, S. H., Smith, K. E., Swank, P. R., Zucker, T., Crawford, A. D., & Solari, E. F. (2012). The effects of a responsive parenting intervention on parent-child interactions during shared book reading. Developmental Psychology, 48(4), 969–986.

https://doi.org/10.1037/a0026400

Lavellia, M., Majorano, M., Guerzoni, L., Murri, A., Barachetti, C., & Cuda, D. (2018). Communication dynamics between mothers and their children with cochlear implants: Effects of maternal support for language production. Journal of Communication Disorders, 73, 1–14.

https://doi.org/10.1016/j.jcomdis.2018.03.001

Majorano, M., Guidotti, L., Guerzoni, L., Murri, A., Morelli, M., Cuda, D., & Lavelli, M. (2018). Spontaneous language production of Italian children with cochlear implants and their mothers in two interactive contexts. International Journal of Language & Communication Disorders, 53(1), 70–84.

https://doi.org/10.1111/1460-6984.12327

Quittner, A. L., Cruz, I., Barker, D. H., Tobey, E., Eisenberg, L. S., & Niparko, J. K. (2013). Effects of Maternal Sensitivity and Cognitive and Linguistic Stimulation on Cochlear Implant Users’ Language Development over Four Years. The Journal of Pediatrics, 162(2), 343–348.e3.

https://doi.org/10.1016/j.jpeds.2012.08.003

Zhang, B., Qiu, J., Yu, Y., Hu, C., Zhu, Z., Yu, C., Yin, L., & Zhong, M. (2020). Influence of family environment on the development of speech and language in prelingually deaf children after cochlear implantation. Clinical Otolaryngology, 45(4), 466–470. https://doi.org/10.1111/coa.13525

 

 


Software

Not applicable


Groups and Languages

Please note that this information is provisional until 30 November 2025. You can check it through this link. To consult the language you will need to enter the CODE of the subject.

Name Group Language Semester Turn
(TEm) Theory (master) 1 Spanish second semester afternoon