Communication and Spoken Language in Inclusive Schools
Code: 101688Credits: 6
| Degree programme | Type | Course |
|---|---|---|
| Speech therapy | OP | 4 |
Contact lecturer
- Name :
- Laura Cerrillo Gil
- Email :
- laura.cerrillo@uab.cat
Group languages
You can consult this information at the end of the document.
Prerequisites
No requirements.
Objectives
- Analyze the perspective of inclusive education from the role of the speech and language therapist.
- Interpret the communication, language, and speech dynamics present in the classroom.
- Develop intervention proposals to optimize educational interactions.
- Advise teaching staff on identifying potential special educational needs.
- Implement strategies that promote the inclusion and participation of all students.
Learning outcomes
- CM30 (Assess scientific works that support speech therapy intervention in communicative processes.) Assess scientific works that support speech therapy intervention in communicative processes.
- KM72 (Recognise human communication systems as the basis for understanding communication and language disorders.) Recognise human communication systems as the basis for understanding communication and language disorders.
- SM59 (Report, orally and in writing, on the observations and conclusions of the speech therapy intervention, adapting to the sociolinguistic characteristics of the environment.) Report, orally and in writing, on the observations and conclusions of the speech therapy intervention, adapting to the sociolinguistic characteristics of the environment.
- SM60 (Design, based on cases raised, actions to promote people’s communication skills.) Design, based on cases raised, actions to promote people’s communication skills.
- SM61 (Organise the educational response based on the difficulties and needs generated by a student with communicative and/or linguistic alterations.) Organise the educational response based on the difficulties and needs generated by a student with communicative and/or linguistic alterations.
Contents
Module 1: The Communication Process
1.1. General characteristics
1.2. Non-verbal components
1.3. Verbal components: oral
1.4. Verbal components: written
1.5. Verbal components: visual and gestural
Module 2: Classroom Assessment
2.1 Inclusive school systems and models: legislation
2.2 Identification of special educational needs
2.3 Measures and supports: universal, additional, and intensive
2.4 Individualised Education Plan
Module 3: Classroom Intervention and Advisory Support
3.1 Objectives based on the school curriculum
3.2 Intervention programmes
3.3 Advisory and consulting strategies
Learning activities and methodology
| Title | Hours | ECTS | Learning outcomes |
|---|---|---|---|
| Critiacl reading documents and communication settings analysis | 29.5 | 1.18 | CM30, SM60, SM61 |
| Teamwork and writing report | 25.5 | 1.02 | CM30, SM59, SM60, SM61 |
| Tutoring sessions | 5 | 0.2 | CM30, SM59, SM60, SM61 |
| Practices | 12 | 0.48 | SM59, SM60, SM61 |
| Theoretical classes | 24 | 0.96 | CM30, KM72, SM60, SM61 |
| Studying | 50 | 2 | KM72, SM59, SM60, SM61 |
1. Analysis of documents
2. Group discussion
3. Team work
4. Observation and analysis of recorded materials
5. Practical cases
6. Observation in natural communication settings
Assessment
Continuous assessment activities
| Title | Weight | Hours | ECTS | Learning outcomes |
|---|---|---|---|---|
| 03. Practices report ( before second assessment period) | 40 % | 0 | 0 | CM30, SM59, SM60, SM61 |
| 01.Objective written test (first assessment period) | 30% | 2 | 0.08 | KM72 |
| 02. Objective written test (second assessment period) | 30% | 2 | 0.08 | KM72 |
Activities 1 and 2 make up the theory grade (60%), while Activity 3 corresponds to the practical component (40%). To pass the course, in accordance with the Faculty's assessment regulations, students must obtain a minimum final grade of 5.0/10 and a minimum grade of 4.0/10 in each on-campus assessment worth 20% or more of the final continuous assessment grade. If these requirements, or any other requirements established for the course, are not met, the maximum final grade that may be recorded on the student's academic transcript will be 4.5/10. It is therefore not necessary to pass the theory and practical components separately. Assignments may be completed in either Catalan or Spanish. A translated version of on-campus assessment tasks will be provided upon request, provided that the requirements established in Article 263 are met and the request is submitted electronically (e-form) (see the Faculty website for further information). Activities 1 and 2 will be completed individually and on campus, whereas Activity 3 (Practical Report) will be completed in groups.
A student will be recorded as NOT ASSESSED if they have completed assessment activities accounting for less than 65% of the total course grade. Students who have completed assessment activities representing at least two-thirds (67%) of the maximum course grade but have not achieved the minimum final grade of 5.0 may take a resit examination for the theory component and/or resubmit the practical report as the resit assessment for the practical component. The resit examination for the theory component will consist of a multiple-choice test covering all course contents.
Assessment Feedback
In accordance with Faculty guidelines, students will receive feedback on assessed activities within the established timeframes.
The scheduled feedback periods are as follows:
| Assessment Evidence | |||||
|
|
Written | Digital Platform | In Class | Tutorial |
|
| Activity 1 | X |
|
X | X | Week 9 |
| Activity 2 | X |
|
X |
|
Weeks 18–19 |
| Activity 3 (Practical Report) |
|
X |
|
X | Week 14 |
Use of Artificial Intelligence (AI)
Restricted use: In this course, the use of Artificial Intelligence (AI) technologies is permitted exclusively for support tasks such as literature or information searches, text proofreading, translations, and other specific activities deemed appropriate, such as practical assignments.In such cases, students must clearly identify the parts generated using AI, specify the tools employed, and include a critical reflection on how these tools influenced both the process and the final outcome of the assignment. Failure to disclose the use of AI in assessed activities will be considered a breach of academic integrity and may result in partial or full loss of marks, or more severe disciplinary measures in serious cases. The use of AI tools is strictly prohibited during group discussions in practical sessions.
Single assessment
Students who choose the single assessment option waive continuous assessment and will be assessed on all course contents in a single assessment session, which will take place on the same date and at the same venue as the second assessment period examination (Assessment Evidence 2). This assessment session will consist of two on-campus examinations following the same format and covering the same content as Assessment Evidence 1 and Assessment Evidence 2 in the continuous assessment system. In addition to these two examinations, students must submit the Practical Report corresponding to Assessment Evidence 3. The maximum duration of the single assessment will be three hours, with one hour and a half allocated to each examination.
Applications for single assessment must be submitted electronically (e-form) during the designated application period (see the Faculty website for further information). The requirements for passing the course and for eligibility for the resit examination under the single assessment system are the same as those established for students following the continuous assessment system.
General assessment regulations (Faculty):
https://www.uab.cat/web/estudiar/graus/graus/avaluacions-1345722525858.htm
Bibliography
Armstrong, T. (2012). El poder de la neurodiversidad. Paidós.
Associació Catalana de Psicopedagogia i Orientació (ACPO) & Associació Catalana d’Orientació (ACO). (2014). Manifest per una societat inclusiva. Primer Congrés Internacional. Barcelona Inclusiva 2014.
Booth, T., & Ainscow, M. (2011). Guia para la educación inclusiva: Desarrollando el aprendizaje y la participación en los centros escolares (3a ed.). CSIE.
Coronas Puig-Pallarols, M., Rosell, C., Sancho, E., & Soro-Camats, E. (2018). Comunicació augmentativa en un context escolar inclusiu. El procés educatiu d’un alumne amb discapacitat. Institut de Ciències de l’Educació, Universitat de Barcelona.
Del Pozo, J. M. (2014). Educacionari. Una invitació a pensar i sentir l’educació a través de seixanta conceptes. Edicions 62.
Departament d’Ensenyament. (2011). La dislèxia: Detecció i actuació en l’àmbit educatiu. Generalitat de Catalunya.
Departament d’Ensenyament. (2013a). El TDAH: Detecció i actuació en l’àmbit educatiu. Generalitat de Catalunya.
Departament d’Ensenyament. (2013b). Les altes capacitats: Detecció i actuació en l’àmbit educatiu. Generalitat de Catalunya.
Direcció General d’Educació Infantil i Primària. (2015). De l’escola inclusiva al sistema inclusiu. Generalitat de Catalunya.
Duran, D. (2021). Aprendre entre iguals: evidències i pràctiques inclusives. Graó.
Generalitat de Catalunya. (2021). De l'escola inclusiva al sistema inclusiu. Actualització dels documents de desplegament. Departament d'Educació.
Generalitat de Catalunya. (2023). Mesures i suports universals, addicionals i intensius. Departament d'Educació.
Generalitat de Catalunya. (2024a). Documents d'orientació per a l'educació inclusiva. Departament d'Educació.
Generalitat de Catalunya. (2024b). Guia de comunicació inclusiva. Departament d'Educació.
Gillies, R. M. (2016). Cooperative Learning: Review of Research and Practice. Australian Journal of Teacher Education, 41(3), 39-54.
Johnson, D. W., Johnson, R. T., & Smith, K. A. (2024). Cooperative Learning: Improving University Instruction. Interaction Book Company.
López, M., Martín, E., Montero, I., & Echeita, G. (2013). Concepciones psicopedagógicas sobre los procesos de inclusión educativa: Variables que las modulan y perfiles que las agrupan. Infancia y Aprendizaje: Journal for the Study of Education and Development, 36(4), 455-472.
Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal Design for Learning: Theory and Practice. CAST Professional Publishing.
Nussbaum, L. (2022). Interacció, llengua i aprenentatge en contextos educatius inclusius. Horsori Editorial.
Palou, J., & Bosch, C. (2005). La llengua oral a l’escola: 10 experiències didàctiques. Graó.
Sánchez Cano, M. (2009). La conversa en petits grups a l’aula. Graó.
Sanz, P. (2005). Comunicació efectiva a l’aula. Graó.
Software
No software needed.
Course groups and languages
The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE
| Type of teaching | Group | Language | Semester | Shift |
|---|---|---|---|---|
| (TE) Theory | 1 | Catalan | first semester | morning-mixed |
| (SEM) Seminars | 111 | Catalan | first semester | morning-mixed |