Important notice
The course guide is provisional.
The PDF version of the course guide may take a few days to become available in the DDD.
Language Development and Learning with Hearing Loss
Code: 45535Credits: 3
| Degree programme | Type | Course |
|---|---|---|
| Communication and Language Disorders | OP | 1 |
Contact lecturer
- Name :
- Sonia Darbra Marges
- Email :
- sonia.darbra@uab.cat
Teaching staff
- Alicia Peralta Serrano
- Mario Figueroa González
Group languages
You can consult this information at the end of the document.
Prerequisites
It is recommendable to go over the contents of module 45530 - Specific Learning and Language Development Disorders.
Objectives
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
- CA17 (Design strategies to enhance learning in people with hearing impairment based on assessment and concurrent individual and social variables.) Design strategies to enhance learning in people with hearing impairment based on assessment and concurrent individual and social variables.
- CA18 (Clearly communicate conclusions and advanced knowledge about communication and language impairments resulting from hearing impairment to specialist and non-specialist audiences.) Clearly communicate conclusions and advanced knowledge about communication and language impairments resulting from hearing impairment to specialist and non-specialist audiences.
- KA14 (Identify the affective states and experiential processes of people with hearing impairment and their families.) Identify the affective states and experiential processes of people with hearing impairment and their families.
- KA15 (Recognise the evidence on language development and learning in hearing deficit obtained from other scientific disciplines.) Recognise the evidence on language development and learning in hearing deficit obtained from other scientific disciplines.
- SA24 (Use evidence on hearing deficit and learning obtained by other professionals in scientific disciplines.) Use evidence on hearing deficit and learning obtained by other professionals in scientific disciplines.
- SA25 (Plan environments and actions to facilitate the inclusion of people affected by communication and language disorders derived from hearing deficit.) Plan environments and actions to facilitate the inclusion of people affected by communication and language disorders derived from hearing deficit.
Contents
• Advances in research, diagnosis, and intervention in the processes involved in language development in people with hearing impairment.
• Research and intervention in learning difficulties resulting from hearing impairment.
Learning activities and methodology
| Title | Hours | ECTS | Learning outcomes |
|---|---|---|---|
| Analysis of practical cases | 3 | 0.12 | CA17, CA18, SA24, SA25 |
| Masterclass and case study analysis | 15 | 0.6 | CA17, CA18, KA14, KA15, SA24 |
| Tutorials | 1 | 0.04 | CA17, SA25 |
| Preparation of case resolution report | 6 | 0.24 | |
| Search of literature | 15 | 0.6 | KA14, KA15, SA24 |
| Critical reading of cientifci evidences | 20 | 0.8 | SA24 |
| Clinical cases study | 15 | 0.6 | CA17, KA15, SA24, SA25 |
The methodology of this course includes lectures and learning through case-based problem solving.
Assessment
Continuous assessment activities
| Title | Weight | Hours | ECTS | Learning outcomes |
|---|---|---|---|---|
| EV2: Case resolution 2 | 40% | 0 | 0 | CA17, CA18, KA14, KA15, SA24, SA25 |
| EV3: Project of an evidence-based intervention | 30% | 0 | 0 | CA17, CA18, KA14, KA15, SA24, SA25 |
| EV1: Case resolution 1 | 30% | 0 | 0 | CA18, KA14, KA15, SA24 |
The module assessment will be based on three learning evidences:
EV1: Case resolution 1 (30%), in groups
EV2: Case resolution 2 (40%), individual
EV3: Evidence-based intervention project (30%), in groups
Type of feedback:
Feedback on the evidences will be given as follows:
EV1: In class, week 5
EV2: In class, week 7
EV3: Tutorial, week 9, second semester
Module passed: the student passes the module with a final grade that is the weighted average of the learning evidences, provided it is at least 5.0 points (on a 0–10 scale) and they obtain a grade of 5.0 or higher in each learning evidence. If this is not met, the maximum grade recorded in the academic record will be 4.5.
Students who have submitted learning evidences worth 4 points or less (40%) will be recorded as “not assessable.”
Recovery test: students who have not met the criteria to pass the module but who have obtained a grade of at least 3.5 may be eligible for recovery. Those evidences with a grade below 5.0 will be recovered.
USE OF AI
In this subject, the use of artificial intelligence (AI) technologies is allowed exclusively in support tasks, such as bibliographic or information search, text correction or translations... Students must clearly identify which parts have been generated with this technology, specify the tools used, and include a critical reflection on how they have influenced the process and the final result of the activity. The non-transparency of the use of AI in the assessable activities will be considered academic dishonesty and may lead to a partial or total penalty in the grade of the activity, or greater sanctions in cases of severity.
Bibliography
Ak, G., & Karasu, H. P. (2026). Meta-analytic results on reading comprehension, reading fluency and listening comprehension skills in students using cochlear implants / Resultados metanalíticos sobre las competencias de comprensión lectora, fluidez de lectura y comprensión oral de los alumnos usuarios de implantes cocleares. Journal for the Study of Education and Development: Infancia y Aprendizaje, 49(2), 546-582.
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
Bruijnzeel, H., Ziylan, F., Stegeman, I., Topsakal, V., & Grolman, W. (2016). A systematic review to define the speech and language benefit of early (<12 months) pediatric cochlear implantation. Audiology & Neuro-Otology, 21(2), 113–126. https://doi.org/10.1159/000443363
Carden, K. C., McWilliam, R. A., McLeod, R. H., & Fedewa, M. P. (2024). Narrative intervention for preschoolers who are deaf and hard of hearing using listening and spoken language: A pilot study. Language, Speech, and Hearing Services in Schools, 55(2), 510–528. https://doi.org/10.1044/2023_lshss-23-00063
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 Medicine, 10(15), 3345. http://dx.doi.org/10.3390/jcm10153345
de Diego-Lázaro, B., Restrepo, M. A., Sedey, A. L., & Yoshinaga-Itano, C. (2019). Predictors of vocabulary outcomes in children who are deaf or hard of hearing from Spanish-speaking families. Language, Speech, and Hearing Services in Schools, 50(1), 113–125. https://doi.org/10.1044/2018_LSHSS-17-0148
Herman, R., & Enns, C. (Eds.). (2025). Communication interventions with deaf people. Oxford University Press. https://doi.org/10.1093/9780191983726.001.0001
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
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
Software
Not applicable
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 |
|---|---|---|---|---|
| (TEm) Theory (master) | 1 | Catalan/Spanish | second semester | afternoon |