AIMS AND CONTENT

AIMS AND LEARNING OUTCOMES

Learning Objectives

The course aims to:

• Provide general and specific knowledge to recognize speech‑language pathologies related to pediatric swallowing and feeding disorders.

• Develop foundational knowledge of the main motor speech disorders (childhood verbal dyspraxia, dysarthria, anarthria).

• Offer a theoretical framework for the multidisciplinary management of children with Complex Communication Needs (CCN).

• Present and allow students to explore AAC tools based on the participatory, community‑integrated model developed by the Milan and Verdello AAC Centers.

Expected Learning Outcomes

By the end of the course, students will have acquired:

• Basic knowledge of the anatomy and physiology of swallowing in children.

• Foundational competence in recognizing speech‑language pathologies related to pediatric feeding disorders.

• Awareness of the TNPEE’s role in the integrated treatment of feeding disorders.

• Basic knowledge of the main motor speech disorders in childhood and their characteristics.

• Theoretical and practical knowledge for team‑based management of children with Complex Communication Needs (CCN).

TEACHING METHODS

Lectures with small‑group activities.

Students with valid certifications for Specific Learning Disorders (SLD), disabilities, or other educational needs are invited to contact the instructor and the School’s disability support officer at the beginning of the course to agree on any teaching arrangements that, while respecting the course objectives, take individual learning styles into account.

SYLLABUS/CONTENT

• Oral functions in children — focus on the anatomy and physiology of swallowing and on developmental milestones leading to feeding autonomy.

• Pediatric swallowing and feeding disorders (definition, causes, main signs and symptoms, consequences).

• Integrated treatment of swallowing and feeding disorders, with a focus on children with Cerebral Palsy (CP) and Autism Spectrum Disorder (ASD).

• Main motor speech disorders (definition, characteristics, and an overview of speech‑language therapy management).

• AAC: assessment principles based on the Participation Model and tools for intervention with children with Complex Communication Needs (CCN).

RECOMMENDED READING/BIBLIOGRAPHY

- D. R. Beukelman, P. Mirenda, "Manuale di Comunicazione Aumentativa e Alternativa - interventi per bambini e adulti con complessi bisogni comunicativi", 2014;

- Documenti Ufficiali ISAAC Italy, "PRINCIPI E PRATICHE in CAA", 2017;

- O. Schindler, G. Ruoppolo, A. Schindler, "Deglutologia", 2011;

- L. J. Miller, "STAR Pyramid", 2017 (risorse STAR Institute).

TEACHERS AND EXAM BOARD

LESSONS

Class schedule

The timetable for this course is available here: Portale EasyAcademy

EXAMS

EXAM DESCRIPTION

The examination is preferably conducted as an oral examination (with open-ended questions), in order to allow students to share their study methods and clarify any doubts. Students are initially asked to discuss a topic of their choice, after which the examiner may ask questions on other topics at their discretion. The examination may also include the discussion of a clinical case. Additional questions may be asked if the student provides incorrect answers and/or appears uncertain about the questions already asked. If a member of the examination committee is absent, a written multiple-choice examination may be administered as an alternative.

FURTHER INFORMATION

The examination cannot be taken unless the relevant prerequisite requirements have been met.

As these examinations are part of an Integrated Course, failure to pass any individual subject requires the entire examination to be retaken.