AIMS AND CONTENT

AIMS AND LEARNING OUTCOMES

LEARNING OBJECTIVES

The course aims to provide students with a broad cultural overview of speech-language pathology intervention in communicative-linguistic disorders of audiogenic origin, with a specific focus on prelingual childhood deafness and early intervention.

Emphasis will be placed on the dynamics of language acquisition and the development of literacy (reading and writing) in deaf children. The main rehabilitative methods will be reviewed (oralist, gestural, and bimodal approaches); furthermore, prosthetic methods associated with assistive listening devices will be illustrated, with particular mention of cochlear implants.

In summary, the course aims to provide students with foundational training on deafness in the developmental age, fostering specific skills and critical thinking within the speech-language pathology profession (including the ability to consult relevant scientific literature).

EXPECTED LEARNING OUTCOMES

The student will be able to:

• Understand the fundamental and applied theories underlying the comprehensive management of patients with hearing loss;

• Recognize the primary nosological classifications of deafness based on various parameters;

• Consider deafness as a complex condition that influences a child's global development;

• Critically evaluate different approaches to the rehabilitation of children with hearing loss;

• Apply specific assessment protocols for perceptual skills according to the oralist approach;

• Design a rehabilitative plan consistent with the diagnostic profile and the child's developmental characteristics;

• Identify potential critical issues in the implementation of the rehabilitative project based on the initial assessment.

TEACHING METHODS

The course will be delivered through lectures supported by digital presentations (PowerPoint). During the lessons, clinical cases will be presented and discussed through videos and clinical documentation, followed by practical simulations of speech-language pathology treatment.

Notice for students with valid SLD (Specific Learning Disorders) / SEN (Special Educational Needs) certifications: Students are encouraged to contact the instructor and the School/Department disability coordinator at the beginning of the course to agree upon any teaching methods that, while respecting the learning objectives, take into account individual learning styles.

SYLLABUS/CONTENT

DETAILED SYLLABUS

• Historical overview of Deafness: From the Milan Conference (1870) to the current state of the art;

• Deafness in children: Causes, types, and comparative analysis;

• Language development: Evolutionary comparisons between typically developing children and children with hearing loss;

• Overview of cognitive, emotional, and social development in deaf children: Implications for assessment and treatment;

• Assessment of Auditory Skills;

• Hearing Aids and Cochlear Implants: Training for use and family-centered approach (developing relational skills with caregivers);

• Classic oralist approaches to pediatric rehabilitation: Review of the main acupedic methods (e.g., De Filippis) and verbo-tonal methods (e.g., Drezancic);

• AVT – Auditory Verbal Therapy;

• Non-oralist and mixed approaches to the rehabilitation of children with deafness;

• Cochlear Implants: The role of the speech-language pathologist (SLP) in the various stages; overview of Auditory Brainstem Implants (ABI);

• Treatment examples through speech therapy units: Simulations of session planning;

• Literacy acquisition (reading and writing) in deaf children: Speech-language pathology intervention;

• Deafness and associated disorders within the context of complex disabilities: Presentation and development of clinical cases.

RECOMMENDED READING/BIBLIOGRAPHY

Handouts and educational materials provided by the instructor during the lessons. Additional resources may be integrated by consulting the following books:

• Rinaldi P., Tomasuolo E., Resca A. (2018). “La sordità infantile: nuove prospettive d’intervento” (Childhood Deafness: New Perspectives for Intervention). Publisher: Erickson.

• Massoni P., Maragna S. (2009). “Manuale di logopedia per bambini sordi” (Manual of Speech and Language Therapy for Deaf Children). Publisher: Franco Angeli.

• Gisoldi L. (2008). “Sordità infantile prelinguale: educazione olistica ed iter logopedico” (Prelingual Childhood Deafness: Holistic Education and Speech-Language Pathology Pathway). Publisher: Minerva Medica (Speech and Language Therapy Notebooks Series, Schindler).

LESSONS

LESSONS START

Please refer to the CLASS SCHEDULE section.

Class schedule

The timetable for this course is available here: Portale EasyAcademy

EXAMS

EXAM DESCRIPTION

Oral examination

ASSESSMENT METHODS

Further details regarding exam preparation and the required depth for each topic will be provided during the lectures.

The oral exam will focus primarily on the topics covered during the face-to-face sessions. Its purpose is to assess not only whether the student has reached an adequate level of knowledge but also whether they have acquired the ability to critically analyze the material (for instance, by demonstrating appropriate connections with the speech-language pathology sciences previously studied in the curriculum).

Students must also demonstrate mastery of correct terminology, which is essential for reporting a speech-language diagnosis, designing a rehabilitative project, and communicating effectively with other professionals in the field.

This assessment method allows the instructor to be as impartial as possible regarding specific knowledge and skills, ensuring an evaluation of the student's preparation across the entire scope of the taught curriculum.