TRAINEESHIP I YEAR 2

Academic Year 2024/2025 - Teacher: MARTA DI GRANDE

Expected Learning Outcomes

Introduction: The expected learning outcomes for first-year speech therapy students, engaged in a professional internship with the proposed program, are multiple and are divided into different levels of knowledge and competence.

Cognitive Level:

DSA: Students will be able to define Specific Learning Disorders, describe their prevalence, neuropsychological causes and the main characteristics of dyslexia, dysorthography, dysgraphia and dyscalculia.

SMOF: They will have a solid knowledge of atypical swallowing, its causes and the main evaluation and treatment techniques (Garliner-Andretta and Ferreira Protocol).

Theory and Practice: They will be able to correlate the theoretical foundations of DSA and SMOF with the practical applications of speech therapy.

Skill Level:

Diagnosis and Evaluation: They will be able to carry out an initial speech therapy evaluation of a patient with DSA or SMOF, identifying strengths and weaknesses and defining therapeutic goals.

Treatment: They will be able to plan and implement individualized speech therapy interventions, using appropriate techniques for the treatment of DSA and SMOF.

Scholastic Inclusion: They will have knowledge of strategies to promote the scholastic inclusion of pupils with DSA.

Course Structure

The course includes 75 hours of teaching, 38 of which will be carried out through frontal lessons, the remaining 37 through group and individual exercises to be carried out at home and/or in the library, through research and practical tests.

Required Prerequisites

Basic skills

• Basic knowledge of anatomy and physiology of the phono-articulatory system: It is essential to understand the structure and functioning of the organs involved in the production of voice and language.

• Basic knowledge in phonetics and phonology: They are necessary to analyze and describe speech sounds and their combination processes.

• Basic knowledge in linguistics: Helps to understand the structure and functioning of language on a more general level.

• Basic knowledge of neurodevelopmental disorders: It is important to have a general understanding of neurodevelopmental disorders, as DSA falls into this category.

• Basic knowledge about swallowing: They are necessary to understand swallowing alterations and their consequences.

Attendance of Lessons

100% student attendance is expected for the entire teaching session

Detailed Course Content

1. SPECIFIC LEARNING DISORDERS

1.1 PREVALENCE AND INCIDENCE

1.2 HISTORY AND REGULATORY NOTES

1.3 MAIN CHARACTERISTICS AND CAUSES

1.4 NEUROPSYCHOLOGICAL HYPOTHESES

1.5 CLASSIFICATION: DYSLEXIA; DISORTHOGRAPHY; DYSGRAPHY; DYSCALCULIA

1.6 CLINICAL SIGNS AND EARLY SIGNS

1.7 SCHOOL INCLUSION

1.8 DIAGNOSIS AND SPEECH THERAPY EVALUATION

1.9 SPEECH THERAPY TREATMENT

2. SMOF AND MYOFUNCTIONAL THERAPY

2.1 INTRODUCTION: WHAT IS SMOF?

2.2 SWALLOWING AND NOTES ON THE MUSCLES INVOLVED

2.3 DIVERTED SWALLOWING: BETWEEN SYMPTOMS AND CAUSES

2.4 GARLINER – ANDRETTA PROTOCOL

2.5 FERREIRA PROTOCOL

2.6 SPEECH THERAPY TREATMENT OF SMOF

3. HOW TO DEVELOP A RELATIONSHIP: BETWEEN THEORY AND PRACTICE

4. EXERCISES

Textbook Information

resources and references

Associazione Italiana Dislessia (AID):

https://www.aiditalia.org/

Federazione Italiana Logopedisti (FIL): https://fli.it/

Ministero dell'Istruzione: https://www.miur.gov.it/

Ministero dell'Istruzione:

https://www.miur.gov.it/disturbi-specifici-dellapprendimento-

dsa-

Learning Assessment

Learning Assessment Procedures

The exam includes a 40-minute written test, through which students will be presented with four different questions in reference to the course contents, analyzed during the hours of lectures and hours of practical exercises. After the written test, the student will be subjected to the oral test, in which he will have the opportunity to clarify any doubts relating to the written test and/or add content. The final evaluation will take into account both the performance of the written and oral tests.

Examples of frequently asked questions and / or exercises

What is meant by “sandwich therapy”? And why it is useful in the case of SMOF

What does the acronym PRCR-2 mean in terms of DSA? And what it is used for

Differences between the FERREIRA method and the ANDRETTA method?

What software do you know to use to support DSA?

VERSIONE IN ITALIANO

Degree Course in

Speech and Language Therapy