Puhetta tukeva ja korvaava kommunikaatio (3 cr)

Evaluation scale

0-5

Objective

The students understand the significance of augmentative and alternative communication (AAC) as enabler of the wellbeing and involvement of a client needing special support. They know basics of communicational rehabilitation and are able to utilize different communication methods and related auxiliary devices augmenting and alternating speech. They are motivated to communicate and interact with special needs people and they can, in cooperation with a support network, promote the communicative possibilities of the communities the special needs people lives.

Content

The central contents are the individual needs of the people with special, communicative needs, basics of communicational rehabilitation, the definition of the AAC concept and different methods of AAC communication (feature language, image and object communication, drawing communication and plain language). Communication exercises. Interpreter support services.

Materials

Huuhtanen, K. (toim.) 2012. Puhetta tukevat ja korvaavat kommunikointimenetelmät Suomessa. Helsinki : Kehitysvammaliitto, oppimateriaalikeskus Opike 2012. Heister Trygg, B. & Rautakoski, P. 2010. Graafinen kommunikointi : esineet, kuvat ja symbolit puhetta tukevassa ja korvaavassa kommunikoinnissa. Helsinki : Kehitysvammaliitto.

Completion alternatives

ONLINE STUDIES Active participation in webinars Assignment and seminarPART-TIME STUDIES Active participation in contact lessonsAssignment and seminarExercises in the virtual environment

Student workload

E-LEARNING - Lectures 24 h- Pretasks for lectures 17 h- Assignment 20 h- Exam 20 h

Assessment criteria, satisfactory (1)

The students understand the significance of augmentative and alternative communication (AAC) as enabler of the wellbeing and involvement of a client needing special support. They know basics of communicational rehabilitation and are able to utilize different communication methods and related auxiliary devices augmenting and alternating speech. They are motivated to communicate and interact with special needs people, but their ability to focus on client-centeredness is limited. The students know some services for clients with speech impairments. The students use literature and research findings sparsely.

Assessment criteria, good (3)

The students understand the significance of augmentative and alternative communication (AAC) as enabler of the wellbeing and involvement of a client needing special support. They know basics of communicational rehabilitation and are able to utilize different communication methods and related auxiliary devices augmenting and alternating speech. They are motivated to communicate and interact with special needs people and they can, in cooperation with a support network, promote the communicative possibilities of the communities the special needs people lives. The student understands the meaning of client-centeredness and is able to use literature with the topic.

Assessment criteria, excellent (5)

The students understand extensively well the significance of augmentative and alternative communication (AAC) as enabler of the wellbeing and involvement of a client needing special support. They know basics of communicational rehabilitation and are able to utilize different communication methods and related auxiliary devices augmenting and alternating speech. They are motivated to communicate and interact with special needs people and they can, in cooperation with a support network, promote the communicative possibilities of the communities the special needs people lives. The students are able to use innovative and new perspectives how to use the knowledge of AAC in the work of rehabilitation cousellor. The students are able to use relevant and current literature and research findings with professional consideration.

Qualifications

The students have experience in working with clients of social and health care. The students master the basics of communication and interaction.

Further information

Opintojaksolle osallistuminen edellyttää että opiskelijalla on käytettävissään sujuva internet sekä mikrofoni- ja videokuvayhteys kontaktiopetukseen osallistumista varten.