Alternative Communication
2500-PO-2L-KOMALT
1. Communication - language - language
Terminology analysis and defining basic notions necessary for understanding the material of the remaining part of the course. Establishing basic course requirements, rules concerning conducting classes, pass- mark requirements.
2. Conditions of use of alternative communication.
Factors determining the use of alternative communication techniques, language vs. communication. Prosthetic limbs vs. formation of communication skills. The importance of content deliverance through alternative techniques. Communication analysis by prof. Karczmarek – sending and delivering of a message. Basics of Neurolinguistics – prof. Bozydar Kaczmarek’s approach.
3. Alternative ways of communication with a child.
Division into different ways of communication according to different forms of information encoding – based on types of signals. Message, signal and other forms of communication in nature according to Jean’s Aitchison’s The Articulate Mammal: An Introduction to Psycholinguistics. Are alternative communication methods necessary and what difficulties can they cause in social development? – based on prof. T. Gałkowski’s research on individuals with hearing impairment..
4. Glottodydaktyka ( innovative language teaching method)- elements of language development
Ontogenesis of speech and language. Basis of language development in terms of speech periods and the connection between speech, phonematic hearing development and language rules’ formation – communication and language competence. Periods and stages according to prof. M. Zarębina, prof. Karczmarek, J.B. De. Courtenay
5. Psycholinguistics.
Approaches to psycholinguistics – Noam Chomsky and his conception of human speech development. Language logics and child language development.
6. Non- verbal ways of Communication.
Division and Basic terminology according to
Von Tetzchner S., Martinsen H.’s work
Introduction to Augmentative and Alternative Communication: Sign Teaching and the Use of Communication AIDS for Children.
What are and what do basic forms of communications serve for? – alternative and augmentative communication. Divisions and drawbacks of language used to describe alternative communication.
7. Gesture
Basic form of communication. Gesture as a sign, supporting communication with the use body language. Possibilities and limitations connected with the use of gestures.. Basic gestures in communication. Attempts of systematization and generalization. Using The Evaluation Questionnaire of Communication Behaviour prepared by K. Cracovienne and Panasiuk.
8. Sign Language and the language of symbols.
Sign Language basics. History – M. Keller. Elementary signs and their use with minimum amount of gesture. Division into gestular and manual alphabet language. Difficulties connected with grammar, orthography and decoding manual alphabet messages. National sign language- Kazimierz Hendzel’s dictionary.
9. Phonogestics- basic everyday usage of phono-gestures .CD
10. Bliss System
Language vs. symbol. Bliss System- origins of international communication – history. Pictographic language characters – encoding characters and messages. Use and limitations of Bliss symbols.
11. Facilitated communication
Great discovery of Facilitated Communication – first qualification of certain developmental disorders as undiagnosable when it comes to establishing intelligence quotient and ability to communicate. Limitations of facilitated communication method according to D. McBurney’s How to Think Like a Psychologist.
Usage of the method in UK, choosing a communication support partner. Limitations of and controversy about facilitated communication method. Film.
12. Methodology of maintaining communication with a child using alternative and aided communication techniques. Elementary rules concerning work with a child unable to communicate – based on S.Von Tetzchner and H. Martinsen’s approach.
13. Other ways of non-verbal communication – aiding message reception on the example of multisensory stimulation and therapy based on Ch. Knill’s ideas .
Basic knowledge of Knill’s techniques used in therapy of children with distorted perception and maintaining communication..
Workshop and video film.
Supporting interpersonal communication within a family-Sherborne’s Developmental Movement Method.
Maintaining basic communication using Developmental Movement Method. Using basic techniques of R. Laban. Possibility of using the method in question in therapy processes with children displaying a variety of disorders, for improving communication within a family. Communicating with one’s body.
Workshop focusing on touch and communication. Individual and group therapy based on Veronica Sherborne’s Developmental Movement Method.
|
Term 2022/23L:
1. Communication - language - language
Terminology analysis and defining basic notions necessary for understanding the material of the remaining part of the course. Establishing basic course requirements, rules concerning conducting classes, pass- mark requirements.
2. Conditions of use of alternative communication.
Factors determining the use of alternative communication techniques, language vs. communication. Prosthetic limbs vs. formation of communication skills. The importance of content deliverance through alternative techniques. Communication analysis by prof. Karczmarek – sending and delivering of a message. Basics of Neurolinguistics – prof. Bozydar Kaczmarek’s approach.
3. Alternative ways of communication with a child.
Division into different ways of communication according to different forms of information encoding – based on types of signals. Message, signal and other forms of communication in nature according to Jean’s Aitchison’s The Articulate Mammal: An Introduction to Psycholinguistics. Are alternative communication methods necessary and what difficulties can they cause in social development? – based on prof. T. Gałkowski’s research on individuals with hearing impairment..
4. Glottodydaktyka ( innovative language teaching method)- elements of language development
Ontogenesis of speech and language. Basis of language development in terms of speech periods and the connection between speech, phonematic hearing development and language rules’ formation – communication and language competence. Periods and stages according to prof. M. Zarębina, prof. Karczmarek, J.B. De. Courtenay
5. Psycholinguistics.
Approaches to psycholinguistics – Noam Chomsky and his conception of human speech development. Language logics and child language development.
6. Non- verbal ways of Communication.
Division and Basic terminology according to
Von Tetzchner S., Martinsen H.’s work
Introduction to Augmentative and Alternative Communication: Sign Teaching and the Use of Communication AIDS for Children.
What are and what do basic forms of communications serve for? – alternative and augmentative communication. Divisions and drawbacks of language used to describe alternative communication.
7. Gesture
Basic form of communication. Gesture as a sign, supporting communication with the use body language. Possibilities and limitations connected with the use of gestures.. Basic gestures in communication. Attempts of systematization and generalization. Using The Evaluation Questionnaire of Communication Behaviour prepared by K. Cracovienne and Panasiuk.
8. Sign Language and the language of symbols.
Sign Language basics. History – M. Keller. Elementary signs and their use with minimum amount of gesture. Division into gestular and manual alphabet language. Difficulties connected with grammar, orthography and decoding manual alphabet messages. National sign language- Kazimierz Hendzel’s dictionary.
9. Phonogestics- basic everyday usage of phono-gestures .CD
10. Bliss System
Language vs. symbol. Bliss System- origins of international communication – history. Pictographic language characters – encoding characters and messages. Use and limitations of Bliss symbols.
11. Facilitated communication
Great discovery of Facilitated Communication – first qualification of certain developmental disorders as undiagnosable when it comes to establishing intelligence quotient and ability to communicate. Limitations of facilitated communication method according to D. McBurney’s How to Think Like a Psychologist.
Usage of the method in UK, choosing a communication support partner. Limitations of and controversy about facilitated communication method. Film.
12. Methodology of maintaining communication with a child using alternative and aided communication techniques. Elementary rules concerning work with a child unable to communicate – based on S.Von Tetzchner and H. Martinsen’s approach.
13. Other ways of non-verbal communication – aiding message reception on the example of multisensory stimulation and therapy based on Ch. Knill’s ideas .
Basic knowledge of Knill’s techniques used in therapy of children with distorted perception and maintaining communication..
Workshop and video film.
Supporting interpersonal communication within a family-Sherborne’s Developmental Movement Method.
Maintaining basic communication using Developmental Movement Method. Using basic techniques of R. Laban. Possibility of using the method in question in therapy processes with children displaying a variety of disorders, for improving communication within a family. Communicating with one’s body.
Workshop focusing on touch and communication. Individual and group therapy based on Veronica Sherborne’s Developmental Movement Method. |
Total student workload
1 ECTS - 15 - contact hours (time spent on classes), 10 own work of the student (needed time for book, preparation for classes, tests, credits, examinations).
Learning outcomes - knowledge
K_W 10 has an elementary knowledge about different kinds of the social structures and institutions of the social life and relations occurring between them; is good at mechanisms and areas of the social exclusion; has a knowledge about the counselling for persons with development disorders and disorders of psychophysical and/or public functioning
K_W 11 has an elementary knowledge concerning processes of interpersonal and public announcing, their correctness and disruptions; knows the specificity of communicating of persons with different forms and steps of development disorders and psychophysical and/or public functioning; knows basic components of the diagnostics of existing developmental abnormalities and/or functional (particularly in the area of psychophysical and/or public functioning)
K_W 13 has a knowledge basic, tidied up about education various environments, their specificity and processes in them occurring
K_W 14 knows the most important traditional and contemporary courses and pedagogic systems, understands their historical and cultural conditioning
Learning outcomes - skills
K_U 02 is able to use the theoretical basic knowledge of disciplines in the special needs education and connected with her in order to analyse and to interpret problems of living of persons with disorders of the development and disorders of psychophysical and/or public functioning, in it of educational, education, protective, rehabilitation, cultural and aid problems, as well as motives and models of human behaviours
K_U 05 is able to use the psychological knowledge
in the problem solving pedagogic, is identifying different manifestations of psychic disturbances and social; is using the psychological diagnosis for needs of teaching, upbringing, therapy, rehabilitation and the rehabilitation
K_U 11 is possessing a skill of presenting own ideas, the doubt and the suggestion, supporting them with argumentation of theoretical prospects in the context chosen, of different views of authors
Learning outcomes - social competencies
K_K 03 appreciates the significance of the special needs education for the learning and correct functioning of the person with development disorders and disorders of psychophysical and/or public functioning of the society of life all in the period of such a person
K_K 04 trusts taking pedagogic action about the meaning, the value and the need in the social environment; is ready to take professional challenges; he is demonstrating the activity, is making an effort and is characterized by a perseverance in the completion of individual and team professional action in the special needs education
Convincing about the weight has K_K 06 behaving in the professional way, reflection to ethical subjects and of adherence to the principles of professional ethics; he understands and respects ethical and moral dilemmas associated with the work of the special teacher
K_K 05 is sensitive to needs of persons with development disorders and disorders of psychophysical and/or public functioning, recognizes their autonomy and the subjectivity; understands the being and the need of integration of the man demonstrating departures from widely accepted norms; an integration pro is presenting attitudes; appreciates normalizing processes much in the environment of persons with development disorders and disorders of psychophysical and/or public functioning
K_K 09 responsibly is preparing to it work; he is designing and performs pedagogic action
Teaching methods
display, story, talk,
information, seminar lecture,
of experience, observation, case study
Observation/demonstration teaching methods
- display
Expository teaching methods
- discussion
- programmed material
- problem-based lecture
- narration
- informative (conventional) lecture
- description
Exploratory teaching methods
- seminar
- panel
- experimental
- biographical
- project work
- practical
Type of course
(in Polish) przedmiot obowiązkowy
Prerequisites
Introduction to the issue of disabled people’s functioning autistic person (PDD).
Course coordinators
Learning outcomes
Knowledge: basics linguistics of Polish language, speech and hearing development. Selection rules for alternative communication methods.
Skills: use of methods and appropriate therapy choice.
Competence: realising importance of alternative communication methods usage.
Assessment criteria
Active participation in and preparation for every class. Preparing a coursework practical paper as a proof of acquiring knowledge and ability to choose and use a certain communication method.
Practical placement
Bibliography
Aitchison L. (1991) Ssak, który mówi. Wstęp do psycholingwistyki, PWN, Warszawa
Beerns C.W. (1984) Umysł, który sam siebie odnalazł, PTWP, Warszawa
Błeszyński J. (1998) Mowa i język dzieci z autyzmem. Wybrane zagadnienia. WU WSP, Słupsk
Błeszyński J. (1999) Metoda ułatwionej komunikacji, Dziecko Autystyczne, nr VII/1, s. 26- 35
Błeszyński J. p. red. (2006, 2009) Alternatywne i wspomagające metody komunikacji, Impuls, Kraków
Garman M. (1990) Psycholinguistics, UP, Cambridge
Gaś Z. p.red. (1994) Wspomaganie rozwoju dziecka, PWF Masz Szansę, Lublin
Grycman M., Kaniecka K. (1994) Porozmawiajmy, Publishing House, Bydgoszcz
Hendzel J.K. (1995) Słownik polskiego języka migowego, W OFFER, Warszawa
Jastrzębska G. (1998) Podstawyteorii i diagnozy logopedycznej, WUO, Opole,
Jastrzębska G. (1999) Logopedia. Podręcznik akademicki, WUO, Opole
Kaczmarek L. (1987) Nasze dziecko uczy się mowy, WL, Kraków
Kurcz I (1976) Psycholingwistyka. Przegląd problemów badawczych, PWN, Warszawa
Kurcz I. (1995) Pamięć, uczenie się, język PWN, Warszawa
Materiały seminaryjne Centrum Rozwoju Komunikacji. Ośrodek Szkoleniowy BLISS (niedatowany) , Warszawa
Ostrander O., Schroeder L. (1995) Superlearning 2000. Podręcznik. Nowa metoda szybkiego uczenia się i nauczania, Wyd. Medium, Warszawa
Piszczek M. (1995) Wczesna interwencja i pomoc dzieciom niepełnosprawnym (materiały szkoleniowe), CMP PPMEN, Warszawa
Piszczek M. (1999) Program aktywności M. i Ch. Knill, CMP PPMEN, Warszawa
Rocławski B. (1993) Nauka czytania i pisania, W UG, Gdańsk
Sack O. (1994) O mężczyźnie, który pomylił swoją żonę z kapeluszem, Warszawa
Słownik symboli Blissa. Centrum Rozwoju Komunikacji. Ośrodek Szkoleniowy BLISS (niedatowany) , Warszawa
Sołtys – Chmielowicz A., Tkaczyk G. (1993) Usprawnianie mowy u dzieci specjalnej troski, W UMCS, Lublin
Zalewska M. (1998) Dziecko w autoportrecie z zamalowaną twarzą. Psychologiczne mechanizmy rozwoju tożsamości dziecka głuchego i dziecka opóźnionym rozwojem mowy, J.Santorski, Warszawa
Zaorska M. (2005) Komunikacja alternatywna i głuchoniewidomych, Apkapit, Toruń.
|
Term 2022/23L:
Aitchison L. (1991) Ssak, który mówi. Wstęp do psycholingwistyki, PWN, Warszawa
Beerns C.W. (1984) Umysł, który sam siebie odnalazł, PTWP, Warszawa
Błeszyński J. (1998) Mowa i język dzieci z autyzmem. Wybrane zagadnienia. WU WSP, Słupsk
Błeszyński J. (1999) Metoda ułatwionej komunikacji, Dziecko Autystyczne, nr VII/1, s. 26- 35
Błeszyński J. p. red. (2006, 2009) Alternatywne i wspomagające metody komunikacji, Impuls, Kraków
Błeszyński J., Baczała D. (2014), Metody komunikacji alternatywnej i wspomagającej, UMK, Toruń
Garman M. (1990) Psycholinguistics, UP, Cambridge
Gaś Z. p.red. (1994) Wspomaganie rozwoju dziecka, PWF Masz Szansę, Lublin
Grycman M., Kaniecka K. (1994) Porozmawiajmy, Publishing House, Bydgoszcz
Hendzel J.K. (1995) Słownik polskiego języka migowego, W OFFER, Warszawa
Jastrzębska G. (1998) Podstawyteorii i diagnozy logopedycznej, WUO, Opole,
Jastrzębska G. (1999) Logopedia. Podręcznik akademicki, WUO, Opole
Kaczmarek L. (1987) Nasze dziecko uczy się mowy, WL, Kraków
Kurcz I (1976) Psycholingwistyka. Przegląd problemów badawczych, PWN, Warszawa
Kurcz I. (1995) Pamięć, uczenie się, język PWN, Warszawa
Materiały seminaryjne Centrum Rozwoju Komunikacji. Ośrodek Szkoleniowy BLISS (niedatowany) , Warszawa
Ostrander O., Schroeder L. (1995) Superlearning 2000. Podręcznik. Nowa metoda szybkiego uczenia się i nauczania, Wyd. Medium, Warszawa
Piszczek M. (1995) Wczesna interwencja i pomoc dzieciom niepełnosprawnym (materiały szkoleniowe), CMP PPMEN, Warszawa
Piszczek M. (1999) Program aktywności M. i Ch. Knill, CMP PPMEN, Warszawa
Rocławski B. (1993) Nauka czytania i pisania, W UG, Gdańsk
Sack O. (1994) O mężczyźnie, który pomylił swoją żonę z kapeluszem, Warszawa
Słownik symboli Blissa. Centrum Rozwoju Komunikacji. Ośrodek Szkoleniowy BLISS (niedatowany) , Warszawa
Sołtys – Chmielowicz A., Tkaczyk G. (1993) Usprawnianie mowy u dzieci specjalnej troski, W UMCS, Lublin
Zalewska M. (1998) Dziecko w autoportrecie z zamalowaną twarzą. Psychologiczne mechanizmy rozwoju tożsamości dziecka głuchego i dziecka opóźnionym rozwojem mowy, J.Santorski, Warszawa
Zaorska M. (2005) Komunikacja alternatywna i głuchoniewidomych, Apkapit, Toruń. |
Additional information
Additional information (registration calendar, class conductors,
localization and schedules of classes), might be available in the USOSweb system: