Conoce los últimos avances en Hearing Impairment"

Este Postgraduate certificate en Hearing Impairment generará una sensación de seguridad en el desempeño de tu profesión, que te ayudará a crecer personal y profesionalmente”

El objetivo de este programa es que, una vez finalizado, seas capaz de desenvolverte en la elaboración de programas completos de intervención en hipoacusias. Para ello, se desarrollan de forma específica y exhaustiva los trastornos, no solo desde la visión logopédica, sino también contando con la visión y aportación multidisciplinar, y teniendo en cuenta la dimensión social, familiar y emocional que envuelve a logopatías derivadas de estos trastornos tan visibles. 

Este Postgraduate certificate ha sido concebido para incluir las aportaciones de la medicina, audiología y neuropsicología a la práctica diaria en las aulas y centros de rehabilitación. El objetivo es que todos los agentes intervinientes se familiaricen con los recursos protésicos y otros sistemas, ya que la responsabilidad a la hora de hacer las adaptaciones necesarias es compartida.   

Este programa presta especial atención a las metodologías activas emergentes y, como elemento diferenciador, ofrece una aplicación práctica de los sistemas aumentativos y alternativos para garantizar el acceso y la adaptación de los alumnos con estas necesidades. 

A lo largo del temario, adquirirás una visión general de las bases y fundamentos anatómicos y fisiológicos de la Hearing Impairment, así como de los principios de la intervención logopédica. Se establecen las competencias que se han de desarrollar como guía de estos alumnos, incluyendo también, el ámbito tecnológico y los recursos específicos, como la lengua de signos, la comunicación bimodal y las audioprótesis. 

Una importante inmersión en aspectos, tanto prelingüísticos como periféricos, que te ofrecerá propuestas para la mejora de las sesiones, clases y procesos reeducadores, desde el punto de vista de una intervención integrada y, al mismo tiempo, integral. Integrada porque suma los esfuerzos de todos los agentes educativos e integral porque actúa de forma holística considerando al individuo como un todo, y valorando los procesos logopédicos no solo desde el punto de vista perceptivo y comunicativo, sino también a nivel psicosocial. 

Actualiza tus conocimientos a través del programa de Postgraduate certificate en Hearing Impairment”

Este Postgraduate certificate en Hearing Impairment contiene el programa científico más completo y actualizado del mercado. Las características más destacadas del Postgraduate certificate son:

• El desarrollo de numerosos casos prácticos presentados por expertos en Hearing Impairment .
• Sus contenidos gráficos, esquemáticos y eminentemente prácticos con los que están concebidos, recogen una información científica y práctica sobre aquellas disciplinas indispensables para el ejercicio profesional.
• Las novedades sobre la Hearing Impairment. 
• Los ejercicios prácticos donde realizar el proceso de autoevaluación para mejorar el aprendizaje.
• Su especial hincapié en metodologías innovadoras en Hearing Impairment .
• La disponibilidad de acceso a los contenidos desde cualquier dispositivo fijo o portátil con conexión a internet.

Este Postgraduate certificate es la mejor inversión que puedes hacer en la selección de un programa de actualización por dos motivos: además de poner al día tus conocimientos en Hearing Impairment, obtendrás un título de Postgraduate certificate por la mayor Universidad Digital del mundo, TECH”

Incluye en su cuadro docente a profesionales pertenecientes al ámbito de la Hearing Impairment, que vierten en esta formación la experiencia de su trabajo, además de reconocidos especialistas de sociedades de referencia y universidades de prestigio.

Su contenido multimedia, elaborado con la última tecnología educativa, permitirá al profesional un aprendizaje situado y contextual, es decir, un entorno simulado que proporcionará un estudio inmersivo programado para entrenarse ante situaciones reales.

El diseño de este programa se centra en el Aprendizaje Basado en Problemas, mediante el cual el profesional deberá tratar de resolver las distintas situaciones de práctica profesional que se le planteen. Para ello, el profesional contará con la ayuda de un novedoso sistema de vídeo interactivo realizado por reconocidos expertos en el campo de la Hearing Impairment y con gran experiencia.

Aumenta tu seguridad en la toma de decisiones actualizando tus conocimientos a través de este Postgraduate certificate"

Aprovecha la oportunidad para conocer los últimos avances en Hearing Impairment y mejorar la atención a tus alumnos"

The syllabus of the Postgraduate certificate in Hearing Impairment has been designed to provide the necessary content for students to increase their speech therapy skills in the field of Hearing Impairment oriented to the school environment. The didactic materials that will be available throughout the duration of this program are accessible in supports such as the evaluative tests, the explanatory video or the complementary readings. Thanks to this, the student will enjoy an effective learning process, supported by the convenience of studying from home, thanks to the 100% online methodology. 

Increase your knowledge in Hearing Impairment without having to travel to study centers"

Module 1. Understanding Hearing Impairments

1.1. The Auditory System: Anatomical and Functional Bases

1.1.1. Introduction to Unit

1.1.1.1. Preliminary Considerations
1.1.1.2. Concept of Sound
1.1.1.3. Concept of Noise
1.1.1.4. Concept of Sound Wave

1.1.2. The External Ear

1.1.2.1. Concept and Function of the External Ear
1.1.2.2. Parts of the External Ear

1.1.3. The Middle Ear

1.1.3.1. Concept and Function of the Middle Ear
1.1.3.2. Parts of the Middle Ear

1.1.4. The Inner Ear

1.1.4.1. Concept and Function of the Inner Ear
1.1.4.2. Parts of the Inner Ear

1.1.5. Hearing Physiology
1.1.6. How Does Natural Hearing Work?

1.1.6.1. Concept of Natural Hearing
1.1.6.2. Mechanism of Undisturbed Hearing 

1.2. Hearing Loss

1.2.1. Hearing Loss

1.2.1.1. Concept of Hearing Loss
1.2.1.2. Symptoms of Hearing Loss

1.2.2. Classification of Hearing Loss According to Where the Lesion is Located

1.2.2.1. Transmission or Conduction Hearing Loss
1.2.2.2. Perceptual or Sensorineural Hearing Losses

1.2.3. Classification of Hearing Loss according to the degree of Hearing Loss

1.2.3.1. Light or Mild Hearing Loss
1.2.3.2. Medium Hearing Loss
1.2.3.3. Severe Hearing Loss
1.2.3.4. Profound Hearing Loss

1.2.4. Classification of Hearing Loss according to Age of Onset

1.2.4.1. Prelocution Hearing Loss
1.2.4.2. Perlocution Hearing Loss
1.2.4.3. Postlocution Hearing Loss

1.2.5. Classification of Hearing Loss according to its Etiology

1.2.5.1. Accidental Hearing Loss
1.2.5.2. Hearing Loss due to the consumption of Ototoxic Substances
1.2.5.3. Genetic origin Hearing Loss
1.2.5.4. Other Possible Causes

1.2.6. Risk factors for Hearing Loss

1.2.6.1. Aging
1.2.6.2. Loud Noises 
1.2.6.3. Hereditary Factor
1.2.6.4. Recreational Sports
1.2.6.5. Others

1.2.7. Prevalence of Hearing Loss

1.2.7.1. Preliminary Considerations
1.2.7.2. Prevalence of Hearing Loss in the rest of the Countries

1.2.8. Comorbidity of Hearing Loss

1.2.8.1. Comorbidity in Hearing Loss
1.2.8.2. Associated Disorders

1.2.9. Comparison of the intensity of the most frequent Sounds

1.2.9.1. Sound Levels of frequent noises

1.2.10 Hearing Prevention

1.2.10.1. Preliminary Considerations
1.2.10.2. The Importance of Prevention
1.2.10.3. Preventive Methods for Hearing Care

1.3. Audiology and Audiometry
1.4. Hearing Aids

1.4.1. Preliminary Considerations
1.4.2. History of Hearing Aids
1.4.3. What are Hearing Aids? 

1.4.3.1. Concept of Hearing Aid
1.4.3.2. How does a Hearing Aid work?
1.4.3.3. Description of the Device

1.4.4. Hearing Aid fitting and fitting Requirements

1.4.4.1. Preliminary Considerations
1.4.4.2. Hearing Aid Fitting Requirements
1.4.4.3. How is a Hearing Aid fitted? 

1.4.5. When is it not advisable to fit a Hearing Aid?

1.4.5.1. Preliminary Considerations
1.4.5.2. Aspects that influence the Professional's Final Decision

1.4.6. The Success and Failure of Hearing Aid fitting

1.4.6.1. Factors influencing the success of Hearing Aid fitting
1.4.6.2. Factors influencing the failure of Hearing Aid fitting

1.4.7. Analysis of the Evidence on Effectiveness, Safety, and Ethical Aspects of the Hearing Aid

1.4.7.1. Hearing Aid Effectiveness
1.4.7.2. Hearing Aid Safety
1.4.7.3. Ethical Aspects of the Hearing Aid

1.4.8. Indications and Contraindications of Hearing Aids

1.4.8.1. Preliminary Considerations
1.4.8.2. Hearing Aid Indications
1.4.8.3. Hearing Aid Contraindications

1.4.9. Current Hearing Aid Models

1.4.9.1. IntroductionÇ
1.4.9.2. The different current Hearing Aid Models

1.4.10. Final Conclusions

1.5. Cochlear Implants

1.5.1. Introduction to Unit
1.5.2. History of Cochlear Implants
1.5.3. What are Cochlear Implants? 

1.5.3.1. Concept of Cochlear Implant
1.5.3.2. How does a Cochlear Implant work?
1.5.3.3. Description of the Device

1.5.4. Requirements for Cochlear Implant Placement

1.5.4.1. Preliminary Considerations
1.5.4.2. Physical Requirements to be met by the user
1.5.4.3. Psychological Requirements to be met by the user

1.5.5. Implementation of Cochlear Implant

1.5.5.1. The Surgery
1.5.5.2. Implant Programming
1.5.5.3. Professionals involved in the Surgery and in the Implant Programming

1.5.6. When Is It Not Advisable to Place a Cochlear Implant?

1.5.6.1. Preliminary Considerations
1.5.6.2. Aspects that influence the Professional's Final Decision

1.5.7. Success and Failure of Cochlear Implantation

1.5.7.1. Factors influencing the success of Cochlear Implant Placement
1.5.7.2. Factors Influencing Cochlear Implant Placement Failure

1.5.8. Analysis of the Evidence on Effectiveness, Safety, and Ethical Aspects of Cochlear Implants

1.5.8.1. Effectiveness of Cochlear Implants
1.5.8.2. Safety of Cochlear Implants
1.5.8.3. Ethical Aspects of Cochlear Implants

1.5.9. Indications and Contraindications of Cochlear Implants

1.5.9.1. Preliminary Considerations
1.5.9.2. Indications of Cochlear Implants
1.5.9.3. Contraindications of Cochlear Implants

1.5.10. Final Conclusions

1.6. Speech Therapy Evaluation instruments in Hearing Impairments

1.6.1. Introduction to Unit
1.6.2. Elements to take into account during the Evaluation

1.6.2.1. Level of Care
1.6.2.2. Imitation
1.6.2.3. Visual Perception
1.6.2.4. Mode of Communication
1.6.2.5. Hearing

1.6.2.5.1. Reaction to unexpected Sounds
1.6.2.5.2. Sound Detection What sounds do you hear? 
1.6.2.5.3. Identification and Recognition of Environmental and Speech Sounds

1.6.3. Audiometry and the Audiogram

1.6.3.1. Preliminary Considerations
1.6.3.2. Concept of Audiometry
1.6.3.3. Concept of Audiogram
1.6.3.4. The function of Audiometry and the Audiogram

1.6.4. First Part of the Assessment: Medical History

1.6.4.1. General Development of the Patient
1.6.4.2. Type and degree of Hearing Loss
1.6.4.3. Timing of onset of Hearing Loss
1.6.4.4. Existence of Associated Pathologies
1.6.4.5. Mode of Communication
1.6.4.6. Use or Absence of Hearing Aids

1.6.4.6.1. Date of Fitting
1.6.4.6.2. Other Aspects

1.6.5. Second Part of the Assessment: Otorhinolaryngologist and Prosthetist

1.6.5.1. Preliminary Considerations
1.6.5.2. Otolaryngologist's Report

1.6.5.2.1. Analysis of the Objective Tests
1.6.5.2.2. Analysis of the Subjective Tests

1.6.5.3. Prosthetist's Report

1.6.6. Second Part of the Assessment: Standardized Tests

1.6.6.1. Preliminary Considerations
1.6.6.2. Speech Audiometry

1.6.6.2.1. Ling Test
1.6.6.2.2. Name Test
1.6.6.2.3. Psychologist's Assessment Early Speech Perception Test (ESP)
1.6.6.2.4. Distinguishing Features Test
1.6.6.2.5. Vowel Identification Test
1.6.6.2.6. Consonant Identification Test
1.6.6.2.7. Monosyllable Recognition Test
1.6.6.2.8. Bisyllable Recognition Test
1.6.6.2.9. Phrase Recognition Test

1.6.6.2.9.1. Open-choice Sentence Test with Support
1.6.6.2.9.2. Test of Open-choice Sentences without Support 

1.6.6.3. Oral Language Test/Tests

1.6.6.3.1. PLON-R
1.6.6.3.2. Reynell Scale of Language Development
1.6.6.3.3. ITPA
1.6.6.3.4. ELCE
1.6.6.3.5. Monfort Induced Phonological Register
1.6.6.3.6. MacArthur
1.6.6.3.7. Boehm's Test of basic concepts
1.6.6.3.8. BLOC

1.6.7. Elements to be included in a Speech Therapy Report on Hearing Impairment

1.6.7.1. Preliminary Considerations
1.6.7.2. Important and Basic Elements
1.6.7.3. Importance of the Speech Therapy Report in Auditory Rehabilitation

1.6.8. Evaluation of the Hearing-Impaired child in the school context

1.6.8.1. Professionals to be Interviewed

1.6.8.1.1. Tutor
1.6.8.1.2. Professors
1.6.8.1.3. Hearing and Speech Teacher
1.6.8.1.4. Others

1.6.9. Early Detection

1.6.9.1. Preliminary Considerations
1.6.9.2. The importance of Early Diagnosis
1.6.9.3. Why is a Speech Therapy Evaluation more effective when the child is younger? 

1.6.10 Final Conclusions

1.7. Speech-language Pathologist's role in Hearing Impairment Intervention

1.7.1. Introduction to Unit

1.7.1.1. Methodological Approaches, according to Perier's classification (1987)
1.7.1.2. Oral Monolingual Methods
1.7.1.3. Bilingual Methods
1.7.1.4. Mixed Methods

1.7.2. Are there any differences between Rehabilitation after a Hearing Aid or Cochlear Implant?
1.7.3. Post-implant intervention in Prelingually Hearing-impaired children
1.7.4. Post-implant Intervention in Postlocution children

1.7.4.1. Introduction to Unit
1.7.4.2. Phases of Auditory Rehabilitation

1.7.4.2.1. Sound Detection Phase
1.7.4.2.2. Discrimination Phase
1.7.4.2.3. Identification Phase
1.7.4.2.4. Recognition Phase
1.7.4.2.5. Comprehension Phase

1.7.5. Useful Activities for Rehabilitation

1.7.5.1. Activities for the Detection Phase
1.7.5.2. Activities for the Discrimination Phase
1.7.5.3. Activities for the Identification Phase
1.7.5.4. Activities for the Recognition Phase
1.7.5.5. Activities for the Comprehension Phase

1.7.6. Role of the family in the Rehabilitation Process

1.7.6.1. Guidelines for families
1.7.6.2. Is the presence of the parents in the Sessions advisable? 

1.7.7. The Importance of an Interdisciplinary Team during the Intervention

1.7.7.1. Preliminary Considerations
1.7.7.2. Why the Interdisciplinary Team is so important
1.7.7.3. The Professionals involved in Rehabilitation

1.7.8. Strategies for the School Environment

1.7.8.1. Preliminary Considerations
1.7.8.2. Communication Strategies
1.7.8.3. Methodological Strategies
1.7.8.4. Strategies for Text Adaptation

1.7.9. Materials and Resources adapted to the Speech Therapy Intervention in Audiology

1.7.9.1. Self-made useful Materials
1.7.9.2. Commercially available Material
1.7.9.3. Useful Technological Resources

1.7.10 Final Conclusions

1.8. Bimodal Communication

1.8.1. Introduction to Unit
1.8.2. What does Bimodal Communication consist of?

1.8.2.1. Concept
1.8.2.2. Functions

1.8.3. Elements of Bimodal Communication

1.8.3.1. Preliminary Considerations
1.8.3.2. Elements of Bimodal Communication

1.8.3.2.1. Pantomimic Gestures
1.8.3.2.2. Elements of Sign Language
1.8.3.2.3. Natural Gestures
1.8.3.2.4. "Idiosyncratic" Gestures
1.8.3.2.5. Other Elements

1.8.4. Objectives and Advantages of the use of Bimodal Communication

1.8.4.1. Preliminary Considerations
1.8.4.2. Advantages of Bimodal Communication

1.8.4.2.1. Regarding the Word at the Reception
1.8.4.2.2. Regarding the Word in Expression

1.8.4.3. Advantages of Bimodal Communication over other Augmentative and Alternative Communication Systems

1.8.5. When should we consider using Bimodal Communication?

1.8.5.1. Preliminary Considerations
1.8.5.2. Factors to Consider
1.8.5.3. Professionals making the Decision
1.8.5.4. The Importance of the Role of the Family

1.8.6. The Facilitating Effect of Bimodal Communication

1.8.6.1. Preliminary Considerations
1.8.6.2. The Indirect Effect
1.8.6.3. The Direct Effect

1.8.7. Bimodal Communication in the different Language Areas

1.8.7.1. Preliminary Considerations
1.8.7.2. Bimodal Communication and Comprehension
1.8.7.3. Bimodal Communication and Expression

1.8.8. Forms of Implementation of Bimodal Communication
1.8.9. Programs aimed at learning and implementing the Bimodal System

1.8.9.1. Preliminary Considerations
1.8.9.2. Introduction to Bimodal Communication Supported by Click and NeoBook Authoring Tools
1.8.9.3. Bimodal 2000

1.8.10. Final Conclusions

1.9. The figure of the Interpreter of Sign Language (ILSE)

1.9.1. Introduction to Unit
1.9.2. History of Interpretation

1.9.2.1. History of Oral Language Interpreting
1.9.2.2. History of Sign Language Interpreting
1.9.2.3. Sign Language Interpreting as a Profession

1.9.3. The Interpreter of Sign Language (ILSE)

1.9.3.1. Concept
1.9.3.2. ILSE Professional Profile

1.9.3.2.1. Personal Characteristics
1.9.3.2.2. Intellectual Characteristics
1.9.3.2.3. Ethical Characteristics
1.9.3.2.4. General Knowledge

1.9.3.3. The Indispensable Role of the Sign Language Interpreter
1.9.3.4. Professionalism in Interpreting

1.9.4. Interpreting Methods

1.9.4.1. Characteristics of Interpreting
1.9.4.2. The purpose of Interpretation
1.9.4.3. Interpreting as a Communicative and Cultural Interaction
1.9.4.4. Types of Interpretation

1.9.4.4.1. Consecutive Interpretation
1.9.4.4.2. Simultaneous Interpretation
1.9.4.4.3. Interpreting in a telephone call
1.9.4.4.4. Interpreting Written Texts

1.9.5. Components of the Interpretation Process

1.9.5.1. Message
1.9.5.2. Perception
1.9.5.3. Linking Systems
1.9.5.4. Comprehension
1.9.5.5. Interpretation
1.9.5.6. Assessment
1.9.5.7. Human Resources Involved

1.9.6. List of the Elements of the Interpretation Mechanism

1.9.6.1. Moser's Hypothetical Model of Simultaneous Interpretation
1.9.6.2. Colonomos' Model of Interpreting Work
1.9.6.3. Cokely's Interpretation Process Model

1.9.7. Interpretation Techniques

1.9.7.1. Concentration and Attention
1.9.7.2. Memory
1.9.7.3. Note Taking
1.9.7.4. Verbal Fluency and Mental Agility
1.9.7.5. Resources for Lexical Building

1.9.8. ILSE Fields of Action

1.9.8.1. Services in General
1.9.8.2. Specific Services
1.9.8.3. Organization of ILS services in other European Countries

1.9.9. Ethical Standards

1.9.9.1. The ILSE Code of Ethics
1.9.9.2. Fundamental Principles
1.9.9.3. Other Ethical Principles

1.9.9. Sign Language Interpreter Associations

1.9.9.1. ILS Associations in Europe
1.9.9.2. ILS Associations in the rest of the World

It has a wide range of topics accessible in formats such as interactive summary or explanatory video to liven up your teaching"