Conoce los últimos avances en Dysarthria”

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

La logopedia es una disciplina sanitaria que se encarga del estudio, prevención, valoración e intervención sobre los trastornos del habla, lenguaje y comunicación, así como de otras patologías asociadas. El logopeda, en su labor cotidiana, necesita de recursos amplios y actualizados para rentabilizar su intervención para intervenir sobre las peculiaridades del lenguaje y el habla en alumnos con este tipo de trastornos.

Al alumno le servirá para adquirir los conocimientos y los recursos necesarios para identificar, evaluar e intervenir en estos trastornos teniendo en cuenta la dimensión social, familiar y emocional que envuelve a logopatías derivadas de estos trastornos tan visibles.
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.

Este Postgraduate certificate ofrece una visión general de las bases y fundamentos anatómicos y fisiológicos así como de los principios de la intervención logopédica. Se establecen las competencias que el logopeda ha de desarrollar como guía de estos alumnos pero también en el ámbito tecnológico y en recursos específicos como sistemas de acceso si son necesarios. También, unido a este carácter técnico, la competencia psicológica y de manejo emocional es tratada en este tipo de trastornos de manera que las terapias sean multidireccionales y efectivas.

Hace un repaso de conceptos clave cuando hablamos de logopedia y de aspectos tanto prelingüísticos como periféricos, ofreciendo propuestas para la mejora de las sesiones, clases y procesos reeducadores, desde el punto de vista de una logopedia 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 sólo desde el punto de vista perceptivo-motor y comunicativo sino también a nivel psicosocial.

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

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

• Desarrollo de numerosos casos prácticos presentados por expertos en Dysarthria.
• 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.
• Novedades sobre la Dysarthria . Contiene ejercicios prácticos donde realizar el proceso de autoevaluación para mejorar el aprendizaje.
• Con especial hincapié en metodologías innovadoras en Dysarthria.
• Disponibilidad de los contenidos desde cualquier dispositivo fijo o portátil con conexión a internet.

Este Postgraduate certificate puede ser 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 Dysarthria, obtendrás un título de Postgraduate certificate por la mayor Universidad Digital del mundo, TECH”

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

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

El diseño de este programa está basado 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 a lo largo del Postgraduate certificate. Para ello, el profesional contará con la ayuda de un novedoso sistema de vídeo interactivo realizado por reconocidos expertos en el campo de Dysarthria y con gran experiencia docente.

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 Dysarthria y mejorar la atención a tus alumnos”

The syllabus of this Postgraduate certificate is made up of 1 module through which the student will improve their skills in the treatment of Dysarthria in children and adolescents. Furthermore, the didactic materials that they will access during the duration of this program are available in a wide range of textual and multimedia supports. This fact, added to the 100% online methodology provided by this program, will promote a detailed learning process that is completely adapted to the needs of each student.

The Postgraduate certificate in Dysarthria has an innovative Relearning method that will allow you to learn at your own pace"

Module 1. Dysarthria in Children and Adolescents 

1.1. Initial Considerations 

1.1.1. Introduction to the Module 

1.1.1.1. Module Presentation 

1.1.2. Module Objectives
1.1.3. History of Dysarthrias 
1.1.4. Prognosis of Dysarthrias in Infantile and Juvenile Ages

1.1.4.1. The Prognosis of Child Development in children with Dysarthrias 

1.1.4.1.1. Language Development in Children with Dysarthria 
1.1.4.1.2. Speech Development in Children with Dysarthria 

1.1.5. Early Care in Dysarthria 

1.1.5.1. What is Early Care? 
1.1.5.2. How does Early Care Help Dysarthria? 
1.1.5.3. The importance of Early Care in Dysarthria Intervention 

1.1.6. Prevention of Dysarthria 

1.1.6.1. How Can it be Prevented? 
1.1.6.2. Are there any Prevention Programs? 

1.1.7. Neurology in Dysarthria 

1.1.7.1. Neurological Implications in Dysarthria 

1.1.7.1.1. Cranial Nerves and Speech Production 
1.1.7.1.2. Cranial Nerves Involved in Phonorespiratory Coordination 
1.1.7.1.3. Motor Integration of the Brain related to Speech 

1.1.8. Dysarthria vs. Apraxia 

1.1.8.1. Introduction to Unit 
1.1.8.2. Apraxia of Speech 

1.1.8.2.1. Concept of Verbal Apraxia 
1.1.8.2.2. Characteristics of Verbal Apraxia 

1.1.8.3. Difference between Dysarthria and Verbal Apraxia 

1.1.8.3.1. Classification Table 

1.1.8.4. Relationship Between Dysarthria and Verbal Apraxia 

1.1.8.4.1. Is there a relationship between both Disorders? 
1.1.8.4.2. Similarities between both Disorders 

1.1.9. Dysarthria and Dyslalia 

1.1.9.1. What are Dyslalias? (Short Review) 
1.1.9.2. Difference between Dysarthria and Dyslalias 
1.1.9.3. Similarities between both Disorders 

1.1.10. Aphasia and Dysarthria 

1.1.10.1. What is Aphasia? (In Brief) 
1.1.10.2. Difference between Dysarthria and Infantile Aphasia 
1.1.10.3. Similarities between Dysarthria and Infantile Aphasia 

1.2. General Characteristics of Dysarthria 

1.2.1. Conceptualization

1.2.1.1. Concept of Dysarthria 
1.2.1.2. Symptomatology of Dysarthrias 

1.2.2. General Characteristics of Dysarthrias
1.2.3. Classification of Dysarthrias according to the site of the Lesion Caused

1.2.3.1. Dysarthria due to Disorders of the Upper Motor Neuron 

1.2.3.1.1. Speech Characteristics 
1.2.3.1.2. Dysarthria due to Lower Motor Neuron Disorders 

1.2.3.1.2.1. Speech Characteristics 

1.2.3.1.3. Dysarthria due to Cerebellar Disorders 

1.2.3.1.3.1. Speech Characteristics 

1.2.3.1.4. Dysarthria due to Extrapyramidal Disorders 

1.2.3.1.4.1. Speech Characteristics 

1.2.3.1.5. Dysarthria due to Disorders of Multiple Motor Systems

1.2.3.1.5.1. Speech Characteristics 

1.2.4. Classification according to Symptoms 

1.2.4.1. Spastic Dysarthria 

1.2.4.1.1. Speech Characteristics 

1.2.4.2. Flaccid Dysarthria 

1.2.4.2.1. Speech Characteristics 

1.2.4.3. Ataxic Dysarthria 

1.2.4.3.1. Speech Characteristics 

1.2.4.4. Dyskinetic Dysarthria 

1.2.4.4.1. Speech Characteristics 

1.2.4.5. Mixed Dysarthria 

1.2.4.5.1. Speech Characteristics 

1.2.4.6. Spastic Dysarthria 

1.2.4.6.1. Speech Characteristics 

1.2.5. Classification according to the Articulatory Intake 

1.2.5.1. Generalized Dysarthria 
1.2.5.2. Dysarthric State 
1.2.5.3. Dysarthric Remnants 

1.2.6. Etiology of Dysarthria in Children and Adolescents 

1.2.6.1. Brain Lesion 
1.2.6.2. Brain Tumor 
1.2.6.3. Brain Tumor 
1.2.6.4. Cerebral Accident 
1.2.6.5. Other Causes 
1.2.6.6. Medication 

1.2.7. Prevalence of Dysarthria in Children and Adolescents

1.2.7.1. Current Prevalence of Dysarthria 
1.2.7.2. Changes in Prevalence over the years 

1.2.8. Language Characteristics in Dysarthria 

1.2.8.1. Are there Language difficulties in children with Dysarthria? 
1.2.8.2. Characteristics of the Alterations 

1.2.9. Speech Characteristics in Dysarthria 

1.2.9.1. Are there Language Abnormalities in Children with Dysarthria?
1.2.9.2. Characteristics of the Alterations

1.2.10 Semiology of Dysarthria 

1.2.10.1. How to detect Dysarthria? 
1.2.10.2. Relevant Signs and Symptoms of Dysarthria 

1.3. Classification of Dysarthria 

1.3.1. Other Disorders in Children with Dysarthria 

1.3.1.1. Motor Disturbances 
1.3.1.2. Physiological Alterations 
1.3.1.3. Communicative Disturbances 
1.3.1.4. Alterations in Social Relations 

1.3.2. Infantile Cerebral Palsy 

1.3.2.1. Concept of Cerebral Palsy
1.3.2.2. Dysarthria in Infantile Cerebral Palsy

1.3.2.2.1. Consequences of Dysarthria in Acquired Brain Injury 

1.3.2.3. Dysphagia 

1.3.2.3.1. Concept of Dysphagia 
1.3.2.3.2. Dysarthria in relation to Dysphagia 
1.3.2.3.3. Consequences of Dysarthria in Acquired Brain Injury 

1.3.3. Acquired Brain Injury 

1.3.3.1. Concept of Acquired Brain Injury 
1.3.3.2. Dysarthria in Relation to Acquired Brain Injury 

1.3.3.2.1. Consequences of Dysarthria in Acquired Brain Injury 

1.3.4. Multiple Sclerosis 

1.3.4.1. Concept of Multiple Sclerosis 
1.3.4.2. Dysarthria in Multiple Sclerosis 

1.3.4.2.1. Consequences of Dysarthria in Acquired Brain Injury

1.3.5. Acquired Brain Injury in Children 

1.3.5.1. Concept of Acquired Brain Injury in children 
1.3.5.2. Dysarthria in Infantile Acquired Brain Injury 

1.3.5.2.1. Consequences of Dysarthria in Acquired Brain Injury 

1.3.6. Psychological Consequences in Dysarthric children 

1.3.6.1. How does Dysarthria Affect the Psychological Development of the Child? 
1.3.6.2. Psychological Aspects Affected 

1.3.7. Social Consequences in Dysarthric children 

1.3.7.1. Does it Affect the Social Development of Dysarthric Children? 

1.3.8. Consequences on Communicative Interactions in Dysarthric children 

1.3.8.1. How does Dysarthria affect Communication? 
1.3.8.2. Communicative Aspects Affected 

1.3.9. Social Consequences in Dysarthric children

1.3.9.1. How does Dysarthria affect Social Relationships?

1.3.10. Economic Consequences 

1.3.10.1. Professional Intervention and the economic cost to the family 

1.4. Other Classifications of Dysarthria in infantile and juvenile ages 

1.4.1. Speech Therapy Evaluation and its Importance in Children with Dysarthria 

1.4.1.1. Why Should the Speech Therapist Evaluate Cases of Dysarthria? 
1.4.1.2. Why Should the Speech Therapist Evaluate Cases of Dysarthria? 

1.4.2. Clinical Speech Therapy Evaluation 
1.4.3. Evaluation and Diagnostic process 

1.4.3.1. Medical History 
1.4.3.2. Document Analysis
1.4.3.3. Interviewing Family Members 

1.4.4. Direct Exploration 

1.4.4.1. Neurophysiological Examination 
1.4.4.2. Exploration of the Trigeminal Nerve 
1.4.4.3. Exploration of the Accessory Nerve 
1.4.4.4. Examination of the Glossopharyngeal Nerve 
1.4.4.5. Examination of the Facial Nerve 

1.4.4.5.1. Exploration of the Hypoglossal Nerve 
1.4.4.5.2. Exploration of the Accessory Nerve 

1.4.5. Perceptual Exploration 

1.4.5.1. Breathing Exploration 
1.4.5.2. Resonance 
1.4.5.3. Oral Motor Control 
1.4.5.4. Articulation 

1.4.6. Other Aspects to be Evaluated 

1.4.6.1. Intelligibility 
1.4.6.2. Automatic Speech 
1.4.6.3. Reading 
1.4.6.4. Prosody 
1.4.6.5. Intelligibility/severity Scan 

1.4.7. Assessment of the Dysarthric child in the family context 

1.4.7.1. Persons to be interviewed for the evaluation of the family context 
1.4.7.2. Relevant aspects in the interview 

1.4.7.2.1. Some Important Questions to Ask in the Family Interview

1.4.7.3. Importance of the evaluation in the family context 

1.4.8. Evaluation of the Dysarthric child in the school context 

1.4.8.1. Professionals to Interview in the School Context 

1.4.8.1.1. The Tutor 
1.4.8.1.2. The Hearing and Language Teacher 
1.4.8.1.3. The School Counselor 

1.4.8.2. The Importance of School Assessment in Children with Dysarthria

1.4.9. Assessment of Dysarthric children by other health professionals 

1.4.9.1. The Importance of Joint Assessment 
1.4.9.2. Neurological Evaluation 
1.4.9.3. Physiotherapeutic Evaluation 
1.4.9.4. Otolaryngological Assessment 
1.4.9.5. Psychological Assessment

1.4.10. Differential Diagnosis 

1.4.10.1. How to make the Differential Diagnosis in Children with Dysarthria? 
1.4.10.2. Considerations in Establishing the Differential Diagnosis 

1.5. Characteristics of Dysarthrias 

1.5.1. The Importance of Intervention in Juvenile Dysarthria 

1.5.1.1. Consequences in Children affected by Dysarthria 
1.5.1.2. Evolution of Dysarthria through Intervention 

1.5.2. Goals of Intervention for Children with Dysarthria 

1.5.2.1. General Goals in Dysarthria 

1.5.2.1.1. Psychological Goals 
1.5.2.1.2. Motor Goals 

1.5.3. Intervention Methods 
1.5.4. Steps to be carried out during the Intervention 

1.5.4.1. Agree on the Intervention Model
1.5.4.2. Establish the Sequencing and timing of the Intervention

1.5.5. The child as the Main Subject during the Intervention 

1.5.5.1. Supporting the child's skills in Intervention 

1.5.6. General Intervention Considerations 

1.5.6.1. The importance of motivational involvement in Intervention 
1.5.6.2. Affectivity during the Intervention 

1.5.7. Proposal of Activities for Speech Therapy Intervention 

1.5.7.1. Psychological Activities 
1.5.7.2. Motor Activities 

1.5.8. The importance of the joint rehabilitation process 

1.5.8.1. Professionals involved in Dysarthrias 

1.5.8.1.1. Physiotherapist 
1.5.8.1.2. Psychologist 

1.5.9. Alternative and Augmentative Communication Systems as Support for Intervention 

1.5.9.1. How can These Systems Help Intervention with Children with Dysarthria? 
1.5.9.2. Choice of system type: Augmentative or Alternative? 
1.5.9.3. Settings in Which its Use will be Established 

1.5.10. How to Establish the end of Treatment?

1.5.10.1. Criteria for Indicating the end of Rehabilitation 
1.5.10.2. Fulfillment of Rehabilitation Objectives 

1.6. Evaluation of Dysarthrias 

1.6.1. Speech Therapy Interventions in Dysarthrias 

1.6.1.1. Importance of Speech Therapy Intervention in Child and Adolescent Dysarthrias 
1.6.1.2. What does Speech Therapy Intervention in Dysarthria consist of? 
1.6.1.3. Objectives of the Speech Therapy Intervention 

1.6.1.3.1. General Objectives of the Speech Therapy Intervention Program 
1.6.1.3.2. Specific Objectives of the Speech Therapy Intervention Program 

1.6.2. Swallowing Therapy in Dysarthria 

1.6.2.1. Swallowing Difficulties in Cases of Dysarthria 
1.6.2.2. What does Swallowing Therapy consist of? 
1.6.2.3. Importance of the Therapy 

1.6.3. Postural and Body Therapy in Dysarthria 

1.6.3.1. Body Posture Difficulties in Cases of Dysarthria 
1.6.3.2. What does Postural and Body Therapy consist of? 
1.6.3.3. The Importance of Therapy 

1.6.4. Orofacial Therapy in Dysarthria 

1.6.4.1. Orofacial Difficulties in Cases of Dysarthria 
1.6.4.2. What does Orofacial Therapy consist of? 
1.6.4.3. The Importance of Therapy 

1.6.5. Breathing Therapy and Phonorespiratory Coordination in Dysarthria 

1.6.5.1. Difficulties in Phonorespiratory Coordination in Cases of Dysarthria 
1.6.5.2. What does Therapy consist of? 
1.6.5.3. The Importance of Therapy 

1.6.6. Articulation Therapy in Dysarthria 

1.6.6.1. Articulation Difficulties in Cases of Dysarthria 
1.6.6.2. What does Therapy consist of? 
1.6.6.3. The Importance of Therapy 

1.6.7. Phonator Therapy in Dysarthria 

1.6.7.1. Phonatory Difficulties in Cases of Dysarthria 
1.6.7.2. What does Therapy consist of? 
1.6.7.3. The Importance of Therapy 

1.6.8. Resonance Therapy in Dysarthria 

1.6.8.1. Difficulties in Resonance in Cases of Dysarthria 
1.6.8.2. What does Therapy consist of? 
1.6.8.3. The Importance of Therapy 

1.6.9. Vocal Therapy in Dysarthria

1.6.9.1. Difficulties in Voice in Cases of Dysarthria 
1.6.9.2. What does Therapy consist of? 
1.6.9.3. The Importance of Therapy 

1.6.10 Prosody and Fluency Therapy 

1.6.10.1. Difficulties in Prosody and Fluency in Cases of Dysarthria 
1.6.10.2. What does Therapy consist of? 
1.6.10.3. The Importance of Therapy 

1.7. Speech Therapy exploration in Dysarthrias 

1.7.1. Introduction 

1.7.1.1. Importance of Developing a Speech Therapy Intervention Program for a Child with Dysarthria 

1.7.2. Initial Considerations for the Development of a Speech-Language Intervention Program 

1.7.2.1. Characteristics of Dysarthric children

1.7.3. Decisions for the planning of Speech Therapy Intervention 

1.7.3.1. Method of Intervention to be performed 
1.7.3.2. Consensus for the Sequencing of the Intervention sessions: aspects to consider 

1.7.3.2.1. Chronological Age 
1.7.3.2.2. The child's Extracurricular Activities 
1.7.3.2.3. Schedules 

1.7.3.3. Establishing lines of Intervention 

1.7.4. Objectives of the Speech Therapy Intervention Program for Dysarthria 

1.7.4.1. General Objectives of the Speech Therapy Intervention Program
1.7.4.2. Specific Objectives of the Speech Therapy Intervention Program 

1.7.5. Areas of Speech Therapy Intervention in Dysarthria and Proposed Activities 

1.7.5.1. Orofacial 
1.7.5.2. Voice 
1.7.5.3. Prosody 
1.7.5.4. Speech 
1.7.5.5. Language 
1.7.5.6. Breathing 

1.7.6. Materials and Resources for Speech Therapy Intervention 

1.7.6.1. Proposal of Materials on the market for use in Speech Therapy Intervention with an outline of the Material and its uses 
1.7.6.2. Images of the Materials previously proposed 

1.7.7. Technological resources and didactic materials for Speech Therapy Intervention 

1.7.7.1. Software Programs for Intervention 

1.7.7.1.1. PRAAT Program 

1.7.8. Intervention Methods for Intervention in Dysarthria Intervention 

1.7.8.1. Types of Intervention Methods 

1.7.8.1.1. Medical Methods 
1.7.8.1.2. Clinical Intervention Methods 
1.7.8.1.3. Instrumental Methods 
1.7.8.1.4. Pragmatic Methods 
1.7.8.1.5. Behavioral-Logopedic Methods 

1.7.8.2. Choice of the appropriate Method of Intervention for the case

1.7.9. Techniques of Speech Therapy Intervention and Proposed Activities 

1.7.9.1 Breathing 

1.7.9.1.1. Proposed Activities 

1.7.9.2. Phonation 

1.7.9.2.1. Proposed Activities 

1.7.9.3. Articulation 

1.7.9.3.1. Proposed Activities 

1.7.9.4. Resonance 

1.7.9.4.1. Proposed Activities 

1.7.9.5. Speech Rate 

1.7.9.5.1. Proposed Activities 

1.7.9.6. Accent and Intonation 

1.7.9.6.1. Proposed Activities 

1.7.10 Alternative and/or Augmentative Communication Systems as a Method of Intervention in Cases of Dysarthria 

1.7.10.1. What are AACS?
1.7.10.2. How can AACS Help Intervention with Children with Dysarthria?
1.7.10.3. How can AACS Help Communication with Children with Dysarthria?
1.7.10.4. Choosing a System Method According to the Child's Needs

1.7.10.4.1. Considerations for establishing a Communication System 

1.7.10.5. How To Use Communication Systems in Different Child Development Settings? 

1.8. Speech Therapy Interventions in Dysarthrias 

1.8.1. Introduction to the unit in the Development of the Dysarthric child 
1.8.2. The Consequences of the Dysarthric child in the family context

1.8.2.1. How is the child Affected by Difficulties in the Home Environment? 

1.8.3. Communication Difficulties in the Dysarthric child's Home Environment

1.8.3.1. What Barriers do they Encounter in the Home Environment? 

1.8.4. The Importance of Professional Intervention in the Family Environment and the Family-centered Intervention Model 

1.8.4.1. The Importance of the Family in the Development of the Dysarthric Child 
1.8.4.2. How to Carry Out Family-centered Intervention in Cases of Dysarthric Children?

1.8.5. Family Integration in Speech Therapy and School Intervention for Children With Dysarthria 

1.8.5.1. Aspects to consider in order to integrate the family in the Intervention 

1.8.6. Benefits of integrating the family in the Professional and School Intervention 

1.8.6.1. Coordination with Health Professionals and the benefits 
1.8.6.2. Coordination with Educational Professionals and the benefits 

1.8.7. Advice for the Family Environment 

1.8.7.1. Tips to facilitate oral Communication in the Dysarthric child 
1.8.7.2. Guidelines for the Relationship at home with the Dysarthric child 

1.8.8. Psychological Support for the family

1.8.8.1. Psychological Implications in the family with cases of children with Dysarthria
1.8.8.2. Why Provide Psychological Support?

1.8.9. The Family as a Means of Generalization in Learning 

1.8.9.1. The Importance of the Family for the Generalization in Learning 
1.8.9.2. How can the family support the child's Learning? 

1.8.10. Communication with the Child with Dysarthria 

1.8.10.1. Communication Strategies in the Home Environment 
1.8.10.2. Tips for better Communication 

1.8.10.2.1. Changes in the Environment 
1.8.10.2.2. Alternatives to Oral Communication 

1.9. Proposal of Exercise for Speech Therapy Intervention in Dysarthria 

1.9.1. Introduction to Unit 

1.9.1.1. The Period of Childhood Schooling in Relation to the Prevalence of Infantile Adolescent Dysarthria 

1.9.2. The Importance of the involvement of the school during the Intervention period 

1.9.2.1. The school as a means of Development of the Dysarthric child 
1.9.2.2. The influence of the School on Child Development 

1.9.3. School supports, who offers support to the child at school and how? 

1.9.3.1. The Hearing and Language Teacher 
1.9.3.2. The Guidance Counselor 

1.9.4. Coordination of the Rehabilitation Professionals with the Education Professionals 

1.9.4.1. Who to coordinate with? 
1.9.4.2. Steps for coordination 

1.9.5. Consequences in the Dysarthric Child's Classroom 

1.9.5.1. Psychological Consequences in the Dysarthric Child 
1.9.5.2. Communication with Classmates 

1.9.6. Intervention According to the Student's Needs 

1.9.6.1. Importance of Taking Into Account the Needs of the Student with Dysarthria 
1.9.6.2. How to Establish the Needs of the Student?
1.9.6.3. Participants in the Development of the Learner's needs 

1.9.7. Orientations 

1.9.7.1. Guidelines for the School for Intervention with the Child with Dysarthria 

1.9.8. Objectives of the Educational Center 

1.9.8.1. General Objectives of School Intervention 
1.9.8.2. Strategies to Achieve the Objectives 

1.9.9. Intervention Methods in the Classroom of Strategies to Promote Child Integration
1.9.10. The use of AACs in the classroom to Promote Communication

1.9.10.1. How can AACs help in the classroom with the Dysarthric Student? 

1.10. Annexes 

Take this program to enjoy the most updated didactic resources on the academic market in the management of Dysarthria, available in several textual and multimedia supports"