You will learn to perform, thanks to this qualification, the best activities to ensure the auditory rehabilitation of the child who has recently been fitted with a hearing aid"

Early language acquisition can be significantly affected by Hearing Impairment, since Hearing Impairment is a major barrier to a child's cognitive development. Because of this, in recent years, new therapies have emerged aimed at enhancing the useful auditory remains and favoring a learning process that places the child at a similar pace to the rest of his peers in the school environment. Given the advantages offered by these new methods in improving the quality of life and teaching, professionals in the education sector are obliged to manage their use to ensure the welfare of the youngest children. 

That is why TECH has created the Postgraduate certificate in Hearing Impairment, with which the student will adopt the most updated skills in this field to improve their dealings with children suffering from various disorders of this caliber. During 150 hours of intensive learning, the student will handle the most efficient assessment and diagnostic instruments to detect a possible Hearing Impairment and will master each of the existing phases in the intervention of the same. Likewise, they will acquire certain notions of sign language to communicate with patients with a very high hearing loss. 

This academic program has a 100% online methodology, which will enable the student to achieve excellent learning without the need to travel to a study center. Additionally, access to didactic content in a wide variety of textual and multimedia formats will guarantee an individualized, comfortable and adapted training to the academic needs of each student.

Improve your treatment with children who suffer from different types of Hearing Impairment and position yourself as a relevant professional in this area"

This Postgraduate certificate in Hearing Impairment contains the most complete and up-to-date educational program on the market. The most important features include:

• The development of practical cases presented by experts in Speech Therapy, familiar with the treatment of patients suffering from some type of Hearing Impairment
• The graphic, schematic and eminently practical contents with which it is conceived provide excellent practical information on those disciplines that are essential for professional practice
• The practical exercises where the self-evaluation process can be carried out to improve learning
• Its special emphasis on innovative methodologies
• Theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection assignments
• Content that is accessible from any fixed or portable device with an Internet connection 

This Postgraduate certificate will provide you with didactic contents, developed by speech therapists, that will be completely applicable in your daily professional life"

The program’s teaching staff includes professionals from the sector who contribute their work experience to this educational program, as well as renowned specialists from leading societies and prestigious universities. 

Its multimedia content, developed with the latest educational technology, will allow the professional a situated and contextual learning, that is, a simulated environment that will provide an immersive training programmed to train in real situations. 

The design of this program focuses on Problem Based Learning, through which the professional must try to solve the different situations of professional practice that arise throughout the academic course. For this purpose students will be assisted by an innovative interactive video system developed by renowned experts. 

Master the most sophisticated methods of assessment and diagnosis of possible hearing loss through this program"

Enjoy a 100% online teaching that will enable you to achieve effective learning without neglecting your daily chores"

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"