Note from June 29, 2020
Although we do not yet know how long the social distancing related to the Covid-19 pandemic will last, and regardless of the changes that had to be made in the evaluation of the June 2020 session in relation to what is provided for in this learning unit description, new learnig unit evaluation methods may still be adopted by the teachers; details of these methods have been - or will be - communicated to the students by the teachers, as soon as possible.
Although we do not yet know how long the social distancing related to the Covid-19 pandemic will last, and regardless of the changes that had to be made in the evaluation of the June 2020 session in relation to what is provided for in this learning unit description, new learnig unit evaluation methods may still be adopted by the teachers; details of these methods have been - or will be - communicated to the students by the teachers, as soon as possible.
4 credits
30.0 h
Q2
Teacher(s)
Ghariani Sophie;
Language
French
Prerequisites
The prerequisite(s) for this Teaching Unit (Unité d’enseignement – UE) for the programmes/courses that offer this Teaching Unit are specified at the end of this sheet.
Main themes
I. Brain development
II. Neurological examination of the child
III. Acute Neurological Disorders
IV. Developmental Disorders
II. Neurological examination of the child
III. Acute Neurological Disorders
IV. Developmental Disorders
Aims
At the end of this learning unit, the student is able to : | |
| 1 |
At the end of the course, the student will have acquired the necessary knowledge (genetic, neurological and symptomatology bases) to understand how cerebral pathology affects cognitive, motor and language development. The student will also understand the information needed for neuropediatric assessment as a speech therapist. In the light of the learning outcomes framework, the course is aimed primarily at getting students to: A1. Master a knowledge base that helps to understand and explain: b) the normal and pathological development of language, communication and computation. D2. Interact and constructively collaborate with different actors involved in a given situation, integrate into a team and participate to its dynamics in learning situations. Second, this course aims to get students to: A2. Observe, analyze, model, criticize and interpret in an argumentative way: (B) A situation (relating to the normal and pathological development of language, communication and arithmetic) with reference to theories and research findings, methods and tools related to speech therapy, and based on knowledge from psychology, medicine and linguistics. B1. Critical evaluation of knowledge: (B) relating to normal and pathological functioning of a person in speech therapy. |
The contribution of this Teaching Unit to the development and command of the skills and learning outcomes of the programme(s) can be accessed at the end of this sheet, in the section entitled “Programmes/courses offering this Teaching Unit”.
Content
I. Brain development
II. Neurological examination of the child: outline and major syndromes
III. Acute neurological disorders: Epilepsy impact on cognition and language; headache and in this context, cerebral tumours with specific management; Abnormal movements: TICS and TOCS; Traumatic brain injury and impact on cognitive development and language
IV. Developmental disorders: (1) Global developmental delay; (2) Predominant motor disorder: Cerebral palsy and impact on cognitive development and language, swallowing disorders; Neuro-muscular diseases; Neurodegenerative diseases; Spina bifida; (3) Intellectual deficit: Genetic and environmental causes; Description of some genetic pathologies (X-fragile, Down syndrome, tuberous sclerosis, etc.) or of environmental origin; (4) Autistic Table
II. Neurological examination of the child: outline and major syndromes
III. Acute neurological disorders: Epilepsy impact on cognition and language; headache and in this context, cerebral tumours with specific management; Abnormal movements: TICS and TOCS; Traumatic brain injury and impact on cognitive development and language
IV. Developmental disorders: (1) Global developmental delay; (2) Predominant motor disorder: Cerebral palsy and impact on cognitive development and language, swallowing disorders; Neuro-muscular diseases; Neurodegenerative diseases; Spina bifida; (3) Intellectual deficit: Genetic and environmental causes; Description of some genetic pathologies (X-fragile, Down syndrome, tuberous sclerosis, etc.) or of environmental origin; (4) Autistic Table
Teaching methods
Lectures with illustrations (clinical vignettes and videos)
Faculty or entity
ELOG
