HEPL

1st year lecture

First part: Concepts and theoretical concepts relating to the language pathologies: dysphasy, handicap, deaf, difficulties of language,...

Second part: Practical exercices (assessment, conclusion and paln of rehabilitation) concerning the language pathologies (case study)

First part: definitions of the language pathology - classifications - differential diagnosis - markers of deviance of dysphasy - development of language written - examination, assessment - rehabilitation - the parental guidance - teaching aspects.

Second part: on the basis of a few cases, to establish the conclusion of the assessment, the project of rehabilitation and to create and to use some material for the rehabilitation    

DE BROCA, A. Le développement de l'enfant: aspects neuro-psycho-sensoriels. Masson, 2002

MAZEAU, M. Conduite du bilan neuropsycholinguistique. Masson, 2003

GERARD, Ch-L. L'enfant dysphasique. De Boeck Université, 1993.

JUAREZ, A., MONFORT M. Savoir dire: un savoir faire. Manuel de guidance parentale. ENTHA ENDICIONES. 2003.

JUAREZ, A., MONFORT M. L'intervention dans les troubles graves de l'acquisition du langage et les dysphasies développementales. Ortho éditions. 1996.

Lectures (20h) and practical exercises (10h).

1^st year lecture

To recognize an auditory dysfunction and to be able to analyse it (transmissional and perceptional hearing loss ).

To learn the importance and the use of the different clinical audiometry tests that the student can apply during his clinical training courses.

To understand simple notions of children's acoumetry and audiometry. That will allow the future orthophonists to recognize and heaving loss in their patients.

1)Psychoacoustics :

• sound stimulus: nature and characteristics;
• sound frequency and loudness;
• tone;
• simultaneous sound auditory;
• subjective sounds;
• time's part;
• auditory orientation.

2)Auditory physiology :

• vibratory transmission of the sound wave;
• perceptional mechanisms in the inner ear;
• central auditiry processing
• brain auditory fonctions

3)Acoumetry : definition, bone conduction's mechanisms, tonal and vocal acoumetry.

4)Audiometry : tonal, vocal, children's audiometry, pathologic audiograms, central auditory processing.

PORTMANN, M.et C., Précis d’audiométrie clinique, Masson, Paris,1988.

LEGENT, F., BORDURE, Ph., CALAIS, C.et FERRI-LAUNAY, M-L., Manuel pratique des tests de l’audition, Masson, Paris, 1998.

LAFON J-C., Le test Phonétique et la mesure de l'audition, Centrex, Eindhoven, 1965.

GELIS C., Bases techniques et principes d’application de la prothèse auditive, Sauramps Médical, Paris, 1993.

Course of general psychology and genetic psychology of 1st year.

The course has as a general objective to make students aware of various theoretical currents (the American psychiatry, DSM-IV behaviourist, psychoanalytical..), to help them to distinguish these currents, according to the needs of the team in which he works.

At the end of this course, the student will be able to moderate and consider the concept of normality, to translate the various speeches met into psychopathology, to define and repeat the various psychics structures

Different current approaches in psychopathology, structures, neurosis, psychosis, perversions, child’s disorders according to the structure, teenager’s disorders

CARALP, Evelyne. Les maladies mentales nommées folie. Essentiel de Milan.

CORDIE, Anny. Les cancres n’existent pas. Le champ freudien, Seuil, 1993.

R. SAMACHER (Coordinateur) , Psychologie clinique et psychopathologie, Ed. BREAL 1998

audiovisual documents

Limbosch, N., Luminet-Jasinski, A., Dierkens-Dopchie, N. (1978). La dyslexie à l'école primaire. Dépistage et prévention. Bruxelles: édition de l'Université de Bruxelles

- Written examinations: 50%

- Continuous assessment: 50%

1st year lecture

The assessment of the oral language and the written language must allow to determine the causes of the disorders and, to do so, current research in cognitive psychology, in psycholinguistics and neuropsychology allow to make assumptions to understand dysfunctions and to establish a more precise treatment

Differential diagnosis.

Knowledge in relation with practice

Memory, Attention, psycholinguistics, assessment of the language, analysis and critics of tests and of oral language tests, differential diagnosis(dysphasy),  linguistic pathologies, written language, analysis and critics of tests and written language tests

Rondal, Piérart, Mazeau, Maillart, Estienne

Lectures (25h written language) and language (20h).

Good knowledge of French.

To carry out the logopedic examination of the written language. To identify the clinical signs of dyslexia and dysorthographia

To apply rehabilitation techniques and adapted exercises in order to prevent these disorders to appear when the child is young and to cure them when he is a child or a teenager..

Logopedic examination practice in reading, writing and orthography

Manifestations of dyslexia and rehabilitation of the disorders frequently met when learning to read is difficult

Clinical signs of dysorthographia and rehabilitation of the disorders frequently met.

ESTIENNE F., 1999, Méthode d’initiation à l’écrit, Paris, Masson.

ESTIENNE F., 2001, Exercices de manipulation du langage oral et écrit, Paris, Masson.

VAN HOUT A., ESTIENNE F., 2001, Les dyslexies. Décrire – Evaluer – Expliquer – Traiter, Paris, Masson.

ODEDYS Laboratoire Cogni-Sciences IUFM de Grenoble

1st year course: Psychomotricity

To understand the utility of psychomotricity as intervention medicum for speech or cognitive therapy; to acquire the necessary theoretical knowledge, to assess psychomotor skills and to build a psychomotor caring with speech therapy objectives.

Psychomotricity and speech therapy definitions; main types of movements; general and specific principles of the psychomotor development and the maturation; learning theories, according to Kefart, Galperrin, Maslow, Mc Lean, and follow up of the prerequisite skills; psychomotor disorders linked with language and cognition; psychomotor skills assessment generalities, examples and analysis ; laying functions in children; tutorials: search and presentation of psychomotor exercises, with the aim of treating language and cognition disorders.

DE LIEVRE, B., STAES, L. (2000). La psychomotricité au service de l'enfant, Ed. De Boeck & Belin, Bruxelles.

FAGARD, H. (2001). Le développement des habiletés chez l’enfant, CNRS Ed. Paris.

PAOLETTI, R. (2002). Education et motricité, Ed. De Boeck Université, Bruxelles.

Lectures (20h) and tutorials (10h).

Written examinations and practical works.

This course is linked to the course of anatomy (nervous system) of 1st year, the courses of psychomotricity (psychomotor development) and the courses dealing with the speech disorders of the child, disorder whose origin is medical.

To give the student medical aspects of speech disorders

Growth and development of the healthy child, pathological growth and development, anamnesis

GEUBELLE, F. Croissance et développement. Les presses universitaires, Liège.

Pediatric Clinics of North America : Learning Disorders (April 1984) n° 31 : 2.

Descriptive data analysis

Basis of inference statistics

In this continuation of the course, we want to make sensitive the students in the inadequacy of the parametric procedures for small-sized or non Gaussian samples.

Nonparametric procedures define alternative methods.

Dependence between to variables will be also approached.

Nonparametric procedures for comparison

✘    Mann-Whitney's test

✘    Wilcoxon's and Friedman's test

Correlation and regression

✘    PEARSON and SPEARMAN's coefficient

✘    KENDALL's concordance test

✘    COHEN's coefficient

1. Sheskin, D. Handbook of Parametric and Nonparametric Statistical Procedures, Edt. Chapman & Hall/CRC (fourth edition)
2. Dagnelie, P.  Statistique Théorique et Appliquée 1 et 2, Edt. de Boeck 2006
3. Valleron, A.-J. Abrégés. Statistique et probabilité, Edt. Masson, Paris 2001
4. D'Hainaut, L. Concepts et méthodes de la statistique, Edt. Labor, Bruxelles et Nathan, Paris 1975
5. Mercier, M. Biostatistique et Probabilités, Edt. Ellipses, 1996
6. Wonnacott T.H., Wonnacott R.J. Statistique, Edt. Economica, Paris, 1998
7. Bénazeth S., Boniface M., Demarquilly C., Lasserre V., Lemdani M. et  Nicolis I. Biomathématiques, Edt Masson, Paris 2004

Lectures and exercises of application with corrections and discussions.

None

At the end of the year, the student should be able to command a computer and use the software of speech therapy while keeping a critical mind.

Use alternative and augmentative communication

Structure and operation of a computer; basic command of hardware and software ( Word, Outlook Express and Internet). Experimentation, analysis and review of software applied to and intended for speech therapy ( Gerip ).

Alternative and augmentative communication

DELIRE J., Internet pour enseigner, Ed. Labor, 1999.

IDG Books. Word 2000 c’est simple. First Interactive.1999.

MARAN R., Poche Visuel Windows 98 et Internet. First Interactive, 1999.

ZANELLA, P ., LIGIER Y., Architecture et technologie des ordinateurs . Ed. Dunod, 1998.

Oral or/and written examinations

Apply an adjusted tracking down ( based on tests seen in the tests methodology course) ; establish a project of speak and language therapy ; propose therapies by using the technics and processes studied in the various lectures, boosting personnal research ( exercises and equipments) ; suscitate a thinking attitude at each abovementioned step.

Activities during training course ( tracking, diagnostic, education and re-education).

Patients taken over during the main training courses : children and adolescent attending specialised schools or ordinary schools suffering from development specific disorders.

In the order training courses, observation only adults and old persons having communications problems.

Training courses various institutions : schools with adapted education program – ordinary schools, infant schools, primary and secondary schools, guidance centres, PMS centres, day nurseries, hospitals, psychiatric and geriatric institutions…

see bibliography of the theoretical or practical lectures

.

Fieldwork

Collège National des Enseignements de Gériatrie. Corpus de gériatrie. Ed. 2002, Montmorency, France.

Lemaire, M. et Bherer, L. (2005). Psychologie du vieillissement, De Boeck Université, Bruxelles.

Michel & al (2005). Communictaion et démences, Solal, Marseille.

Rousseau, Th. (1998). Communication et maladie d'Alzheimer, Ortho-Edition, Isbergues

1st year lecture

To distinguish the minor language delay and the major acquisition disorders. To establish a guide for the assessment, the prevention and the speech treatment of the phonological and linguistic disorders.

Speech or phonological disorders

Language delay

Definitions, classification, description, etiology, assessment ant treatment

RONDAL, J.A. et XERON, X. Troubles du langage, bases théoriques, diagnostic et rééducation. Mardaga, Bruxelles et Liège, 2000.

ESTIENNE F. La rééducation du langage de l’enfant. Masson, Paris, 2002

Knowledge of the normal operation of the voice seen during the 1st year.

Study the voice pathology. At the end of the year, the student should be able to master the techniques of voice examination and re-education while being aware of the necessity of permanent practice.

Study of the voice, terminology and comprehension of the mechanism of dysphonia, different etiologies, symptomatology and different affections of the voice. The command of a few tools necessary to re-education will be tackled by considering the three standard steps : relaxation, respiration and speech.

Coulombeau,B., Dupessey,M.(2003).

A l'écoute des voix pathologiques

Estienne, F.(1998).

Voix parlée,voix chantée. Examen et thérapie

Heuillet-Martin,G.,Garson-Bavard,H., & Legré,A.(1995).

Une voix pour tous

Lectures (25h) and tutorials (10h).

None

To acquire the theoretical concepts concerned with the normal and pathological development of child’s arithmetic competences and to initiate the students with the practice of the tests evaluating these competences.

Theoretical concepts relating to the various fields constituting arithmetic competences (counting development, enumeration, logical operations, resolutions of additions and subtractions, etc...) like on the possible difficulties during the development of those.

Presentation of the tests and batteries logopedic evaluating these arithmetic competences.

Training of these batteries by the students.

FAYOL M., PIAGET J., GELMAN R., FUSON K., SERON X., PESENTI M., NOEL M.P., MELJAC C., Mc CLOSKEY M., SIEGEL L.S.

lectures (15h) and tutorials (15h)

Anatomy, physiology, pathology about phonation, ear, hearing, acoustic physical and practical works.

Child’s development.

Study of plural hearing pathology ( differences, likeness, deficiences, wealths ; comparison between deaf and hearing people).

To hear or not to hear ; two different worlds. Explanations.

Child’s hearing pathology ( diagnosis, pediatric audiology, BIAP referencies...).

Deafness’s consequences about child’s development ( language, communication, psychology ) and child’s environment.

Different therapeutic trends.

Central Auditory Processes ( diagnosis, remediation).

Différents articles concernant : surdité, anatomie et physiologie de l’oreille, audiologie pédiatrique, processus auditifs.

Lectures and visual aids.

McFARLAND,D.H.(2006).L'anatomie en orthophonie:parole, voix et déglutition.Paris: Editions Masson. THIBAULT,C.(2007).Orthophonie et oralité-La sphère oro-faciale de l'enfant.Paris:Editions Masso

"Language's origin and development"

Part 1: To approch concretely differents evaluation modes and technics of revalidation with patients IMC.

Part 2: To approach revalidation's problematic with mental retarded persons.

Partie 1: L'Infirmité Motrice Cérébrale

• Rappel théorique
• Conséquences du handicap au quotidien, vécu des personnes atteintes
• Techniques d'évaluation et de rééducation
• L'intervention multidisciplinaire

Partie 2: Le retard mental

• Classification
• Aspects cognitifs généraux
• Aspects langagiers
• Les services d'aide

RONDAL, J.-A. et SERON, X. (2003). Troubles du langage. Bases théoriques, diagnostic et rééducation. Mardaga, Liège.

To know and understand the specific differences of the senior person both from the physiological and the pathological points of view in order to cure correctly the patient.

To make students aware of the social, psychological and cognitive consequences of the ageing and pathologies of senior person, in order to develop a correct behaviour.

To discover the actions of the speechtherapist with senior persons; to be able to assess and cure adequately persons suffering from desorientation or from dementia; to develop adequate communication technics wich each specific patient.

Gerontology, geriatrics (BAECKE, A.) 15h.

 Definition, demography, biological and physiological aspects of senescence, physiological modifications of the cardiovascular and respiratory system when getting old, cardiovascular and respiratory pathologies of the senior person, functional involution of the locomotor and neurological system with the age, cancer and the senior person.

Exercises bound to the pathologies of the senior person: (ROBERT, N.) 30 h.

Semiology of the normal ageing ; rights and needs of the dependent elderly person ; Alzheimer dementia ; Parkinson disease ; cognitive and linguistic assessment of the elderly person ; testing exercises ; differential diagnosis ; evaluation of the quality of life; fundamental principles and examples of coverages; specific caring technics for persons with desorientation, demencia or Parkinson disease ; speechtherapies adapted to each specific senior person ; exercises preparing to probation periods in retirement homes ; search and presentation of adapted coverages.

MIAS, L., url "Gérontologie en institution": http://papidoc.chic-cm.fr/

LEMAIRE, P. & BHERER, L. (2005). Psychologie du vieillissement. De Boeck Université, Bruxelles.

VANDERHEYDEN, J.-E. & KENNES,B. (2009). La prise en charge des démences. De Boeck Université, Bruxelles.

MICHEL, B.F., VERDUREAU, F., COMBET, P. (2005). Communication et démence. Solal, Marseille.

VANDERHEYDEN, J.-E. & BOUILLIEZ, D.-J. (2007). Traiter le Parkinson. De Boeck Université, Bruxelles.

Monfort M., (2005),  Les troubles de la pragmatique chez l'enfant, Madrid, entha.

Rondal J., Seron X., (1999), Les troubles du langage, Bruxelles, Mardaga.

Brin F., Courrier C., Lederlé E. ,Masy V., (2004), Isbergues, Ortho Edition.

1st year lecture : « Anatomy, physiology et pathology of the organs of phonation, the hearing and the balance »

To give the students a global view of the problems met in the education and the rehabilitation of deaf patients and to approach the various techniques used in the logopedic treatment of the deaf children thanks to real examples (video films).

The deaf and the hearing child and the world of sounds - Parents and the premature diagnosis – Parents reactions during the education of the auditive deficient child - Effects of auditive deficiency on the development of the child – Early communication with the auditive deficient child – Overview of various methods of linguistic communication – Sensitive substitutions - Establishment of communication - The language education – Early education: comparison between the technical aspects of rehabilitation and the child’s spontaneous behaviours

LEPOT-FROMENT, C., CLEREBAUT N. L’enfant sourd - Communication et langage. De Boeck Université ; Bruxelles ; 1996

CHEVRIE-MULLER, Cl. et NARBONA, J. Le langage de l’enfant, aspects normaux et pathologiques. Masson, Paris, 1996.

RONDAL, J.A. et SERON, X. Troubles du langage, bases théoriques, diagnostic et rééducation. Mardaga, 1999.

DUMONT, A. Orthophonie et Surdité. Masson, 2008.

TRANSLER, C., LEYBAERT, J., GOMBERT J-E. L'acquisition du langage par l'enfant sourd. Les signes, l'oral et l'écrit. SOLAL 2005.

HAGE, C., CHARLIER, B., LEYBAERT, J. Compétences cognitives, linguistiques et sociales de l'enfant sourd. Pistes d'évaluation. Mardage, 2006.  

Lectures (20h) and tutorials (5h).

Assimilation and learning to use theoretical data connected to proposed practical adaptations.

Establish a detailed weighing up of the existing capacities and difficulties of the patients taken over during the training course and set up an dapted treatment project.

Suggest exercises and re-education support equipment.

Inform the students on the various populations encountered.

Introduction to the lectures and training courses, discussion of clinical cases based on supplied protocols and training courses cases, supporting proceedings to the various reading methods, exercises concerning oral language and speach, the written language, the preliminarily of the written language, the attention.

SILVESTRE DE SACY, CI., (1987), Bien lire et aimer lire, Paris: Ed.E.S.F.

VERBIEST, M., (1990), Aimer lire-Mieux lire, Province de Liège, Département: production de supports pédagogiques.

BERTRAND, R., (2003), Dysorthographie, Pratique de rééducation, Isbergues, France: Ortho Edition

Putting into action

Anatomy of the head and the neck.

To master functional orthodontics, tooth and face orthopedics to be able to ensure myofunctional rehabilitations within the framework of tooth and face orthodontics.

Bases anatomiques de la cavité buccale.

Morphologie de l’appareil masticateur.

Sémiologie orthodontique.

Etio-pathogénie des dysmorphoses dento-faciales fonctionnelles

Anatomical bases of the oral cavity. Morphology of the masticator system. Orthodontic semiology. Etio-pathogenesis of tooth and face functional dysmorphoses

None.

To acquire specific skills to carry out a these.

Definition, objectives and qualities of a these.

Different steps in realizing a these.

· the exploration of the project and the temporary title;

· the bibliography search: places of research, the investigation, standards, establishment of a personal file

· examination of the results of the bibliography search;

· the practical realization: the choice of the population, the experimentation, work method, analysis of the results

Writing the these

DORSELAER J. Méthodologie pour réaliser un travail de fin d’études. C.R.I.D., Bruxelles, 2002.

FAGNIERE J.P. Comment réussir un mémoire. Dunod, Paris, 2001. BEZIAT,F. et coll.(2006).Le Travail de fin d'études(2e éd.).Paris:Editions Estem.

Lectures (15h) and tutorials (15h).

Practical work. Oral examination.