Course Topics
- Communication, forms of communication, communication functions and contents - Communication specifics and autism spectrum disorders in the bio-psycho-social perspective of the ICF - Importance of augmentative and alternative communication (AAC) and forms of communication in the context of inclusive primary school practice: physical, non-electronic and electronic aids and the importance for communication in peer groups and for friendships, in the educational relationship with adults and in relation to curricular participation - Initiation and promotion of the AAC with individual children and in the whole class through rituals and routines, modelling, visual aids for learning and non-verbal problem solving, technical communication aids in relation to inclusion-related quality requirements. - Structuring systems and spatial design of the learning environment

Propaedeutic courses
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Teaching format
Classroom teaching, development of theoretical content with frequent and systematic activities related to project-based and operational teaching practice carried out in small groups, analysis of case studies, practical exercises in the production of non-verbal communication materials.

Educational objectives
Reflective knowledge of socialisation conditions, communication and learning, with reference to autism spectrum disorders in children. This includes the ability to develop, realise and reflect on inclusion-oriented primary school educational and didactic strategies. Knowledge and understanding: Knowledge of the strategies and media of non-verbal communication in relation to autism spectrum disorders with children in inclusive primary school classes. Application of knowledge and understanding: Ability to reflect on AAC concepts and procedures in relation to their possible applications in inclusive primary schools and in teaching under inclusion-related quality requirements. Judgement: Ability to critically reflect on tools and applications of AAC on a case-by-case basis under the aspects of participation. Communication: Ability to reflect on action strategies and tools of AAC in the school on a team basis. Learning strategies: Skills for independent research, combined with the ability to relate acquired knowledge to cases and situations and to be able to reflect on it in terms of teamwork and (collegial) counselling.

Additional educational objectives and learning outcomes
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Assessment
Oral examination to check understanding and critical evaluation of the practical application of the course content.

Evaluation criteria
The following will be considered and assessed in the oral examination: Knowledge and understanding of the topics covered (20%) Ability to apply the knowledge (20%) Independent judgement and critical thinking (20%) Transfer of the acquired knowledge to practical contexts (40%)

Required readings

Schulratgeber Autismus-Spektrum - Ein Leitfaden für LehrerInnen, Brita Schirmer, 2016

Supplementary readings

Modelling in supported communication: a practical book for parents, educational professionals, therapists and interested parties, Claudio Castañeda, Nina Fröhlich, Monika Waigand, 2017,

Visuelle Hilfen - Verstehen Unterstützen, Claudio Castañeda, Monika Waigand, UK-Couch.

https://uk-couch.de/download-kategorie/uk-ideenkiste/

Further information
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