Non-oral Communication Means II – Instituto Politécnico de Coimbra

Base Knowledge

Not applicable

Teaching Methodologies

Expository, demonstrative and active teaching, in groups.

Videos will be analyzed and discussed on the different themes addressed in the UC and articles and texts related to the Deaf (real testimonies) will be explored. The analysis of documents (articles, testimonies, among others) aims to provide the student with a more holistic and diversified view of the Deaf’s position in society and their needs.

Participation in practical activities and group discussions held in class will be valued, as well as group work.

Learning Results

– Know aspects related to the socialization of the Deaf in Portugal and in the World: from school life to professional life.

– To acquire knowledge about deafness and Portuguese Sign Language.

– To acquire skills to deal effectively with the Deaf population.

Program

– Presentation of the curricular unit and definition of evaluation dates and methodologies – 1h

– History of the Deaf in Portugal and in the World; 4h

– Fundamental aspects of the characterization of the deaf person; 6h

– Aspects on the socialization of the deaf: school life to adulthood; 6h

– Origin of Portuguese Sign Language and other visual languages; 4h

– Basic aspects of Portuguese Sign Language; 6h

– The Deaf person and Portuguese Sign Language; 4h

– The Deaf person and the Portuguese language; 3h

– Portuguese Language/Portuguese Sign Language/Portuguese Sign Language; 3h

– Strategies to facilitate communication with the deaf; 3h

– The Cochlear Implant and the deaf construct ; 3h

– Written assessment – 2h

Curricular Unit Teachers

Maria Ines Cardoso Araujo

Internship(s)

NAO

Bibliography

Priority:

Melo, M. L. (2005). A comunicação com o doente: Certezas e incógnitas. Loures: Lusociência

Monteiro, L. (2004). Tempo de mudança: Compreender a Surdez. Lisboa: Lions Clubes

Ornelas, S. G. & Albuquerque, A. (2014). Facilidade de comunicação entre ouvintes e surdos. Coimbra: Instituto Politécnico de Coimbra.

Serviço de Bioética e ética Médica. (2000). Perspetivas na integração da pessoa surda. Faculdade de Medicina do Porto. Coimbra: Gráfica de Coimbra

Sfez, L. (1991). A comunicação. Lisboa: Instituto Piaget, cop.

Ruela, A. (2000). O aluno surdo na escola regular: a importância do contexto familiar e escolar . Lisboa: Instituto de inovação Educacional

Secretariado Nacional para pessoas com deficiência. (1999). Gestuario: língua gestual portuguesa. Lisboa: Secretariado Nacional para a reabilitação e integração das pessoas com deficiência.

Recommended:

AFONSO, C. (2007). Reflexões sobre a surdez. Vila Nova de Gaia: Gailivro
BALTAZAR, A. (2010). Dicionário de Língua Gestual Portuguesa.Porto: Porto Editora
BENCH, J. (1992). Communication Skills in Hearing-impaired children. London: Whurr Publishers, 1992.
CARVALHO, P. (2007). Breve História dos Surdos no Mundo e em Portugal. Lisboa: Surd’Universo
COELHO, O. (2005). Perscrutar e Escutar a Surdez. Porto: Edições Afrontamento
DOWNING, J. (1999) – Teaching Communication Skills to students with Severe Disabilities. Baltimore: Paul H.
Brookes Publishing Co.
MARTINS, M. R. (1994). Para uma Gramática da Língua Gestual Portuguesa. Lisboa: Editorial Caminho.