Fluency Disorders

The studies are based on the concept of personalized learning that promotes active student position and participation in the learning process. Students gain knowledge of the concept of fluency disorders, theories of origin, causes, interactions between the environmental and inherent factors, symptoms of stuttering and cluttering, strategies for fluency shaping and stuttering modification. Students will acquire skills of assessment of people with fluency disorders, counselling of their family members, will be able to apply various speech therapy techniques in children and adults with fluency disorders. During workshops, organised in education institutions and those, where educational support is provided, students will learn to solve real practical problems.

To enable students to acquire knowledge about the origin of stuttering and clattering, the causes, the interaction of the environment and innate factors, the signs of stuttering and clattering, and the systematic assessment of fluent speech disorders; the ability to counsel family members of stutterers, to provide recommendations to the participants of the aid process, performing problem-based learning tasks, to acquire the ability to apply various speech therapy aids for coping with smooth speech disorders in children and adults.

Courses in psychology, neuropsychology, pedagogy, disability and developmental disorders

Students: 1. Is able to describe, reveal and explain the causes, symptoms of fluent speech, their assessment methodology, documents regulating the assistance system. 2. Ability to organize and perform assessment of children and adults with fluent speech disorders, identify the main signs of the disorder and its determinants, analyze the results of the assessment and, based on evidence-based speech therapy practice, select the most appropriate methods and techniques of assistance. 3. Is able to describe, explain and justify the needs of children and adults with a variety of fluent speech disorders, their assessment methodology. 4. Ability to analyze the obtained results and, based on evidence-based speech therapy practice, to select the most appropriate methods and techniques of assistance. 5. Ability to create stuttering and clattering coping programs, organize and provide speech therapy assistance to persons with fluent speech disorders, provide recommendations to participants in the speech therapy process, how to ensure the provision of evidence-based speech therapy. 6. Ability to collaborate in a group, reflexively analyze their experience, changes in attitudes and values.