Competencies are the set of knowledge, skills and attitudes to be acquired by students throughout the degree, aimed at preparing them to perform professional activities.
The Bachelor's degree in Speech Therapy from the University of La Laguna, in line with the draft of its own guidelines and the orientations contained in the White Book of Speech Therapy, has as its general objective The training, at a general and non-specialized level, of professionals with the scientific knowledge necessary to understand, interpret, analyze, and explain the field of speech therapy and with the basic skills and abilities to evaluate and intervene at the individual and social level throughout the life cycle, in order to promote and improve health and quality of life.
Article 7, section F of the LOPS (Law on the Regulation of Health Professions; Law 44/2003 of November 21) very briefly defines the role of the speech therapist: developing the activities of prevention, evaluation and recovery of hearing, phonation and language disorders, using therapeutic techniques specific to their discipline.
A graduate in Speech Therapy must know and be able to integrate:
1. The biological foundations of Speech Therapy: Anatomy and physiology.2. The psychological foundations of Speech Therapy: Language development, psychological development, Neuropsychology of language, basic processes, Psycholinguistics.3. The linguistic foundations of Speech Therapy: Phonetics and phonology, morphosyntax, semantics, pragmatics, sociolinguistics.4. The educational foundations of Speech Therapy: Teaching and learning processes.5. The methodological foundations for research in Speech Therapy.6. To know the classification, terminology and description of disorders of communication, language, speech, voice and hearing and non-verbal oral functions.7. To know, recognize and discriminate between the variety of disorders: specific language development disorders: specific language impairment, language delays, phonetic and phonological disorders; communication and language disorders associated with hearing and visual deficits, attention deficit, mental deficiency, pervasive developmental disorder, autism spectrum disorders, cerebral palsy and multiple disabilities; specific written language disorders; dyscalculia; language development disorders due to social deprivation and those associated with multicultural contexts and multilingualism; speech fluency disorders; aphasia and associated disorders; dysarthria; dysphonia; dysglossia; language disorders in aging and degenerative disorders; language and communication disorders in mental illnesses; mutism and language inhibitions; disorders of non-verbal oral functions: atypical swallowing, dysphagia and Eustachian tube disorders.8. Know the fundamentals of the evaluation and diagnostic process.9. Know and know how to apply evaluation models, techniques and instruments.10. Know how to perform the evaluation of language disorders in: specific language development disorders: specific language impairment, language delays, phonetic and phonological disorders; communication and language disorders associated with hearing and visual impairments, attention deficit, mental deficiency, pervasive developmental disorder, autism spectrum disorders, cerebral palsy and multiple disabilities; specific written language disorders; dyscalculia; language development disorders due to social deprivation and those associated with multicultural contexts and multilingualism; speech fluency disorders; aphasia and associated disorders; dysarthria; dysphonia; dysglossia; language disorders in aging and degenerative disorders; language and communication disorders in mental illnesses; mutism and language inhibitions; disorders of non-verbal oral functions: atypical swallowing, dysphagia and Eustachian tube disorders.11. Know how to write a speech therapy assessment report.12. Know how to carry out an evaluation after the intervention.13. Know and respect the general principles of speech therapy intervention.14. To know the functions of speech therapy intervention: prevention, education, re-education, rehabilitation and treatment.15. To know and be able to apply the models and techniques of intervention.16. To know the differentiating characteristics of speech therapy intervention in the family, school, clinical-health and care settings.17. To know and be able to carry out speech therapy intervention in: specific language development disorders: specific language impairment, language delays, phonetic and phonological disorders; communication and language disorders associated with hearing and visual deficits, attention deficit, mental deficiency, pervasive developmental disorder, autism spectrum disorders, cerebral palsy and multiple disabilities; specific written language disorders; dyscalculia; language development disorders due to social deprivation and those associated with multicultural contexts and multilingualism; speech fluency disorders; aphasia and associated disorders; dysarthria; dysphonia; dysglossia; language disorders in aging and degenerative disorders; language and communication disorders in mental illnesses; mutism and language inhibitions; alterations of non-verbal oral functions: atypical swallowing, dysphagia and Eustachian tube disorders.18. To know and be able to perform speech therapy intervention in Early Intervention.19. To know and be able to implement Augmentative and Alternative Communication (AAC) Systems.20. To know and be able to implement technical aids to communication.21. Know how to design and prepare speech therapy reports.22. Knowing how to design, program and evaluate speech therapy performance.23. To know, be able to apply and critically evaluate pedagogical techniques, as well as methodological and didactic resources for language teaching.24. To know the concept of Speech Therapy: object and method; The profession of speech therapist; The History of Speech Therapy; The deontology and the legislation relevant to the professional practice.25. To know the organization of educational, health and social institutions.26. Acquire practical knowledge for speech therapy assessment.27. Knowing how to carry out the strategic planning of speech therapy intervention.28. Acquire practical knowledge in speech therapy intervention (practical training in school, clinical-health and care settings).29. Acquire practical training for individual, group, cooperative and mediation work with a facilitator.30. To know the professional performance and the environments where the practice takes place.31. Acquire or develop personal resources for intervention: social and communication skills, professional skills, evaluations of one's own professional performance, observation techniques, dynamization techniques, decision-making, etc.32. Know how to use information and communication technologies.33. Prepare and present a Final Degree Project that integrates the training content and the skills acquired.
In addition to these knowledge and skills, a degree in Speech Therapy involves acquiring a series of transversal skills.
As for generic competencies such as organizational and planning skills, use of new information technologies, decision-making skills, teamwork skills, interpersonal skills, leadership, initiative, and entrepreneurial spirit, these will be developed and assessed in various activities proposed throughout most of the degree subjects, as indicated in the examination report.