Our life is communication. As a speech therapist you will initiate, maintain, improve or restore human communication abilities. In the degree program you will learn everything about speech disorders, speaking, the voice, swallowing and hearing and which methods you will use to treat them. The profession covers the entire spectrum of prevention, counseling, diagnosis, from therapy to rehabilitation: Your work starts with babies or young children and supports people in speaking professions or after operations or illnesses such as strokes.
Sabine GubaFavoritenstraße 226, D.3.351100 Vienna T: +43 1 606 68 77-4500 F: +43 1 606 68 77-4509 firstname.lastname@example.org
Map main campus Favoriten (Google Maps)
Office hours during the semesterMon to Fri, 8.00 a.m.-12.00 p.m.
Application period for academic year 2021/22
14th February to 14th March 2021
tuition fee / semester:
+ ÖH premium + contribution2
1 Tuition fees for students from third countries € 727,- per semester
2 for additional study expenses (currently up to € 83,- depending on degree program and year)
You love language, the spoken word and have a good ear. You have a good voice and speak German well. In addition, you are looking for an intersection to the natural sciences. You also find medicine interesting because you can use it to help people. You like young and elderly people from all social classes and interact with them openly. You are aware that you will need special techniques and concepts to actually reach them with counseling and therapy and to support them with your expertise. You want to learn everything about language, speech, voice and hearing and the anatomical background as well as possible techniques and are physically well suited for the profession of speech therapist.
The FH Campus Wien is characterised by extensive expertise and a large network. FH Campus Wien is the only university of applied sciences in Austria to train all seven legally regulated upper-level medical-therapeutic-diagnostic professions as well as midwifery. An important partner in the areas of education, research and development is the Vienna Healthcare Association. We also work closely with the professional association of Physio Austria and various special events are regularly held at our attractive main campus. Students benefit from the modern infrastructure of our university, this includes numerous function rooms. A highlight is the movement laboratory where force plates and cameras enable the three-dimensional analysis of movements in order to gain a better understanding of movement disorders, measurements are recorded using wireless electrodes attached to the body. Furthermore, you have the opportunity to join a professional community across disciplines. There is great potential in research projects at the interface between health and technology and practical relevance is guaranteed when we organise one of our freely accessible lecture evenings with top-class experts as part of the Campus Lectures.
This practically oriented bachelor's degree program offers extensive knowledge of disorders and their treatment methods in the areas of language, speech, voice, swallowing and hearing. You will acquire extensive therapy experience with patients during a one-week clinical internship in a hospital. During the internship you will be accompanied by professional supervision. A compulsory elective seminar also offers you the opportunity to deepen your knowledge in speech therapy areas or to acquire knowledge in adjacent areas. This includes a wide variety of fields ranging from the treatment of intubated patients in intensive care, to working with patients suffering from dementia, all the way to providing therapy to infants with mouth, eating and drinking disorders. Those interested in international experiences and qualifications will have the opportunity to earn a certificate as a "speech therapist as a trainer" during an Erasmus-funded semester abroad at Hogeschool van Arnhem en Nijmegen, Holland (HAN). The science-based and practical case work in the form of realistic diagnostic and therapeutic settings will optimally prepare you for your future career.
In the degree program you will learn everything about speech disorders, speaking, the voice, swallowing and hearing and which methods you will use to treat them. With professional and methodical core disciplines, the bachelor's degree course in Logopedics - Phoniatrics - Audiology teaches the detailed knowledge required to independently perform the complex logopedic process.
Lector: Dr. med. univ. Thomas Schmal
Terminology and definition of sound, sound pressure, period of oscillation, frequency, wavelength, sound propagation, sound velocityStimulus distribution , peripheral and central auditory processingHearing fieldPsychoacoustic parameters: loudness, pitch perception, masking effects, beating, roughness, directional hearing, sound source localization, hearing threshold, auditory perception, perception of sound intensity, adaptation, superpositionSound field magnitudesPrograms for signal processing
Final exam Final oral examination
Lector: Drin.phil. Karin Johanna Lebersorger, Maga.,Logopädin Psychologin Birgit Zouhar
- Subject of psychology and developmental psychology- professional groups and training ( psychology, psychiatry, psychotherapy)- perception, learning, thinking, memory, intelligence, emotion, motivation, social Interaction, game images of people and personality models Social psychology- development theories and areas- phases of human development and their meaning: pregnancy, birth, first year of life, infancy, school age, adolescence, adulthood, age(s), death and dying - developmental measures, educational issues- developmental psychological characteristics in selected areas- Physical and mental disability and its effect on mental development - gerontopsychology
Continuous assessment Oral examination, cooperation
Lector: Emer.Univ.Prof.Dr. Wilhelm Firbas
General Anatomy: - Introduction and Basic TermsCell - and TissueMotional SystemCraniumCardiovascular SystemDigestive SystemDigestive SystemUrogenital SystemEndocrine - OrgansSkin and - Sensory OrgansNervous System - , GeneralSpecial AnatomyRespiratory OrgansVocal - and - Speech - OrgansOral and Balance OrgansNervous System - , Special
Final exam Written theoretical final examination
Predominantly presenting, supplementing.
Lector: Ao.Univ.Prof. Dr.med. Thomas Möslinger
- Prerequisites of life, general physiology, homeostasis, regulatory circuits, cell physiology, neurophysiology, vegetative (autonomous) nervous systemMuscle physiology - , cardiovascular - physiologyBlood - functions - , blood coagulation, immune systemKidney - , regulation of the water and electrolyte balance, hormones, nutrition, nutritional supplements- Respiratory - physiology - - respiratory volumes, spirometry, respiratory gas circulation in- the brain (cerebral perfusion), general sensory physiology, skin senses and depth sensitivity, performance and functioning of the senses of smell and tastePerformances - of the visual system, conduction, sensory cells and central nervous processingAccusation - and balance: - conduction, sensory cells, central nervous processing; functional test reflexes - : - Spinal cord and brainstem functionsMotor function - . - Physiology of voice formation and central nervous regulationFunctional - structure of the brain, hemispheres, speech centres, EEG - electroencephalogram, endogenous rhythms, sleep-wake rhythmEmotion - and motivation, limbic system, attention, learning, memory, cellular mechanisms, procedural and declarative memory
Final exam Written exam, 60 minutes processing time, mixed free written answers, calculations, and multiple choice test questions as practiced in the lecture (also using "team based learning") and online (moodle tests = "distance learning").
Lector: Mag. Petra Erb
Mental health and stress management measures
Continuous assessment Participation (100% attendance; active cooperation)
Lector: Sara Forer-Kaufmann, MSc, Bettina Krenosz, BA MA
Basics of economic voice use and economic speaking using the example of breath rhythmically adjusted phonation (Coblenzer / Muhar)Voice function circuit (main)Handling your own speaking and singing voiceWarm upLied- and text interpretationGiving feedbackReflection of your own voice use
Continuous assessment Participation (50%)Final presentation (50%)
Observations of communication behaviour of heterogeneous age groups in everyday life based on selected criteriaPersonal perception in dealing with heterogeneous age groups and reflection
Lector: Bettina Maierhofer, MSc
Historical outline of the development of the professionlegal basis (MTD Act; FH Training Regulation) - and its consequences for studies and profession (professional duties, professional rights)Job description (fields of activity); Code of Ethics incl. diversity-related principles; patient rights - patient advocacyOther relevant legal bases (FH Training Regulation; Austria. Quality Act (ÖQG); Health Professions Register Act (GRG); Basic Data Protection Regulation (DSGVO) ...)Classification of the profession in the context of health professions - relevant other health professions (interdisciplinarity - health care professions)t- delimitation) National and international associations/representationsBasics of the Austrian health care system (actors, financing...)Basics of the SDGs and their significance for speech and language therapyProfessionally relevant technical terms
Final exam Written final inspection;
Lector: Mag. Gabriele Jaksch
- Human motor development through the different stages of lifeBasics of - kinesiologyTechnical terminology - to describe intra- and extrapersonal health and movement behaviour in a logopaedically relevant contextPrinciples - of the motor learning processBiomechanicsErgonomicsWork posturePrevention of - one's own health and movement behaviour
Continuous assessment Theoretical-practical
Presenting and elaborating
Lector: Mag. Hannah Leykum, Mag. Susanne Wurmbrand, PhD
Linguistics: Tasks and fields of applicationThe concept of language: Language as a cultural carrier, high level language, colloquial language, dialect etc . Subject and areas of phonetics and phonology, introduction to the international phonetic alphabet IPA, transcription, phonological processes, insight into sounds and phonological processes of other languagesTopic and types of grammar Subject matter and areas of morphology, morpheme analysis, inflection, word formation, word type classification, lexical morphologyObject and areas of syntax, traditional syntax, phrase structure grammar, valence grammar, generative syntaxObject and area of semantics, sign models, semantic relations, semantic analysis, cognitive semanticsObject and area of pragmatics, speech act theory, text analysis, conversation analysis
Final exam in writing
Lector: Gunhild Rohnke, MSc
Basic models of oral communicationCooperative appreciative therapeutic attitude and dialogical principlePartner reference and perspective-acceptanceNon-directive , communication-promoting conversation through active listeningResource orientation, solution Motivated interactionSymmetry in the relationship, even with complementary rolesBasic principles of efficient, non-violent negotiation and participative decision-makingCooperative communication as a quality assurance element of speech therapy
Continuous assessment Theoretical-practical service recording in partial services (50% / 50%)
Presenting, elaborating, exploring
Lector: Bettina Maierhofer, MSc, Gunhild Rohnke, MSc
- Areas and settings of speech therapySignificance - of the logopaedic profession as an independent scientific disciplineElements of the - logopaedic process and the diagnostic-therapeutic procedure in speech therapyProblem identification- through anamnesis interview and hypothesis-guided examination proceduresCreation and implementation process - of logopaedic therapy- - Retrospective - case analysis and report of findingsICD - and ICF classification systems as a diagnostic and planning basisClinical - reasoning, problem-solving competence and participative decision-making in speech - therapyClinical - reasoning, problem identification through anamnesis,- - therapy plan, therapeutically relevant goals - evidence-based - practice / evidence-based speech therapy - E4BPBasics of - scientific thinking and working stepsCore competencies - of a speech therapist* in the patient*in the patient's perspectivePatient*internally centred - cooperative communication as an element of quality assurance in the speech therapy contextParticipationMultifactorial - etiology, complex interventions and multiaxial outcomes in the speech therapy contextDiversity of methods - in the context of logopaedic therapyQuality assurance - in logopaedicsGuidelines - and standards in logopaedicsLegal - foundationsGuidelines for - documentationEthical aspects - in logopaedicsInterprofessional - cooperation as a quality assurance factorCase vignettesExperiences - in the concrete - logopaedic process using the example of
Continuous assessment Theoretical-practical performance recording in partial performances (25%/ 25%/ 25%/ 25%)
Presenting and elaborating and exploring
Lector: Dr. Monika Breuer, Dr. Vineet Dhery
PathologyTasks - and methods of pathologyCell - and tissue reactionsInflammationTumour diseasesGenetic - mechanismsCirculatory diseasesRespiratory tract - with special emphasis on larynx, pharynx and voice formation Applied hygieneTerminologyMicrobiology - forfor the logopaedic work environment in general and specificallymeasures to- combat infections in general and specificallyHygiene in - logopaedic therapyNosocomial infections - and hospital hygiene for the logopaedic work environment
Final exam Final written theoretical examination (multiple choice MC and short answers KAF)
Subject-specific terminology of the process of voice formationPhylogenesis and ontogenesis of the development of the human voicePerception and expression of the voiceEncoding and decoding processes in communication regarding the role of the voiceCommunicative and emotional aspects of voiceHistorical overview of milestones in the development of voice pedagogy, phoniatrics and voice therapy relevant to speech therapyResearch landscape in the field of voice
Final exam written reflection (20%)written final exam (80%)
Lector: Doris Huber
- Specialized terminologyMilestones - and landmarks of typical speech and language development as the basis of logopedic diagnosticsLanguage - and speech development as part of the general development processThe - acquisition of two or more languages in logopedic medicine is a prerequisite for the development of speech and language skills.The acquisition of two or more languages in the logopä- these contextual preconditions - and influencing factors (neurobiological basics, organic, sensory, motor, general cognitive, language-specific cognitive, social preconditions; precursor abilities of speech perception, speaking communication, language comprehension as the foundation of active language development) in the context of the ICF-CY system - of diagnosisAnalysis of - communication situations
Final exam Written examination
presenting, elaborating, explorative
Lector: Mag. Dr. Stefan Bienenstein
- Definition of supervision as distinct from the forms of counselling Intervision, coaching and mediationOverview of - concepts of the forms of counselling Supervision, intervision, coaching and mediationPossibilities - and limits of the forms of counselling Supervision, intervision, coaching and mediationTasks and - fields of application of supervision, intervision, coaching and mediation in the health care system (e.g. - self-perception and perception - of - others in interaction - basis of self-competence development for self-reflective action
Final exam Theoretical final test
Lector: Mag.a Andrea Hoyer-Neuhold
- Requirements and phases of scientific workCharacteristics of - scientific - questionsStructure - and - structure - scientific - workCitation - and - researchScientific - writingLiterature processing
Continuous assessment Written work orders
Lector: Manfred Kohlheimer, MSc
Conflict management and de-escalation techniques
Observation in the real professional fieldIntroduction to the independent implementation of the logopaedic process under guidance and supervision in cases of pronunciation disorders, functional voice disorders or orofacial dysfunctions.
Lector: Verena Isamberth, MHPE, Dr. med. univ. Thomas Schmal
- Diseases of the nose, paranasal sinuses, oral cavity and salivary glands, pharynx, oesophagus, larynx, trachea and bronchi, ear and vestibular system, as well as functional and everyday effects of these diseasesHNO-ä - medical anamnesis, ENT status and selected diagnostic procedures in the field of ENT (in particular balance diagnostics, test - Conservative therapy and surgical interventions (in particular ear surgery, tonsillotomy, adenotomy, septoplasty, tracheotomy and surgical interventions for tumours in the ENT area including laryngectomy) - Specialist training in ENT, area of responsibility and inter-professional cooperation with other professional groups and medical disciplines, consultation with doctors, medical specialists, - and the medical profession. - activity, expert opinion
Final exam final oral examination (80%) and final practical examination (20%); both parts of the examination must be passed.
Lector: Dr. Martina Berhel
- Structure of a scientific articleDepth - research in specialist databasesFoundations of - critical readingMethodology - of the literature review
Developing and presenting
Lector: Maga.,Logopädin Psychologin Birgit Zouhar
- Subject of Clinical PsychologyThemes - of Health PsychologyPsychological - Diagnostics and Survey ProceduresClassification of- Mental Disorders (ICD, DSM) - Dealing with Selected Psychological Disorder - SyndromesClinical Psychology/Health Psychology and Logopedics Clinical Psychology/Health Psychology and Speech TherapySelected Speech Pathology-Related - Issues from the Field of Psychology/Health Psychology
Continuous assessment Cooperation, preparation of certain topics, oral examination
Lector: Dr.in Verena Geweßler
- Definition of health, illness, health literacyRehabilitation process - and health goals in AustriaClassification systems - (ICF and ICIDH, ICD-10; children, adolescents and adults) - Forms of rehabilitation and organisational models in AustriaSpecial features of - logopaedic rehabilitation goals and the development of a possible goalCreation of - simple progress and final - reportsCase analysis: - Logopaedic process in the areas of speech, speaking, voice, swallowing and hearing in relation to the ICF-oriented rehabilitation process à Comparison, classification and interpretationInter-professional - and multi-professional cooperation in the logopaedic process in rehabilitation
Final exam Final written or oral examination
Terminology, etiology, symptoms, classification of pronunciation disorders including guidelines for disorders, diagnostics, therapyFindings - components, possibilitiesAnalysis of diagnostic possibilities taking into account bi- and multilingualismAnalysis and comparison of phonetically and phonologically oriented therapy approaches analysis and comparison of phonetically and phonologically oriented therapeutic approaches, taking into account bi- and multilingualism possibilities of group therapy analysis and comparison of therapeutic concepts for child speech practice analysis of therapy-supporting materials including Interdisciplinary cooperation in the context of diagnostic findings and therapyICF-CY oriented exemplary therapy planning (participation, activity, functional and contextual goals formulate, operationalize, methodical-didactical preparation)
Continuous assessment Written partial serviceDrafting of case studies
Lector: Barbara Maier, MSc
- Structure and development of orofacial structures and their functions in relation to the logopaedic processInteraction - with the stomatognathic system and logopaedically relevant dysfunctions of the orofacial system (orofacial dysfunctions)Logopaedics - disch relevant correlations of the orofacial system with the body, posture and movement including practical implementationAnamnesis and - diagnosis of orofacial functions with practical implementation of the survey and logopedic examination- Selection - and practical application of adaptive, digital and apparatus-based methods to support the logopaedic processTarget setting - and logopaedic therapy planning in theory and practical implementationEvaluation of - logopaedic therapy in the field of speech therapy- Preparation of - therapy documentation, progress and final report in compliance with the DSGVTheoretical - and practical implementation of all phases of the logopaedic process in the case of orofacial dysfunctions by means of case studies and practical exercises
Continuous assessment theoretical-practical, oral and written, 2 partial performances with weighting 50/50
Lector: Barbara Maier, MSc, Gunhild Rohnke, MSc
Theory focus: - ICF-oriented, subject-specific terminology including voice-relevant bodily functions, structures, activity, everyday participationELS-based - diagnostics/examination methods/ logopaedics-relevant voice tests (voice status, impaired voice, speech and language skills)voice (voice status, stö- anamnesis) - Qualitative and quantitative vocal, aerodynamic and physical voice-related parametersObjectives - and subjective measurement procedures in voice diagnosticsMultifactorial - etiology and functional as well as biopsychosocial-cultural interactions in the case of functional, non-organic, voice disorderstionsDifferentiated - recording of dysfunctions of breathing, posture, movement, voice as well as articulation as well as voice-relevant emotion and voice-related situationClinical - Reasoning in voice therapyICF-oriented - and SMART-based voice therapy planning and voice counselling planningEvaluation - and state-of-the-art argumentation of multiaxial voice therapy outcomes - complexesVoice-therapeutically relevant interventions and therapy measuretherapy-relevant - historical and current voice therapy conceptsExample - therapy implementation using different voice therapy conceptsPreventive - and voice hygiene measuresPossibilities - and necessities of interprofessional cooperation in the context of voice therapy and prevention Practice focus: - Self-experience and independent implementation of breathing, voice and speech exercises in the context of complex voice therapy interventionsVoice therapy - relevant compensation mechanisms, blockages and interactions with oneself and others, as well as being able to regulate them constructivelyExperience - of multiaxial connections between voice therapy relevant body-oriented interventions and the emotional and situational context
Continuous assessment Recording of services in 2 partial services:1. oral practical (40%)2. written theoretical (60%)
Lector: Dr. Edda Strutzenberger-Reiter
Subject of pedagogyPictures of man in pedagogyEducational stylesLearning and learning theoriesDefinition of the concept of didacticsDidactic models and principlesRelevance of defined learning outcomes
Lector: Dr. Lukas Wisgrill
- Field of activity of the Department of Pediatrics, demarcation and interfaces with other relevant departments, in particular with speech therapyAn - overview of - the physiological - pre- and postnatal development of childrenPediatric - diagnostics and examination procedures, models for the clarification of fetal developmentPreventive examinations during - pregnancy and childhoodBorn malformations, - deformitiesand chromosomal anomaliesCertain - conditions that originate in the perinatal period (e.g. birth trauma, infections, complications during pregnancy or birth)Selected - diseases in children and adolescents in the focus areas of neonatology, neuropaediatrics, paediatric haematology and oncology as well as paediatric cardiologyRecommendations - and vaccination risks - focus in education and counselling
Lector: Univ.Profin.Drin. Doris-Maria Denk-Linnert, Drin. med. Gudrun Mancusi, Dr.in Imme Roesner, Dr. med. univ. Thomas Schmal, Ao.Univ.Profin.Drin. Berit Schneider-Stickler
- Fields of activity in the field of phoniatrics, interfaces to other relevant professional groups and medical disciplines; anatomy - and function of the speech, voice and respiratory organs, as well as other structures relevant to voice functionPhysiological - development of the primary and secondary vocal cords- r- and secondary functions over the life-span Differentiation of - organic, functional and psychogenic voice disorders on the basis of genesis and symptomatology; selected - voice changes and disorders, in particular - voice transition, mutation voice disorder, juvenile dysphonia, occupational dysphonia, dysody; - diagnostic methods for assessing the larynx, in particular the vocal folds (e.g. laryngoscopy, stroboscopy, flexible endoscopy, microlaryngoscopy, ...) - Instrumental diagnostic methods for testingphoniatric criteria of physiological and pathological vocal function; - conservative therapeutic measures for impaired vocal functionSurgical - interventions on the larynx (phonosurgery) and their functional and effects on vocal function and everyday participation
Final exam final oral exam
Lector: Sara Forer-Kaufmann, MSc, Doris Huber, Bettina Maierhofer, MSc
Reflection Presentation vs. reality of the practical implementation of logopaedic process modulesReflection Presentation vs. reality of the trainee*internal roleRole play for cooperative communication and conversation
Lector: Magdalena Lohninger, MA
Subject of psycholinguisticsScientific findings of psycholinguistics on inconspicuous and conspicuous language acquisitionMonolingual and bi-/multilingual language acquisition in comparisonSpeech acquisition theoriesDevelopment of linguistic and non-linguistic cognitive abilities in comparisonInsight into model theoretical considerations on language processing
Final exam Written final inspection
Lector: Maga. Karin Einfalt
Basics of rhythmics/music-movement pedagogy: Learning areas and means of rhythmics, rhythmic principleApplication of rhythmic-musical elements in speech therapyExamples for lesson plans in speech therapy prepared with rhythmic-musical means and application of the rhythmic principleCross-connectionsMovement , movement, movement control , and movement therapyExercises to connect music-movement-language-voice-exercises for creativity and improvisationRhythm workExercises for communication and interactionSelf experience and reflection
Continuous assessment Work ordersCooperation
Diagnostics process module: Requirements for speech diagnostics as a professional knowledge and decision-making processICF-CY-oriented assessment using selected case studiesAnalysis/evaluation of tests already performedOptional testing of tests on subjects* including evaluationAssessing the need for treatment, deriving therapy priorities as a result of the test evaluations from the aspect of diagnostic reasoning (diagnosis, prognosis, treatment)
Lector: Univ.Profin.OA Drin. Eva Piehslinger
- Fields of activity of the discipline of dentistry, oral and maxillofacial surgery, as well as relevant reference disciplinesDevelopment - and functions of the stomatognathic systemDental development - and tooth eruptionPathologies - of dental occlusion, temporomandibular joint, chewing function, periodontal apparatus as well as selected diseases in the field of dentistry and their functional effects (e.g. pitting of teeth)and the- periodontal apparatus after radiotherapy and chemotherapy in tumor patients; dentition and problems of prosthetic care in old age, bruxism ...) Relevance - of pathologies of dental occlusion, temporomandibular joint function, chewing function, periodontal apparatus and selected diseases in the field of dentistry and oral and maxillofacial medicine and their functional effects (e.g. schä dentition and problems of- prosthetic care in old age, bruxism ...) of- dental, oral and maxillofacial diseases in the field of dentistry in relation to disturbances in the logopaedic departmentAnamnesis - and diagnostics for the detection of occlusion disorders, disorders of the temporomandibular joint function and the chewing functionRecognition of the - limits of logopaedic disorders in the field of dentistryRecognition of the limits of the logopä- overview of areas of activity of relevant reference disciplines (e.g. physiotherapy, ...); conservative and - surgical treatment measures for diseases in the field of dentistry, oral and maxillofacial medicine (incl. - prosthetics and orthodontics)oral hygiene - and caries prophylaxis
Final exam Theoretical-practical oral final examination
Presenting, elaborating, exploring;
Professional distance and demarcation in the therapeutic relationship
- Pathological changes in hearing, their causes and associated diagnosesEar status and - resulting relevant information for audiometric testingIndications and - purpose of subjective and objective audiometric proceduresStandards, guidelines - and legal principles relating to the audiometric setting and - functioning of devices or - Test systems in audiometry; in particular software for patient data management, software for audiometric procedures, sound audiometers and tympanometersPreparation of - audiometric examinations - Ear status, setting, preparation and application of hardware, required software settingsComprehensible - instruction of patients within the scope of audiometric examinations (purpose, procedure, required cooperation) - Performance of subjective and objective audiometric examinations (sound audiometry, tympanometry, speech audiometry, ...) Hygiene measures - : - Premises and equipment, patient*internal contactProcedure - in case of technical problems, recognition of the limits of one's own problem-solving competencePlausibility check of - the measurement results under supervision- consideration of anamnesis, ENT status and additional findingssymbolism - in audiometry and documentation of results (manual, electronic) - interpretation of findings under consideration of anamnesis, ENT status and additional findings (audiological characteristics of hearing impairment and possible diagnoses, recognition of aggravation and simulation)
Final exam Oral theoretical final examination (50%), as well as practical final examination (50%); both parts of the examination must be passed;
Introduction to the independent implementation of the logopaedic process under guidance and supervision optionally in the core areas of speech (developmental abnormalities), speaking (developmental abnormalities), voice, swallowing, hearing (diagnostics).
- Practical implementation of the principles of motor learning and prevention of one's own health and movement behaviourWork posture - and ergonomic therapy setting for patients* and speech therapists*: design, qualify, correct and document in practical implementation (exercises)
Continuous assessment Partial services
Education and training of disabled, disadvantaged and marginalised peopleEducation and lifelong learningInclusive and special needs educationThemes , tasks and issues of inclusive education/special needs education with special attention to interdisciplinary cooperationIntegration and inclusion
Continuous assessment Orally and/or in writing
Presenting, elaborating and exploring
- Classify various phases of the rehabilitation process into the areas of speech, speaking, voice, swallowing and hearing, theoretically combine them with the phases of the logopaedic process and work them out (case studies) - Classify - various - phases of- the logopaedic and rehabilitation process, theoretically combine them and carry them out practically (exercises)
Continuous assessment Assessment of practical group work
- Analysis, classification and discussion of medical findings (anamnesis) - Clinical-logopedic, apparative and instrumental possibilities for making a logopedic diagnosis in neurogenic and peripheral facial nerve - palsyPractical - application of adaptive and instrumental methods and applications to support the logopedic process (including taping within the logopedic treatment process)
Continuous assessment Elaboration, partial performance practical application
- Central control of the physiological act of swallowing and the defence mechanisms (overview) - Differentiation of swallowing from birth to old age in connection with the logopaedic process (based on LV Phoniatrie II)Pathological - act of swallowing and its connections with the logopaedic process in neurogenic dysphagia with or without tracheal cannulaEpidemiology, Ä Epidemiology,- Pathomechanisms and Symptomatology of Neurogenic Dysphagia with or without Tracheal CannulaCollection of History - , Documentation and Evaluation of Neurogenic Dysphagia with or without Tracheal CannulaClinical Logopedics - Diagnosis of neurogenic dysphagia with or without tracheal cannula and its practical implementation using clinical and instrumental test and examination procedures including target creationFEES and - suction within the scope of logopedic surgery.- Description - and implementation of the logopaedic - process - in patients* with neurogenic dysphagia with or without tracheal cannula on the basis of case studies and case analysesPractical - implementation of all phases of the logopaedic process in neurogenic dysphagia with or without tracheal cannula (&Ul;uml;- bungen) - Swallowing management in progressive diseasesNutritional forms - and possibilities in neurogenic dysphagia with or without tracheal cannulaConsultation and - support of caregivers and relativesUse of - digital media for anamnesis, diagnostics, therapy planning and implementation in patients with neurogenic dysphagia with or without tracheal cannula, biofeedback and electrostimulation
Presenting, elaborating, exploring.
- Pathological swallowing and its links with the logopaedic process in peripheral-organic dysphagia with or without tracheal cannulaEtiology, - pathomechanisms and symptomatology of peripheral-organic dysphagia with or without tracheal cannulaleAnamnesis - , documentation and evaluation of peripheral-organic dysphagia with or without tracheal cannulaClinical-logopedic - diagnosis of peripheral-organic dysphagia with or without tracheal cannula and their practical implementation using clinical and instrumental test and examination procedures including target setting
Final exam final oral or written examination
Aetiology, symptomatology and possible effects of early language acquisition disordersTerminology, aetiology , symptomatology and possible effects of disorders of language development at lexical-semantic, morphological-syntactic level, taking into account the interfaces of the linguistic levels . Preventive measuresGuidelines , guidelines for disorders, diagnostics, therapyFindings - components, possibilitiesAnalysis of diagnostic possibilities under consideration of bilingualism and multilingualismDefinition of language abilities speech therapy with special consideration of bi- and multilingualismAnalysis and comparison of selected therapeutic conceptsAnalysis of therapy-supporting materials including digital possibilitiesICF-CY-oriented exemplary therapy planning (formulating and operationalizing participation, activity, functional and contextual goals, methodical-didactical preparation) Possibilities of parental work under consideration of a migration-sensitive approachInterdisciplinary cooperation in the context of diagnosis and therapy
Continuous assessment Written part performance, case study, analysis of diagnostic possibilities and therapy material
- Specialist terminology for the logopaedic process in organic voice disorders, in voice rehabilitation and special disorders (voice transition, infantile voice disorders, occupational dysphonia, disorders of the vocal cortex, and other disorders). - aetiology of organic voice disorders, infantile voice disorders, occupational dysphonia and disorders of the - singing - voiceDiagnostics/examination methods/logopedics-relevant - test procedures for voice disorders- for the logopaedic process in organic voice disorders, in voice rehabilitation and special disorders (voice transition, infantile voice disorders, professional dysphonia, singing voice disorders) - Differentiated recording of malfunctions of breathing, posture, movement, voice as well as articulation and emotion/intentionVoice hygiene - measures in relation to organic voice disordersPreventive - measure measures in relation to- organic voice disorders, childhood voice disorders, professional dysphonia and disorders of the singing voiceIndividual - planning of voice therapy intervention (counselling and therapy)Therapeutic measures - and - measures - MethodsEvaluation possibilities Exercises - on body perception, breathing, posture, voice and articulation in relation to organic voice disorders, voice rehabilitation and special disorders (childhood voice disorders, voice disorders in children )- Compensatory mechanisms - and blockagesCurrent - concepts of logopaedic-rehabilitative voice therapy after laryngectomyInitial methods - and replacement strategies for voice production after total laryngectomyUse and - handling of technical devices and aidsVoice - transitionStructure - and - organisation of self-help groups
Final exam Oral theoretical-practical final examination
Presenting, elaborating, explorativeOnline : Tutorials, Assignments
Scientific basics of dyslexia research with special consideration of the logopaedic field of action, appearance and essential risk factors for the development of reading and writing disordersEvidence-based diagnostics and logopaedically relevant therapeutic approachesSignificance of interdisciplinary cooperationGuidelines of the DGKJP on reading, writing, arithmeticBasics of dyscalculia
Continuous assessment Analysis of video examples, case studies, analysis of diagnostic possibilities
Introduction to the theoretical approaches and research topics of patho- and neurolinguistics in the context of language processing and the underlying neuronal structure deviations in language development and analysis of linguistically based data collection methods to determine these deviations . Linguistic analysis of language ability in selected syndromesNeurologically induced speech disorders and their linguistic analysis
- Structure of the nervous systemBasics - of neurology and neurosurgery and their significance for the logopaedic process (terminology, neuropathology)Infections - , tumours, SHT, cerebrovascular disease- events, epilepsy, degenerative diseases of the CNS, developmental disorders of the CNS, peripheral nervous system, neurological syndromes, toxic damage, changes in - speechabout life spanAnamnesis - , diagnostic procedures and clinical-neurological status/results as well as additional examinations and therapyDifferential diagnosis of- neurological and neurosurgical disordersLogopedic-specific - interpretation of the findings NeurorehabilitationThe neurorehabilitative - process from a specialist medical point of view - assessment, goal setting, interdisciplinary teamRehabilitation phasesGuidelines - and - standards in neurorehabilitation
Organization and localization of neuropsychological skillsLogopedic-relevant neuropsychological disorders such as memory and attention disorders, disorders of visual perception, spatial perception and spatial thinking (agnosia, neglect, apraxia, ...), disorders of disease insight (anosognosy, anosodiaphoria), disorders of executive functions, disorders of number processing and numerical abilities (akalculia)Neuropsychological diagnostics and differential diagnosisNeuropsychological rehabilitation
- Peculiarities and changes in physiological swallowing over the life spanDisplacement mechanisms - , coughing and salivary management (especially central and peripheral control)Classification - of dysphagia and facial nerve palsy based on symptomatology and genesisSurgical - procedures for head and neck tumors and their effects on swallowing functionTracheostoma - and tracheal cannula: - Surgical proceduresTracheal cannulae - and their influence on voice (including voice prosthesis) and swallowingPhoniatric - anamnesis and diagnostic procedures for assessing swallowing function and facial paresisInterpretation of - medical and phoniatric findingsEvaluation - and assessment of imaging procedures in the context of dysphagia clarification(in particular video endoscopic and video cinematographic examination of the act of swallowing) - Conservative, surgical and phonosurgical possibilities for the therapy of swallowing disorders and facialis paresis
Final exam Oral or written final examination
Reflection of logopaedic-methodical and social-communicative competencePersonal SWAT analysisExample analysis of process documentation
- Psychiatric disorders in childhood, adolescence and adulthood - etiology, diagnostics, differential diagnosis and therapy:S peech- and language disorders in psychiatric diseasesAlcohol - , drug and drug addictionPersonality - , anxiety, compulsive, sexual, affective and delusional disordersChildren - of - psychiatrically - ill parents and risk factors of child development, interactional disordersproblems of- children and adolescents with psychiatric illnessPsychosomatics - , organic psychoses, schizophreniaPsychotherapy - and clinical psychologyGeronto- - and social psychiatry, forensic psychiatryPsychotropic drug therapy
Process module therapy: - Practical experience in the design of a speech therapy process for small groups using the example of voiceSelf-responsible - design and (implementation) management of the speech therapy process, taking into account a professional ethical attitude as well as the medical and social contextICF and evidence-based - formulation of objectives, planning, implementation and reflection of the process from different perspectives (therapist*in, respondent*in, process, methodology, outcome) - During the design of the process, together with your respondents, develop and adapt relevant objectives and variations ,- develop - own initiatives - and independent action, develop and test new ideas, get involved in new situations, experience - the importance of cooperative communication and intra-professional exchange in the speech therapy process
Exploratory and exploratory
Professional handling of chronic diseases/death and death
- ENT status and resulting relevant information for audiometric testingIndications - and purpose of subjective and objective audiometric proceduresConfiguration - and functioning of devices or - Test systems in audiometry; in particular hardware and software in paedaudiology, test systems for measuring otoacoustic emissions (= OAEs ) and acoustically evoked potentials (= AEPs) - Preparation of audiometric examinations - Age-appropriate design of the examination setting, preparation and application of hardware, required software settingsAge-appropriate - and individually adapted patient*instruction and instruction of accompanying personsProfessional - , culturally sensitive and patient-centred performance of subjective and objective audiometric examinations (screening OAEs, Brainstem Evoked Response Audiometry (= BERA) for the determination of hearing thresholds, ...) Hygiene measures - : - Premises and equipment, patient*internal contactProcedure - in case of complex technical disorders, recognition of the limits of one's own problem-solving competencePlausibility check of - the measurement results taking into account the patient's medical history, ENT status and additional findingsSymbolics in audiometry - and documentation of results (manual, electronic)Interpretation of findings in the - context of complex case studies with consultation of the patientconsideration of- anamnesis, ENT status and additional findings (audiological characteristics of hearing impairments and possible diagnoses, combination of subjective and objective measurement results)identification of - suitable further diagnostic measures on the basis of all previously collected information (anamnesis, ENT status, additional findings, results of audiometric tests)
Introduction to the independent implementation of the logopaedic process under guidance and supervision optionally in the core areas of communication, speech, speaking, voice, hearing, swallowing.
- Principles of evidence-based practiceEvaluation of - scientific quality criteria of studies - best scientific practiceEvidence hardness - , evidence pyramidReporting - - GuidelinesPossibilities and - limits of EBP in the logopaedic research fieldTriangulative - research approachBasics of - research ethics
Final exam Written work order
- Interpretation of hearing findings in connection with symptoms of audiogenically induced speech and language disordersFollowing - an anamnesis interview taking into account the special communication situation with hearing-impaired patients Selection of adequate- examination procedures for further diagnostics with reference to previous findings and anamnesis interviewExecution of - examination procedures for patients with hearing impairment (including documentation) Creation of a - therapy plan with reference to anamnesis and examination results: - Determination of the therapy goals (in cooperation with the patient), selection of suitable therapeutic measuresImplementation of - the therapy plan taking into account the individual needs of the patient Evaluation of - the course of therapy and the interventions made for quality assurance: if necessary - Derivation of necessary changesProfessional - (parent) counselling: Intervention and rehabilitation measures outside of the logopaedic field of activity (e.g. recommendations regarding additional therapies, advice on ENT medical and audiometric monitoring, special childcare facilities and schools, hearing and speech therapy)early intervention, ...); introduction - to the Austrian culture of the deaf, Austrian sign language, the international finger alphabet and the sign which accompanies sound;
Classification, cause, symptoms, therapy of dysglossia; classification, diagnostics and therapy of nasal disorders; diagnostics and therapy of velum dysfunction; LKGS clefts - origin, classification, terminologySyndromes in association with LKGS clefts, consequences of the cleft formation, diagnostics in LKGS clefts; infant treatment and therapy in LKGS clefts
Final exam Final inspection
- Hypothesis-guided aphasia diagnostics: Execution, evaluation and interpretation of selected disorder-specific screenings, questionnaires and standardized test procedures for diagnostics and differential diagnosticsClassification of - different types of aphasiaTherapy planning - and therapy modules in aphasia rehabilitationPresentation and - application of concepts, methods and analog and digital materials for the treatment of aphasiaConcepts, - methods and materials for the treatment of non-aphasic speech disordersDevelopment of - the phase-oriented neurologopedic process for aphasia rehabilitation using case studies and role-playingDiscussion of - inclusive approaches and ethical considerations for living with aphasiaCurrent - national and international guidelines/guidelines for aphasia rehabilitation across phases
Mainly elaborating teaching methods such as group work, mind-mapping, case studies, presentations, supplementary teaching methods
- Aetiology and pathomechanisms of the different main types of dysarthria/dysarthrophonia/dysarthropneumophoniaSymptomatology - and syndrome characterization of the types of dysarthria/dysarthritisAssociated - concomitant disordersDiagnostics - , differential diagnosis and additional clinical, instrumental examinationsDescriptive - and standardized test proceduresTherapy planning - under consideration of the patient's needs- Concepts - and methods for stimulative, disorder-specific and consolidating - therapyChoice - and use of aids and electronic communication aidsEthical - and including considerations about living with an-/dysarthriaCurrent - national and international guidelines for the rehabilitation of dysarthria and speech apraxia across phases
Epidemiology, terminology, phenomenology, symptomatology, theories, effects of speech flow disorders (stuttering and rumbling)Logopaedic diagnosis/differential diagnosis of stuttering and rumblingTherapy concepts : Stuttering modification and fluency shaping with practical exercises, therapy according to Van Riper, Wendlandt, Breitenbach, Sandrieser- Schneider, Katz-Bernstein, Zückner etc. Therapy planning for affected children and adults, counselling and self-experience
Continuous assessment Cooperation, written part performance, implementation of the practical exercises
- Specific terminologyConspicuousness - of interuterine development in neurogenic developmental disordersConnection of - hand-mouth sensors in developmental disordersConspicuousness - of orofacial functions, food intake, speech and language in children with cerebral palsy, selectedThe research is focused on syndromes and premature births and their detection using current methods, test procedures (Communication Function Classification System (CFCS), observation criteria for persistent early childhood reflexes ....) - Special features in the diagnosis and therapy of childhood - dysarthriasTried - and tested - therapy concepts in the field of speech therapy based on B. - Padovan and J. BrondoExercises - on the connection of hand-mouth sensor technology in theory and practice
Final exam Theoretical-practical final test
Terminology, aetiology, symptoms of disorders of pragmatic-communicative skillsCommon features of communication skills in selected syndromes (e.g. Down's syndrome), mutism, profound developmental disorders, hyperkinetic disorders and childhood dysarthria of various causes. Special features of diagnostics and differential diagnosticsTherapeutic concepts to promote communication skillsUN Convention on the Rights of Persons with DisabilitiesAssisted communication and assistive technologiesTarget groups for support Target groups for support and communicationForms of communicationFields of application of AAC with special regard to its use in the logopaedic processLearn about counselling centresTesting of different means of communication and assistive technologies
Continuous assessment Written partial performance, elaborations
- Introduction to the logopaedic projectPlanning - the implementation of the projectProject implementation - including reflectionAnalysis of - results derived - from the - project
Continuous assessment Implementation and evaluation of a speech therapy project
- Neuronal representation of languageConnections - of movement, action, thought and language conceptionNeuropsychological - and neuropsychiatric epiphenomena and syndromes with an effect on the ability to communicateSymptom complexes - in neurologyBasic - definitions of language-conceptual disorders: - Aphasia, agraphia, alexia, acalculiaBasic - explanations of speech motor disorders: - Dysarthria, speech apraxia (cerebral nerve paralysis)Neuromuscular - and neurodegenerative diseasesSymptom characterization - and classification possibilitiesDifferentiation - of agnosia, akinesia, anarthria, apraxia and apallic syndromeExamples of - different models of speech processing and communicationPhysiological - changes in speech during the aging process
- Causes of infantile hearing disorders, clinical pictures and diagnosesTest procedures - in paedaudiology for the determination of hearing thresholds, screening procedures (e.g. newborn hearing screening)The hearing impaired - child: special features of audiometric diagnostics and the supply of hearing systems or hearing improvement implants; the importance of parental counselling and - Cooperation with the child's caregiversPrerequisites - , tests for the indication and necessary tests for follow-up control within the framework of the fitting of hearing systems or hearing-improving implantsStructure, - function and use of hearing systems, hearing-improving implants and technical accessoriesConsultation - with hearing impairment: - Sequence of the fitting and fitting process of hearing systems or hearing improving implants, as well as possible successes and limits in the improvement of hearing abilityProfessional - consultation regarding further diagnostics and follow-up
Final exam Oral theoretical final examination
Evaluation of the achievement of personal goals from previous internship reflectionsReflection of the logopaedic-methodical and social-communicative competence developmentPersonal SWAT analysis
- Procedure and planning of an empirical studyQualitative - research methods and approachesQuantitative - research methods and approachesTriangulative - research and method mixBasics of - statistics
Continuous assessment Written work orders and statistics test
- Developing and formulating a research questionFormulating - working hypothesesReporting - guidelines, check listsText structure of - scientific papersLiterature management tools
Continuous assessment Writing a seminar paper
Process module Evaluation: Evaluation of logopaedic-methodical approachAnalysis of therapy documentation from the logopaedic departments on the basis of selected criteria regarding diagnostic findings, formulation of therapy goals, therapy planning, methodical approach. Interpretation with regard to transparency, conclusiveness and causality. Evaluation of the selected methods in the context of professional and scientific theory. Determination of process-oriented, continuative measures.
- Fundamentals of scientific knowledge gainFundamental - ethical considerations for researchCentral - scientific methodological approachesEvidence hierarchy
Concepts of psychotherapy, helper syndrome, co-dependence, dealing with psychopathologies in everyday professional life.
- Formal criteria for the bachelor thesis: text structure, structure, directoriesContent - criteria for the bachelor thesis: presentation of results, hypothesesMethodological - criteria: - Data collection, data evaluationOrganisational - criteria: Sequences in the writing process, Structuring of the work steps
Continuous assessment Active participation in the seminar
Application of the logopaedic process under guidance and supervision, optionally in the core areas of communication, speech, speaking, voice, hearing, swallowing, taking into account the role of the logopaedist as an expert in speech therapy.a s a professional, as a communicator, as a health promoter or advocate in the evaluation of professional competence in selected areas :Implementation of the basics of evidence-based speech therapy in practiceProblem oriented procedure in the logopaedic processSynopsis of logopaedic relevant basics and measures
Guided and supervised internship
Professional, interprofessional and multiprofessionalism in an international contextParadigms of the different professional groups (in the health care sector) in an international comparisonInterprofessional cooperation - opportunities and challenges in an international comparisonInternational view of challenging situations in the therapeutic field of actionSelected methods for coping with challenging situationsAnalysis and processing of selected challenging situations from everyday therapeutic life in interprofessional and international teams
Final exam Group presentations and reflection
- Learn essential logopaedic technical terms in EnglishEditing of - English technical articles and postersPresentations of - short contents in EnglishFormulating - questions and answers in English
Continuous assessment Text analyses, case studies, role plays
- Appreciative, open and cooperative communication as well as constructive criticism in groupsSolution- - and resource-oriented work as an inner attitude in the context of consultingThe - practical relevance of communication models for systematics in the consulting - process The practical relevance of communication models for systematic approaches- and techniques in the counselling processConsulting in the- logopaedic contextCounseling- Consultant questions of - - jointly - developing and guiding therapists*internal behaviour in the logopaedic counselling contextLogopaedics-related coun selling- - services s- ystemic approach methodical - aspects of systemic counselling such as joining, impartiality, problem description, counselling contract work - and transaction analysis in the - counselling - context - - Basic cooperative- attitudes in the conversationResource- - and solution-oriented questioning techniques Targeted - information- transfer I- nformation and advice in the context of information talksConsultation talksDisclosure talksConsultation talks with relativesTeam- meetingsCollegial consultationsInter-professional - - cooperation - / above mentioned selected questions
Continuous assessment OralPracticalService recording in partial servicesSuccessful participation!
- Analysis of medical and logopaedic findings and documentationCollection of medical history - and clinical-instrumental logopaedic diagnostics, logopaedic findings, definition of objectives, therapy planning and implementation as well as evaluation and documentationCase preparation - Positioning - , handling and transfer as a starting point for the treatment of neurological patients with or without tracheal cannulaRecognition - and implementation of inter- and multi-professional measures to support the logopaedic therapy of neurological patients with or without tracheal cannula Self-reflection as a basis for - partner work and teamwork
Final exam Module examination
-Social, biological and physiological aspects of ageing; ICF-neurobiology , neurology and psychology of ageing -physiological changes in cognition, communication and sensorimotor functions in the elderly -differentiation of the elderly , primarygeriatric leading syndromes/chronicity and multimorbidity; basics of care and handling in gerontology: Basics and special features of the logopaedic process in swallowing, speech, language, speaking, voice and hearing disorders in old age (e.g. oro-pharyngo-esophageal choking and food management, logopaedics in dementia and speech decay (incl. cognitive impairment, cognitive aphasia, progressive aphasia, speech therapy and multimorbidity)-Geriatric assessment diagnostics of cognition and communication in older people-Diagnostics of swallowing and voice function and speech motor skills in older people-Therapy for cognitive and communicative disorders (e.g.(e.g. biographical work, validation) - therapy of sensorimotor disorders - logopaedic process in the context of acute geriatrics and palliative care - palliative speech therapy - care requirements and preventive measures
Final exam theoretical-practical final examination
Presenting and elaborating, case work
-Basics and organization of intensive care medicine (ICU vs. IMC) -Intensive care, early rehabilitation and its basic medical principles-Theory and practice of monitoring-Theory and practice of ventilation (ventilation modes)-Basics of pharmacotherapy (interpretation of laboratory parameters, vigilance-impairing medication)-Resuscitation guidelines for children and adults, emergency management (incl. for cannula)-selected assessment procedures and bedside-suitable logopaedic examination procedures for the evaluation of primary and secondary functions evaluation of the defence mechanisms cough evaluation , secretclearance and endotracheal/therapeutic suction-tracheal cannula management , decannulaWeaning process for ventilation and exploratory communication and interaction with intensive care patients and handling of intensive care patients Planning and adaptation of the logopaedic process for the treatment of primary and secondary functions to the intensive care environment
Final exam Theoretical and practical final test
Presenting and activating methods, practising on the model (simulation)
Specialist terminologyCharacteristics of babies of different gestational age with regard to food intakeGeneral observation criteria and logopaedic diagnosticsStep-by-step concept of oral intake, pillars of therapy incl. parent counsellingHandling of premature and newborn babies within the framework of therapy on the model
Final exam theoretical and practical final test
- Support in methodical-scientific aspects for the preparation of the bachelor thesisPossibilities - and limits in the choice of methodsTips and - suggestions for the empirical-scientific writing process
Continuous assessment Upload the methodological concept to moodle
Evaluation of the achievement of personal goals from previous internship reflectionsSWAT-analysis regarding the role as expert, professional, communicator, team worker, manager and health promoter/spokesperson
- Common vocabulary and phrases in scientific textsEditing of - different text materialsPresentations - in EnglishWriting - short text passages in English
Continuous assessment Oral and written work orders
Process module Evaluation: Evaluation of social-communicative competenceAnalysis of observations/experiences from the internship on the topic of narrative reasoning in the logopaedic process and identification of good practice. Evaluation of one's own social-communicative competence and derivation of lessons learned to optimize cooperative communication and conversation in the logopedic field of action.
Treatment methods in an interprofessional context: - Possibilities and limits of interprofessional and interdisciplinary cooperation- Interprofessional teamwork in health care- Discussion of holistic/holistic treatment methods as well as functional and complementary treatment methods in an interprofessional treatment context (e .g. Bobath, PNF, FoTT, NAP, manual therapeutic approaches) interfaces in the logopaedic context: - Complex interprofessional tasks in the intra- and extramural area, taking into account the logopaedic process and the context in the health care system - Optional intervention possibilities in the interface area, in cooperation with selected actors from other health care professions and the health care system - Familiarisation with relevant occupational groups, occupational profiles, occupational fields - Familiarisation with interfaces and the demarcation from the occupational profile of logopaedicsd*in as well as working out the occupation-specific aspect - conducting a case management process in the context of relevant occupational groups - realistic assessment of one's own abilities with regard to technical, organisational, coordinating andadministrative job requirements - efficient negotiation and responsible representation of own decisions - everyday transfer and everyday management in an inter-professional context : - Everyday transfer of therapeutic contents: ICF-based promotion of communicative deficits and resources in the everyday life of those affected, therapeutic homework, home therapy planning - everyday management: Change training, strategy training as well as adaptive measures to secure communication and cope with everyday life- Structured counselling for relatives, forms of counselling/accompaniment - Care and communication in an interprofessional team within the framework of patient-centred everyday careThe contents of this course can be acquired in a broader context as free ECTS from elective courses .
Continuous assessment in writing
performing and elaborating
The course serves as preparation for the extended roles of the speech therapist as a "professional" and as a "learner/teacher" with regard to the required individual further education management due to the legal obligation for further education and training in the health care professions.
The students have to prove the required 0.5 ECTS from a pool of current continuing education courses or relevant courses by the end of the 6th semester. The workload can be covered either by attending congresses, further education courses or external seminars. Examples of courses: (the list can be extended and must be updated according to the respective offers) Logopaedic congresses; logopaedic symposia; logopaedic further training courses; workshops; public courses relevant to logopaedics from universities and universities of applied sciencesThe nature and extent of the courses must be approved in advance by the course director (or the department coordinator*) . The individual knowledge gained by each student must be made available to the colleagues in written form for knowledge multiplication.
- Discussion, presentation and reflection of one's own research processPresentation of - the resultsReconsiderations - on future research approachesWritten - completion of the Bachelor thesis
Final exam Assessment of the Bachelor thesis
Updating of professional duties with special consideration of data protection and ethical obligationsProfessional law issues arising from the ASVG, or Social insurance institutionsForms of professional activity: intramural area; extramural area: (possibilities of contractual situation with the SV institutions); possibility as an employer; other possibilities of exercising the profession (primary health care centres...) etc. Canmed Roles - Relation to future activitiesInstitutions of the Austrian health care system - Health policy in Austria see international ; Health professions in international comparisonFuture challenges for the health care sector (demography; climate change...)
Continuous assessment service recording in partial services
Application of the logopaedic process under supervision optionally in the core areas of communication, speech, speaking, voice, hearing, swallowing, taking into account the role of the logopaedist as an expert in the field of speech and language therapy as a professional, as communicator and team worker, as health promoter and advocate in the evaluation of professional competence in selected areas :Implementation of the basics of evidence-based speech therapy in practiceProblem oriented procedure in the logopaedic processSynopsis of logopaedic relevant basics and measures
Basics of business administrationSpecifics of service marketing - especially in health care facilitiesTools and information on the preparation of a business planBasics of organizing a practice (steps to self-employment, registration...)
Final exam Written test, case study,
Definitions, basic terms and concepts of ethicsRelationship between ethics and moralsEthical reasoning - approach to ethical problem areas and ethical decision-making in speech therapyProfessional ethical aspects (ethics committee; code of ethics ...) Diversity in the health care professions; basics of inter- and transcultural competence and diversity - focus on intercultural communicationDiversity management in the health care systemSelected logopedically relevant issues
Continuous assessment performance evaluation in partial performances
Presenting, Developing; Online Teaching ,Online Tutorials
SalutogenesisPrevention and health promotion (as distinct from curative medicine)Health Literacy,Models and concepts for prevention and health promotionSelected aspects of preventionprevention and health promotion, such as educational or social science prevention researchLogopaedic prevention work and possible fields of activity
Final exam viva voce
Definition -Health (WHO, Ottawa Charter,...) and economyHistorical and legal development;(introduction of social security; establishment of the welfare state of Austria...)Health - Disease - Influencing factors; models, social inequality of healthBasics of epidemiologyGoals and tasks of the health care system (Österr. Framework Health Goals; Publications; Health Reform; §15a) The Austrian health care system (structure, financing, health care, .......)Structure and actors in the Austrian health care systemMillenium Goals of the UNO - Sustainable Development Goals... Health promotion (at a glance - reference to teaching: Health Promotion and Prevention)Principal Agent TheoryPrimary Care in AustriaChallenges for the Austrian Health Care System
Evaluation of the SWAT analysis with regard to the role of expert, professional, communicator, team worker, manager and health promoter in lifelong learning
Basic concepts of legal doctrineBasics of civil and criminal lawBasics of fundamental rights and freedoms with regard to patients' rightsData protection in the health care system - basic data protection regulationSanitary law (establishment of authorities, occupational groups in the health care system, MTD Act, Medicines and Medical Devices Act)Social insurance law ; basic principles of labour lawSpecial legal provisions - exemplary: Liability law, consent, informed consents; confidentiality; legal regulations for documentation in the health care system; discussion of professional legal aspects and questions related to everyday life
Documentation process moduleCreation of logopaedic reports based on therapy documentation from various areas of logopaedics, taking into account the legal documentation obligation and data protection.
-discourse and reflection of acquired knowledge, skills and abilities from the areas of special clinical context, health promotion and prevention and interprofessional context against the background of current national and international trends and developments in health care problem identification and needs analysis in the context of the development of solutions and ideas for specific professional fields using the steps of the creative process
Continuous assessment In writing
- In connection with the innovation seminar, ideas from the fields of "special clinical context", "health promotion", "health care and health care policy", which have been externalized to solve the problem, will be discussed.preventive context", as well as "interprofessional context", development approaches and product proposals for the logopaedic care field are generated. The drafts are backed up with a corresponding set of arguments and communicated to specific target groups according to methodical criteria.
Continuous assessment verbally
Presentation, analysis and discussion of selected cases and problems in different clinical contexts-case work , therapeutic decision-making, goal management and process planning in special clinical contexts-selected interventions and methods in the context of the logopaedic treatment of severely affected patients-logopaedic action in complex casesIdentification and analysis of individual needs and diversity aspects of patients for the derivation of need- and patient-centered interventions within the framework of ICF-based therapy planning of the clinical care process-Current Issues in current clinical contextsThe contents of this course can be acquired in a broader context as free ECTS from elective courses .
Continuous assessment orally or in writing
-Health-promoting and preventive speech therapy task fields of speech therapy in the field of prevention and health promotion in the context of the health framework goals- Preventive and health-promoting speech therapy in the context of the core areas of communication, speech, speaking, voice, swallowing and hearing The development and identification of needs from logopaedic, voice therapy and audiotherapy diagnostics and analytics development of logopaedic, voice therapy and audiotherapy ICF-oriented consulting services in the context of setting, consulting and training creation are prepared in the context of the core areas of communication, speech, speaking, voice, swallowing and hö ventiver and health-promoting, logopaedic, voice therapy and audiotherapy, ICF-oriented measures-conceptual work in the logopaedic prevention and health promotion process against the background of target group specificityt-individual feedback for the extension of logopaedic competence in the context of prevention and health promotionThe contents of this course can be acquired in the extended context as free ECTS from elective courses .
Semester datesWinter semester 2020/21: 24th August 2020 to 31st January 2021Summer semester 2021: 15th February to 18th July 2021
Number of teaching weeks18 per semester, including 28 weeks of work experience
TimesMon. to Fri. 8:00 a.m. to 6:00 p.m. (general time frame, flexible times)
Language of InstructionGerman
As a speech therapist, you will cover a wide spectrum in the areas of language, speech, voice, swallowing, and hearing: from counseling to diagnostics, from therapy to evaluation and prevention. You can readily recognize speech, voice and hearing disorders in children and adults. In addition you will help patients in their rehabilitation after surgeries, accidents and illnesses such as a stroke. In this broad field you will treat dysphagia, counsel family members about communication problems and help patients to reintegrate into their school, work and social environments. As a speech therapist you will be active in health, social and education institutions. In the meantime, more and more speech therapists are now also active in clinical research and in basic research. As a trainer, you go to companies where you train the voice and diction of employees so that they learn to use them effectively and gently. You will work as a staff member or in a private practice, alone or in an interdisciplinary team. Only with this degree is it possible to practice the profession of speech therapist. The MTD Act is the basis for this degree program.
You will work in the fields of counseling, diagnosis, therapy or prevention:
Take advantage of the "FIT for a health profession?!" self-assessment test to see what a profession in health care requires and if you have the right qualities.
FIT for a health profession?! (in German only)
Equivalence is determined by international agreements, validation or in individual cases a decision by the head of the academic section.
with an examination subject of biology (e.g. for medicine, humanities, natural sciences). Institutes that offer courses to prepare for the university entrance qualification exam can be found at the Austrian Economic Chambers Vienna.
You have acquired the relevant professional qualification with a degree in health care and nursing or medical technical services (auxiliary examination English 2) or completion of an apprenticeship as a hearing aid acoustician, dental technician (auxiliary examinations biology and English 2).
There are 20 places available in the bachelor's degree program in Logopedics - Phoniatrics - Audiology each year. The ratio of places to applicants is currently around 1:10,5.
To apply you will need the following documents:
Please note!It is not possible to save incomplete online applications. You must complete your application in one session. Your application will be valid as soon as you upload all of the required documents and certificates. In the event that some documents (e.g. references) are not available at the time you apply, you may submit these later via email, mail or in person by no later than the start of the degree program.
The admission procedure consists of a written test, a practical test to examine your language, voice and hearing, and an interview with members of the admission committee.
If you have any questions regarding accessibility or if you have a specific need in the admission procedure due to an impairment, please contact Mag.a Ursula Weilenmann for organizational reasons as early as possible email@example.com.
Since we try to take into account individual needs due to disabilities when conducting the written admission test, we ask you to indicate in your online application to Mag.a Weilenmann in which form you require support.
Your contact person in the department Gender & Diversity ManagementMag.a Ursula Weilenmann, Mitarbeiterinbarrierefrei@fh-campuswien.ac.athttp://www.fh-campuswien.ac.at/barrierefrei
Speech and Language Therapist, Head of Section T: +43 1 606 68 firstname.lastname@example.org
Speech and Language Therapist, Academic Staff (parental leave)
Speech and Language Therapist, Academic Staff
We work closely with the Vienna Healthcare Group, universities like the Medical University of Vienna and other health care facilities. This guarantees you strong contacts for internships, employment or participation in research and development activities. You will complete the extensive internships at, among others, the hospitals of the Vienna Healthcare Group. You can find information about our cooperation activities and much more at Campusnetzwerk. It's well worth visiting the site as it may direct you to a new job or interesting event held by our cooperation partners!