Upon completion of the course, students are expected to be able to:

• Analyze the nature of the professions involved in interdisciplinary teams
• Describe the role of the interdisciplinary team in the treatment of language and speech disorders across various neurodevelopmental disorders
• Understand the role of the interdisciplinary team in neurocognitive disorders
• Describe the role of the interdisciplinary team in the treatment of language and speech disorders in neurological conditions
• Clearly distinguish their professional role within a rehabilitation team (rehabilitation center)
• Clearly distinguish their role within an interdisciplinary team in the school setting
• Identify through the literature and apply the role of speech-language therapists within interdisciplinary teams

• Search, analyze, and synthesize data and information, using the necessary technologies
• Promote free, creative, and inductive thinking
• Decision-making
• Critical analysis of data
• Practice of critique and self-critique
• Demonstration of social, professional, and ethical responsibility

The purpose of this course is to guide students in deepening their understanding of the role of speech-language therapists within interdisciplinary teams across various types of disorders, through the analysis of current literature on ethical issues and recent developments or debates (theory and clinical application). Additionally, upon completion of the course, students are expected to be able to analyze the roles of other health professions within the interdisciplinary team that includes speech-language therapy.

The course is organized into 13 units:

• Definition of the Interdisciplinary Approach
• Collaborative Approach in the Interdisciplinary Health Professional Team
• Guide to Speech-Language Therapist Collaboration Across All Educational Levels
• Contribution of Interdisciplinary Collaboration to Overcoming Barriers to Inclusion of Students with Disabilities in General Education
• The Role of the Speech-Language Therapist in the Rehabilitation Team
• The Role of the Speech-Language Therapist in Neurological Disorders
• The Role of the Speech-Language Therapist in the Management of Feeding and Swallowing Disorders
• The Role of the Speech-Language Therapist in Neurodegenerative Disorders
• The Role of the Neurolinguist in the Rehabilitation Team (Guest Speaker)
• The Role of the Occupational Therapist in the Rehabilitation Team (Guest Speaker)
• The Role of the Psychologist in the Rehabilitation Team (Guest Speaker)
• The Role of the Neuropsychologist in the Rehabilitation Team (Guest Speaker)
• The Role of the Physiotherapist in the Rehabilitation Team (Guest Speaker)

• Written examination at the end of the semester (70%) – The exam will include essay questions, short-answer questions, and/or multiple-choice questions.
• Group project on the development of the speech-language therapist’s role within the interdisciplinary team across various disorders, with an in-person presentation (30%)

Books

• Stokes, M., & Stack, E. (Επιμ). (2016).  Κλινική Διαχείριση για Νευρολογικές Καταστάσεις. Parisianou. Code of Eudoxos [50660079]
• Nichols-Larsen, D. (Επιμ). (2017). Νευρολογική Αποκατάσταση. Constadaras. Code of Eudoxos [68519659]
• Μοροζίνη , Μ. (2012). Η κλινική συλλογιστική και η ανάπτυξη στην εργοθεραπεία. Costadaras. Code of Eudoxos. [22766756]
• Λιαρόπουλος, Λ. (2010). Οργάνωση υπηρεσιών και συστημάτων υγείας-Διεθνή συστήματα Υγείας. Βήτα ιατρικές εκδόσεις. Code of Eudox [14241] 
• Καλογεροπούλου Μ., & Μουρδουκούτας, Π. (2010). Υπηρεσίες υγείας: οργάνωση και διοίκηση, αποδοτικότητα, ποιότητα. Κλειδάριθμος. Code of Eudoxos [13935] 
• Καλοκαιρινού, Α. (2016). Εφαρμογές καλών πρακτικών ομάδας πρωτοβάθμιας φροντίδας υγείας. Kallipos. Code of Eudoxos [320202]

 Academic journals

• Journal of Speech, Language and Hearing Research 
• Aphasiology 
• Folia Phoniatrica et Logopaedica

https://eclass.uop.gr/courses/3529/