Continuous study and writing of the theses under the supervision of a consultant, preparation for the defense.

Approximately 500 hours (1 credit = 25 hours), includes obtaining and processing specialized literature on the topic of the thesis, setting the goal, content of the form in accordance with the requirements of the department and faculty, continuous consultation, writing, editing, submission of thesis, reading reviews, preparation for defense, defense.

Consultations, partial presentation of results, presentation at the state exam, defense, scientific debate.

according to the focus of the final thesis

The conditions for registration for the state examination are defined by Art. 27 of the Study Regulations of the Faculty of Education of Comenius University in Bratislava.

Pursuant to §51, par. 3 of Law No. 131/2002, as amended, the study according to each study programme includes a final thesis, which, together with its defense, forms a single subject; defense of the final thesis belongs to the state exams. The basic requirements of final theses are also regulated by internal regulation No. 12/2013 Rector's Directive.

Slovak

The student chooses and applies for the topic of the thesis, regularly consults, independently writes and submits the thesis in a timely manner, prepares for defense by studying the reviews. During the defense, he will observe the specified time for the presentation of the results. He then listens to the testimonials and also responds to the commission's questions. The examination board for conducting state examinations in the framework of the defense evaluates both the content and the formal level of the school work and its originality and overall defense as follows:

A (100–91%, excellent – excellent results), if the elaboration of the topic is in accordance with the field, formally without errors, on an appropriate scale. The work is original (acceptable low % of match), appropriate literature was used, researches given, studies in journals, citations were consistent and according to the standard.

B (90–81%, very well – above average standard), the same as above, but there were occasionally minor errors.

C (80 –73%, well – normal reliable work), compliance with all requirements, repeated minor deficiencies in some of the evaluated areas, or an exceptionally more serious error.

D (72 – 66%, satisfactory – acceptable results), multiple shortcomings and errors, imbalance, at least partly satisfactory.

E (65 –60%, sufficient – overall poor results), but meet the criteria in the context of the field, a well-prepared defense.

Fx (59–0%, insufficiently – additional extra work is required), poor defense, negative opinion of reviewers, work returned for rework.

The graduate will be able to carry out scientific research and present its results, the graduate will be able to adequately apply theoretical knowledge in the field of speech therapy theory, diagnostics and therapy in practice in persons with various types of impaired communication ability, while observing the rules of professional ethics. He will be able to present the results, defend them and respond to comments.

Approximately 200 hours of individual preparation, self-study, if necessary, individual consultations with teachers for a specific issue, area.

Compulsory readings:

1. KEREKRÉTIOVÁ, A. (Ed.): Logopedická propedeutika. Bratislava: Vydavateľstvo Univerzity Komenského, 2020.

2. KEREKRÉTIOVÁ, A. (Ed.): Logopédia. Bratislava: UK, 2020.

Recommended readings:

3. CSÉFALVAY, ZS., LECHTA, V. (Ed.): Diagnostika NKS u dospělých. Praha: Portál, 2013.

4. CSÉFALVAY, ZS., EGRYOVÁ, M., WIEDERMANN, I.: Diagnostika afázie, alexie a agrafie. Bratislava: AOS, 2018. .

5. DRŠATA, J. et al. Foniatrie-Hlas. Praha: Tobiáš, 2011.

6. KAPALKOVÁ S. a kol.: Hodnotenie komunikačnej schopnosti v ranom veku. Bratislava: Slovenská asociácia logopédov, 2010.

7. KAPALKOVÁ, S., SLANČOVÁ, D., NEMCOVÁ, M.: MAIN Slovak version (based on the revised English version). Berlin: ZAS Papers in Linguistics [elektronický dokument]. - č. 64 (2020), s. [1-39] [online]

8. KRÁLOVÁ, M., CSÉFALVAY, ZS., MARKOVÁ, J.: Kognitívno-komunikačné poruchy pri demencii. Bratislava: Vydavateľstvo Univerzity Komenského, 2016.

9. LECHTA, V.: Koktavost. Praha: Portál, 2010. ISBN 978 80 7367 643 8

10. LECHTA, V. 2000. Symptomatické poruchy reči u detí. Bratislava: Vydavateľstvo Univerzity Komenského. 193 s.

11. LOVE, R. J., WEBB, W. G.: Mozek a řeč. Praha: Portál, 2009.

12. MARKOVÁ, J., KEVICKÁ, V.: Získané kognitívno-komunikačné poruchy. Bratislava: Mabag, 2021.

13. MIKULAJOVÁ, M. a kol. 2012. Čítanie, písanie a dyslexia: s testami a normami. Bratislava: Slovenská asociácia logopédov, 2012. 296 s.

14. ORAVKINOVÁ, Z. (2010): Raná logopedická intervencia u detí s rázštepom pery a/alebo podnebia. Bratislava: SPN.

15. ORAVKINOVÁ, Z. (2018): Logopedická intervencia u detí s rázštepom pery a podnebia. Bratislava: SPN.

16. PÁLFYOVÁ, E.: Chronická zajakavosť. Implementácia metódy MIDVAS do praxe. Bratislava: Dialóg, 2012.

17. Slančová, D. (ed.) a kol.: Desať štúdií o detskej reči. Bratislava: Veda, 2018.

18. Slančová, D. (ed.) a kol.: Štúdie o detskej reči. Prešov: Filozofická fakulta Univerzity v Prešove, 2008.

19. YARUSS, J. S., REARDON-REEVES, N. 2017. Early Childhood Stuttering Therapy: A Practical Guide. McKinney, USA: Stuttering Therapy Resources.

The student will be evaluated by the members of the state commission, which will require the demonstration of knowledge in the field of general speech terminology, all kinds of developmental and acquired impaired communication ability in children and adults (with an emphasis on their definition, etiopathogenesis, classification, symptomatology), as well as detailed knowledge of language development in the neurotypical population and counseling in speech therapy.

The rating shall be given on a scale of:

A (excellent – excellent results, theoretical mastery and ability to synthesize information, excellent integration of information and understanding of interrelationship),

B (very well – above-average standard, theoretical mastery and ability to synthesize information, good understanding of the correlation),

C (well – normal reliable work, mastery of basic approaches and methods, lower level of ability to integrate context and knowledge in context),

D (satisfactory results, lower level of theoretical information, poorer interpretation and integration of correlations),

E (sufficient – the results meet the minimum criteria, a lower level of theoretical knowledge, exceptionally also problems in the interpretation and integration of correlations),

Fx (insufficient knowledge).

Slovak

Acquired knowledge of typical language development, acquired theoretical concepts of developmental and acquired disorders of communicative ability (aphasia, dyslexia, dysarthria, impaired sound plane of speech, voice disorders, palatolalia, speech fluency disorders, developmental language disorder, symptomatic speech disorders in children, cognitive-communication disorders and others). The graduate will be able to adequately apply theoretical knowledge in the field of speech therapy theory in general and in persons with various types of impaired communicative abilities.

Approximately 200 hours of individual preparation, self-study, if necessary, individual consultations with teachers for a specific issue, area.

CSÉFALVAY, ZS., LECHTA, V. (Ed.): Diagnostika NKS u dospělých. Praha: Portál, 2013.

CSÉFALVAY, ZS., EGRYOVÁ, M., WIEDERMANN, I.: Diagnostika afázie, alexie a agrafie. Bratislava: AOS, 2018.

DRŠATA, J. et al. Foniatrie-Hlas. Praha: Tobiáš, 2011.

KAPALKOVÁ S. a kol.: Hodnotenie komunikačnej schopnosti v ranom veku. Bratislava: Slovenská asociácia logopédov, 2010.

KAPALKOVÁ, S., SLANČOVÁ, D., NEMCOVÁ, M.: MAIN Slovak version (based on the revised English version). Berlin: ZAS Papers in Linguistics [elektronický dokument]. - č. 64 (2020), s. [1-39] [online]

KEREKRÉTIOVÁ, A. (Ed.).: Logopedická propedeutika. Bratislava:. Vydavateľstvo Univerzity Komenského, 2020.

KEREKRÉTIOVÁ, A. (Ed.): Logopédia. Bratislava: UK, 2020.

KRÁLOVÁ, M., CSÉFALVAY, ZS., MARKOVÁ, J.: Kognitívno-komunikačné poruchy pri demencii. Bratislava: Vydavateľstvo Univerzity Komenského, 2016.

LECHTA, V.: Koktavost. Praha: Portál, 2010. ISBN 978 80 7367 643 8

MARKOVÁ, J., KEVICKÁ, V.: Získané kognitívno-komunikačné poruchy. Bratislava: Mabag, 2021.

MIKULAJOVÁ, M. A KOL. 2012. Čítanie, písanie a dyslexia: s testami a normami. Bratislava: Slovenská asociácia logopédov, 2012. 296 s.

ORAVKINOVÁ Z. (2010): Raná logopedická intervencia u detí s rázštepom pery a/alebo podnebia. SPN.

ORAVKINOVÁ, Z. (2018): Logopedická intervencia u detí s rázštepom pery a podnebia. Bratislava: SPN

Slančová, D.(ed.) a kol.: Desať štúdií o detskej reči. Bratislava: Veda, 2018.

Slančová, D. (ed.) a kol.: Štúdie o detskej reči. Prešov: Filozofická fakulta Univerzity v Prešove, 2008.

YARUSS, J. S., REARDON-REEVES, N., 2017. Early Childhood Stuttering Therapy: A Practical Guide. McKinney, USA: Stuttering Therapy Resources.

The student will be evaluated by the members of the state commission, he will require the demonstration of knowledge of the issue of speech therapy screenings, basic speech therapy examination and specific speech therapy examination of all kinds of developmental and acquired impaired communication ability in children and adults, and knowledge of the diagnosis of speech development in the neurotypical population.

The rating shall be given on a scale of:

A (excellent – excellent results, theoretical mastery and ability to synthesize information, excellent integration of information and understanding of interrelationship),

B (very well – above-average standard, theoretical mastery and ability to synthesize information, good understanding of the correlation),

C (well – normal reliable work, mastery of basic approaches and methods, lower level of ability to integrate context and knowledge in context),

D (satisfactory results, lower level of theoretical information, poorer interpretation and integration of correlations),

E (sufficient – the results meet the minimum criteria, a lower level of theoretical knowledge, exceptionally also problems in the interpretation and integration of correlations),

Fx (insufficient knowledge).

Slovak

The graduate will be able to adequately use theoretical knowledge and corresponding methods in the process of diagnosis in persons with various types of impaired communication ability (speech development in the norm and its diagnosis) theoretical conceptions and diagnosis of developmental and acquired disorders of communicative ability (aphasia, dyslexia, dysarthria, impaired sound plane of speech, voice disorders, palatolalia, speech fluency disorders, developmental language disorder, symptomatic speech disorders in children, cognitive-communicative disorderc, etc.).

Approximately 200 hours of individual preparation, self-study, if necessary, individual consultations with teachers for a specific issue, area.

1. CSÉFALVAY, ZS. a kol.: Terapie afázie. Teorie a případové studie. Praha: Portál, 2007.

2. CSÉFALVAY, ZS., MARKOVÁ, J. EGRYOVÁ, M., WIEDERMANN, I.: Terapia afázie, alexie a agrafie, Bratislava: AOS, 2018.

3. DRŠATA, J. et al. Foniatrie-Hlas. Praha: Tobiáš, 2011.

4. KAPALKOVÁ, S., VENCELOVÁ, L.: Šlabikár metodická príručka. Bratislava: Slovenská asociácia logopédov, 2020.

5. KEREKRÉTIOVÁ, A. (Ed.).: Logopedická propedeutika. Bratislava:. Vydavateľstvo Univerzity Komenského, 2020.

6. KEREKRÉTIOVÁ, A. (Ed.): Logopédia. Bratislava: UK, 2020.

7. KRÁLOVÁ, M., CSÉFALVAY, ZS., MARKOVÁ, J.: Kognitívno-komunikačné poruchy pri demencii. Bratislava: Vydavateľstvo Univerzity Komenského, 2016.

8. LECHTA, V.: Koktavost. Praha: Portál, 2010. ISBN 978 80 7367 643 8

9. LECHTA, V. 2000. Symptomatické poruchy reči u detí. Bratislava: Vydavateľstvo Univerzity Komenského. 193 s.

10. MARKOVÁ, J., KEVICKÁ, V.: Terapia získaných kognitívno-komunikačných porúch. Bratislava: Mabag, 2021.

11. MIKULAJOVÁ, M. 2009. Jazykovo-kognitívne metódy prevencie a terapie dyslexie. Bratislava: MABAG, 2009b. 68 s.

12. ORAVKINOVÁ, Z. (2010): Raná logopedická intervencia u detí s rázštepom pery a/alebo podnebia. SPN.

13. ORAVKINOVÁ, Z. (2018): Logopedická intervencia u detí s rázštepom pery a podnebia. Bratislava: SPN

14. PÁLFYOVÁ, E.: Chronická zajakavosť. Implementácia metódy MIDVAS do praxe. Bratislava: Dialóg, 2012.

15. Slančová D.(ed.) a kol.: Desať štúdií o detskej reči. Bratislava: Veda, 2018.

16. Slančová D. (ed.) a kol.: Štúdie o detskej reči. Prešov: Filozofická fakulta Univerzity v Prešove, 2008.

17. YARUSS, J. S., REARDON-REEVES, N., 2017. Early Childhood Stuttering Therapy: A Practical Guide. McKinney, USA: Stuttering Therapy Resources.

The student will be evaluated by the members of the state commission, he will require the demonstration of knowledge in the field of speech therapy, therapy of all kinds of developmental and acquired impaired communication ability in children and adults.

The rating shall be given on a scale of:

A (excellent – excellent results, theoretical mastery and ability to synthesize information, excellent integration of information and understanding of interrelationship),

B (very well – above-average standard, theoretical mastery and ability to synthesize information, good understanding of the correlation),

C (well – normal reliable work, mastery of basic approaches and methods, lower level of ability to integrate context and knowledge in context),

D (satisfactory results, lower level of theoretical information, poorer interpretation and integration of correlations),

E (sufficient – the results meet the minimum criteria, a lower level of theoretical knowledge, exceptionally also problems in the interpretation and integration of correlations),

Fx (insufficient knowledge).

Slovak

The graduate will be able to adequately use theoretical knowledge and corresponding methods in the process of therapeutic intervention in persons with various types of impaired communication ability (aphasia, dyslexia, dysarthria, speech sound disorders, voice disorders, cleftpalate speech, speech fluency disorders, developmental disorder of language, symptomatic speech disorders in children, cognitive-communication disorders etc.