SPE2057 : Speech and Language Pathology II: Developmental and acquired disorders of speech, language and communication (Study Aboard/Exchange)
- Offered for Year: 2025/26
- Available to incoming Study Abroad and Exchange students
- Module Leader(s): Professor Julie Morris
- Lecturer: Dr Christos Salis, Mrs Zoe Robertson, Dr Vic Knowland, Dr Fiona Menger
- Owning School: Education, Communication & Language Sci
- Teaching Location: Newcastle City Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 1 Credit Value: | 20 |
| ECTS Credits: | 10.0 |
| European Credit Transfer System | |
Pre-requisite
Modules you must have done previously to study this module
Pre Requisite Comment
N/A
Co-Requisite
Modules you need to take at the same time
Co Requisite Comment
N/A
Aims
The aims of this module are to enable learners
-to develop their understanding of developmental and acquired impairments of speech, language and communication.
In considering people with developmental and acquired speech and language disorders
-to be able integrate this knowledge with information from different knowledge bases and apply to management
-to use a case-based problem solving (CBPS) approach to management
-to apply the WHO ICF framework to gain an understanding of how the individual’s impairment, activity and participation in society, environment and personal factors interact
-to analyse and interpret clinical data and to use this to plan interventions
-to develop an understanding of evaluating the effectiveness of interventions
-to critically evaluate assessment/diagnostic frameworks and intervention studies
Outline Of Syllabus
This module considers adults with acquired communication disorders and children with developmental communication disorders working with information from individuals with communication difficulties (described as ‘cases’). Case management questions are used as a framework to structure learning and teaching and are supported by a series of 7 overview sessions (or masterclasses) which are made available to the students. Person-centred care is embedded throughout the module.
There are two main streams:
1. Adult acquired communication disorders
Students will work with information about people with acquired communication difficulties to learn about both spoken and written production and comprehension of words.
2. Children with developmental communication disorders
Students will work with information from children with developmental speech and language disorders, of different ages, to facilitate their learning about developmental speech sound disorders and developmental language disorders.
Across the ‘cases’ the following syllabus areas are covered:
1. Introduction to the disorder/pathology area
2. Assessment and diagnosis of the disorder, including discussion of relevant theoretical models leading to production of a communication profile. Learning will involve a focus on how to develop a holistic communication profile.
3. Consideration of the evidence related to whether (SLT) action is indicated
4. Intervention approaches for the disorder, including consideration of generalisation.
5. Issues related to service delivery, measuring effectiveness, and discharge.
As teaching progresses each case management question will be considered in detail.
Where appropriate, issues related to multilingualism will be discussed and related to cases.
Where appropriate, use of technology, whether directly in intervention or in relation to innovations in service delivery, will be discussed.
This module is only for SA/Exchange students and includes the semester 1 content, learning and assessment from the year long module.
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Structured Guided Learning | Lecture materials | 4 | 0:15 | 1:00 | Intro lecture material,incl 7 resources, which introduce key themes across the 7 case management qs. |
| Guided Independent Study | Assessment preparation and completion | 2 | 20:00 | 40:00 | N/A |
| Scheduled Learning And Teaching Activities | Lecture | 22 | 1:00 | 22:00 | Lectures will be introductory content and will integrate flexibly alongside the practical sessions |
| Guided Independent Study | Directed research and reading | 22 | 1:00 | 22:00 | N/A |
| Scheduled Learning And Teaching Activities | Workshops | 22 | 1:00 | 22:00 | Integrated flex alongside lect time,moving between lecture cont & into small groups working on prob |
| Guided Independent Study | Student-led group activity | 22 | 2:00 | 44:00 | This is a guideline regarding expectation for group work outside scheduled contact time. |
| Guided Independent Study | Independent study | 1 | 49:00 | 49:00 | N/A |
| Total | 200:00 |
Jointly Taught With
| Code | Title |
|---|---|
| SPE8152 | |
| SPE2054 | Speech and Language Pathology II: Developmental and acquired disorders of speech, language and communication |
Teaching Rationale And Relationship
Lecture hours are a combination of introductory lecture content, with group work (case based problem solving) facilitated by the lecturer. The balance of the lecture to group work varies within the module.
This module combines lecture content with both supervised and independent small group work. Key concepts and themes are introduced in lectures and then this learning is applied across the ‘cases’ being studied. Students are expected to do independent study to contribute to student led group activity. The learning and teaching is centred on case based problem solving (CBPS) designed to provide the students with both knowledge and an effective, transferable approach to problem solving when working with people with communication difficulties
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Case study | 1 | A | 25 | Random assignment to adult case 1 or adult case 2: 1500 words |
| Case study | 1 | A | 25 | Random assignment to child case 1 or child case 2: 1500 words |
Formative Assessments
Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.
| Description | Semester | When Set | Comment |
|---|---|---|---|
| Case study | 1 | M | During learning, groups will be required to submit work on specified weeks and will receive formative feedback |
Assessment Rationale And Relationship
Production of case management reports as the assessment is appropriate as this requires the student to apply the knowledge acquired during the module to a novel case. They will apply their theoretical understanding and problem solving skills to a clinically relevant question. There is random assignment to a case each time, to ensure that students are assessed across a range of communication difficulties and across adult and paediatric cases.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- SPE2057's Timetable