Postgraduate

Modules

Modules

SPE8157 : MSc Speech and Language Pathology 1: Sensory

Semesters
Semester 1 Credit Value: 10
ECTS Credits: 5.0

Aims

•       To study a range of sensory impairments (hearing, visual, sensory integration and proprioception) which give rise to and/or are associated with delays and disorders of communication in childhood and which may persist into adulthood.
•       To gain an understanding of the underlying pathology of sensory impairments
•       To gain an understanding of the nature of the relationship between these impairments and the communicative difficulties associated with these conditions
•       To gain an understanding of the interactions between an individuals’ sensory and communicative impairment and their communicative environment and the role of this interaction in the acquisition of language and communication skills
•       To gain an understanding of how an individual’s level of disability arises as a function of interactions between an individual’s impairment, their communicative environment, their activity and participation and personal factors.
•       To study appropriate methods of assessment, intervention and management of clients with sensory impairments and communication difficulties
•       To prepare students to work effectively with clients, their families and other health and educational professionals to manage the communication difficulties of this client group

In relation to HCPC Standards of Proficiency (SoP), the primary focus of this module is SoP 13.13: understand developmental impairments of speech, language, communication, with the conditions listed above and 14.21: to be able to use knowledge of speech and language therapy to assess and work with people with developmental speech and language impairments. It also relates to 13.1.

Other standards of proficiency are also relevant.
The module aims to develop an holistic approach to focusing on partnerships with clients and carers (9.3; 9.7), understanding the range of social, psychological, situational and medical factors which contribute to service users’ communication status and/or functioning (5.1; 5.2; 14.18) the importance of the sociological context (13.11) and the psycho-social consequences of the service user and their families/carers as a consequence of their communication difficulties (14.19). The module promotes the application of science and theory to assessment and intervention (13.6), It develops the ability to analyse and critically evaluate information collected (14.9).

Outline Of Syllabus

Syllabus includes:
Introduction to the aims of the module, models of disability and signpost links to other modules
Introduction to Alternative and Augmentative Communication (AAC)
Audiology for Speech & Language Therapists
Speech & Language Therapy for Deaf children or those who have a Hearing Impairment
Language and Communication in children with Visual Impairments
Other sensory disorders (hypersensitivity, sensory integration, proprioceptive difficulties)
Issues of multilingualism and cultural diversity should be accommodated in order to work effectively as speech and language therapist – with particular emphasis on deaf culture and signing

In relation to the RCSLT curriculum guidance, the Speech and Language Pathology modules allow the students to demonstrate the applied knowledge of the full range of speech, language and swallowing difficulties and their speech and language therapy management. This module focuses specifically on clinical areas: 9. Hearing Impairment (including deafness) and 13. Neurodevelopmental conditions and/or learning disabilities, evaluating and applying current approaches to assessment, differential diagnosis, intervention and management with individuals with neurodevelopmental conditions and/or learning disabilities across the lifespan, including inclusive communication, eg AAC, total communication, environmental and whole system approaches . There is also a focus on speech and language acquisition and change over time, multilingualism (4.4.1) applications of social and cultural factors to speech and language therapy practices: (4.4.2) and audiology within 4.4.3 (biological and medical sciences).

The module provides opportunities for students to develop key graduate capabilities around the use of the evidence base to support clinical reasoning and practice (4.2.4 A) by applying knowledge of a range of disciplines relevant to speech and language therapy practice. There is also a focus on promoting inclusion and access (4.2.1.B), interprofessional practice and teamworking (4.2.2A) working with service users families and carers (4.2.2B) and advocacy (4.2.2C).

Teaching Methods

Please note that module leaders are reviewing the module teaching and assessment methods for Semester 2 modules, in light of the Covid-19 restrictions. There may also be a few further changes to Semester 1 modules. Final information will be available by the end of August 2020 in for Semester 1 modules and the end of October 2020 for Semester 2 modules.

Teaching Activities
Category Activity Number Length Student Hours Comment
Guided Independent StudyAssessment preparation and completion115:0015:00N/A
Structured Guided LearningLecture materials92:0018:00N/A
Guided Independent StudyDirected research and reading147:0047:00N/A
Structured Guided LearningAcademic skills activities13:003:00N/A
Structured Guided LearningStructured research and reading activities91:009:00N/A
Scheduled Learning And Teaching ActivitiesWorkshops13:003:00Face to face AAC workshop.
Scheduled Learning And Teaching ActivitiesScheduled on-line contact time21:303:00Synchronous online Audiology workshop
Scheduled Learning And Teaching ActivitiesModule talk11:001:00Synchronous online lecture
Scheduled Learning And Teaching ActivitiesModule talk11:001:00Hearing Impairment
Total100:00
Teaching Rationale And Relationship

Lectures introduce and explain the impact of sensory impairments on language and communication development; the experience of disability of this client group; the role of the speech and language therapist in the management of clients with sensory impairment; audiological assessment results and how they relate to the aetiology, prognosis, treatment and profile of impairment of children with Hearing Impairment/who are Deaf.
The Workshop introducing AAC allows students to reflect on individual’s experience of a severe and complex disability which affects their communication, and to problem solve and critically evaluate the process of designing and choosing appropriate AAC approaches. In addition the workshop introduces and explains the rationale and theory behind the use of alternative and augmentative communication to reduce the levels of disability experienced by individuals with sensory and other disabilities.
The Skills Practice supports students to practice interpreting audiological assessment results through the completion of supporting worksheets on Blackboard with the release of standard/correct answers after completion as a form of formative feedback.

Assessment Methods

Please note that module leaders are reviewing the module teaching and assessment methods for Semester 2 modules, in light of the Covid-19 restrictions. There may also be a few further changes to Semester 1 modules. Final information will be available by the end of August 2020 in for Semester 1 modules and the end of October 2020 for Semester 2 modules.

The format of resits will be determined by the Board of Examiners

Other Assessment
Description Semester When Set Percentage Comment
Report1M1001500 Word report - student’s interpretation of audiological assessment results for 2 children with Hearing Impairment/who are Deaf.
Assessment Rationale And Relationship

The report format encourages the integration of knowledge gained from lectures and private study, and demands the ability to utilise their knowledge base with respect to the nature and aetiology of Hearing Impairments in children and demonstrate the skill of synthesising and interpreting audiological assessment data.

Reading Lists

Timetable