Speech and Language Therapy - Paediatrics 2
Health and Social Care (School of)
Postgraduate: Level 7
Monday 15 January 2024
Friday 22 March 2024
08 August 2023
Requisites for this module
MSC B62024 Speech and Language Therapy (Pre-Registration)
This module is undertaken in the second term of study. It builds upon and extends the knowledge gained from the modules in term 1 to further develop the students understanding of the structure of language and introduces the basic principles of speech and language pathology in children.
The module begins with a more detailed consideration of English grammar. This represents a continuation and development of linguistic knowledge introduced within The Structure and Development of Language module to ensure a comprehensive understanding of language structure and the principles of syntactic analysis.
While the emphasis in the first term was on the development of background knowledge in the development and function of normal speech and language processes, emphasis in this, the second term, is on the application of this knowledge to the understanding of simpler speech and language pathologies. The descriptive background gained in the first term constitutes the framework upon which this critical understanding of language pathology is based.
Lastly this module introduces a number of skills and concepts fundamental to the practice of speech and language therapy. These include the process of critical review of data and evidence based practice
1) Phonological impairments
2) Language impairments
3) Evidence based practice and beginning diagnosis
4) Multidisciplinary working in theory and practice
5) Assessment tools and techniques
6) Teaching and learning strategies
7) Clinical content
Through this module students will develop an understanding of children and young people’s speech, language and communication needs, their impact and how they are managed within SLT with reference to the client’s safety, choice and quality of life.
Students are introduced to the importance of the evidence base underpinning all aspects of speech and language therapy practice.
Students are asked to apply information regarding inter-professional / inter-agency working within an SLT context.
On successful completion of this module, the student will be able to:
1. Critically evaluate a child / young person’s presenting Speech Language and Communication Needs (SLCNs) - including consideration of the SLCNs aetiology and presenting characteristics.
2. Critically consider the impact of SLCNs on the child / young person and significant others; and its importance to professional practice
3. Critically appraise the role of the child / young person, their family, the SLT and the inter-professional / interagency team in the management of the child / young person’s SLCNs from referral to discharge with reference to the clients safety, choice and quality of life
4. Critically examine evidence based practice in SLT (including current legislation and professional guidance) and its relevance to professional practice
This module builds upon and extends the knowledge regarding typical development of speech and language processes gained from modules HS830 and HS831, in order to develop students understanding of more simple speech and language pathologies in children. Knowledge is contextualised and focused towards reducing the impact that the speech and language pathology may have on the child, their family and wider social networks.
The module explores the role of the SLT and introduces the processes involved in forming a diagnosis; including the use of evidence based practice, assessment tools and techniques and collaborative working with the client, their families and other professionals (multidisciplinary working). Principles of intervention planning and therapeutic tools and techniques are also introduced and related to a critical review of the research base. The emphasis is on the application of underlying knowledge to the understanding of aspects of communication difficulties and the work of the speech and language therapist within current legislative, national and professional guidelines.
Fixed resource sessions:
The fixed resource sessions consist of interactive seminars which will include lectures, discussion of course text and class based exercises.
Self guided learning:
This involves the student in self guided study using learning resources including recommended reading list, library resources, course study notes and appropriate tutorial support.
In the problem based learning (PBL) sessions key topics which have been introduced in earlier fixed resource sessions are developed further to emphasize their clinical application.
All PBL sessions involve the application of learnt theory to core aspects of clinical practice. As an example this might involve the introduction of a PBL scenario based around a case of phonological delay. The knowledge introduced in the fixed resource sessions will form the basis for the further self guided study that will be undertaken in the PBL sessions. Here for the first time real cases and real situations are introduced and used as the focus for the application of established knowledge and to initiate and guide further study in specific areas. It is this use of the PBL method following introduction of theory which will ground theoretical knowledge in clinical practice.
The above list is indicative of the essential reading for the course.
The library makes provision for all reading list items, with digital provision where possible, and these resources are shared between students.
Further reading can be obtained from this module's reading list
Assessment items, weightings and deadlines
|Coursework / exam
|Viva Presentation Slides
Additional coursework information
The HS832 coursework assignment requires students to track the SLT journey of a client that they have met on placement and critically review that journey with regards to the evidence base and the individual client. Students present their findings via a 30-minute recorded presentation. In this manner it addresses the module outcomes but also mirrors a core aspect of our clinical role (a critical approach to clinical practice which is verbally communicated in an accessible manner with others).
In previous years, students delivered their presentations to a member of staff. This allowed for a 15-minutepresentation, followed by a fifteen-minute Q&A period in which the assessor could ask questions about any aspect of the client’s assessment, intervention, MDT working and / or prognosis. This aimed to mirror the types of clinical discussions that would be held at clinical reviews (e.g. EHCP reviews, onward referrals etc). The work was still recorded for moderation and external examination purposes. However, delivery of the assessment more closely mirrored the face to face skills required in clinical practice.
As such, now that we have a growing staff team, it is requested that we return to the originally approved format. The learning outcomes for the work would remain the same, but the delivery of the work would alter to a presentation and Q&A format (15 minutes for each).
Exam format definitions
- Remote, open book: Your exam will take place remotely via an online learning platform. You may refer to any physical or electronic materials during the exam.
- In-person, open book: Your exam will take place on campus under invigilation. You may refer to any physical materials such as paper study notes or a textbook during the exam. Electronic devices may not be used in the exam.
- In-person, open book (restricted): The exam will take place on campus under invigilation. You may refer only to specific physical materials such as a named textbook during the exam. Permitted materials will be specified by your department. Electronic devices may not be used in the exam.
- In-person, closed book: The exam will take place on campus under invigilation. You may not refer to any physical materials or electronic devices during the exam. There may be times when a paper dictionary,
for example, may be permitted in an otherwise closed book exam. Any exceptions will be specified by your department.
Your department will provide further guidance before your exams.
Module supervisor and teaching staff
Dr Nelly Joye, email: email@example.com.
Julie Austin / Natasha Sore/ Katie Moore / Julie Lowe
firstname.lastname@example.org - 01206 874496
Prof Gary Morgan
Available via Moodle
Of 147 hours, 106 (72.1%) hours available to students:
14 hours not recorded due to service coverage or fault;
27 hours not recorded due to opt-out by lecturer(s), module, or event type.
Disclaimer: The University makes every effort to ensure that this information on its Module Directory is accurate and up-to-date. Exceptionally it can
be necessary to make changes, for example to programmes, modules, facilities or fees. Examples of such reasons might include a change of law or regulatory requirements,
industrial action, lack of demand, departure of key personnel, change in government policy, or withdrawal/reduction of funding. Changes to modules may for example consist
of variations to the content and method of delivery or assessment of modules and other services, to discontinue modules and other services and to merge or combine modules.
The University will endeavour to keep such changes to a minimum, and will also keep students informed appropriately by updating our programme specifications and module directory.
The full Procedures, Rules and Regulations of the University governing how it operates are set out in the Charter, Statutes and Ordinances and in the University Regulations, Policy and Procedures.