Module Directory

This module builds upon and extends the knowledge gained from previous modules to develop the students’ understanding of speech difficulties across the lifespan. It draws upon knowledge of anatomy and physiology, neurology, and medical conditions to consider the speech difficulties that can arise in childhood or can be acquired in adulthood. Emphasis is paid to the impact of difficulties on the service user and their family and the roles of the SLT as part of a team in assessment and management of speech to enhance quality of life. There is emphasis in this module on the assessment, description, transcription and management of speech patterns, abilities and needs.

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 considered 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 speech difficulties and the work of the speech and language therapist within current legislative, national and professional guidelines.

Lastly, this module explores a number of skills and concepts fundamental to the critical review of data and evidence-based practice within the field of Speech.

The aims of this module are:

• To introduce students to the wide range of speech difficulties, including developmental and acquired speech difficulties, and their associated health conditions where relevant.


• To provide students with an understanding of the different speech structures and functions.


• To enable students to describe the aetiology and classification of speech difficulties and methods for differential diagnosis.


• To enable students to understand principles of assessment for the speech of, and plan appropriate intervention for, children and adults with a range of speech difficulties.


• To provide students with opportunities to practise phonetic transcription of disordered speech in children and adults.


• To provide students with opportunities in developing critical thinking in considering the evidence base for speech assessment and management strategies relevant to speech and language therapists.


• To allow students to develop an understanding of multi-disciplinary teamwork when working with people across the lifespan with speech needs, from referral to discharge, reference to the client's safety, and choice.


• To allow students to develop an understanding of issues around the impact of speech needs on the service user and their family/significant others and on their quality of life.

By the end of this module, students will be expected to be able to:

1. Describe the wide range of developmental and acquired health difficulties that lead to speech difficulties.


2. Apply SLTs’ observation and assessment techniques and current published research evidence to identify speech difficulties across the lifespan.


3. Transcribe and analyse disordered speech.


4. Identify and examine abilities and difficulties with speech structures and functions.


5. Administer, score, interpret and evaluate speech assessments.


6. Discuss the professional reasoning employed in making decisions relating to speech assessment choice.


7. Discuss the professional reasoning employed in making decisions relating to identification of speech-related difficulty and ability.


8. Explain intervention models and synthesise them with SLT techniques in managing service users’ speech needs to enhance communication across the lifespan.


9. Apply professional reasoning skills to understand and evaluate underlying difficulties.


10. Plan person-centred, evidence-based interventions with, for or on behalf of service users with speech needs.


11. Select and apply appropriate outcome monitoring for speech needs.

Professional body requirements

In order to meet accreditation requirements students will be required to pass this module.

Syllabus information

Indicative list of content to be taught:

• Dysarthria (and associated conditions)


• Progressive neurological disorders


• Non-progressive disorders and Traumatic Brain Injury


• Voice disorders


• Articulation disorders


• Phonological processes and Phonological disorders


• Apraxia of speech (childhood and adult/acquired)


• Cleft lip and palate


• Fluency disorders


• Assessment tools and techniques


• Intervention principles and strategies


• Evidence based practice and understanding differential diagnosis


• Multidisciplinary working in theory and practice


• Anatomy, Physiology, and neurology relevant to speech disorders


• Transcription skills relevant to speech disorders

This module combines the use of lectures, workshops, and self-guided study to enable the student to critically appraise and apply their learning throughout delivery, grounding theoretical learning in practice.

Lecture/classroom-based:

Teaching sessions consist of interactive lectures and case-based workshops.

Independent study:

This involves the student using learning resources such as recommended reading, course study notes, library resources and Communications Lab resources.

Technology-Enhanced Learning:

Resources are available through Moodle, and students are directed to relevant professional guidance from professional bodies (e.g., RCSLT, NHS, NICE) and organisations in the third sector. Students are encouraged to access a range of online resources to support learning on this module.

Tutorial/seminar-based:

Students are encouraged to access individual or small group tutorial support for areas of difficulty. Academic staff are available for tutorial support by appointment.

Skills-based and simulated practice:

Application of theory to practice, clinical reasoning skills and graduate employability skills (such as teamwork) are embedded throughout the delivery of this module.

Students are expected to undertake the reading before classes and be prepared to engage in discussion.