Module Directory

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 contains a more detailed consideration of (English) phonetics, morphosyntax, pragmatics, bilingualism, and relevant psycholinguistic and sociolinguistic topics. 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 phonetic and morphosyntactic analysis.

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.

While the emphasis in the first term was on the development of background knowledge in the development and function of typical speech and language processes, the emphasis in 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 

Indicative Content 

• Phonological impairments.


• Language impairments.


• Evidence based practice and beginning diagnosis.


• Multidisciplinary working in theory and practice.


• Assessment tools and techniques.


• Teaching and learning strategies.


• Clinical content.


• Assessment.

The aims of this module are:

• To 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.


• To introduce the importance of the evidence-based underpinning all aspects of speech and language therapy practice.


• To apply information regarding inter-professional / inter-agency working within an SLT context.

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

1. Critically evaluate a child / young person’s presenting Speech Language and Communication Needs (SLCNs) - including consideration of the SLCN's 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 client's 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.

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 the self-guided study using learning resources including recommended reading list, library resources, course study notes and appropriate tutorial support.

EBL sessions:
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 learned 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 the introduction of theory which will ground theoretical knowledge in clinical practice