• Offered for Year: 2024/25

• Module Leader(s): Mrs Linda Jose

• 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.

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 In relation to HCPC Standards of Proficiency (SoP), the primary focus of this module are SoPs 13.19 and 12.12 to be able to use knowledge of speech and language therapy to assess and work.
with people with the impairments listed above. . 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 (8.15), understanding the range of social, psychological, situational and medical factors which contribute to service users’ communication status and/or functioning (5.1; 13.16, 7.9) the importance of the sociological context (12.10) and the psycho-social consequences of the service user and their families/carers as a consequence of their communication difficulties (13.17).

Students apply and synthesise knowledge of communication impairment, linguistics, phonetics, psychology and biomedical sciences to the management of clients with speech and language impairments and recognise their responsibility for and ability to justify their decisions (13.14; 4.1, 4.2).

The module promotes the application of science and theory to assessment and intervention (12.5), measurement of effectiveness (12.2) and therapeutic and learning processes and contexts (12.2; 12.6; 12.11).

Learning will consider the duty of the SLT to make reasonable adjustments in practice and be able to make and support reasonable adjustments in theirs and others' practice, recognise the characteristics and consequences of barriers to inclusion (5.4, 5.5). and to understand the need to support the communication needs of service users and carers, such as through the use of an appropriate interpreter (7.6). Also students will be supported to recognise the principles and practices of other health and care professionals and systems and how they interact with their profession (8.2).

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

Teaching Activities

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

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

Other Assessment

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

• SPE3059's Reading List

Timetable

• Timetable Website: www.ncl.ac.uk/timetable/
• SPE3059's Timetable