• Offered for Year: 2024/25

• Module Leader(s): Mrs Linda Jose
• Co-Module Leader: Mrs Zoe Robertson
• Lecturer: Professor Lindsay Pennington

• 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 prepare students to work effectively as speech language therapists with clients, their families & other members of the multi-disciplinary team to meet the needs of clients with the conditions:
a.       Learning Disability and complex needs
b.       Autistic Spectrum Disorders
c.       Cerebral Palsy
d.       Disorders of Fluency (stuttering, cluttering)

-       To provide knowledge of aetiology & presentation of above conditions and their consequences for individual’s speech, language & communication and to consider the changing nature and needs over the lifespan
-       To apply the WHO ICF framework to the above disorders to gain understanding of how the individual’s impairment, activity and participation in society, environment and personal factors interact to determine an individual’s level of disability
-       To understand methods of assessment, intervention and management of speech, language and communication needs of individuals with the above conditions
-       To understand the role of speech and language therapist within a variety of service delivery models and multi-disciplinary teams in delivering interventions and reducing the disability experienced by individuals with the above conditions
-       To understand service user’s perspectives on their communication, disability, experiences of speech & language therapy and of wider services.


In relation to HCPC Standards of Proficiency (SoP), the primary focus of this module are SoPs 13.19 & 12.12 to be able to use knowledge of speech and language therapy to assess and work with people with the impairments listed above (contributing to the subtopics of - developmental speech & language disorders; developmental or acquired cognitive impairments).

This module builds on foundations of case based problem solving & develops students’ ability to analyse & critically evaluate the information collected (13.3), the ability to demonstrate a logical & systematic approach to problem solving (4.6) & the ability to use research, reasoning & problem solving skills to determine appropriate actions, applying knowledge of therapeutic contexts, models & processes (4.7, 12.11, 13.10).It also builds on & develops understanding of the structure & function of the human body, together with knowledge of physical & mental health, disease, impairment & dysfunction (12.1).

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 & medical factors which contribute to service users’ communication status &/or functioning (5.1; 13.16, 7.9) the importance of the sociological context (12.10) & the psycho-social consequences of the service user & their families/carers as a consequence of their communication difficulties (13.17). Assessment includes demonstration of the principles of confidentiality & data governance (6.1, 6.2), data gathering (13.2), detailed assessment and investigations (13.5, 13.6)

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, and to actively challenge these barriers (5.4, 5.5, 5.6).

Students will be supported to understand the need to support service users and cares as appropriate to facilitate service-users and carers preferred role in decision making through the provision of information such as through an interpreter and the provision of accessible information; (7.6; 7.8; 7.4). Relevant equality legislation will also be considered (5.2)

Learning will consider the need to work with others and recognise the principles and practices of other health and care professionals and systems and how they interact with their profession
(8.2, 8.14).

Outline Of Syllabus

Other standards of proficiency continued from AIMS:
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). It develops the ability to analyse and critically evaluate information collected (13.3).

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).


SYLLABUS
a. Cerebral Palsy
b. Fluency disorders (stuttering, cluttering)
c. Autistic Spectrum Disorder and Pragmatic Development
d. Learning Disability

For each condition teaching will cover:

-       Aetiology and presentation of the above conditions and associated disorders
-       their consequences for individual’s speech, language and communication and changing nature of the needs over the lifespan
-       the application of the WHO ICF framework to gain an understanding of how the individual’s impairment, activity and participation in society, environment and personal factors interact to determine an individual’s level of disability
-       methods of assessment, intervention and management of the speech, language and communication needs
-       the role of speech and language therapist within multi-disciplinary teams in delivering interventions and reducing individual’s experience of disability
-       how 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
-       To understand service user’s perspectives on their communication, their disability, their experiences of speech and language therapy and of wider services.

User Involvement will include contributions regarding
-       meeting with the families of adults/young people with learning disability and/or complex needs to understand how communication disabilities affect them.


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: 7: Fluency disorders 12. Mental health conditions (children) and 13. Neurodevelopmental conditions and/or learning disabilities. Within psychological and social sciences (4.4.2), there is a focus on applications of psychology to speech and language therapy practice. Within biological and medical sciences, there is a focus on psychiatry and paediatrics.

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 developing advanced communication skills (4.2.1A) promoting inclusion and access (4.2.1.B), health promotion (4.2.1C) interprofessional practice and teamworking (4.2.2A) working with service users families and carers (4.2.2B) , advocacy (4.2.2C) and developing others (4.2.3C).

Teaching Methods

Teaching Activities

Teaching Rationale And Relationship

Lectures include
-       1 lecture briefing students on how to conduct the Case Study in groups which involves visiting and observing a client with learning disability and/or complex needs
-       35 lectures from experts in the specific conditions covered in this module and including 2 including service users

Lectures have been chosen as a teaching method to make explicit links between theory and concepts and clinical management decision making for the conditions listed above.
Selected sessions involve presentations by/ interviews with/group activities with invited service users on psychosocial and practical issues.

Guided independent study provides students with the opportunity to

-       Devise appropriate methods of assessment, intervention and management of the speech, language and communication needs for specific individuals with the above conditions,
-       Understand the role of speech and language therapist within a variety of service delivery models and multi-disciplinary teams
-       Apply the WHO ICF framework to the above disorders

Assessment Methods

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

Other Assessment

Assessment Rationale And Relationship

ALL COMPONENTS ARE ESSENTIAL COMPONENTS AND MUST BE PASSED IN ORDER TO PASS MODULE OVERALL.

The complex case reports assess:

students’ abilities to collect and analyse data to build a holistic profile of a client with complex needs (including physical and/or learning disability and associated conditions). It will draw on knowledge of the impact of intellectual impairments on communication development and on appropriate service provision and intervention.

Design project will cover the Fluency aspects of the module and is a practical assessment that reflects a task they may have to do as practising speech and language therapists.

Reading Lists

• SPE3060's Reading List

Timetable

• Timetable Website: www.ncl.ac.uk/timetable/
• SPE3060's Timetable