Overview

The course will begin with an overview of the profession, contexts and clients, followed by an introduction to the anatomy and physiology of head and neck mechanisms. We will then investigate neurology in the context of acquired communication disorders (affecting articulation, voice, expressive and receptive language, literacy, and cognition), as well as swallowing and feeding difficulties, followed by exploration of developmental communication conditions, including dysfluency, phonological and language disorders, and co-occurring conditions such as Autism Spectrum Disorder, Down syndrome, and pragmatic difficulties. All conditions will be discussed in reference to various diagnostic and treatment options. An exploration of case studies will be used to illustrate assessment practices, identification and diagnosis, therapeutic avenues, and data measured outcomes for clients impacted by communication disorders. Time will be devoted to discussing aspects of client counselling, bilingual patients (including Welsh speakers and English language learners), signing systems and alternative and augmentative communication (AAC), and ethical and professional expectations within the field. Material will be presented through class lectures, assigned readings, and class discussions.

The course will begin with an overview of the profession, contexts and clients, followed by an introduction to the anatomy and physiology of head and neck mechanisms. We will then investigate neurology in the context of acquired communication disorders (affecting articulation, voice, expressive and receptive language, literacy, and cognition), as well as swallowing and feeding difficulties, followed by exploration of developmental communication conditions, including dysfluency, phonological and language disorders, and co-occurring conditions such as Autism Spectrum Disorder, Down syndrome, and pragmatic difficulties. Specific emphasis will be placed on assessment, diagnosis, and management processes, client counselling, working with bilingual populations (including Welsh speakers and English language learners), signing systems and alternative and augmentative communication (AAC), and ethical and professional expectations within the field.

Assessment Strategy

-threshold -D- to D+ A threshold student should have basic knowledge of the essential facts and key concepts presented in the module. The work incompletely covers the module material and there may be no argument and lack of examples & support. -good -B- to B+ A good student should have a thorough factual knowledge across all aspects of the module, and be able to detail examples where appropriate. The work shows a thorough understanding based on the presented material. The argument is logic and well supported. -excellent -A- to AAn excellent student should have a thorough factual knowledge across all aspects of the module and be able to detailed examples where appropriate, supported by additional reading and knowledge drawn from other modules. Evidence of critical thinking and wider reading is essential for A+ and A marks. -another level-C- to C+A student would have a sound knowledge across most aspects of the module, and be able to detail examples where appropriate. The work shows an understanding based on the presented material. The argument may have gaps and lacks support.

Learning Outcomes

• Apply skills necessary for professional collaboration in the areas of assessment, intervention, interpersonal relationships, and team building

• Become aware of a sense of professional identity within the contexts experienced by a speech and language therapist.

• Differentiate between causal factors of speech, language, and communication disorders.

• Evaluate the principles and practices of intervention and management in the profession of speech and language therapy.

• Identify and assess professional practices, issues, and responsibilities involved in the delivery of speech and language therapy services.

• Identify and interpret principles and practices of assessment in the profession of speech and language therapy.