HS830-6-FY-CO:
Speech and Language Therapy Foundation Studies 1
2023/24
Health and Social Care (School of)
Colchester Campus
Full Year
Undergraduate: Level 6
ReassessmentOnly
Thursday 05 October 2023
Friday 28 June 2024
0
14 February 2024
Requisites for this module
(none)
(none)
(none)
(none)
(none)
This foundation module introduces students to core topic areas which underpin and are fundamental to the effective practice of Speech and Language Therapy.
It includes five topic areas: biological sciences, psychology, sociology, education philosophy & practice & professionalism. Together these topics encompass a broad range of 'core' knowledge which is necessary for the practice of speech and language therapy.
These core areas of scientific and professional study will form a foundation from which the student can build a deeper understanding of the nature and practice of speech and language therapy. Knowledge and skills developed in this foundations module are extended and applied in modules HS831, HS832, HS833 & HS834.
It is anticipated that students will undertake the speech and language therapy course from diverse backgrounds and with a range of underlying skills and experience. This foundations module undertaken in the first term of study will ensure that all students, whatever their background, have achieved a standard level of knowledge in core areas before proceeding with further study.
This module aims to introduce key concepts in biological sciences, psychology, sociology, education and professionalism which are relevant to the nature and practice of Speech and Language Therapy.
It also aims to explore how biological sciences, psychology, sociology, education and professional issues underpin current Speech and Language Therapy practice. It will also support the application of knowledge of biological sciences, psychology, sociology, education and professionalism to SLT theory and practice.
On successful completion of this module, the student will be able to:
1. Identify and explain anatomy, physiology and neurology relevant to Speech and Language Therapy
2. Identify and explain key concepts in psychology, sociology and education philosophy & practice relevant to Speech and Language Therapy
3. Identify and discuss key professional concepts and issues relevant to Speech and Language Therapy
4. Critically consider how biological sciences, psychology, sociology, education philosophy & practice and professionalism underpins and informs the nature and practice of Speech and Language Therapy
5. Reflect on the application of underlying core knowledge to SLT modules and practice placements.
The module covers the topics of biological science (anatomy and physiology), psychology, sociology, education philosophy & practice and professionalism. The knowledge developed within these areas provide a 'frame of reference' within which the student can better understand the processes of child development, language acquisition, the management of paediatric communication disorders and Speech and Language Therapy as a profession. It is expected that students will extend and apply underlying knowledge of the core topic areas to concurrent and later SLT modules (HS831, HS832, HS833 & HS834) and practice placements (e.g. HS831 schools placement). 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.
The module also supports students to develop key graduate employability skills including independent learning, critical thinking and team working through a range of teaching and learning strategies (e.g. student led presentations, discussion groups, workshops).
Indicative content
1. Biological science for Speech and Language Therapy
2. Psychological science for Speech and Language Therapy
3. Sociological science for Speech and Language Therapy
4. Educational philosophy for Speech and Language Therapy
5. Professionalism in Speech and Language Therapy
6. NHS Constitution (Values and Beliefs)
7. SLT contexts of practice
This module combines the use of interactive lectures, workshops, student led presentations, discussion groups and independent learning opportunities to develop student's knowledge and application of the core topic areas which underpin the nature and practice of Speech and Language Therapy and promote key graduate employability skills.
Lectures:
Fixed resource sessions: The fixed resource sessions consist of interactive lectures and class based workshops. Fixed resource sessions are delivered and/or facilitated by module tutors and external speakers. Fixed resource sessions are used to deliver aspects of the professionalism, education philosophy & practice and biological sciences components of the foundations module.
Student led presentation & discussion sessions:
These are the primary teaching and learning methods for the delivery of the psychology component of this module. These methods develop student’s knowledge and application of core psychology topics to SLT practice and promote independent learning, critical thinking and oral presentation skills. Each presentation group is required to plan and deliver one 30 minute presentation on an allocated topic and facilitate the corresponding group discussion to explore how the topic underpins SLT practice. A tutor will be present during the psychology sessions to support as appropriate (see separate psychology guide for further details)
Small group discussions:
This is the primary teaching and learning strategy for the delivery of the sociology component of this module. This teaching and learning method develops student’s knowledge of core sociology topics related to SLT and promotes independent learning, communication & team working skills. Each discussion group is required to meet on a weekly basis to discuss an allocated topic. Students should undertake self-guided study around the allocated sociology topic prior to each session and make notes as appropriate to support the discussion.
Self-guided learning:
This involves the student undertaking independent study using a range of learning resources including: recommended reading, course study notes, library resources, resources in the SLT laboratory, IT resources and appropriate tutorial support.
Placement:
This foundations module underpins later learning in readiness for placement activity. It will be required when considering clients development and difficulties throughout placement experiences.
Online:
Students are directed to online resources as appropriate, SLT laboratory and professional & government websites.
Lecture materials and additional publications are included on the HS830 on-line Moodle page.
Tutorials:
Students are encouraged to access individual or small group tutorial support for areas of difficulty. Academic staff are available for tutorial support by appointment. Please email the appropriate tutor to arrange an appointment.
Skills:
Application of core knowledge to SLT practice and key graduate employability skills are embedded throughout the delivery of the HS830 foundations module. These skills are further extended in later modules and on practice placements.
-
Rouse, M.H. (2019)
Neuroanatomy for speech-language pathology and audiology. Second edition. Burlington, MA: Jones & Bartlett Learning. Available at:
https://ebookcentral.proquest.com/lib/universityofessex-ebooks/detail.action?pq-origsite=primo&docID=5621983.
-
Seikel, J.A., Drumright, D.G. and Hudock, D.J. (2020)
Anatomy & physiology for speech, language, and hearing. Sixth edition. San Diego, CA: Plural Publishing. Available at:
https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=2318113&site=ehost-live.
-
-
-
-
Berk, L.E. (2018)
Development through the lifespan. Seventh edition. Hoboken, NJ: Pearson Education, Inc. Available at:
https://ebookcentral.proquest.com/lib/universityofessex-ebooks/detail.action?docID=5306354.
-
-
Santrock, J.W. (2019)
Life-span development. Seventeenth edition, international student edition. New York, NY: McGraw-Hill Education. Available at:
https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=2753012&site=eds-live.
-
Feldman, R.S. (2017) Life span development: a topical approach. Third edition. Boston, MA: Pearson.
-
Hyter, Y.D. and Salas-Provance, M.B. (2019)
Culturally responsive practices in speech, language, and hearing sciences. San Diego, CA: Plural Publishing Inc. Available at:
https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1831951&site=ehost-live.
-
Hall, B.J., Covarrubias, P.O. and Kirschbaum, K.A. (2018)
Among cultures: the challenge of communication. Third Edition. New York: Routledge, Taylor & Francis Group. Available at:
https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=1592875.
-
Isaac, K. (2002) Speech Pathology in Cultural and Linguistic Diversity. Whurr.
-
O’Hagan, K. (2001) Cultural competence in the caring professions: Rediscovering a ‘Forgotten’ Dimension. London: Jessica Kingsley Publishers.
-
Bercow: Ten Years On – An independent review of provision for children and young people with speech, language and communication needs in England (no date). Available at:
https://www.bercow10yearson.com/.
-
Bercow, J. (2007) ‘The Bercow Report?: a review of services for children and young people (0-19) with speech, language and communication needs.’ Department for Education. Available at:
http://dera.ioe.ac.uk/8405/.
-
Department for Education (2010) ‘The Importance of Teaching – The Schools White Paper.’ Available at:
https://www.education.gov.uk/publications/eOrderingDownload/CM-7980.pdf.
-
Department for Education & Department for Health (2014) ‘Special educational needs and disability code of practice: 0 to 25 years. Statutory guidance for organisations who work with and support children and young people with special educational needs and disabilities.’ Available at:
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/398815/SEND_Code_of_Practice_January_2015.pdf.
-
Department for Education (2014) ‘Transition to the new 0 to 25 special educational needs and disability system: Statutory guidance for local authorities and organisations providing services to children and young people with SEN.’ Available at:
https://dera.ioe.ac.uk/id/eprint/20784.
-
-
-
‘Standards of proficiency - Speech and language therapists’ (2013). London: Health & Care Professions Council. Available at:
https://www.hcpc-uk.org/resources/standards/standards-of-proficiency-speech-and-language-therapists/.
-
-
-
-
Health and Care Professions Council (2011) ‘Professionalism in Healthcare Professionals.’ Available at:
https://www.hcpc-uk.org/globalassets/resources/reports/professionalism-in-healthcare-professionals.pdf.
-
The above list is indicative of the essential reading for the course.
The library makes provision for all reading list items, with digital provision where possible, and these resources are shared between students.
Further reading can be obtained from this module's
reading list.
Assessment items, weightings and deadlines
| Coursework / exam |
Description |
Deadline |
Coursework weighting |
Exam format definitions
- Remote, open book: Your exam will take place remotely via an online learning platform. You may refer to any physical or electronic materials during the exam.
- In-person, open book: Your exam will take place on campus under invigilation. You may refer to any physical materials such as paper study notes or a textbook during the exam. Electronic devices may not be used in the exam.
- In-person, open book (restricted): The exam will take place on campus under invigilation. You may refer only to specific physical materials such as a named textbook during the exam. Permitted materials will be specified by your department. Electronic devices may not be used in the exam.
- In-person, closed book: The exam will take place on campus under invigilation. You may not refer to any physical materials or electronic devices during the exam. There may be times when a paper dictionary,
for example, may be permitted in an otherwise closed book exam. Any exceptions will be specified by your department.
Your department will provide further guidance before your exams.
Overall assessment
Module is either passed or marked as not completed.
Reassessment
Module is either passed or marked as not completed.
Module supervisor and teaching staff
Ms Sai Bangera, email: sai.bangera@essex.ac.uk.
Sally Austin, Julie Lowe & external lecturers
sltadmin@essex.ac.uk
No
No
No
No external examiner information available for this module.
Available via Moodle
Of 36 hours, 36 (100%) hours available to students:
0 hours not recorded due to service coverage or fault;
0 hours not recorded due to opt-out by lecturer(s).
Disclaimer: The University makes every effort to ensure that this information on its Module Directory is accurate and up-to-date. Exceptionally it can
be necessary to make changes, for example to programmes, modules, facilities or fees. Examples of such reasons might include a change of law or regulatory requirements,
industrial action, lack of demand, departure of key personnel, change in government policy, or withdrawal/reduction of funding. Changes to modules may for example consist
of variations to the content and method of delivery or assessment of modules and other services, to discontinue modules and other services and to merge or combine modules.
The University will endeavour to keep such changes to a minimum, and will also keep students informed appropriately by updating our programme specifications and module directory.
The full Procedures, Rules and Regulations of the University governing how it operates are set out in the Charter, Statutes and Ordinances and in the University Regulations, Policy and Procedures.