CYP7012 - Understanding speech, language and communication

Objectives:

On successful completion of the module, students will be able to:
Demonstrate advanced knowledge and understanding needed to practice in environments with children and young people who have speech, language, and communication differences and needs.
Demonstrate critical thinking skills to examine and respond to research findings and evidence-based practice in speech, language, and communication differences and needs in children and young people.
Engage in critical reflective practice in working with children and young people with speech, language, and communication needs.
Communicate effectively with a range of professional stakeholders in a setting linked to leading on supporting children and young people with speech, language, and communication differences and needs.

Content:

To develop knowledge and understanding of a range of speech, language, and communication differences and needs in children and young people from early years to further education. This could include differences and conditions such as developmental language disorder, autism, situational mutism and stammering, as well as other common speech, language and communication barriers to social and learning engagement. This module will cover typical speech, language and communication development in addition to neurodivergent developmental presentations. Students will develop a range of skills which will support their developing practice in understanding the differences in the speech, language and communication that may present in children and young people, as well as the impact of these on the children, young people, their families and their long-term life outcomes. Students will examine case study evidence where presenting challenges in behaviour and dysregulation are linked to unidentified speech, language, and communication needs. Students will be introduced to relevant policies and legislation and examine how speech, language, and communication needs fit within these frameworks.

Learning and Teaching Information:

Students will be taught through a combination of lectures, workshops, tutorials and guided independent study using online video material. A significant amount of learning will take place in the work-based setting of the practitioner and therefore the work produced for assessment will be linked to the work-based practice of this role. There will be an aspect of personalisation of portfolio tasks to allow for co-construction.

Lecture and Workshop
Hours: 21
Intended Group Size: 30

Tutorials (group)
Hours: 3
Intended Group Size: 4

Tutorial (individual)
Hours: 1
Intended Group Size: 1

Guided independent study and online learning material linked to practice
Hours: 175

Further details relating to assessment
The portfolio will be made up of a ‘patchwork’ of tasks which are completed between taught sessions. This may include for example:

Examples of practitioner work-based practice such as presentations, information posters and leaflets, and a reflective journal;

Reflections of professional practice linked to the role of the practitioner.

Case studies of children/ young people’s speech, language and communication profiles.

Other relevant matters
The content of this module is shaped by the National Standards for Special Educational Needs Coordination (NASEN).

Assessment:

001 Portfolio; 4,000 words equivalent; end of module 100%

Fact File

Module Coordinator - PRS_CODE=
Level - 7
Credit Value - 20
Pre-Requisites - NONE
Semester(s) Offered - 7T1

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