CYP7032 - Developing provision for speech, language and communication

Objectives:

On successful completion of the module, students will be able to:
Demonstrate advanced knowledge and understanding of a range of strategies and environmental adaptations to support speech, language and communication differences and needs in an educational setting.
Demonstrate the skills, expertise and capabilities needed to implement and critically review a range of strategies and environmental adaptations to support speech, language and communication differences and needs in an educational setting.
Examine and respond critically to research findings, including their own, developed from setting and ethical evidenced-based practice in speech, language and communication support approaches.
Critically examine aspects of practice in speech, language and communication support approaches and respond with appropriate improvements and action-planning to improve social, emotional and educational outcomes for children and young people.

Content:

To develop knowledge and understanding of a range of strategies and environmental adaptations to support speech, language and communication differences and needs within educational settings. This will include various whole school, setting whole or class, small group and individualised speech, language, and communication support approaches from early years onwards. Students will develop a range of skills to support their developing practice in creating and implementing provision maps for various children and young people with varying speech, language and communication differences. Reflective practice skills will be developed in implementing, reviewing and adapting support provisions and provision maps, as appropriate, based on research findings and evidence-based practice. This module will also develop students’ skills, expertise and capabilities in implementing and outcoming support approaches for a range of speech, language and communication differences and needs, in their daily practice. Students will examine case study evidence of the impacts of provision on the children and young people’s social, emotional and educational progress and outcomes. Students will be introduced to relevant policies, legislation and documentation and examine how speech, language, and communication needs fit within these frameworks. There will be an opportunity to examine internationalisation issues within the content linked to approaches in other countries.

Learning and Teaching Information:

Students will be taught through a combination of lectures, workshops, tutorials and guided independent study. A significant amount of learning will take place in the work-based setting of the student and therefore the work produced for assessment will be linked to the work-based practice of this role. There will be personalisation of the 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, professional recommendation and support strategies booklet, and reflective journals;
Reflections of professional practice linked to the role of the practitioner;
Case studies of children/ young people’s speech, language and communication profiles and provision maps of support.

Other relevant matters
The content of this module is shaped by the National Standards for Special Educational Needs Co-ordination (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 - 7T3

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