PL4CSDP: Culturally Sustaining and Decolonisation Practices in Speech and Language Therapy

Module code: PL4CSDP

Module provider: Clinical Language Sciences; Sch of Psych and CLS

Credits: 20

Level: Level 4 (Undergraduate Masters)

When you'll be taught: Semester 2

Module convenor: Dr Vishnu Kaleeckal Krishnankutty Nair, email: v.nair@reading.ac.uk

Pre-requisite module(s): BEFORE TAKING THIS MODULE YOU MUST TAKE PL3SLCD3 (Compulsory)

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: No

Talis reading list: Yes

Last updated: 23 May 2024

Overview

Module aims and purpose

Speech and Language Therapy (SLT) as a disciplinary field has evolved during the early 20th century. The underlying framework for research and clinical practice in this discipline is built on utilising colonial and Euro-centric ideologies of knowledge production. This module aims to critically identify and interrogate colonial ideologies that create unequal health disparities for minoritized communities. It will introduce students to the core principles of decolonial, critical and culturally sustaining practices. The module centers on providing theoretical knowledge on concepts such as ableism, models of disability, intersectionality, positionality, disorder vs disability, raciolinguistics, and neurodiversity. It enables students to co-create just and humane research and clinical practices that centres families (and communities) of disabled individuals. 

Module learning outcomes

By the end of the module, it is expected that students will be able to:

1. Demonstrate an in-depth knowledge of how historical and colonial legacies have shaped and influenced SLT as a disciplinary field
2. Evaluate decolonial, critical and post-human theories examining language and disability
3. Critically analyse how ableism, colonialism, raciolinguistic ideologies are co-constructed and manifested in SLT service delivery
4. Practice and embody the principles of equity, and social justice and emancipatory pedagogies  that centres the experiences and communication of minoritised individuals

Module content

This module explores key issues on decolonisation and culturally sustaining practices in SLT. It will first delve into how historical and colonial legacies have contributed to the development of research, education, and clinical practices in SLT. It then critically examines models of disability and analyses charity and medical model in comparison to social and neuro diverse models. The module will cover theories on racism, colonialism, ableism, raciolinguistics, intersectionality and positionality and relate how these concepts impact SLT assessment and intervention. The module will present a road map towards decolonial and culturally sustaining practices that can be utilised to create socially just and equitable clinical practices for all individuals with speech and language disabilities.

Structure

Teaching and learning methods

The module will be delivered by a series of face-to-face lectures, discussion, class activities and supplemented by guided independent study.  

Study hours

At least 20 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 50% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Numerous opportunities such as Q and A sessions and feedback on taught content are provided with the lecturer  

Reassessment

Additional costs