PLMSLC2: Speech Language and Communication 2 M (Paediatric)

Module code: PLMSLC2

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

Credits: 40

Level: Postgraduate Masters

When you'll be taught: Semester 1 / 2

Module convenor: Dr Tom Loucas, email: t.loucas@reading.ac.uk

Pre-requisite module(s): BEFORE TAKING THIS MODULE YOU MUST ( TAKE PLMCP1 AND TAKE PLMCI1R ) OR ( TAKE PLMCP1R AND TAKE PLMSLC1 ) (Compulsory)

Co-requisite module(s): IN THE SAME YEAR AS TAKING THIS MODULE YOU MUST TAKE PLMCP2R AND TAKE PLMSLC3 AND TAKE PLMSLC4 (Compulsory)

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 October 2024

Overview

Module aims and purpose

This module aims to support students to make evidence-based clinical decisions in the assessment, differential diagnosis, management and support of speech, language and communication needs in children associated with language disorder, autism and learning disability and complex needs, and disorders of fluency across the lifespan.  Disorders of eating, drinking and swallowing in children are also addressed. 

Module learning outcomes

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

1. Explain with critical insight the core features of speech, language, communication and swallowing needs in children, and disorders of fluency across the lifespan, applying in an original way knowledge of phonetics, linguistics, psychology, medical sciences; 
2. Solve clinical problems relating to assessment, differential diagnosis, management and support of speech, language, communication and swallowing needs in children, and disorders of fluency across the lifespan, with originality and insight, and applying and critically evaluating the relevant evidence-base;   
3. Explain the role of the speech and language therapist in promoting health and wellbeing in children with speech, language, communication and swallowing needs, and individuals with disorders of fluency across the lifespan, including through empowering individuals and their families to support their health and wellbeing; 
4. Use a holistic, client-centred, non-discriminatory and inclusive approach to assessment, differential diagnosis, management and support; 
5. Provide clear and well-justified conclusions, based on accurately reported evidence and communicated in appropriate technical language for a professional audience. 

Module content

This module covers the evidence-base relevant to assessment, differential diagnosis, management and support of developmental language disorder; autism spectrum disorders in children; learning disability and complex needs in children, including cerebral palsy; speech-sound disorders in children; hearing impairment in children; swallowing disorders in children; and disorders of fluency across the lifespan. 

Structure

Teaching and learning methods

The module uses a blended approach to teaching, including screencast, online resources and case-based learning in small groups. 

Study hours

At least 40 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.

Reassessment

Additional costs