proposal for recasting the bsc (hons) degree) in speech ...€¦ · web viewbsc (hons) in speech...

1

School of Community and Health Sciences

Department of Language and Communication Science

BSc (Hons) in Speech and Language Therapy

Programme Handbook Supplement for

BSc 1

2010/2011

2

Welcome

September 2010

Dear student,

This is your supplement to the generic Programme Handbook for the BSc (Hons) in Speech and Language Therapy at City University. Please make sure that you carefully read the information provided here.

The supplement contains the following information:

Your timetable for the Autumn and Spring Term of 2010-2011 The programme map for your first year of study Module information for the 6 modules studied in first year An Assessment Schedule to inform you about course work and

assessments. This may enable you to plan your work throughout the academic year

All information in the handbook is correct at the time of going to print in September 2010. Changes may be made throughout the year, and you will be advised of these. Please make sure that you regularly check the student notice boards (on level 2 of the Social Science Building), and your city university email and communicate with your year representatives and Year Leader, Jo Verhoeven, to make sure that you have the latest information at all times. Please also ensure that you have a functional Computing Services username and password, in order to access the computers at the university, as well as to online information which is provided in a password-protected online space at moodle.city.ac.uk. You have a generic online space for the whole year group, and an individual online space for each of your modules. We encourage you to use the online materials to advance your learning during the academic year.

If you have a concern during your first year, please contact the lecturer or module leader first if it relates to teaching; if you are not satisfied or wish to speak to someone else, please contact Jo.

Lucy Myers Jo VerhoevenProgramme Director Year Leader for BSc 1Rm D206 Rm [email protected] [email protected]: 020 7040 8206 Tel: 020 7040 0148

mailto:[email protected]

5BSc (Honours) Degree in Speech & Language Therapy: Programme Map

Part One(HE1)

The first year of the programme establishes the foundations of hearing, speech and language. The students study 6 modules of 15 or 30 credits. Students acquire the knowledge to understand the process of human communication in its social and clinical context. Learning outcomes reflect HE1 level of study.

120 credits

Semester 1 (Autumn) Semester 2 (Spring) Summer1 2 3 4 5 6 7 8 9 1

011

12 13

14

15

16

17

18

19

20

21 22 23

24

25

26

27

28

29

30

SL1001: Hearing & speech sciences (1)

EXAM PERIOD

SL1002: Bio-medical sciences (1)SL1003: Life span studiesSL1004: Social contextSL1005: Language sciences (1)SL1006: Professional studies (1) Post examination

programme:Induction for clinical practice

Pre-clinical placement Pre-clinical placementClinical Skills Training

CREDITS: BSc (Hons) in SLT = 480; BSc (Hons) in LCS (non-clinical exit route) = 480; BSc in LCS (non-clinical exit route minus honours) = 345

IMPORTANT DATES:

Year 2010-2011 Start: End: Exam Period

Term 1 (Autumn) 27.09.10 Reading week: 01.11.10 – 05.11.10

10.12.10 03.01.11 – 07.01.11

Christmas Holiday 13.12.10 02.01.11

Term 2 (Spring) 10.01.11 Reading week:14.02.11 – 18.02.11

25.03.11 18.04.11 – 13.05.11

Easter Holiday 28.03.11 15.04.11

Term 3 (Summer) 18.04.11 Clinical skills training06.06.11 – 10.06.11

17.06.11

7CONTACT DETAILS OF YEAR LEADER AND MODULE LEADERS:

Programme director

Lucy Myers Room D206 Ext 8206 [email protected]

Year Leader Jo Verhoeven Room D203 Ext 0148 [email protected]

Module Leader SL1001

Paul Turner Room D204 Ext 3101 [email protected]

Module LeaderSL1002

Jo Verhoeven Room D203 Ext 0148 [email protected]


Penny Roy Room D211 Ext 4656 [email protected]


Barbara Dodd Room D226 Ext 3327 [email protected]


Rachael-Anne Knight

Room D208 Ext 8081 [email protected]


Liz Clark Room D220 [email protected]



8

Module Title Module Leader

Summary of Content

Coursework by Subject Examination Credits

SL1001Hearing & Speech Sciences (1)

Paul Turner Audiology, acoustic & articulatory phonetics

1. Phonetics: o Class Testo Class Test(average to be passed)

2. Audiology lab report (pass/fail, to be passed)

3. Acoustic phonetics lab report (pass/fail, to be passed)

1. Acoustic phonetics unseen exam (1.5 hours).2. Articulatory phonetics unseen exam (1 hour).3. Audiology unseen exam (1.5 hours).

30 credits

Total Time = 300 hours Contact Time = 72 hours (Audiology: 18; AcPhon: 24; Phonetics: 30); Private Study = 228 hours

Module pass mark: 40%.

Weighting of different assessment elements: Audiology exam (30%), Articulatory phonetics exam (20%), Articulatory phonetics coursework (20%), Acoustic phonetics exam (30%).

EDUCATIONAL AIMS:

1. To teach an understanding of the mechanisms of speech production and to place articulatory phonetics in relation to acoustic and auditory phonetics. 2. To teach an understanding of the mechanisms of hearing, the implications of hearing disorders and methods of hearing assessment and rehabilitation.3. To relate speech production to sounds in language, basing the study of normal phonology on Southern British Standard (SBS) English, with reference to other varieties of English. 4. To teach transcription of speech and the International Phonetic Alphabet (IPA, 1993).5. To provide students with the foundations in acoustics and psychoacoustics of speech for courses in articulatory phonetics, voice and clinical audiology. 6. To describe the physics of sound in general and speech in particular. 7. To provide students with skills in the instrumental analysis of speech / voice and a familiarity with techniques of visual feedback.8. To foster the necessary knowledge, skills and attitudes to prepare students for working with all hearing impaired and hearing disordered clients.

9INDICATIVE CONTENT:

• Articulatory Phonetics:This subject aims to teach an understanding of the mechanisms of speech production and to prepare students for further study of the physical aspects of speech in acoustic and auditory phonetics. It relates speech production to sounds in language, basing the study of normal phonology on SBS English, with reference to other varieties of English. It also aims to teach transcription of speech and the International Phonetic Alphabet (IPA, 1993). The course links practical and theoretical aspects to the analysis of child and disordered speech data and to other clinical applications. Content includes the following: The vocal tract, vowel and consonant production, features of articulation. This links with the phonology component in the Language Sciences Module (system and structure, phoneme and allophone, features of connected speech, suprasegmental phonology). Practical phonetics: the IPA, phonemic and allophonic transcription, parametric diagrams, texts and conventions in transcription.

• Audiology:The mechanisms of hearing and epidemiology of deafness. Audiological screening, audiological assessment including pure tone audiometry, speech discrimination testing and tympanometry. The principles and practices of amplification and speech processing. Awareness of special populations at risk of hearing difficulties including those with central auditory processing difficulties, minimum sensorineural hearing impairment, OME prone, E2L and children with speech and language impairments.

• Acoustic Phonetics:This course consists of two components: the theoretical component provides an introduction to the physics of sound: loudness and the decibel scale, pitch and fundamental frequency, sound quality and complex waves. Speech resonance and the source-filter theory of speech production are also discussed. This knowledge of the basics of acoustics is subsequently rekated to speech production and perception: vocal fold vibration, periodic and aperiodic sounds, voiced and voiceless sounds; prosodic features of speech and categorical perception. The Instrumental component includes the recording, measurement and analysis of sound and speech. Recording techniques, spectography, laryngography and other speech analysis methods are demonstrated and discussed.

INDICATIVE READING LIST:

Arlinger, S. 2nd Ed 1989/1991, Manual of Practical Audiometry.Ballantyne, J. et al, 7th Edition 2001, 2009, Deafness.Borden, G. J., Harris, K. S. and Raphael, L. J. (1994). Speech Science Primer: physiology, acoustics, and perception of speech. London: Williams and Wilkins.Dalebout, S. 2009, The Praeger Guide to Hearing and Hearing Loss: Assessment, Treatment, and Prevention.Denes, P. and Pinson, E. (1993). The Speech Chain: the physics and biology of spoken language. W. H. Freeman. Durrant, J.D. and Lovrinic JH 1995, Bases of Hearing Science.Fry, D. (1979). Physics of speech. Cambridge: Cambridge University Press.

10Katz, J (Ed) 5th Ed 2002/6th Ed 2009, Handbook of Clinical Audiology.Kent and Read (1992). The acoustic analysis of speech.Ladefoged, P. (1996). Elements of acoustic phonetics. Chicago: University of Chicago Press.Pickett, J. M. (1999). The acoustics of speech communication: fundamentals, speech perception theory, and technology . Boston/London: Allyn and Bacon.Stephens, D. 2010, Living With Hearing Difficulties.Tate Maltby, M. 2002, Principles of Hearing Aid Audiology

11


Summary of Content


SL1002Bio-medical Sciences (1)

Jo Verhoeven Anatomy & physiology 2 Class Tests(average to be passed)

15 credits

Total Time = 150 hours Contact Time = 40 hours (Anatomy & physiology); Private Study = 110 hours


Weighting of different assessment elements: 50%

EDUCATIONAL AIMS:

1. To introduce you to the anatomy and physiology of speech and hearing. 2. To describe the basic aspects of respiration, phonation, articulation, neural anatomy & physiology and hearing.

INDICATIVE CONTENT:

This module will present relevant aspects of the anatomy and physiology underlying the processes of speech production and hearing. Specific aspects that will be discussed are the mechanisms of breathing (the energy for speech), phonation (vocal fold vibration) and articulation. Furthermore, the anatomy and physiology of hearing will be reviewed. In addition, substantial attention will be paid to the various aspects of neuro-anatomy and physiology as a control mechanism in speech and hearing.

INDICATIVE READING LIST: Seikel, J.A., King, D.W., Drumright, D.G. (2005). Anatomy & Physiology for Speech, Language and Hearing. Thomson: Delmar Learning. (3rd Edition).

12Module Title Module

LeaderSummary of Content


SL1003Life Span Studies

Penny Roy Human development & change across the life span

Essay (to be passed) Life span studies – 3 hours3 sections: 1 question from each section (average to be passed)

15 credits

Total Time = 150 hours Contact Time = 40 hours; Private Study = 110 hours

Assessment & weighting: Module pass mark : 40%.

Weighting of different assessment elements: exam 50%; essay 50%.

INDICATIVE CONTENT

The Lifespan course in developmental psychology aims to introduce you to the major theories, research findings and current psychological understanding of human development from infancy through to childhood and adolescence. The emphasis is on normal development and the range of individual variability. Consideration is given to possible reasons underlying individual differences in developmental trajectories. This knowledge of typical development and the methods use to investigate are iomportant in the development of your understanding of atypical development.

Topics covered in lectures include:Early relationships, interactions and attachment; social, emotional and cognitive development from infancy to adolescence; the signficance of early experiences, risk and resilience; individual differences, temperament and gender development; intelligence and IQ tests; the significance of play; theoretical models and methodological issues and approaches; milestones in infancy, the acquisition of early language and development in exceptional circumstances.

Indicative Reading List:Bee, H.(2002). The Developing Child. Allyn & BaconHarris, M., & Butterworth.(2002). Developmental Psychology: A Students Handbook. Psychology PressSchaffer, H.R. (2003). Introducing Child Psychology. Blackwell publishers.Shaffer,D.(1998)Developmental Psychology: Childhood & Adolescence. Brooks Cole.Sheridan,M.(1997) From Birth to Five years: Childrens Developmental Progress. Routledge

13


Summary of Content


SL1004Social Context

Barbara Dodd

Social, cultural and disability issues relevant to the speech & language therapist

1. EducationGroup poster presentation2. Social & cultural diversity Group poster presentation(average of these 2 to be passed)

15 credits

Total Time = 150 hours Contact Time = 40 hours; Private Study = 110 hours


Weighting of different assessment elements: average of 2 posters 100%.

INDICATIVE CONTENT

The aim of the course is to provide students with an understanding of the context of service delivery in speech and language therapy and introduce key concepts and philosophies underpinning the structure and function of society, health care, social services and education. Students will also be asked to contrast differing theoretical and attitudinal perspectives on health and disability, consider issues raised by service delivery in a multicultural society and begin to develop a basis for the development of professional identity. The aim is also to introduce students to sociolinguistics and language variation issues relevant to clinical work.

Topics include

The social structure and construction of society The history and development of speech and language therapy as a profession Perspectives on disability and health Current legislation and its implications for the delivery of speech and language therapy Educational practice relating to typically developing learners and those with special educational needs

14Indicative Reading List: Barnes. C., Mercer. G. & Shakespeare. T. (1999). Exploring disability: a sociological introduction. Polity Press. Barton. L. (ed) (1996) Disability and society: emerging issues and insights. London: Longman Cenoz, J., & Genesee, F.(Eds) (2001). Trends in Bilingual Acquisition. Amsterdam: John Benjamins. Dockrell J. and Lindsay G. (1998) The ways in which speech and language difficulties impact on children''''''''s access to the

curriculum. Ch. Lang, Teaching and Therapy 14(2) 117-133 Dosanjh J.S.and .Ghuman Paul A.S (Eds): Child rearing in Ethnic Minorities Publ: Multilingual Matters Ltd Law J., Lindsay G., Peacey N., Gascoigne M., Soloff N., Radford J. and Band S. (2001) Facilitating communication between

education and health services: the provision for children with speech and language needs. Brit. Jnl Sp. Ed. 28 (3) 133-137 Swain, J., Finkelstein, V., French, S. and Oliver, M. (eds.) (1993). Disabling barriers - enabling environments. London: Sage. World Health Organisation Website: http://www.who.int/ Miller C. (1999) Teachers and speech and language therapists: a shared framework. Brit. Jnl Sp. Ed. 26(3) 141-145 Mittler P. (2000) Working Towards Inclusive Education Social Contexts. David Fulton Tod J and Blamires M (1999) Speech and Language Individual Education Plans David Fulton Publishers

15


Summary of Content


SL1005Language Sciences (1)

Rachael-Anne Knight

Linguistics to underpin understanding of normal & impaired language

1. Linguistics:o Computer-based class

testo Essay/data analysis(average to be passed)

2. Phonology:o Data analysis(to be passed)

Language sciences (1): 3 hours4 sections: Linguistics & phonology/1 question from each section (average to be passed)

30 credits

Total Time = 150 hours Contact Time = 78 hours (Linguistics: 48; Phonology: 30); Private Study = 72 hours


Weighting of different assessment elements: Linguistics courseworks 25%; phonology data analysis 25%; linguistics & phonology exam 50%.

INDICATIVE CONTENT

In the Language Sciences module you will study phonology and Linguistics. In the Phonology component you will consider the sounds of English in terms of the phoneme. You will examine the role of the phoneme as a unit of meaning and learn phonemic transcription of English, taking into account features of connected speech. You will also study the principal allophones of English phonemes, looking at features of coarticulation and phonemic patterning, and learn how to produce an allophonic transcription, noting the role of the velum in speech, and features of voicing. Thus, you will develop critical listening skills, which are crucial to clinical work with speech. We will make links with articulatory phonetics, laying the foundations for you to complete phonetic and phonological analysis of child and disordered speech data.

The linguistics component aims to stimulate your interest in language and to develop the analytical skills you need to explore language processing and language impairment in children and adults. It introduces you to linguistic methodology and shows you how it can be applied to the analysis of language structure. You will carry out this analysis in relation to samples of normal and impaired output. In general, linguistics will help develop your understanding of the linguistic terms and factors that are important in collecting language samples, in designing materials for formal and informal language assessment, and in intervention. In particular, you will explores key syntactic, semantic and pragmatic properties and their interrelations. In particular you will study

16syntax of words and phrases, verb-argument structure and thematic relations, semantics of words and text coherence, and the pragmatic meaning of utterances in context.

Indicative Reading List:Black, M. & Chiat, S. (2003). Linguistics for Clinicians. Hodder Arnold.Burton-Roberts, Noel. (1997). Analysing Sentences. London: Longman.Chiat, S. (2000). Understanding Children with Language Problems. Cambridge: CUP.Fabb, N. (1994) Sentence Structure. RoutledgeFinch, G. (2003). How To Study Linguistics - A Guide to Understanding Language. Palgrave.Hawkins, P. (1994). Introducing Phonology. Routledge.Lecumberri, M. Luisa Garcia, & Maidment,J. (2000). "English transcription course." London; New York: Arnold; Oxford.O''Grady, W., Dobrovolsky, M., & Katamba, F. (1997). Contemporary Linguistics: an Introduction. London: Longman.Roach, P. (2000). The Phonetics and Phonology of English. Cambridge: CUPO''Grady, W., Dobrovolsky, M. & Katamba, F. (1997) Contemporary Linguistics: an introduction. Longman.

17


Summary of Content


SL1006Professional Studies (1)

Katerina Hilari

Foundations of interventionPre-clinical placementsClinical skills trainingStudy skills for higher educationClinical training

1. Academic skillso Internet task (pass/fail)

2. Intervention: Principleso Clinical Portfolio: 3 tasks.

3. Professional Standards (pass/fail)

15 credits

Teaching time = 150 hours plus clinical hours Contact time = 100 hours Private Study = 50 hours Contact Time: Study skills: 20; Principles of intervention: 40 clin. tut/seminar/lectures; post-exam preparation for Professional Studies: 40

Clinical hours 58: Clinical skills programme for self-directed learning: 18; placement - nursery, res. home, day centre: 30; 10 preparation for clinic master classes).


Weighting of different assessment elements: 100%

EDUCATIONAL AIMS:

1. To introduce you to the culture of university education and scholarship; ways of learning through lectures, tutorials and private study; skills of time management, reading effectively, note-taking, critically appraising new information, essay writing and coping with reading lists and examinations. 2. To develop your understanding and use of effective communication and interpersonal skills. 3. To develop your understanding and application of interpersonal communication skills in different contexts with different people. 4. To provide an overview of the roles and responsibilities of the speech and language therapist.5. To provide you with a range of information gathering skills as a foundation for the application of these skills in clinical work in later parts of the programme.6. To provide opportunities for self monitoring and personal development.

18INDICATIVE CONTENT:

This module comprises of the following parts:

• Foundations of Intervention:The Foundations of Intervention incorporates lectures, workshops from practising clinicians and small group tutorials. You will learn about the roles , skills and practice of speech and language therapists.

• Pre-clinical placements:Personal experience of the range of typical development and characteristics of non-disordered communication is essential for recognising and defining disabilities. These visits are seen as a vital part of training and are a central focus of tutorials. For example, an understanding and knowledge of typical development and communication in people without communication disorders are the foundation skills for all work as a speech and language therapist.

• Clinical Skills Training:This incorporates a) self-directed activities and b) a series of lectures and workshops. Information about some of the specialised clinical skills of the speech and language therapists and some familiarity with their use will enhance early interactions with clients and give the student confidence

• Academic Skills:The course offers students the opportunity to share concerns about studying at University and begin to consider strategies to overcome commonly encountered difficulties. The course considers ways of learning through lectures, tutorials and private study; practical skills to be developed, e.g. time management, reading effectively, note-taking, writing essays/exam questions, computing skills; making the most of available resources, e.g. the library, computer support. Through practical assignments, students develop abilities to e.g. read critically, avoid plagiarism, reference in an essay accurately.

INDICATIVE READING LIST:

Royal College of Speech and Language Therapists (1996) Communicating Quality 2: Professional Standards for Speech and Language Therapists. London RCSLT Bray. M., Ross, A. & Todd, C. (1999) Speech and Language Clinical Process and Practice. Whurr: LondonKersner, M. & Wright, J. (2001) Speech and language Therapy. The decision making process when working with children. David Fulton Publishers: LondonSheridan M.D. revised and updated by Sharma A. & Cockerill H. (2008) From Birth to Five Years. (3rd ed) London: Routledge Hargie. O. (Ed) (2006) The Handbook of Communication Skills. London: RoutlegdeHobart, C. and Frankel, J (2004) A practical guide to child observation and assessment. Cheltenham: Nelson Thomas.Cottrell S (2003) 2nd Edition. The Study Skills Handbook. Palgrave Macmillan

19

BSc1 Coursework Deadlines 2010 - 2011

Autumn Term

WEEK DATE MODULE

TITLE EXAM/TEST WEIGHTING RETURN DATE

WEEK 1 27 SepWEEK 2 4 OctWEEK 3 11 OctWEEK 4 18 OctWEEK 5 25 OctWEEK 6 1 Nov READING WEEKWEEK 7 8 Nov SL1006 Study Skills Internet n/a Week 12WEEK 8 15 Nov SL1001 Articulator

y PhoneticsClass test 10% Week 13

WEEK 9 22 Nov SL1005 Linguistics Class test 12.5% Week 14WEEK 10

29 Nov

WEEK 11

6 Dec SL1002

SL1006

Biomedical SciencesProf. Studies

Class test

Portfolio task 3

50%

33.3%

Week 15

WEEK 12

13 Dec VACATION PERIOD

WEEK 13


WEEK 14


WEEK 15

3 Jan SL1001 Acoustic phonetics

Exam 30% n/a

The exact date of the Acoustic Phonetics exam will be published around 17 Nov.

Spring Term

20WEEK DATE MODUL

ETITLE EXAM/

TESTWEIGHTING RETURN

DATEWEEK 1 10 Jan SL1004 Social

ContextPresentation

50% Week 6

WEEK 2 17 JanWEEK 3 24 JanWEEK 4 31 JanWEEK 5 7 Feb SL1006 Prof.

StudiesPortfolio 4 33.3% Week 11

WEEK 6 14 Feb READING WEEKWEEK 7 21 Feb SL1003 Lifespan Essay 50% Week 13WEEK 8 28 Feb SL1001 Articulatory

phoneticsClass test 10% Week 14

WEEK 9 7 Mar SL1005 Linguistics Essay/data analysis

12.5% Week 15

WEEK 10

14 Mar Sl1004 Social Context

Poster 50% Week 16

WEEK 11

21 Mar SL1006

SL1002

SL1001

Prof. Studies

Biomedical SciencesAudiology

Portfolio task 9Class Test

Lab books

33.3%

50%

n/a

Week 17

Week 17

WEEK 12

28 Mar VACATION

WEEK 13

4 April VACATION

WEEK 14

11 April VACATION

WEEK 15

18 April SL1005 Phonology Phonetic transcription

25%

WEEK 16

25 April Exams

WEEK 16

2 May SL1001SL1001

SL1003SL1005

AudiologyArticulatory phoneticsLife SpanLinguistics & Phonology

ExamExam

ExamExam

30%20%

50%50%

n/an/a

n/an/a

WEEK 17

9 May

WEEK 18

16 May

21WEEK 19

23 May

WEEK 20

30 May The exact date of the exams will be published on line on 29 March

Summer Term

WEEK DATE MODULE

TITLE

WEEK 1 6 June SL1006 Clinical TrainingWEEK 2 13 June VACATIONWEEK 3 20 June VACATIONWEEK 4 27 June VACATIONWEEK5 4 July VACATIONWEEK 6 11 July VACATIONWEEK 7 18 July VACATIONWEEK 8 25 July VACATIONWEEK 9 1 Aug VACATIONWEEK 10

8 Aug VACATION

Week 11 15 Aug VACATIONWeek 12 22 Aug RESITSWeek 13 29 Aug RESITSWeek 14 5 Sep RESITS

The exact date of the resits will be published on line around 27 July.

proposal for recasting the bsc (hons) degree) in speech ...€¦ · web viewbsc (hons) in speech...

Documents