Module Provider: |
Clinical Language Sciences |
Number of credits: |
10 [5 ECTS credits] |
Level: |
H (Honours) |
Terms in which taught: |
Spring |
Module Convenor: |
Dr
T
Loucas |
Pre-requisites: |
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Co-requisites: |
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Modules excluded: |
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Module version for: |
2006/7 |
Aims:
The aims of this module are to provide students with a sound understanding of a range of special needs found in children and adults as a result of both specific and more general learning difficulties and relate this knowledge to their prior understanding of the nature and interaction of physical, cognitive, emotional, social and medical factors. |
Assessable learning outcomes:
By the end of this module it is expected that the student will be able to:
identify and interpret the major types of specific learning difficulties including sensory impairments, specific language impairment and specific reading and spelling difficulty as well as more general learning difficulties;
identify the language and communication characteristics of clients with different learning difficulties and recognise their wider social, cultural, emotional and medical needs;
define and outline the linguistic and non-linguistic characteristics of each type of learning difficulty and critically appraise principles of differential diagnosis;
organise their knowledge and articulate their arguments clearly and effectively in both the written and oral modality. |
Additional outcomes:
This module aims to encourage students to develop critical analytical skills and to synthesise information from a variety of sources to facilitate their analysis. Students will also be encouraged to develop their academic writing abilities and note-taking skills. |
Outline content:
The module provides introductions/summaries to a number of special client populations. There may be some variation of topics covered. The diagnosis and causes of mental retardation are discussed within the concepts of the interaction of cognitive and language abilities. The differentiation between specific and general learning difficulties is explored and the role of the speech and language therapist is discussed in terms of identification, assessment and intervention. Developmental disorders including autism are considered across the lifespan. Specific learning difficulties are discussed including specific language impairment, specific reading and spelling disorder and hearing and visual impairment. An introduction to the use of AAC systems is given. The role of the speech and language therapist is explored with the deaf population. An account of normal bilingual language acquisition is provided and consideration is given to the bilingual child with language and communication impairment. |
Brief description of teaching
and learning methods:
Lectures and student led seminars. |
Contact hours:
| |
Autumn |
Spring |
Summer |
| Lectures |
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20 |
|
| Tutorials/seminars |
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|
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| Practicals |
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|
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| Other contact (eg study visits) |
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| Total hours |
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20 |
|
| |
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| Number of essays or assignments |
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1 |
| Other (eg major seminar paper) |
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Assessment:
Coursework:
2500 word essay to be handed in on the first day of the Summer term.
Relative percentage of coursework: 100%
Penalties for late submission:
N/A
Examinations:
N/A
Requirement for pass:
A mark of 40% overall
Reassessment arrangements:
Coursework failing to meet the requirement for a pass must be resubmitted by 1st September.
Assessment: Essay 2500 words
Task Criteria: In this essay you are expected to demonstrate:
1. Knowledge gained from reading relevant research of the different patterns of communication abilities in children and adults with special needs.
2. Knowledge gained from reading relevant research of how special needs impact on communication abilities in children and adults.
3. An ability to synthesise and evaluate information including contradictions and controversies.
4. You will be expected to present information and arguments clearly and precisely using quotations and citations to support any claims. |
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