This module focuses on the diverse theoretical and practical considerations and processes underpinning speech and language therapy practice. It provides students with an understanding of core concepts and frameworks related to description / assessment, goal setting and intervention planning. Key concepts and frameworks introduced in this module will be revisited repeatedly throughout the learning journey of the student, but with deepening levels of complexity and in different applications. The curriculum content reflects the comprehensive and involving role of the speech and language therapy profession, foregrounding person-centred practice for real-life contexts, promoting partnerships, and recognising diversity.

This module focuses on the varied theoretical and practical matters and processes underpinning speech and language therapy practice. Content includes: Communication across the lifespan; What it means to be healthy (mentally and physically), and the difficulties that people can present with; Models of disability (e.g., biopsychosocial model, the social model, and the medical model); Key theories and concepts in sociology and psychology as applied to assessment and intervention planning; Purpose and function of the diagnostic process (including neutralist and normative perspectives; Assessment and intervention planning (dynamic assessment, psychometric properties of standardised assessment tools, frequency and dosage, mechanism of action, outcome measurement, treatment and enablement theory); Differences between developmental / acquired conditions (and determining whether intervention is indicated); Importance of culture and context and inter-professional collaboration, and; Advocacy.

On successful completion of this module, students will be able to: Define core models and frameworks that underpin speech and language therapy practice. Apply core concepts and frameworks to the process of assessment and intervention planning related to the role of the speech and language therapist. Discuss the implications of the relationship between language, identity, and power in relation to speech and language therapy practice

On successful completion of this module, students will be able to: Recognise, respect, and respond to the priorities and preferences of individuals with communication needs in relation to goal-setting. Reflect and challenge own assumptions in relation to the lived experience of individuals with speech, language, and communication needs.

On successful completion of this module, students will be able to: N/A

Students attend weekly lectures and workshops. Flipped classroom techniques are employed to ensure active engagement in advance of weekly lectures (graduate attributes: responsible, agile). Multiple options for engaging and motivating the student to learn on the module are utilised, including recruiting their interests using highly relevant, authentic case-based work, and providing mastery-oriented feedback in tutorial sessions (graduate attribute: curious). Workshops are delivered in partnership with the members of the practice education team using an enquiry-based learning approach to ensure an integrated learning experience across theory and practice in relation to the role of the speech and language therapist (graduate attributes: agile, articulate). Through guided engagement with simple clinical cases, the student is supported to apply key concepts and frameworks that underpin clinical reasoning skills related to the role of the speech and language therapist (graduate attributes: agile, curious, responsible). Service users will be engaged in co-facilitating lectures and workshops where relevant to highlight the important knowledge they can bring to decision-making in relation to goal setting and intervention planning, as well as to highlight the importance of the therapeutic alliance (graduate attributes: responsible, courageous). Learning resources will be updated yearly to reflect recent research and developments in this area