This module will introduce students to a wide range of commonly occurring speech, language and communication needs in early childhood and adolescence. Students will have the opportunity to develop their knowledge of concepts in speech, language and communication including langauge structure, meaning, and use and models of processing to describe (and analyse) developmental speech, language, and communication profiles. They will apply their developing clinical reasoning skills to planning supports to meet wide-ranging speech, language and communication profiles in children and adolescents. Students will build upon their learning from 'Introduction to Populations' in Year 1 and 'Core Concepts and Frameworks' earlier in Year 2.

This module includes content related to the differential diagnosis of children and adolescents with speech, language, and communication needs. Content includes: Developmental language disorders; Childhood speech sound disorders; speech, language and communication disorders associated with disabilities and/or differences; Assessment and intervention approaches for children and adolescents, and; Genetic, environmental, bio-psychosocial, cultural, and educational factors in developing holistic, child-centred, evidence-based assessment and management plans.

On successful completion of this module, students will be able to: Differentially diagnose different profiles of childhood speech, language, and communication needs. Examine assessment data, identify pertinent information, and compile a detailed communication profile for assessment and intervention planning purposes (using appropriate clinical reasoning, linguistic, psychological and other relevant frameworks). Construct person-centred and evidence-based case management plans for profiles of speech, language and communication needs in childhood and adolescence. Examine the evidence base underpinning assessment and intervention approaches in relation to speech, language and communication needs in childhood and adolescence.

On successful completion of this module, students will be able to: Respond to individual linguistic and cultural differences related to childhood populations with speech, language, and communication needs. Describe the role of the SLT as an advocate for children with speech, language and communication needs and their families.

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

Students will attend a combination of lectures and tutorials, combined with independent learning each week. This module is delivered in a structured but interactive format. The module is delivered in a structured and interactive format that includes a flipped classroom approach, whereby students are required to engage in pre-recorded and/or signposted materials in advance of classes and tutorials (graduate attribute: proactive). Face-to-face sessions involve a mixture of direct instruction and case-based learning. Student learning is enriched by incorporating additional web-based content including practice materials, exercises, and further learning resources. Student learning is scaffolded with active self-directed reading (graduate attribute: proactive), and opportunities for peer-to-peer reflection. The student is exposed to a range of types of knowledge including the views of service users, findings from intervention-based and population-based research, policy and professional guidelines, and expert clinical opinion related to profiles of need. Formative assessment opportunities are integrated into curriculum design.