This module will introduce students to the field of stuttering across childhood, adolescence, and adulthood, including presentation, aetiology, assessment and diagnosis, intervention, and outcome measurement. Speech and language therapists are key service providers to people who stutter and this module will cover core topics regarding the management of stuttering, including the most up to date evidence regarding causation theories and treatment approaches. It will encourage students to consider stuttering in the context of other communication profiles. Stigma, bias, and ableism as experienced by people who stutter will be explored, providing opportunites for students will reflect upon the role of the speech and language therapist.

This module develops student's knowledge on a core area of speech and language therapy practice. Content includes: Defining stuttering - terminology, aetiology, myths and facts; Current research and evidence base around stuttering onset, anatomical differences, prevalence, persistence, and recovery; Assessment and therapy approaches for people who stutter across the lifespan; Stuttering in the context of other communication profiles; Outcome measurement in stuttering intervention; Cognitive restructuring and 'stutter more proudly'; Covert stuttering and avoidance; Stuttering and stigma, and; Cluttering.

On successful completion of this module, students will be able to: Explain the theoretical underpinnings of stuttering. Describe various interventions for children and adults who stutter. Evaluate models of assessment and intervention. Design evidence-based management plans for people who stutter. Appraise contextual, client, and intervention principles in the management of stuttering.

On successful completion of this module, students will be able to: Acknowledge personal, professional, and societal responses to stuttering.

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

Students will be exposed to a range of activities to facilitate their learning and the planning and write up of their assignment. These include but may not be limited to lectures, workshops, tutorials, enquiry-based learning, case-based learning and on-line activities. Students will becomes more knowledgeable about the nature and management of individuals with fluency disorders (graduate attributes: curious, agile). Students will become proactive in their treatment of individuals with fluency disorders (graduate attributes: responsible, courageous). Students will develop their creativity and flexibility regarding their treatment of individuals with fluency disorders, most specifically in the design and development of an intensive treatment programme (graduate attribute: agile). Students will evidence responsibility to their clients and themselves as practitioners (graduate attribute:responsible). Students will understand and embrace collaborative working most specifically in the development of an intensive treatment programme (graduate attribites: agile, articulate). Students will articulate arguments regarding management options and reasoning behind choice making in management plans (graduate attribute: articulate). Content will be adapted year on year in response to new and emerging research.