This module focuses on the diverse theoretical and practical considerations and processes underpinning speech and language therapy practice. The module provides students with an understanding of core concepts and frameworks related to description/assessment, goal setting and intervention planning. The module is foundational in the spiral curriculum. 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 partnership, and recognising diversity.

The module begins with an introduction to human development, including speech, language and hearing development and communication milestones. Students will consider communication across the lifespan, what it means to be healthy (mentally and physically), and the difficulties that people can present with. Students will explore different models of disability (e.g., biopsychosocial model, the social model, and the medical model) and key theories and concepts in sociology and psychology as applied to assessment and intervention planning. Students will consider the purpose and function of the diagnostic process and will gain an understanding of both neutralist and normative perspectives in relation to such practices. Topics related to assessment and intervention planning include dynamic assessment, psychometric properties of standardised assessment tools, frequency and dosage, mechanism of action, outcome measurement, and treatment and enablement theory. Students will develop a basic understanding of the differences between a developmental and an acquired condition, and how to determine whether intervention is indicated. Students will understand the importance of culture and context, and the importance of inter-professional collaboration related to the role of the speech and language therapist. Students will begin to develop an appreciation of the role of the speech and language therapist as advocate.

On successful completion of this module, students will be able to: Outline typical developmental trajectories across the life span. 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

The student attends weekly lectures and workshops. Flipped classroom techniques are employed to ensure active engagement in advance of weekly lectures (graduate attribute: proactive). 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: knowledgeable). 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. 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. 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 attribute: collaborative).