The aim of this module is to provide students with a core theoretical understanding of a range of additional communication needs in relation to fluency, voice and hearing that they will encounter in clinical practice. Students develop further their clinical reasoning skills in relation to the assessment and management of these speech, language and communication needs across the lifespan.

Content includes disorders of fluency, voice and hearing across the lifespan including those with organic and functional aetiologies, and those secondary to cancer. Students will develop the knowledge and skills to assess, differentially diagnose and manage these conditions. Content includes both theoretical knowledge, and practical knowledge in relation to the assessment and management of these needs such as the use of instrumental tools. Students will critically appraise evidence in relation to the assessment and management of these conditions. Students will also become familiar with their role in relation to working with trans and gender-diverse populations in relation to voice and communication including psychological approaches to support the voice change process, self-efficacy, confidence and the transfer of skills into social situations.

On successful completion of this module, students will be able to: Outline the role of the speech and language therapist in relation to the assessment and management of fluency, voice and hearing needs. Devise assessment plans for individuals with a range of fluency, voice and hearing needs including the use of a range of clinical and instrumental techniques. Interpret case data to classify a range of fluency, voice and hearing needs Propose management plans that are underpinned by principles of person-centred care for individuals with fluency, voice and hearing needs. Critique the evidence-base in relation to the assessment and management of fluency, voice and hearing needs.

On successful completion of this module, students will be able to: Recognise, respect, and respond to the priorities and preferences and psychosocial needs of individuals with speech, language and communication needs related to fluency, voice and hearing. Value the role of other professionals and interprofessional collaboration in the management of fluency, voice and hearing needs across the lifespan.

On successful completion of this module, students will be able to: Use an audiometer to measure hearing, interpret an audiogram and explain the consequences for the individual's hearing and communication.

The students will attend weekly lectures and tutorials. Consistent with the curriculum model, the student will acquire knowledge and understanding of the causes of different profiles of need related to fluency, voice and hearing by engaging with online content prior to attendance at lectures and tutorials (graduate attributes: knowledgeable and proactive). The student will collaborate in groups with their peers to develop their creativity and flexibility in the design and development of preventative and/or treatment programmes related to fluency, voice and hearing needs (graduate attributes: collaborative and creative). Students will have practical hands-on experience in using a range of assessment and management instruments in relation to fluency, voice, and hearing needs. The student will also learn to interpret assessment data in relation to these profiles of need. Students will be provided with opportunities to appraise intervention approaches in relation to these needs, and to justify clinical decision-making in relation to case-based data (graduate attribute: articulate).