Audiology Short Courses

On completion of this unit successful students will be able to:

• Understand that language develops in recognisable (often overlapping) hierarchical stages.
• Synthesise the trajectory of early communicative behaviours and early language milestones, explaining the relationship and difference between them.
• Evaluate the significance of the major milestones in communicative behaviours and language acquisition in typical development.
• Critically appraise the literature which explains how a hearing loss is likely to affect the acquisition of language with specific reference to linguistic milestones in both spoken language and sign language acquisition.
• Analyse the potential effects of deafness on the language learning process and explain the relevance of those around the child in supporting communicative behaviours and age-appropriate language in a range of contexts.
• Evaluate the significance of an early support approach within existing frameworks in use between ToDs parents and other professionals working in partnership.
• Critically appraise contemporary research which supports early, family-centred intervention.

Students will have a theoretical understanding of language acquisition in hearing and deaf children. The practical application of this knowledge will help students to facilitate language development in deaf children. This course unit underpins all aspects of the programme. 

On completion of this unit successful students will be able to:

• Understand that language develops in recognisable (often overlapping) hierarchical stages.
• Synthesise the trajectory of early communicative behaviours and early language milestones, explaining the relationship and difference between them.
• Evaluate the significance of the major milestones in communicative behaviours and language acquisition in typical development.
• Critically appraise the literature which explains how a hearing loss is likely to affect the acquisition of language with specific reference to linguistic milestones in both spoken language and sign language acquisition.
• Analyse the potential effects of deafness on the language learning process and explain the relevance of those around the child in supporting communicative behaviours and age-appropriate language in a range of contexts.
• Evaluate the significance of an early support approach within existing frameworks in use between ToDs parents and other professionals working in partnership.
• Critically appraise contemporary research which supports early, family-centred intervention.

•   Lectures
•   Workshops
•   Seminars
•   E-learning resources
•   Tutorials
•   Practical experience while on assessed teaching placement.

Extensive use will be made of electronic resources and practical lab work.

• Written communication: detailed analysis of key research papers, critical appraisal and synthesis of such materials with course materials
• Information technology: interrogation of electronic resources in the library
• Interpersonal skills in group working during workshops and practically whilst on teaching placement
• Flexibility in meeting the diverse assessment needs of deaf children and young people on placement when resources may not parallel those used in the University
• Multi-agency working in completing linguistic assessment with supplementary information from Speech and Language therapists and other professionals

Written feedback

All references and reading materials as well as links to other resources are on line and available through the electronic reading list.