BSc Speech and Language Therapy

Please note that future inflationary increases will be applied to each subsequent year of the course, subject to government regulations on fee increases.

If this is your second tuition fee loan for an undergraduate course: Students who already have a degree and are planning to undertake a nursing, midwifery or allied health profession subject as a second degree will now also have access to student loans through the student loans system.

See more information about changes to NHS bursaries on the government's website .

You will complete three block clinical placements during the course. You will be expected to pay upfront travel and/or accommodation costs and then apply to get these reimbursed.

As per the government announcement, all UK speech and language students on courses from September 2020 will receive a payment of at least £5,000 a year which they will not need to pay back. The funding will be given to all new and continuing degree-level nursing, midwifery and many allied health students from September 2020. More information can be found on the NHS website.

Please note, eligibility criteria for the new funding will be the same as the wider NHS Learning Support Fund payable to students ordinarily resident in the UK and studying at a university in England. Find out about the financial support available to students starting at Manchester.

Find out about the financial support available to students starting at Manchester.

This unit falls in the first semester of the second year of study and forms the first part of a developmental speech and language disorders strand which continues with part B in the third year. In preceding learning students will have had the opportunity to develop knowledge and understanding of typical development of speech and language, underlying language processing, and of linguistic description. Students will have had the opportunity to develop a range of broad clinical/professional knowledge and skills and may have had clinical experience with clients who have developmental speech and language disorders.

Through lectures and problem-based learning tasks utilising patient-based materials, students will consider the following content:

• Consideration of specific speech and language difficulties or developmental language disorder (DLD) and associated diagnostic aspects related to general developmental delay or disorders which affect language development.
• Related theoretical issues, aetiology, typical presenting features, functional impact and interactions between communication and social interaction.
• The client journey from referral to leaving therapy/ discharge and current approaches to prevention and universal support, assessment, differential diagnosis and intervention.
• Educational and bilingual/multilingual contexts and the role of parents and multi-professional colleagues in management, with a focus on a pre-school setting.
• Evidence base for assessment, intervention and general management practices including outcome measurement.

The language component of this unit is delivered in a flipped classroom format where pre-recorded lectures are shared that should be accessed prior to workshops.  The associated online learning environment space for each week will have a space for discussion and questions and answers.  Workshop sessions will relate directly to the lectures and allow a case study to be worked through building on the knowledge and skills acquired during the pre-recorded lectures. The structure of the sessions correlates directly with the paediatric case presented within the CLE sessions in Clinical and Professional Practice 2 and the content links to the practical application of Clinical Linguistics sessions. 

The unit aims to:

• Provide students with a variety of opportunities to gain knowledge and understanding of the nature of developmental speech and language disorders.  
• Provide students with a variety of opportunities to gain requisite knowledge and understanding of diagnosis, assessment and management, in educational and bilingual/multilingual contexts, for younger children who have potential developmental speech and language disorders.  
• Provide students with a variety of opportunities to gain knowledge and understanding of the lived experience of developmental speech and language disorders.
• Provide students with opportunities to integrate and critique knowledge and understanding and to reflect upon relevant aspects of education, professional practice, and the therapeutic process.
• Provide students with opportunities to apply theory and evidence to clinical decision making and to the critical evaluation of practice, processes and outcomes.
• Provide students with opportunities to practice relevant clinical skills.
• Provide students with opportunities to demonstrate their knowledge and understanding, to self-evaluate and to receive feedback from tutors. 

Learning and teaching processes will involve tutor led learning with face-to-face teaching (lecture, seminar, workshop), group/peer learning, which may be presented through synchronous/ asynchronous webinars, and individual independent learning.  

Processes will use on-line learning, simulated case (or enquiry) based learning, listening to/watching presentations, discussion/seminars and directed reading.  

Students will also have the opportunity to watch and learn from an expert clinician model, to prepare and make presentations, to complete written work, and to practise with assessment and intervention tools.  

To support independent study, learning materials including lecture slides and recommended reading will be provided before teaching sessions on the unit’s online learning environment. 

• Demonstrate knowledge and critical understanding of developmental speech and language disorders, their diagnosis, assessment and management.  
• Understand the roles and responsibilities of the SLT working with preschool children who have language difficulties and disorders, including demonstrating awareness of multi-disciplinary working in this area.
• Describe and comment upon particular aspects of current research in the field and demonstrate an understanding of the scope of this knowledge, and how this influences analyses and interpretations in clinical decision making. 

• Apply knowledge and understanding to solve problems regarding clinical decisions and management and to evaluate critically the appropriateness of different approaches, to assure quality of practice.
• Manage their own learning and make use of scholarly reviews and primary sources appropriate to the field.
• Apply the methods and techniques that they have learned, in order to review, consolidate, extend and apply their knowledge and understanding. 

• Perform structured observation and accurate recording / transcription of speech, language and other information relevant to this client group, and report these using appropriate record keeping methods
• Administer and score relevant assessments and interpret data including standardised scores.
• Search relevant clinical databases for information to support an evidence-based argument 

• Effectively communicate information, arguments and analysis in a variety of forms to specialist and non-specialist audiences.
• Exercise personal responsibility and show decision-making capacity appropriate for a straightforward clinical context.  
• Reflect and comment on their own performance or work, identifying strengths and areas for improvement where appropriate.
• Demonstrate awareness of their own values and attitudes to service users and exercise a compassionate and respectful approach, in line with inclusive practice 

Assessment task	Length	Weighting	ILO's assessed
Formative case study assignment	900 words	N/A	a-k
Formative group presentation	20 minute presentation	N/A	a-g, j-m
Assignment	1800 words	50%	a – e, g – i, k
Examination	2 hours	50%	a-e, h-k

A mark and tutor written feedback will be provided following the summative exam and the written assignment.

Peer and tutor verbal feedback following formative presentations.

Throughout the unit, students will have the opportunity to self-evaluate their work and understanding against shared peer work and class discussion.

Feedback on the assignment will provide guidance to students regarding their clinical reasoning skills and on their formal written communication skills. This will inform preparation for their exam.

• Bauman-Waengler, J. (2016). Articulation and phonology in speech sound disorders: A clinical focus (5th Edition).  Pearson.
• McLeod, S., & Baker, E. (2017). Children’s Speech. An evidence-based approach to assessment and intervention. Boston: Pearson.
• Paul, R., Norbury, C., & Gosse, C. (2016). Language disorders from infancy through adolescence: listening, speaking, reading, writing, and communicating (5th Edition). London, UK: Elsevier Mosby.