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 course unit runs throughout the third (final) year of study with the principal content forming the second part of the Lifelong Disabilities theme within the programme (Part A sits in Year 2).  

We will consider lifelong conditions and disabilities which persist beyond the developmental period and into adulthood. Students are encouraged to see the speech & language therapist as one who looks not only at intrinsic factors affecting the individual’s communication and/or swallowing skills, but also at extrinsic factors. Thus, within a social model of disability, the disabling barriers to successful communication are explored and we look at the SLT role in facilitating a successful, enabling communication environment.  We will consider a range of underlying aetiologies which may not resolve into adulthood, including learning disabilities, neurodiversity and stammering. With a client group who may have extremely varied and complex needs,, students are required to draw upon and think critically about other areas of study. Following on from Lifelong Disability A in year 2, you will be invited to consider the implications of living with a lifelong condition into adulthood.

Emphasis will be on person-centred approaches and multidisciplinary and multi-agency working. Given that people with complex lifelong disability are at increased risk of developing additional health needs, accessible healthcare for all will be central to our thinking in this part of the unit. Topics include consent & capacity, the SLT role in safeguarding and transitioning from paediatric to adult SLT services. Students will attend an active learning workshop where they will be able to explore approaches to communication support and therapy for people with learning disabilities e.g. Talking Mats, Intensive Interaction.  

Within the unit, students will also have the opportunity to consider disorders of fluency in a series of standalone specialist clinical dysfluency lectures.  

Following on from learning which considered normal temporary dysfluency in the context of Developmental Speech and Language Disorders A (in year 2), workshops consider the patient journey and SLT intervention for individuals who have early, borderline and confirmed stammering persisting into adulthood.

Content considers aetiology, development and maintenance of stammering; theories of stammering and current perspectives; identifying and understanding the risk factors associated with stammering; principles of therapy for children, young people and adults including introduction to key psychological approaches to stammering.

The lectures also consider the rarer presentations of dysfluency (acquired stammering and cluttering). 

The unit aims to:

• Provide students with opportunities to gain an insight into the kinds of complex needs which persist beyond the developmental period and into adulthood, with a focus on people with lifelong conditions and disabilities and people who stammer.  
• Provide students with opportunities to consider the role of the SLT within a multidisciplinary and multi-agency team, as a facilitator of change within the communication environment as well as a specialist healthcare professional to offer direct assessment and specialist intervention around the individual’s communication and/or swallowing difficulties. 
• Provide students with opportunities to explore their own and society’s attitudes to adults with lifelong disabilities and children and adults who stammer.
• Enable students to draw upon and think critically about other areas of study for these client groups. 

Learning and teaching processes utilise a mixed modality delivery aligned to intended learning outcomes: lectures; accompanied by online-guided reading and class exercises; expert case presentations including problem-based learning.  

There will be a practical workshop working with adults with learning disabilities and an active learning session working through case studies of adults with LD and eating, drinking and swallowing issues.  

Case based, specialist dysfluency workshops will be supported by on-line lecture podcasts to deliver theory and core principles.

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

• Appreciate the complexity of individual needs of adults who have lifelong conditions and disabilities which impact on communication and/or swallowing.  
• Formulate an approach to assessment of the communication and swallowing needs of an adult client who has a lifelong condition or disability.
• Apply the government policy documents and relevant RCSLT Position Papers to planned SLT support for people who have lifelong conditions and disabilities.  
• Distinguish clearly between pre-intentional and intentional communication, and implications for intervention.
• Critically evaluate the suitability of augmentative communication support systems within a Total Communication approach, applying an understanding of symbolic development.  
• Demonstrate knowledge and understanding of the key principles of the theory, assessment and management of children, young people and adults who have disorders of fluency.
• Identify and understand the key risk factors associated with persistent stammering.
• Reflect on and appreciate the impact of their own values, beliefs and personal biases towards people with dysfluency and people with lifelong conditions and disabilities.  
• Consider within clinical assessment the characteristics and consequences of barriers to inclusion for people with dysfluency and people with lifelong conditions and disabilities and  actively challenge these barriers, supporting the implementation of change to enable more facilitative communication environments
• Demonstrate that your reflective practice and clinical decision making with these client groups have been informed by the values of equality, diversity and inclusion.

• Critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution - or identify a range of solutions - to a problem.
• Synthesise, interpret and analyse a range of clinical data.
• Create hypotheses based on reasoned conclusions from data provided.
• Justify a particular approach taken, based on theoretical rationale and recognising the importance of evidence based practice.
• Follow guidance from tutors in order to develop structured and wide reading around the complexity of lifelong conditions & disabilities and disorders of fluency.  
• Understand how the published literature can be applied to the assessment, treatment and evaluation process.
• Make judicious use of online materials to support development of understanding of contemporary themes and campaigns regarding lifelong conditions & disabilities and disorders of fluency.
• Be aware of the limits of their knowledge gained in undergraduate training and the additional training that is required to become a specialist therapist. 

• Use library, electronic and online resources effectively.
• Engage with online learning materials.  
• Have an understanding of practical clinical strategies around the management of swallowing, eating and drinking in adults with learning disability.
• Demonstrate skills necessary to participate in practical  workshops. 

• Independently gather and synthesise and critically evaluate material from various sources.
• Work in a small team, exercising initiative and personal responsibility.
• Appreciate the centrality of developing and maintaining effective working relationships, including effective functioning in a multi-disciplinary team.
• Appreciate the need for decision-making in complex and unpredictable contexts.
• Make use of current research by evaluating it and applying it in clinical practice.
• Continue to engage in self-directed learning that will promote professional development. 

Adult learning disability written assignment (2000 words) - 80%

3 formative MCQ exams in weeks 6, 10 and 12 so that students can check their learning and understanding on the unit as they progress through the teaching material.  

Fluency MCQ exam (1 hour) - 20%

A summative mark and detailed, individual tutor written qualitative feedback will be provided following the adult lifelong conditions & disabilities written assignment.

Verbal tutor feedback and comment will be provided directly to students during discussions in lectures & workshops.

Students will have the opportunity to access correct answers and feedback after completing the online formative quizzes in weeks 6, 10 and 12. Throughout the unit, students will have the opportunity to self-evaluate their work and understanding against class discussion and tutor comment. 

• Gates, B. (Ed) (2007) Learning Disabilities: towards inclusion (5th Ed). Churchill Livingstone.
• RCSLT Five Good Communication Standards
• Health Inequalities & People with Learning Disabilities in the UK: 2010
• Turnbull, J. & Stewart, T. (2007) Working with Dysfluent Children. Bicester: Speechmark.
• Turnbull, J. & Stewart, T. (2017). The dysfluency resource book (Second edition.). Routledge.
• Ward, D. (2006). Stuttering and cluttering : frameworks for understanding and treatment. Psychology Press.