Developmental Language, Speech and Communication Disorders
The course will provide thorough knowledge of and insight into speech, language, and communication disorders in children. This forms the basis for working independently with the development, implementation and evaluation of speech and language therapy interventions. The student is expected to consider whether the interventions should be in given directly and/or indirectly or through counseling. They are also expected to consider the relationship between individual-oriented and system-oriented interventions.
The course include the following topics: Developmental language disorders (disorders related to form, content and use of language), speech-sound disorders (with special focus on articulation disorders, phonological disorders, dysarthria, childhood apraxia of speech, cleft lip and palate) and language disorders as a consequence of various developmental disorders. In addition, there will be a focus on reading and writing disorders, language and hearing disorders, multilingualism, as well as alternative and augmentative communication (AAC). In general there will be a focus on assessment, implementation and evaluation of speech and language therapy interventions.
Knowledge
The student ...
- has advanced knowledge of the terms, theories and models associated with developmental language, speech and communication disorders in children
- has specialised insight into the use of logopedic assessment and mapping tools directed at children with developmental language, speech and communication disorders
- has specialised insight into logopedic measures directed at children with developmental language, speech and communication disorders
- has specialised insight into planning, implementation and evaluation of logopedic work, as well as preventive and systematic work directed at persons with developmental language, speech and communication disorders
- is able to apply knowledge to new fields in the subject area and can analyse academic issues based on the subject’s history, traditions, distinctive character and place in society
Skills
The student ...
- is able to analyse and critically relate to different sources of information and use these to structure and formulate academic rationales, thereby enabling them to critically reflect over their own practice and relate it to the relevant logopedic theory associated with persons with developmental language, speech and communication disorders
- is able to analyse existing theories, methods and interpretations in the subject area and work independently on practical and theoretical problem solving, thereby enabling them to apply and analyse research and mapping tools and results, as well as implement and evaluate relevant logopedic measures for persons with developmental language, speech and communication disorders on an individual, group and system level
General competence
The student ...
- is able to communicate about academic issues, analyses and conclusions within the subject with users, parents/next of kin and other collaborating partners
- is able to offer innovative thinking and contribute to innovation processes by applying their knowledge and skills to new areas in order to carry out logopedic tasks associated with developmental language, speech and communication disorders
Travel should be expected in connection with supervised professional training, and there may be expenses in this context. The university provides grants to cover expenses for supervised professional training in accordance with current regulations.
Supervised professional training shall give candidates self insight and understanding of practising their own logopedic work and developing their work ethical and professional platform. Two weeks of supervised professional training will be carried out after completing the course.
Supervised professional training should preferably be carried out with a speech therapist who has completed a Master’s degree. Extensive experience as a speech therapist can compensate for the lack of a Master’s degree. The speech therapist’s main working area must be associated with developmental language, speech and communication disorders. The placement supervisor must have a minimum of three years’ experience of working as a speech therapist in order to accept students.
The students should preferably be placed in pairs with a placement supervisor, but this is not an absolute requirement. Parts of the supervised professional training can be organised internally on campus. Applications may be made to engage in supervised professional training abroad.
Compound assessment
- Compulsory participation 1: 80% attendance in class, comprises 0/100 of the grade, grading scale Approved - Not approved.
- Compulsory participation 2: 100% attendance in professional pratice, comprises 0/100 of the grade, grading scale Approved - Not approved.
- Assessment task 1, comprises 0/100 of the grade, grading scale Approved - Not approved.
- Assessment task 2, comprises 0/100 of the grade, grading scale Approved - Not approved.
- Practice, comprises 0/100 of the grade, grading scale Passed - Failed.
- Home examination, 48 hours, comprises 100/100 of the grade, grading scale A-E for pass, F for fail.
Overlap refers to a similarity between courses with the same content. Therefore, you will receive the following reduction in credits if you have taken the courses listed below:
PEL5002 - Speech and Language Therapy - 15 credits
PE320L - Speech therapy subjects - 15 credits