Bachelor of Speech-Language Pathology and Audiology

Purpose

The purpose of this qualification is to equip learners, through a planned combination of learning outcomes, with the knowledge, skills and attitudes that will enable learners to register with the HPCSA as a Speech-Language Therapist and Audiologist. This will enable the learner to competently and independently provide appropriate professional services within the scope of practice, in a range of contexts to persons of all ages who are at risk for or present with communication and swallowing difficulties. These regulations are situated within the South African context, where the newly qualified learner will enter community service at all levels of the health care system. This qualification will equip learners to become competent professionals in speech-language pathology and audiology.

The qualified learner will have the ability to deliver services in health and education, public and private sectors, to persons with communication delay or disorders and their significant others within an Ecosystemic approach. This will further make the learner understand the significant health, education and rehabilitation needs, issues, policies and legislation in the South African health and education contexts and the Speech-Language-therapists' and audiologists' role and contribution in developing socially responsive practices. The learner will acquire knowledge and skills for ethical and professional practice and research.

Rationale

Our country has been in the process of addressing the skills shortage by building capacity since 1994. In the field of speech-language pathology and audiology, the throughput of professionals with this qualification, proficient in African languages is minimal. This qualification accommodates the majority of learners from historically disadvantaged areas and a variety of cultures and languages. The qualified learners are involved in the prevention, identification, assessment, treatment and counselling of individuals with communication disorders, which includes pathologies related to hearing, vestibular, various speech disorders, language and language-learning, as well as those with swallowing disorders). The qualification will provide learners with skills and knowledge to work in settings ranging from private practice, private and government hospitals, rural clinics, tertiary institutions, schools, industries, communities and home environments. Their services will benefit clients across all age groups. Due to the practical nature of the profession where learners are not only required to have obtained sufficient theoretical knowledge, but also clinical skills, the learning pathway is through direct face-to-face education and supervision of learners who work in clinical settings.

Recognition of Prior Learning (RPL)

The institution conducts RPL in terms of the policy and guidelines of the institution to recognise other forms of formal, informal and non-formal learning and experience. In cases where learners do not comply with the formal admission requirements, the institution applies its RPL policy.

Entry Requirements

• Senior Certificate, NQF Level 4 with endorsement.

Or

• National Senior Certificate, NQF Level 4 granting access to Bachelor's studies.

This qualification consists of the following Compulsory modules totalling 500 Credits.

Compulsory Modules at Level 6, 244 Credits

• MANC010, 12 Credits.
• MEHS010, 12 Credits.
• MCSL010, 8 Credits.
• MLNG011, 8 Credits.
• MAUA011, 8 Credits.
• MAUB011, 8 Credits.
• MSLA011, 12 Credits.
• MPCL011, 12 Credits.
• MLNG012, 8 Credits.
• MAUA012, 8 Credits.
• MAUB012, 4 Credits.
• MSLA012, 8 Credits.
• MSLB012, 8 Credits.
• MPCL012, 12 Credits.
• MPIB020, 12 Credits.
• CAUD205, 16 Credits.
• CSLP205, 16 Credits.
• MPSA021, 20 Credits.
• MAUA021, 4 Credits.
• MAUB021, 4. Credits.
• MSLA021, 4 Credits.
• MSLB021, 8 Credits.
• MSLA022, 4 Credits.
• MAUA022, 4 Credits.
• MAUB022, 4 Credits.
• MSLC022, 4 Credits.
• MSLD022, 4 Credits.
• MPSAO022, 20 Credits.
• MSLA022, 4 Credits.

Compulsory Modules at Level 7, 128 Credits

• MAUA030, 16 Credits.
• MSLA030, 16 Credits.
• MNAA030, 8 Credits.
• MAUA031, 8 Credits.
• MAUB031, 4 Credits.
• MSLA031, 4 Credits.
• MSLB031, 4 Credits.
• MSLC031, 4 Credits.
• MPSB031, 20 Credits.
• MAUC032, 4 Credits.
• MSLA032, 4 Credits.
• MSLB032, 4 Credits.
• MAUA032, 4 Credits.
• MAUB032, 4 Credits.
• MPSB032, 24 Credits.

Compulsory Modules at Level 8, 128 Credits

• MSLA040, 12 Credits.
• MAUA040, 32 Credits.
• MSLA041, 20 Credits.
• MAUA041, 4 Credits.
• MSLB041, 12 Credits.
• MAUB041, 8 credits.
• MAUA042, 4 Credits.
• MAUB042, 4 Credits.
• MAUC042, 4 Credits.
• MSLB042, 8 Credits.
• MSLA042, 20 Credits.

1. Show an understanding and knowledge of speech and communication, and swallowing disorders: (a) foundation of speech-language therapy practice; (b) prevention and identification; (c) assessment; (d) management of speech and language, communication disorders, as well as swallowing disorders.
2. Show knowledge and understanding of the concepts, theories, and findings of human communication and hearing disorders to meet the standards for accreditation by the HPCSA by:
3. Demonstrate advanced knowledge of the biological, neurological, acoustic, psychological, developmental, linguistic, and cultural bases of essential human communication and hearing processes;
4. Distinguish between and among specific etiologies, characteristics, anatomical, physiological, acoustic, developmental, psychological, linguistic and cultural correlates of developmental and acquired hearing disorders, including cognitive and social aspects of communication and the use of assistive listening devices;
5. Differentiate and apply knowledge of principles of prevention, assessment, and intervention of hearing disorders including consideration of anatomical/physiological, psychological, developmental, linguistic and cultural correlates across the lifespan.

The following Associated Assessment Criteria applies across Exit Level Outcomes

• Essential human communication and swallowing processes, including their biological, neurological, acoustic, psychological, developmental, linguistic and cultural bases;
• Development of speech and language production and perception;
• Interaction and interdependence of speech, language, and hearing in the discipline of human communication sciences and disorders;
• The nature of speech;
• Principles and methods of prevention, assessment and management for individuals at risk for, and with communication and swallowing disorders across the life span, including consideration of anatomical/physiological, psychological, developmental, linguistic, and cultural correlates of the difficulties and disorders;
• Infectious/contagious diseases and universal precautions;
• Client/patient characteristics (e.g., age, demographics, cultural and linguistic diversity, medical history and status, cognitive status, and physical and sensory abilities) and how they relate to clinical services;
• Language, hearing, and communication differences, delays, disadvantage and disorders, as well as swallowing disorders, including aetiologies, characteristics, and anatomical/physiological, acoustic, psychological, developmental, linguistic, and cultural correlates;
• Compile a research proposal and obtain ethical clearance from the institutional research and ethics committee;
• Collect and analyse data;
• Compile a research report.
• Learners will complete experiences sufficient in breadth and depth to demonstrate competency in evaluation, intervention, and personal interaction in hearing disorders by;
• Integrating knowledge of neurological, acoustic, psychological, developmental, linguistic, and cultural bases of human communication disorders and swallowing processes about normal and abnormal human development across the life span into clinical practice, written clinical reports and writing assignments;
• Effectively managing the clinical process using constructive personal interaction, evidence-based practice, ethical conduct, principles of scientific research, and appropriate technology in clinical application.

Integrated Assessment

Theory models are assessed through both formative and summative assessments. Formative assessments consist of a combination of three assessment opportunities using multi-source assessments. The weighting of each assessment opportunity is determined by the individual lecturers and documented as assessment criteria specified on the ITS system. The summative assessment is a written examination.

In terms of applied competence to become clinically competent learners are required by the HPCSA to have completed specified clinical hours in the qualification at the exit level. Learners are supervised and marked at clinical sites by using rubrics. Formative assessments are done continually by supervisors and learners participate in feedback sessions. The final clinical mark (summative) consist of a year mark and an oral examination mark which is combined.