Bachelor of Speech-Language Therapy

Purpose

The purpose of this qualification in Speech-Language Therapy is to provide a well-rounded, broad education that equips leaners with the knowledge base, theory, principles and skills of Speech-Language Pathology, to provide principles and theory that equips leaners with the basis for entry into postgraduate studies and research, or professional practice in Speech-Language Pathology. The qualification trains practitioners who fulfil the requirement for a license to practice as Speech-Language Therapists and who can operate in a range of different contexts such as primary, district, regional and tertiary hospitals and clinics, schools, community care centres, industries, private practice and academia. Finally, it enables leaners to demonstrate initiative and responsibility in a professional, national and international context, to produce Speech-Language Therapists who are critical and independent thinkers, engaging in life-long learning and practicing within ethical and professional boundaries and develop research capacity in the methodology and research techniques in Speech-Language Pathology in preparation for Master's level research.

Rationale

This qualification seeks to addresses the national shortage of speech language therapists in line with the institution's focus on redress. Legislation including but not limited to the Bill of Rights, The National Rehabilitation Strategy, The Proposed National Health Insurance, The Re-Engineering of Primary Health Care and The Human Resources for Health are just some of the documents which refer to the gap in service provision and need for access to health care in South Africa. Suitably trained and qualified speech language therapists will address the service needs, especially those therapists who are able to work in indigenous languages.

As a result of the quadruple burden of disease in South Africa there is an increasing need for a rehabilitation professional to address the communication and swallowing disorders commonly consequences of, amongst other things, HIV/AIDS, traumatic brain injury, in adults as well as children. It is imperative to build an evidence base for practice in the South African context in the field of speech language pathology. This is consistent with the institution's focus on African scholarship. There are currently only 5 other institutions in South Africa that train speech language therapists, and the nature of the training means that in each institution intake is limited. There is no other speech language pathology qualification in the institution or in fact on the entire Eastern Seaboard.

Recognition of Prior Learning (RPL)

The institution accepts the principle underlying outcomes-based, source-based and life-long learning, in which considerations of articulation and mobility play a significant role, and subscribes to the view that Recognition of Prior Learning, whether acquired by formal education curricula at this or another institution or informally (by experience) is an indispensable element in deciding on admission to and awarding credits in an explicitly selected teaching-learning qualification of the institution.

An applicant who falls outside of the formal qualifications system, but who can demonstrate (through the production of substantial and satisfactory evidence) experiential or work-based learning or a non-formal qualification (or a combination), may be considered for admission and/or for the Recognition of Prior Learning for the achievement of the qualification in part or in full. An applicant who after such assessment, is deemed to have sufficient potential, but is in need of further academic development, must be directed to other suitable learning qualifications prior to admission or to parallel qualifications after admission.

Entry Requirements

The minimum entry requirement for this qualification is

• National Senior Certificate, National Qualifications Framework (NQF) Level 4.

This qualification consists of the following compulsory and elective modules at National Qualifications Framework (NQF) Level 7 and 8 totalling 520 Credits.

Compulsory Modules, Level 7, 240 Credits

• Basic Human Physiology, 16 Credits.
• Audiological Principles and Practices for SLT, 16 Credits.
• Introduction to Human Communication Sciences, 16 Credits.
• Head and Neck, 8 Credits.
• Clinical Phonetics and Linguistics, 16 Credits.
• Introduction to Development Comm. Disorders, 16 Credits.
• Introduction to Psychology B, 16 Credits.
• Introduction to Anatomy and Neuroanatomy, 16 Credits.
• Health and Illness Behaviour, 16 Credits.
• Clinical Management of Communication R D, 16 Credits.
• Community Studies, 16 Credits.
• Clinical Practice: Audiological Ass. for SLT, 16 Credits.
• Applied Research Methods, 16 Credits.
• Acquired Communication Disorders and Dysphagia, 24 Credits.
• Aural Rehabilitation for SLT, 16 Credits.

Elective Modules, Level 7, 32 Credits (Choose one)

• Basic IsiZulu Language Studies A, 16 Credits.
• Academic Writing, 16 Credits.

Compulsory Modules, Level 8, 256 Credits

• Developmental language disorders, 16 Credits.
• Speech disorders: cleft, voice and fluency, 16 Credits.
• Clinical practice: speech sound disorders, 16 Credits.
• Augmentative and Alternative Communication and Deaf culture, 16 Credits.
• Clinical practice: developmental language disorders, 16 Credits.
• Clinical practice: speech disorders and fluency, 16 Credits.
• Acquired communication disorders and dysphagia B, 16 Credits.
• Developmental communication disorders B, 16 Credits.
• Developmental communication disorders A, 16 Credits.
• Special Topics in Speech Language Pathology, 16 Credits.
• Clinical practice: community based rehabilitation, 16 Credits.
• Clinical practice: acquired communication disorders and dysphagia, 16 Credits.
• Clinical practice: developmental communication disorders B, 16 Credits.
• Clinical Practice: Development C D A, 16 Credits.
• Research practice, 16 Credits.
• Clinical Practice: Initial Assessment, 16 Credits.

1. Display a sound knowledge of normal and pathological communication and swallowing.
2. Provide screening, prevention and promotion, identification, assessment and intervention services to clients with communication and/or swallowing disorders across all age ranges.
3. Demonstrate independence in planning and realising/executing intervention with the client with a communication or swallowing disorder or who is at risk for the development of such disorders.
4. Critically evaluate and apply relevant theories, models and strategies when planning and executing prevention, identification, assessment, and therapeutic programmes with the person/persons with a communication and/or swallowing disorder in all contexts of his/her daily functioning.
5. Function within the ethical context as indicated by the Health Professions Council of South Africa(HPCSA).
6. Be familiar with and function within the legal frameworks in South Africa as well as the International Classification of Functioning, Disability and Health (ICF).

The following Associated Assessment Criteria will be used in an integrated manner across the Exit Level Outcomes

• Select suitable methodology, analyse data, develop a discussion, produce a research report and conduct ethical research.
• Evaluate and apply relevant theories, models and strategies when planning and executing prevention.
• Identify a research area, develop a proposal by critically evaluating the literature, selecting a suitable methodology, analyse data, develop a discussion, produce a research report and conduct ethical research.
• Plan, implement and record relevant and appropriate intervention programmes for individuals, families, groups and communities at all levels of health care provision.

Integrated Assessment

The focus in first year modules (all theory) is on assessing knowledge and comprehension: leaners are required to describe and/or define core concepts, outline processes and demonstrate understanding e.g. by providing examples, selecting appropriate procedures and tools. This prepares them for the second level clinical modules. Level 1 leaners are exposed to a variety of assessment methods, which include individual short quizzes to enable them to get immediate feedback on the accuracy of their understanding of core concepts and terminology, longer tests which are summative, as well as group tasks and assignment, this allows peer learning as well as the development of critical cross field competencies such as team work and conflict management, and respect for others. All discipline module sin first year are continuous assessment and methods include online case discussions, short answer tests, on-line and paper based quizzes. Clinical modules follow from first year theory modules. The focus in second year clinical modules is therefore on the application of knowledge to the clinic situation, to a specific client. Leaners are required to select appropriate resources and approaches, interpret findings and begin generating appropriate records through written reports. Assessment in the clinical modules is continuous, with no exam. Methods include directly observed clinical sessions, written reports, tutorial tasks which all assess the leaner's application of knowledge to the real life situation or problem. The focus in second year theory modules is on assessing comprehension prior to application in the third level clinical modules. The content of second year theory modules becomes disorder specific. In terms of independence leaners are required to spend more hours on self-study tasks and tutorial preparation, with online support through the e-learning platform rather than as much face to face contact time. Both formative and summative assessment occurs in second year, as assessment focuses on the leaner's ability to problem solve, to be able to generalise and predict, which is so necessary for clinical practice. Methods of assessment in second year includes tests, on-line quizzes, preparation of resources such as protocols as preparation for clinics. There is a shift to more individual assessment and less group assessment.

The focus in third year theory modules is on assessing the leaners ability to think critically, to analyse information in the form of both texts (e.g. articles) and client information; and to synthesise information from various sources. Third level theory modules are exit level modules, and are prerequisites for fourth level clinical modules. These modules are disorder specific and focus on complex communication and feeding/swallowing disorders. Methods include tests, presentations and seminars. As third level theory modules are considered exit level modules, summative assessment is externally examined. The focus in third and fourth year clinical modules is on assessing the leaners ability to select appropriate assessment and intervention resources, tools, approaches and strategies; to evaluate the efficacy of a chosen approach; to develop resources that are client specific. Methods include directly observed clinical sessions, written reports, tutorial tasks which all assess the leaners application of knowledge to the real life situation or problem. Final (fourth) year leaners are required to conduct independent research and produce a research report. They are therefore assessed on their ability to defend their particular protocol, summarise relevant literature, describe the methodology so that the research is replicable, interpret results, and organise evidence to lead to a logical conclusion. Through the above graded assessment, the leaners are expected to meet the exit level outcomes outlined above, and become speech language therapists who are socially responsible, critical thinkers, independent, problem solvers, lifelong learners who will be advocates for change and who are able to contribute to the body of knowledge in the field through independent research.