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UCAS Course Code
Degree of Bachelor of Science
School of Study
Mrs. Jennifer Vitkovitch
“UEA offers a great student experience, and there is so much more to do on campus. The teaching here is great and the SLT tutors are supportive and encouraging.”
- Samantha Mann, Speech and Language Therapy Graduate
There are approximately 2.5 million people in the UK who have a communication disorder of some kind. Speech and Language Therapy (SLT) works to maximise the communication potential and improve quality of life of people. Working in an inter-professional environment qualified SLTs assess, diagnose, and provide intervention to people of all ages who have speech, language, communication and swallowing difficulties.
Our three year full time BSc in Speech and Language Therapy is a high quality degree programme that combines academic study and clinical practice. Our problem-based learning approach ensures that the knowledge you gain from different underpinning disciplines is integrated and focused around specific client groups. Our students find developing their skills through clinical placements particularly effective and fulfilling.
You will be taught by our dedicated academic staff, benefiting from their research expertise, ensuring your knowledge and skills reflect the latest developments in theory and practice. We are proud of our excellent reputation for teaching and recently ranked joint 2nd in the UK for teaching in the National Student Survey.
By studying Speech and Language Therapy degree at UEA, you are opening the door to a hugely worthwhile and successful career which can help change lives for the better. Furthermore career opportunities for Speech and Language Therapists are varied and exciting - from the NHS to schools, the prison services, and other providers of health and social care.
This three year full time degree programme is carefully designed to teach students all of the essential theory, methodology and technique necessary to enter into a career as a speech and language therapist. It is made up of compulsory modules and substantial learning placements.
You will start the first year with the Foundation module which will introduce you to basic terminology, concepts and core knowledge of SLT as a discipline. This is followed by teaching on two client groups ‘Disorders of Fluency, and Developmental Speech and Language Difficulties’, whereby you will develop your understanding of basic approaches to intervention, and begin to learn about what it means to be a professional in today’s health & social care and educational environments. You will also undertake a non-clinical placement module ‘Conversation Partner’ which develops communication skills and reflective practice.
The modules in your second year will cover Deafness and Hearing Impairment, Learning Difficulties, Acquired Language & Communication Disorders, and Communication issues and Mental Health difficulties. You will begin to focus on interpretation of data and consider how this informs intervention, and also join physiotherapy and occupational therapy students to study Research Skills. The Practice Education 2 module covers clinical skills, an introductory placement and an 8 week block clinical placement.
This year comprises ‘Motor Speech Disorders’ and ‘Disorders of the Oral and Vocal Tract.’ You will now focus on clinical decision making, session planning and complete a dissertation which involves writing up your research project. The Practice Education 3 module involves an 8 week block clinical placement.
The programme offers an integrative approach to its assessment strategy, which is based mainly upon coursework. Course work assessment methods include essays, case reports, posters, MCQs and practice educator assessment. The assessment strategy of each module is designed to reflect its particular teaching aims and outcomes, and to support the students’ progression through the course. Development of problem solving and analytical skills will be monitored throughout all of your modules, which encompasses both theoretical and practice based elements.
Choosing UEA means joining some of the most satisfied students in the UK, with the best student experience - according to the Times Higher Education Student Experience Survey 2013.
As a student in the School of Rehabilitation Sciences you will be able to:
- Benefit from award winning facilities and teachers with a reputation for excellence
- Take advantage of our excellent placement opportunities to gain hands-on experience and build towards your future career
- Learn by working with real problems from real clients
- Benefit from excellent interprofessional learning opportunities
The School of Rehabilitation Sciences has an outstanding reputation, with students being taught by academic staff who are also researchers at the forefront of their area of expertise.
We will ensure you receive training in the latest theories, practice and techniques, and our small teaching groups help foster highly supportive working environments.
The School places substantial emphasis on placement education, because we strongly believe there is no better way for you to prepare for your future career.
Our teaching methods and use of placements mean you will be fully equipped with a variety of transferable skills for the professional environment; including adaptability, team working and communication skills.
Once you have graduated, you can expect to pursue a career in any number of environments, including health and social care, education, industry and management.
The UEA is a fantastic place to study. For five years running we have been placed in the top five universities in the UK for student satisfaction – and in 2013 we ranked number one for Student Experience by the Times Higher Education Student Experience Survey.
You’ll discover an exciting range of activities and societies to get involved with on campus, and an engaged Student Union that offers a whole host of opportunities.
Teaching excellence and facilities
The School’s dedicated academic staff provide our students with the latest research, theories, practices, techniques and applications.
Our evidence-based interactive approach to teaching emphasises the importance and varied applications of the theory and skills related to Rehabilitation Sciences. Our degree programmes benefit from the following elements:
- Research – teaching staff are continually involved in research, which means you will benefit from their knowledge of the very latest techniques and applications.
- State of the Art Facilities – we have excellent, on-campus learning facilities, with purpose-built, state-of the art teaching environments and equipment. These include a communications laboratory alongside clinical skills and assistive technology suites.
- Work-based Placement – you will have the opportunity to put into practice what you have learned in a work-based setting.
- Interprofessional Learning – you will meet and work with students from other health-related disciplines to learn, exchange knowledge, practice and ideas.
- Supportive Culture – teaching groups are small, which encourages a close-knit student body and a supportive learning culture.
- Personal Advisor – you will be assigned your own personal mentor who will be there every step of the way to guide you through the course.
Compulsory Study (120 credits)
Students must study the following modules for 120 credits:
DEVELOPMENTAL SPEECH AND LANGUAGE DIFFICULTIES
this module will build upon knowledge and skills acquired during Foundations and Disorder of Fluency modules to develop key theoretical and practical considerations when working with children with developmental speech and language difficulties. Students will address: #key principles of developmental, linguistic, phonetics, psychological, sociological, biological and educational frameworks in which to consider developmental speech, language and communication difficulties in children; #current theories and approaches to classification, assessment and intervention of developmental speech, language and communication difficulties in children; #decision making processes in the cycle of intervention within the relevant theoretical frameworks; #the impact of speech, language and/or communication difficulties and disorders in relation to profiles of typically developing children.
DISORDERS OF FLUENCY
Within the degree's integrated, Problem-Based Learning (PBL) structure, this module will build upon knowledge and skills developed during the Foundations Module to introduce the key theoretical and practical considerations when working with children and adults with fluency disorders. Students will address: #The impact of different disorders of fluency in relation to profiles of speech and language development in childhood and beyond. #The contribution of the disciplines of biology, communication sciences, psychology and sociology to this area, and the integration of this knowledge within the context of the client group. #Assessment, clinical decision-making and intervention in speech and language therapy practice.
This module will introduce students to the core disciplines of linguistics, psycholinguistics, phonetics, psychology and biology, which are so fundamental to speech and language therapy. The module will also provide students with an introduction to the scope and practice of work carried out by speech and language therapists. Students will: #study phonetics, phonology, morphology, syntax, semantics, discourse and pragmatics, as applied to normal and disordered communication #begin to consider the sociolinguistic dimension of communication #explore the psychological systems that are responsible for the production and comprehension of words and sentences #learn about the typical development of speech, language, cognition as part of life-span development #explore the main structures and functions of the human body
PRACTICE EDUCATION (SLT) 1
Within this year-long module students will have the opportunity to learn about, develop, and reflect on their communication skills in both adult and child environments. This is a non-clinical placement and students will be supported during the year by teaching sessions, and fortnightly tutorials. In weeks 1-26 students will visit adults with an acquired communication disability on a weekly basis and act as 'conversation partners'. In weeks 32-35 students will be placed in a school or nursery setting for 3 days per week in the role of a conversation/play partner.
PROFESSIONAL DEVELOPMENT 1
This unit prepares occupational therapy and physiotherapy students for success on the course. Transferable academic, professional and clinical skills are introduced. The three threads of transferable skills, health and social care contexts and preparation for safe practice are integrated through problem-solving. Reflective practice and use of portfolios and other tools for continuing professional development are introduced.
Compulsory Study (120 credits)
Students must study the following modules for 120 credits:
ACQUIRED LANGUAGE and COMMUNICATION DISORDERS
Within the degree's integrated, Problem-Based Learning (PBL) structure, this module will develop further the students' understanding of acquired language and communication disorders and build on learning in Year 1 modules. Students will address: The nature and impact of acquired language and communication disorders in relation to linguistic impairments and limitations to activity and participation; The contribution of the disciplines of psychology, linguistics (including psycho- and sociolinguistics), conversation analysis and anatomy and physiology to this area, and the integration of this knowledge within the context of the client group; SLT assessment, clinical decision-making and intervention in speech and language therapy practice ; Management and support networks for this client group (clinical and non-clinical)
DEAFNESS and HEARING IMPAIRMENT
Within the degree's integrated, Problem-Based Learning (PBL) structure, this module will develop further the students' understanding of deafness and hearing impairment across the age span and build on learning in Year 1 modules. Students will address; The impact of different types of deafness and hearing impairment in relation to profiles of speech and language development in childhood and beyond; The contribution of the disciplines of acoustic phonetics, audiology, psychology and anatomy and physiology to this area, and the integration of this knowledge within the context of the client group.; Assessment, clinical decision-making and intervention in speech and language therapy practice ; Assessment and management of a hearing impairment; Support networks for this client group (clinical and non-clinical)
Within the degree's integrated, Problem-Based Learning (PBL) structure, this module will develop further the students' understanding of learning difficulties across the life span and build on learning in Year 1 modules. Students will address: Theory and practice for working with children and adults with intellectual disability and autistic spectrum disorders; Assessment, clinical decision-making and intervention in speech and language therapy practice; Relevant aspects of typical cognitive, behavioural, educational and psychosocial development
This non credit bearing module aims to cover specific topics which form the mandatory training requirements for pre-registration practice placement activity. It builds on the equivalent level 1 module of the preceding year, providing updates for specific aspects of that level 1 mandatory training, as well as reinforcing for students the need to remain updated and current in these areas.
RESEARCH STUDY SKILLS
SPEECH and LANGUAGE THERAPY PRACTICE
This module builds on skills learned in SLT Practice 1 and knowledge acquired throughout the course. Students have the opportunity to reflect on their learning and continue to develop theory to practice links, clinical skills, and professionalism in Practice Education. An introductory placement during weeks 1-12 aims to orientate the student to clinical practice through observation and shadowing of a Speech and Language Therapist. The student has the opportunity to find out about the day to day working life of a therapist across a range of settings and reflect on this. In weeks 25-32 students undertake a block placement in a clinical environment. They initially need close supervision from their Practice Educator but should progress to supported independence by the end of their placement.
Compulsory Study (120 credits)
Students must study the following modules for 120 credits:
LIFE AND COMMUNICATION SCIENCES
This year-long unit synthesises study from discrete academic disciplines formerly covered under 'Communication and Language Sciences' and 'Life Sciences' in years 1 and 2. These are embedded within this unit, and as such students continue to develop the clinical applications of linguistics and phonetics and to draw on psychology, neurology and audiology in addressing clinical issues
RESEARCH AND PROFESSIONAL DEVELOPMENT
In this unit students will complete a final year research project on a professionally relevant topic. Students will operate as a researcher in a small group research project where the lead investigator is a member of faculty. They will also be prepared for their imminent move to professional careers in the health and social care sectors by addressing key issues relevant to this transition to practice.
SPEECH and LANGUAGE THERAPY PRACTICE 3
This unit will develop further the students' understanding of the frameworks and processes of SLT. Students will be introduced to defining intervention within a conceptual framework. Particular attention will be paid to the construction of intervention and the process of clinical decision-making. Relevant theories and mechanisms for change will be explored in the context of therapeutic approaches. Students are introduced to the spectrum of augmentative and alternative communication strategies, with focus on low tech assistive communication. The focus on communication and swallowing disorders expands to include acquired language disorder, learning difficulties and deafness and hearing impairments.
Whilst the University will make every effort to offer the modules listed, changes may sometimes be made arising from the annual monitoring, review and update of modules and regular (five-yearly) review of course programmes. Where this activity leads to significant (but not minor) changes to programmes and their constituent modules, there will normally be prior consultation of students and others. It is also possible that the University may not be able to offer a module for reasons outside of its control, such as the illness of a member of staff or sabbatical leave. Where this is the case, the University will endeavour to inform students.
- A Level: Grades AAB required (Excluding General Studies and Critical Thinking)
- International Baccalaureate: 33 points to include 6 6 6 at higher level
- Scottish Highers: AAABB
- Scottish Advanced Highers: AAB
- Irish Leaving Certificate: AAAABB
- Access Course: Pass the Access to HE Diploma with Distinction in 45 credits at Level 3
- BTEC: DDD in a relevant subject
- European Baccalaureate: 80% overall (to include 60% in Maths)
All applicants should note that, due to competition for places on this course, exceeding, meeting (or being predicted to meet) the minimum academic entry requirements is not a guarantee of selection for interview.
Applications are screened and scored based on all qualifications and not just those currently being taken.
To undertake this Speech and Language Therapy course, for School Leavers the minimum entry requirements for University matriculation, and the requirement of the professional body, are five GCSEs at grade C or above which must include English Language, Mathematics and a Science subject.
Those studying the Access to Higher Education Course will also require GCSE English, Mathematics and a Science at Grade C. We do not accept GCSE equivalencies. Applicants applying with an Access course or Open University credits should not have been in continuous education for the last three years.
All Applicants who are invited for interview will be required to undertake a numeracy and literacy test on the interview day. These tests will not form part of the selection process but are a requirement of the Strategic Health Authority.
All Successful applicants will be required to complete a satisfactory enhanced police check, a satisfactory Occupational Health check and to provide a satisfactory second reference details of these requirements will be provided within the offer letter.
Students for whom English is a Foreign language
We welcome applications from students from all academic backgrounds. We require evidence of proficiency in English (including writing, speaking, listening and reading). Recognised English Language qualifications include:
- IELTS: 8.0 overall (minimum 7.5 in any component)
- TOEFL: Internet-based score of 113 overall (minimum 25 in any component)
- PTE: 82 overall (minimum 76 in any component).
If you do not meet the University's entry requirements, our INTO Language Learning Centre offers a range of university preparation courses to help you develop the high level of academic and English skills necessary for successful undergraduate study.
Applicants submitting a UCAS application and passing initial screening will be invited to a selection interview at the University.
Students are advised that during their studies on the course they should reside within 50km of the UEA. Students have to apply to live beyond this zone during the 3 year degree and be notified that no difference will be made to the way they are treated her as a result of living far away.
Students are required to have Mathematics, English Language and a Science at a minimum of Grade C at GCSE Level.
Course Open To
Please note that, at this time, we are unable to accept international applications for this course.
Fees and Funding
Eligible UK and EU students studying BSc Speech and Language Therapy will not pay tuition fees; these will be covered by the NHS. In addition eligible students residing in the UK will normally receive a small non- means tested NHS Grant, currently £1,000 per annum, and may apply for a means tested Bursary. Students can also apply for a reduced rate non-means tested Living Cost Loan (also known as a Maintenance Loan) from Student Finance England.
NHS students are not eligible to apply for Living Cost Grant or a UEA bursary. Eligibility for bursaries is at the discretion of the NHS Business Services Authority and further information and criteria is available from http://www.nhsbsa.nhs.uk/students
For more information please visit: http://www.uea.ac.uk/study/undergraduate/finance/Health+related+courses
The University of East Anglia offers a range of Scholarships for Home/EU students. To check if you are eligible please visit http://www.uea.ac.uk/study/undergraduate/finance/university-financial-support
Applications need to be made via the Universities Colleges and Admissions Services (UCAS), using the UCAS Apply option.
UCAS Apply is a secure online application system that allows you to apply for full-time Undergraduate courses at universities and colleges in the United Kingdom. It is made up of different sections that you need to complete. Your application does not have to be completed all at once. The system allows you to leave a section partially completed so you can return to it later and add to or edit any information you have entered. Once your application is complete, it must be sent to UCAS so that they can process it and send it to your chosen universities and colleges.
The UCAS code name and number for the University of East Anglia is EANGL E14.
If you would like to discuss your individual circumstances with the Admissions Office prior to applying please do contact us:
Undergraduate Admissions Office (Rehabilitation Sciences)
Tel: +44 (0)1603 591515
Please click here to register your details online via our Online Enquiry Form.
International candidates are also actively encouraged to access the University's International section of our website.