BSc Speech and Language Therapy


Attendance
Full Time
Award
Degree of Bachelor of Science



UCAS Course Code
B620
A-Level typical
AAB See All Requirements
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Key facts

(Unistats 2015)

Video

Your career in Speech and Language Therapy

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Article

What steps could you take?

UEA Physiotherapy lecturer, Nicola Hancock is seeing to help stroke survivors by securing support from the Design Council to develop a device that could significantly enhance rehabilitation.

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Key facts

(REF, 2014)

Video

The School of Health Sciences offers a superb learning environment that enables students to fulfil their potential and ensures our graduates are fit for practice in the modern and ever-changing health and social care sector.

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"I gained the confidence and drive to succeed in aspects of the course that I found most challenging and group work allowed me to be an effective team member."

In their words

Amy Decaro, Speech and Language Therapy Graduate

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Discover our NEAT suite, one of many of our facilities for health science students.

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Did you know that 2.5 million people in the UK suffer from a communication disorder? The design of our three-year course provides rigorous training to give you the skills, knowledge and experience to help people communicate better, and will enable you to become a trained professional quicker than most other courses in the UK. Our course is fully approved by the Health and Care Professions Council (HCPC).

Overview

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 as a University, we 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. As part of our recruitment process, the values of the NHS Constitution will be explored at interview, with successful candidates demonstrating how these are reflected in their own beliefs. 

This Speech and Language Therapy Degree course is fully approved by and prepares you for registration with the Health and Care Professions Council (HCPC).

Course Structure

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.

Year 1
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.

Year 2
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.

Year 3
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.

Assessment

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.

Course Modules

Students must study the following modules for 120 credits:

Name Code Credits

DEVELOPMENTAL SPEECH AND LANGUAGE DIFFICULTIES

Within the degree's integrated Problem-Based Learning (PBL) structure, 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. The learning objectives of this module are to: #Introduce key principles of developmental, linguistic, phonetics, psychological, sociological, biological and educational frameworks in which to consider developmental speech, language and communication difficulties in children; #Discuss current theories and approaches to classification, assessment and intervention of developmental speech, language and communication difficulties in children; #Embed the decision making processes in the cycle of intervention within the relevant theoretical frameworks; #Discover the impact of speech, language and/or communication difficulties and disorders in relation to profiles of typically developing children.

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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.

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FOUNDATIONS

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MANDATORY TRAINING

This module is designed for occupational, physiotherapy and speech and language therapy students who are required to complete clinical practice hours as part of their degree. Mandatory training is a requirement of these programmes, stipulated by the commissioning body; Health Education East of England. It is important that students undertake a number of training sessions to ensure their own safety and that of service users, staff and anyone else they encounter. The learning objectives of this module are to: #Complete the necessary mandatory training to enable students to attend clinical placements in a variety of NHS and non-NHS settings; #Develop responsibility for own learning and documentation of mandatory training.

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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.

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PROFESSIONAL DEVELOPMENT

Professional Development (PD) is a year-long module that is taken by speech and language therapy, occupational therapy and physiotherapy students together. It aims to provide opportunities for interprofessional understanding and communication to develop between students, and also to encouraging each individual to become aware of their professional identity. This module introduces students to generic academic and professional skills and concepts required as health and social care professionals. The module is organised into three key themes - transferrable professional skills (including preparing students for success on the course), professional development, and professional practice in context (including, wider frameworks of health and social care). Reflective practice, use of portfolios and, other tools for continuing professional development will be introduced.

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Students must study the following modules for 120 credits:

Name Code 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 predominantly arising from stroke, dementia, traumatic brain injury and neoplasm, building on learning in Year 1 modules. The module is assessed through a class test at the end of the module (Week 23), and includes a formative assessment in Week 16. The learning objectives of this module are to address: #The nature and impact of acquired language and communication disorders in relation to linguistic impairments, personal factors, limitations to activity and participation and the impact of environmental factors. #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 groups. #SLT assessment, clinical decision-making and intervention in speech and language therapy practice, including the role of service users and carers #The scope of SLT practice within multi-disciplinary teams of health and social care professionals #Management and support networks for this client group (clinical and non-clinical)

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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.

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LEARNING DIFFICULTIES

Located in the degree's integrated, Problem-Based Learning (PBL) structure, this module is about intellectual disabilities and autistic spectrum conditions across the lifespan. Resource sessions, practicals, tutorials and Blackboard support the PBL process covering typical, delayed and atypical cognitive, linguistic, educational and psychosocial development and functioning, with a particular focus on speech, language and communication. There is address of theoretical domains that are relevant to our understanding of communication and review of the research evidence-base to inform the decision-making process in speech and language therapy practice. The learning objectives of this module are to: #explore learning difficulties as a relative, rather than absolute construct considering aetiological and ecological factors; #study the psycho-social and educational frameworks that underpin our understanding of delayed and disordered development and functioning; #review the speech, language and communication characteristics of particular syndromes, conditions and presentations associated with intellectual disabilities and autistic spectrum conditions; #discover interventions that address the communication needs of individuals with learning difficulties through domain-general approaches (e.g. integrated approaches that focus on the family, residential or educational environments), and domain-specific approaches (e.g. augmentative and alternative communication strategies, social skills training).

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MANDATORY TRAINING 2

This module is designed for occupational, physiotherapy and speech and language therapy students who are required to complete clinical practice hours as part of their degree. Mandatory training is a requirement of these programmes, stipulated by the commissioning body; Health Education East of England. It is important that students undertake a number of training sessions to ensure their own safety and that of service users, staff and anyone else they encounter. The learning objectives of this module are to: #Complete the necessary mandatory training to enable students to attend clinical placements in a variety of NHS and non-NHS settings; #Develop responsibility for own learning and documentation of mandatory training.

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PRACTICE EDUCATION 2

This module builds on skills learned in Practice Education 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. During weeks 1-24 students will explore a range of clinical skills for use in practice through a series of workshops. The learning objectives of this module are to: #Develop responsibility and ability to carry out duties in a professional manner (as required); #Continue to develop appropriate, high-level interpersonal, clinical and therapeutic skills with clients and professionals; #Consider the interaction of communication and mental health in a series of workshops led by service users and faculty staff.

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Research Study Skills

This module focuses on the value of research to the systematic evaluation of practice. The research component will introduce qualitative and quantitative methodologies, using experiential activities to develop primary research and critical appraisal skills. Students will also begin to develop an appreciation of the skills of clinical audit. Professional development is also enhanced through further use of the reflective skills learned in Professional Development 1. The learning objectives of this module are to: #Appreciate the value and role of Evidence Based Practice (EBP) in clinical work #Develop the academic skills for literature searching and critical appraisal as needed for EBP #Develop an understanding of the differences between primary and secondary research #Developing knowledge of the different research methodologies used in quantitative and qualitative research #Develop knowledge and skills to evaluate own clinical practice , service evaluation and audit

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Students must study the following modules for 120 credits:

Name Code Credits

DISORDERS OF THE ORAL / VOCAL TRACT

Within the degree's integrated, Problem-Based Learning (PBL) structure, students will build on previous learning in the first two years to develop a theoretical and clinical understanding of disorders of the oral and vocal tract and impact across the lifespan. The learning objectives of this module are to: #Demonstrate an understanding of key concepts of disorders of the oral / vocal tract within the context of the intervention cycle; #Demonstrate understanding of manifestations of disorders of the oral and vocal tract; #Develop skills in presenting, discussing and explaining information through both verbal and visual (PowerPoint) means in a manner appropriate to a specified target audience; #Analyse and interpret data in order to develop differential diagnoses; #Formulate an intervention plan under a time constraint, based on the needs and circumstances of an individual client, including the means of evaluating its effectiveness; #Appraise the literature and research evidence base in the field of Disorders of the Oral and Vocal Tract

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MOTOR SPEECH DISORDERS

Within the degree's integrated, Problem-Based Learning (PBL) structure, students will develop a theoretical and clinical understanding of the underlying causes and impact of Motor Speech Disorders and Dysphagia across the lifespan. Students will increase knowledge and understanding of normal and impaired anatomy and physiology of speech and swallowing. Exploration and analysis of the difficulties arising from motor speech disorders and dysphagia will enable students to plan evidence-based intervention. The learning objectives of this module are to: #study anatomy, physiology and neurology of normal speech; eating; drinking and swallowing including development of swallowing and changes throughout the life course #identify the role of speech sub-systems and phases of the swallow in normal function #study the underlying causes of acute, progressive and developmental neurological damage or disease and the impact on speech and swallowing. #identify the level and effect of neurological impairment which result in different dysarthria and dysphagia diagnoses. #explore the psycho-social impact of motor speech disorders and dysphagia #investigate augmentative and alternative means of communication or receiving nutrition #consider ethical issues associated with acute, progressive and developmental neurological conditions and interventions #develop skills in clinical decision making and intervention planning including based on the client's differential diagnosis, circumstances, priorities and needs

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PRACTICE EDUCATION 3

This module builds on skills learned in Practice Education 1 and 2 as well as 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. In weeks 1-12 students will explore a range of clinical skills for use in practice through a series of workshops. Then in weeks 14-21 students undertake a block placement in a clinical environment. Students will progress towards the role of a professional practitioner, assuming greater responsibility for decision-making, planning and carrying out intervention as well as related activities. Students are expected to demonstrate a flexible, client-centred approach and provide rationales based on sound clinical reasoning and the relevant evidence base. As the placement progresses the supervisory process should become more collaborative, with the Practice Educator acting as a sounding board for clinical reasoning and planning intervention. Finally, from week 24 onwards, the module will focus on preparing students for different working contexts This module provides opportunities within a clinical environment for students to develop their responsibility, initiative, autonomy and ability to carry out duties in a professional manner at a Pre-Registration level, and to continue to develop appropriate, high-level interpersonal skills with clients and professionals. Within classroom-based sessions, students will practise the modelling and delivery of a range of intervention techniques relating to the year 3 taught modules, including voice therapy techniques and approaches to dysphagia management.

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RESEARCH AND PROFESSIONAL DEVELOPMENT

This module provides students with experience of carrying out and writing up a well-defined piece of research. The research will usually be organised around a project carried out by a small team of student researchers, under the supervision of a member of faculty. The student's dissertation may be one part of a shared group research project, or a separate project on a related theme in common with the other projects in the team. The size of the student research team will depend on the nature of the research. The learning objectives of this module are to: #Engage critically with the literature relevant to the project topic #Define and execute methodologies relevant to the project, including, where appropriate, collection, organisation, transcription, analysis and interpretation of data #Plan and conduct a review of the literature using electronic and manual searches #Consider the relevance of research to clinical practice #Further develop the skills of enquiry and self-directed learning, group and team roles

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Disclaimer

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.

Further Reading

  • Meet the Course Director

    Read Jennie Vitkovitch's welcome to prospective students interested in BSc Speech and Language Therapy at UEA.

    Read it Meet the Course Director
  • Undergraduate Scholarships

    UEA has an awesome range of scholarships to support your undergraduate degree – make sure you check them out!

    Read it Undergraduate Scholarships

Entry Requirements

  • A Level AAB 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 36 credits at Level 3 and Merit in 9 credits at Level 3
  • BTEC DDD
  • European Baccalaureate 80% overall (to include 60% in Maths)

Entry Requirement

 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 firstly screened and scored based on the personal statement, reference and all qualifications already achieved as well as those currently being undertaken.  

For School Leavers the minimum entry requirements for university matriculation and the requirement of the professional body, are a minimum of five GCSEs at grade C or above which must include English language, mathematics and a science subject.  A higher grade of GCSEs can have an impact on the initial screening of your application.

Those studying the Access to Higher Education Diploma will also be required to have five GCSEs including English language and mathematics at Grade C or above.  We do not accept GCSE equivalencies.

Applicants applying with a first degree will be required to have an honours classification at 2:1 or above, it is anticipated that these applicants will also have a minimum of five GCSEs Grade C or above to include mathematics and English language as these will be scored.

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 information.

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):

  • IELTS: 8.0 overall (minimum 7.5 in any component)

Interviews

Of the applicants who pass the initial screening stage, the strongest will be invited to an interview morning or afternoon and will be required to undertake a numeracy test and a short written literacy test. The results of these tests do not form part of the selection process but are a requirement of Health Education England and help the University to plan the level of numeracy support we provide to our cohorts. A sample test paper may be found here.

The interview lasts approximately 30 minutes and follows a multi mini interview format across four stations. When candidates enter the interview room, they will find a series of four 'stations' to circulate through, spending approximately 5 minutes at each.  Interviews explore a range of issues, including the applicant's suitability for the profession and whether the applicant holds the NHS values as reflected in the NHS constitution. Please note that we do not disclose interview questions.

Those invited to interview will need to provide the original documents of their completed academic qualifications on the day.

A date will be provided for the interview. If you are unable to attend it may be possible to offer one alternative date, but this is not guaranteed. Declining the interview day or not attending an interview day may invalidate the opportunity for you to attend a further day.  Individual circumstances will be considered on a case by case basis. Medical evidence may be requested.

We are unable to provide applicants who are unsuccessful following interviews with specific feedback regarding individual interviewer scores at stations.

Special Entry Requirements

We prefer applicants to demonstrate evidence of recent formal academic study within 5 years of the start of the course.  This is to ensure they are equipped to succeed on this academically rigorous course. 

If you have not studied for an academic qualification within the last 5 years, and particularly where your previous study does meet our entry requirements, do contact our Admissions office (admissions@uea.ac.uk). 

We want to hear from you to assess whether your work, life or previous educational studies are suitable evidence for demonstrating your motivation, potential, knowledge and ability to study the course.  We want you to succeed and an application and offer will only be considered where we believe that an applicant has the potential to complete the course with a good final degree classification. The Admissions Office can also give you advice on further study, if required, that can help you make a future application to the course.

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.

Intakes

One intake in September each year.

Course Open To

Please note that, at this time, we are unable to accept international (non-EU) applications for this course.

Fees and Funding

Health Education England (NHS)

This course is funded by Health Education England so eligible students will not pay tuition fees. In addition eligible students residing in the UK will normally receive a small non- means tested NHS Grant, currently £1,000 per annum. Please see the NHS Bursaries web site for further information www.gov.uk/nhs-bursaries/overview  

All applicants who accept an offer should apply to the NHS Business Services Authority for a means tested bursary, even if you believe you will not be awarded a bursary after income assessment, in order for the standard course tuition fees contribution to be paid directly to the University.

A means tested scheme is also available which operates alongside the NHS Student Bursary Scheme which can provide financial assistance towards Childcare Costs for students who use OFSTED inspected childcare facilities.

Guidance for offer holders applying for a September 2015/16 bursary and instructions on how to create and access a Bursary Online Support Account (BOSS), may be found at: www.nhsbsa.nhs.uk/Students/4002.aspx

Student Finance England

UK students can apply for a reduced rate non-means tested Maintenance Loan from Student Finance England.

Applicants should also apply to the Student Loans Company in advance of starting their course if they wish to ensure that they are later eligible to apply for a student loan.

Further information is available from: www.gov.uk/student-finance/who-qualifies

UEA

UEA offers a range of Scholarships for Home/EU students. To check if you are eligible please visit www.uea.ac.uk/study/undergraduate/finance/uea-funding-options

Students on NHS funded courses are not eligible for a University bursary.

 

 

 

 

How to Apply

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.

Further Information

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
Email: admissions@uea.ac.uk

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.

    Next Steps

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    We can’t wait to hear from you. Just pop any questions about this course into the form below and our enquiries team will answer as soon as they can.

    Admissions enquiries:
    admissions@uea.ac.uk or
    telephone +44 (0)1603 591515

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