| Code | Faculty | Department |
|---|---|---|
| 01130104 | Faculty of Humanities | Department: Speech-Language Pathology and Audiology |
| Credits | Duration | NQF level |
|---|---|---|
| Minimum duration of study: 4 years | Total credits: 480 | NQF level: 08 |
The purpose of this four-year degree package is to provide qualifying students with in-depth knowledge of the speech- and language development and related processes in the context of human communication. This knowledge inculdes the causes and symptomatology of speech, language, swallowing difficulties and the scientific basis of intervention with a person with a speech, language or swallowing disorder or those at risk of developing such pathology due to the high burden of disease in South Africa. The intervention can occur in a one-to-one situation, in group therapy, by using a multidisciplinary team approach or by means of community-based intervention. The qualification includes applied competence such as practical skills to improve or enhance speech, language and swallowing abilities of those adversely affected by disability or those at risk of developing such a disability. The qualification furthermore complies with international academic requirements.
Closing date for application: 30 June annually
Please apply as soon as applications open on 1 March.
1. You will be considered for conditional admission, if space allows, and if you:
2. You will be considered for final admission to degree studies, if space allows, and if you:
Minimum requirements | ||||
Achievement level | ||||
English Home Language or English First Additional Language | Mathematics | APS | ||
NSC/IEB | AS Level | NSC/IEB | AS Level | |
5 | C | 5 | C | 32 |
To retain admission, you must obtain an APS of at least 30 in the NSC.
For the Audiology and Speech-Language Pathology programme, the first study year is the same.
Note: We will consider both first- and second-choice applications for BA (Speech-Language Pathology).
Practising speech-language therapists should have good speech production and language use to serve as a model for individuals with communication and hearing disorders. They should also have good hearing, vision, and motor ability in order to assess and treat individuals with a variety of communication disorders.
In order to pass the degree with distinction a student has to obtain:
Minimum credits: 108
Module content:
Find, evaluate, process, manage and present information resources for academic purposes using appropriate technology.
Module content:
Apply effective search strategies in different technological environments. Demonstrate the ethical and fair use of information resources. Integrate 21st-century communications into the management of academic information.
Module content:
This module intends to equip students to cope more confidently and competently with the reading and understanding of a variety of texts, to apply these skills in a variety of contexts and to follow the conventions of academic writing.
Module content:
Anatomy for communication pathology
This module is on the theory and practical experience of the structure of the organs involved with speech production and hearing excluding neuro-anatomy. Anatomical terminology and elementary study of tissues; gross anatomy of structures involved with speech production and hearing: larynx, skeletal components and muscles involved with respiration, viscera of the respiratory system, bones and paranasal sinuses of the skull, synopsis of the cranial nerves, structure of the viscera of the vocal tract, structure of the ear; embryology of the face, palate, tongue, larynx and ear.
Module content:
Introduction (terminology and anatomical orientation); chemical principles; cytology and histology; neuro-physiology and the senses; haematology and body fluids; cardiovascular system.
Module content:
Respiratory system; nutrition; digestion and metabolism; kidneys and acid-base equilibrium; endocrinology; reproduction physiology and reproduction; skin and body temperatures.
Module content:
Leadership and multidisciplinary team work. Healthcare systems and legislation. Determinants of health. Introduction to healthcare models (e.g. community-based care, family-centred care, etc.). Professionalism, Ethical principles. Management of diversity. NB: Only for School of Healthcare Sciences and Department of Speech-Language Pathology and Audiology students.
Module content:
The acquisition of a basic medical orientated vocabulary compiled from Latin and Greek stem forms combined with prefixes and suffixes derived from those languages. The manner in which the meanings of medical terms can be determined by analysing the terms into their recognisable meaningful constituent parts, is taught and exercised. The functional use of medical terms in context as practical outcome of terminological application is continually attended to.
Module content:
*Closed – requires departmental selection
Introduction to the physics of sound, audiological assessment, the basic audiometric test battery and the principles thereof.
Module content:
*Closed – requires departmental selection
Introduction to amplification (theory and practical application), aural rehabilitation and related assessment strategies.
Module content:
This module is a general orientation to Psychology. An introduction is given to various theoretical approaches in Psychology, and the development of Psychology as a science is discussed. Selected themes from everyday life are explored and integrated with psychological principles. This module focuses on major personality theories. An introduction is given to various paradigmatic approaches in Psychology.
Module content:
This module introduces the student to a basic knowledge and understanding of the biological basis of human behaviour. The module addresses the key concepts and terminology related to the biological subsystem, the rules and principles guiding biological psychology, and identification of the interrelatedness of different biological systems and subsystems. In this module various cognitive processes are studied, including perception, memory, thinking, intelligence and creativity. Illustrations are given of various thinking processes, such as problem solving, critical, analytic and integrative thinking.
Module content:
Typical language development across the lifespan, from prenatal language learning to infancy, the toddler years, preschool and school-age language and literacy development, and adolescent and adult language use. Factors influencing language development.
Module content:
*Closed – requires departmental selection.
Introduction to communication disorders. Theoretical principles of assessment and intervention in communnication disorders; basic assessment protocol; procedures and techniques. Introduction to ethical principles and standards. Theoretical basis of prevention and primary health care; prevention programmes for speech, language and hearing disorders with special emphasis on identification in primary healthcare.
Module content:
*Closed- requires departmental seIection
Introduction to linguistics. Speech, language and communication. Application of pragmatic theories to the study of language, semantics, syntax, morphology, phonology, normal receptive and expressive processes.
Module content:
* Closed - requires departmental selection.
Introduction to acoustic phonetics. Introduction to physics of sound. Resonance and speech, speech acoustics, speech sound spectrography (experimental phonetics).
Module content:
*Closed- requires departmental selection
Introduction to articulatory phonetics. The speech communication process – production phase. The speech organs: position and function. Different airstream mechanisms, consonant table, articulatory and perceptual characteristics of consonants, including phonetic symbols and diacritics.
Minimum credits: 129
Choose between SEP 110, ZUL 110 or STW 110
Module content:
Principles of project management. Communication principles. Leadership. Health promotion and education, advocacy and literacy. Counselling for health behaviour change. NB: Only for School of Healthcare Sciences and Speech- Language Pathology and Audiology students.
Module content:
*Closed requires departmental selection
Intervention for children with hearing loss: the shared role of the speech-language therapist and audiologist; neurological foundations of listening and talking; language and speech of the child with a hearing loss;auditory training; parent guidance; intervention for auditory neuropathy spectrum disorder. Inter- and transdisciplinary involvement with clients who have hearing and communication disorders by drawing up service plans for individuals and families.
Module content:
*Closed – requires departmental selection
Early communication intervention: Principles and approaches, description of risk populations, screening, assessment and intervention of infants and toddlers at risk of communication delay, caregiver education. Auditory processing disorders: Organic and non-organic causes; the central auditory nervous system; different approaches to auditory processing and auditory processing disorders. Description and profiling of auditory processing disorders, screening procedures, assessment and intervention. A transdisciplinary approach to auditory processing disorders.
Module content:
This module focuses on the theory and practical experience of the structure of the central nervous system, course and distribution of the cranial nerves and embryology of the central nervous system. Division; embryology of the central nervous system; histology of the nervous system; gross anatomy: spinal cord, brain stem, cerebral hemispheres, ventricles, meninges and circulation of cerebro-spinal fluid, blood circulation, cranial nerves, autonomic nervous system and tracts of the CNS.
Module content:
Neuronal physiology, central nervous system, peripheral nervous system, including the afferent and efferent divisions.
Module content:
*For absolute beginners only.
* Students from the School of Healthcare Sciences, who already possess the language skills taught in this module, may write an exemption examination.
The acquisition of basic Sepedi communicative skills with emphasis on everyday expressions and suitable high frequency vocabulary, within specific social situations.
Module content:
In this module human development from conception through adolescence to adulthood is discussed with reference to various psychological theories. Incorporated are the developmental changes related to cognitive, physical, emotional and social functioning of the individual and the context of work in adulthood. Traditional and contemporary theories of human development explaining and describing these stages are studied in order to address the key issues related to both childhood and adulthood.
Module content:
This module is a social-psychological perspective on interpersonal and group processes. Themes that are covered include communication, pro-social behaviour, social influence and persuasion, political transformation, violence, and group behaviour.
Module content:
*Closed – requires departmental selection
Description of speech sound disorders and craniofacial disorders. Nature and causal factors of the disorders. Characteristics of clients with the disorders. Approaches to assessment and intervention. Introduction to orofacial myofunctional disorders.
Module content:
*Closed – requires departmental selection
Description of child language disorders and language learning disorders, as well as autism spectrum disorder. Overview of the nature and causal factors of the disorders. Characteristics of clients with the disorders. Approaches to assessment and intervention. Description of learners in an additional language learning environment.
Module content:
*Closed – requires departmental selection
Assessment of and intervention with clients of all ages with speech sound and cranio-facial disorders in education, work and social contexts. Counselling of these clients and their significant others. Participation in teamwork. Understanding of the principles of assessment, intervention, professional ethics, evidence-based practice and clinical report writing through seminars.
Module content:
* For absolute beginners only.
The acquisition of basic Setswana communicative skills with emphasis on everyday expressions and suitable high frequency vocabulary within specific social situations.
Module content:
*Closed – requires departmental selection
Perceptual analysis of speech and voice disorders. Theoretical aspects of scientific collection and recording of speech and voice samples. Perceptual analysis of fluency disorders, voice disorders, developmental phonological and articulation disorders, cleft speech, apraxia and dysarthria, speech of persons with hearing loss. Introduction to basic research in social sciences and humanities. Various approaches to research. Research methods: problem statement, formulation of hypothesis, design of variables, interpretation and graphic presentation of data, and report writing. Ethics in research and plagiarism.
Module content:
Augmentative and alternative communication: An introduction to different AAC systems and strategies that can be used to increase communication competence and participation of individuals with complex communication needs. Assessment and implementation of AAC strategies with various groups of individuals, e.g. beginning communicators, graphic symbol users, as well as individuals with acquired conditions. Feature matching of various AAC devices and systems with application to case studies. Unaided communication: An overview of as well as the application of unaided communication methods such as sign language, finger spelling, natural gestures and keyword signing.
Module content:
*For absolute beginners only
* Students from the School of Healthcare Sciences, who already possess the language skills taught in this module, may write an exemption examination.
The acquisition of basic isiZulu communicative skills with emphasis on everyday expressions and suitable high frequency vocabulary, within specific situations.
Minimum credits: 123
Module content:
Community needs assessment. Leadership in community development. Planning and implementation of collaborative community-based interventions. Application of principles of monitoring and evaluation. NB: Only for School of Healthcare Sciences and Department of Speech - Language Pathology and Audiology students.
Module content:
*Closed – requires departmental selection
Service-related professional functions in Audiology and Speech-Language Pathology: Consultation, counselling, education and management. The audiologist and speech-language therapist as consultants in developing countries; medico-legal consultation. Consultation with and education of other professional groups. Counselling of a person with a communication disorder and family after the loss of normal communication or hearing. The speech-language therapist and audiologist as managers: Administration, finances, personnel, purchases and budget. Principles of service delivery in the health system. Organisation of the health system.Neurodevelopmental supportive care and neonatal communication intervention.
Module content:
*Closed – requires departmental selection
Curricular community engagement and its application in Audiology and Speech-Language Pathology. Application of professional functions with special reference to promotion of normal hearing and communication skills; through prevention, training and collaboration in communities. Experiential learning in a public hospital and neonatal communication intervention in practice.
Module content:
Concepts of research; research process; research studies appraisal; planning and developing literature review; developing research idea and research question; research principles in designing research proposal; research proposal writing.
Module content:
Identification of abnormal behaviour in children based on knowledge of normal childhood development; introduction to the study of various models pertaining to abnormal behaviour; understanding and application of basic concepts in child psychopathology. This module also provides an introduction to psychopathology and symptomatology of adult abnormal behaviour. Terminology, definitions of abnormal behaviour, problems in diagnosis, labelling, and myths regarding abnormal behaviour are discussed. Neurosis as a specific mental disorder is studied critically from a multidimensional perspective, including intrapsychic, interpersonal and social-cultural explanations.
Module content:
*Closed – requires departmental selection
Description of neuromotor speech disorders: Acquired dysarthria, acquired apraxia of speech, childhood apraxia of speech. Description of dysphagia in adults and children. Description of cerebral palsy and voice disorders. Nature and causal factors of the disorders. Approaches to assessment and intervention.
Module content:
*Closed – requires departmental selection
Description of aphasia, traumatic brain injury, dementia and fluency disorders. Overview of the nature and causal factors of these disorders and description of the characteristics of clients with the disorders. Approaches to the assessment and intervention.
Module content:
*Closed – requires departmental selection
Assessment of and intervention with clients with child-language disorders in education, work, and social contexts. Collaboration with and counselling of these clients and their significant others. Participation in teamwork. Understanding and application of the principles of assessment, intervention, professional ethics, evidence-based practice and clinical report writing through seminars. Guided observation at a voice clinic.
Module content:
*Closed – requires departmental selection
Assessment of and intervention with clients of all ages with language-learning disorders in education, work, and social contexts. Collaboration with and counselling of these clients and their significant others. Participation in teamwork. Understanding and application of the principles of assessment, intervention, professional ethics, evidence-based practice and clinical report writing through seminars.
Minimum credits: 115
Module content:
*Closed – requires departmental selection
To compile a research report based on a critical investigation on a profession-specific topic.
Module content:
*Closed – requires departmental selection
Early communication intervention and aural rehabilitation: clinical application of assessment and intervention principles for infants and young children at risk of communication disorders. Family-centred approach and teamwork. The role and functions of speech-language therapists and audiologists in kangaroo mother care. Facial cleft deformities – clinic practical.
Module content:
*Closed – requires departmental selection
Advanced theory, recent research and issues in early communication intervention, craniofacial disorders, dysphagia and cerebral palsy, and fluency disorders. Challenges posed to professional practice in the local context. Evaluation and intervention of individuals with the abovementioned conditions.
Module content:
*Closed – requires departmental selection
Advanced theory, recent research, and topics in dyslexia, autism spectrum disorders, neuromotor speech disorders, voice disorders, speech sound disorders, adult neurogenic communication disorders and related issues pertaining to life participation approaches and group intervention.
Module content:
*Closed – requires departmental selection
Assessment of and intervention with clients of all ages with a range of communication disorders and dysphagia in health, education, work and social contexts. Collaboration with and counselling of these clients and their significant others. Participation in team work. Provision of educational programmes. Management and evaluation of service provision. Understanding and application of the principles of assessment, intervention, professional ethics, evidence-based practice and clinical report writing through seminars.
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