PLMCI3R-Communication Impairment 3

Module Provider: Clinical Language Sciences
Number of credits: 30 [15 ECTS credits]
Level:7
Terms in which taught: Autumn / Spring term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites: PLMCI2R Communication Impairment 2 and PLMCP2 Clinical Practice 2 and PLMRD Research and Dissertation
Modules excluded:
Current from: 2019/0

Module Convenor: Dr Arpita Bose

Email: a.bose@reading.ac.uk

Type of module:

Summary module description:

This module aims to provide students with an in depth understanding of a range of language and communication impairments which occur across the lifespan and to relate this knowledge to their knowledge and understanding of linguistic theory and language development.


Aims:

This module aims to provide students with an in depth understanding of a range of language and communication impairments which occur across the lifespan and to relate this knowledge to their knowledge and understanding of linguistic theory and language development. The module provides knowledge of the nature of language and communication impairment, the assessment process and intervention.


Assessable learning outcomes:

By the end of this module, it is expected that the student will be able to:




  • identify and interpret the main syndromes of acquired aphasia in adults and to recognise features of language impairment in children;

  • discuss and evaluate the key concepts and theoretical claims about the nature and cause of language impairment in children and adults; 

  • synthesize and critically appraise the evidence behind theories of language disorder and aphasia;

  • identify, interpret and evaluate issues in intervention with both children and adults;

  • organise and articulate arguments effectively in written and oral presentations.


Additional outcomes:
The module aims to assist students in developing critical analytical skills and to synthesise information from a variety of sources. The module also aims to develop academic and professional writing skills. Students will be encouraged to develop their oral communication skills in the group context and to work collaboratively as group members.

Outline content:

This module develops the students’ understanding of current and historical concepts and theories of developmental disorders of language and communication. The students are given a theoretical and practical understanding of the nature of language and communication disorders. Students will explore a range of factors that may adversely influence child language development, and be made aware of the complex interaction of cognitive, environmental, perceptual and medical factors. The module also focuses on acquired language disorders and explores communication impairment in acquired aphasia and dementia. Students are introduced to the clinical background of aphasia, aetiologies, localization of cerebral damage, incidence, prevalence, recovery and associated disabilities. The course also covers the language of the elderly. Basic principles of assessment and intervention across different types of language impairment are explored.


Brief description of teaching and learning methods:

Lectures, case-based learning and student led seminars/presentations.


Contact hours:
  Autumn Spring Summer
Lectures 20 10
Seminars 20
Guided independent study: 130 120
       
Total hours by term 150 150
       
Total hours for module

Summative Assessment Methods:
Method Percentage
Written assignment including essay 50
Class test administered by School 50

Summative assessment- Examinations:
Class test: 1.5 hours

Summative assessment- Coursework and in-class tests:

On Class-test

•Student will get marks on their individual questions.

•We would provide the mean, sd, range for each question for each cohort and class mean, range and sd.

•Provide the model answer with details on why some aspects of the question were not answered properly. This would be uploaded after student have got their marks.



On assignment 

On the coursework students receive detailed inline comments, feedback against marking criteria and feed-forward on areas to focus on to improve performance.


Formative assessment methods:

On Class-test

•Through BB and in lecture slides, we provide therapy cases and task was to work out the solutions.

•In lectures, the lecturers worked through some of these cases

•We have uploaded the university marking guidelines on the BB side. After every lecture, we recap the main points and say if you have a question on X, what would constitute a distinction, merit and pass category.

•In the revision session,we provide sample pass tests and discussed the answers again distinguishing what constitutes distinction, merit and pass.

•For revision,we provide a document on tips to do well in the exam and it provides general tips as to answer all aspects of the questions. 



On assignment

Students complete group work in class with feedback from class discussion and in written form for work posted in the virtual learning environment.


Penalties for late submission:
Penalties for late submission on this module are in accordance with the University policy. Please refer to page 5 of the Postgraduate Guide to Assessment for further information: http://www.reading.ac.uk/internal/exams/student/exa-guidePG.aspx

Assessment requirements for a pass:

A mark of 50% overall


Reassessment arrangements:
Re-examination in August/September.

Additional Costs (specified where applicable):
1) Required text books:
2) Specialist equipment or materials:
3) Specialist clothing, footwear or headgear:
4) Printing and binding:
5) Computers and devices with a particular specification:
6) Travel, accommodation and subsistence:

Last updated: 10 April 2019

THE INFORMATION CONTAINED IN THIS MODULE DESCRIPTION DOES NOT FORM ANY PART OF A STUDENT'S CONTRACT.

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