SPH510: Introduction to Communication and Swallowing
Learning outcomes
· develop a body of knowledge of typical development and milestones of language, cognition and sensory-motor skills, including understanding of recent developments, through investigation and synthesis of a range of resources;
· demonstrate an understanding of theories of communication and swallowing development and maintenance, including critical reflection on linguistic and developmental theories as well as cultural/social beliefs;
· synthesise knowledge of milestones and critique of theory, and interpret this information to justify the development of strategies to support and promote language, cognition and sensory-motor skill development and maintenance;
· Use creative, technical and communication skills, including a range of written and ICT skills to communicate with non-specialist audiences
Assessment Tasks
Assessment Task 1 – Online resource: Communication and swallowing milestones across the lifespan
Students will work in groups to summarise typical of communication and swallowing developmental milestones in a manner suitable for non-specialist audiences (parents, grandparents, other professionals etc). The groups' summaries will be presented as a web site/online newsletter for their chosen audience.
Assessable Components
· Use of ICT to communicate with non-specialist audiences
· Description of typical development and milestones - language and cognition
· Description of typical development and milestones - sensory motor
· Use of written communication skills for non-specialist audiences
· Discussion of theories that describe development and maintenance of communication and swallowing
4
1
1
4
2
Assessment Task 2 – Online resource: Promoting communication and swallowing across the lifespan
Students will work in groups and select one stage of the lifespan (e.g. infancy, aging, adolescence). For this stage, students will identify and describe ways to support communication and swallowing in everyday environments, including direct and indirect 'stimulation' activities. The strategies will be communicated in a way that is suitable for non-specialist audiences (e.g. parents, grandparents, other professionals etc) using ICT such as a website, online newletter.
Assessable Components
· Use of ICT to communicate with non-specialist audiences
· Description of strategies to support/promote language and cognition
· Description of strategies to support/promote sensory-motor skills
· Justification of choice of strategies
· Provide a breadth of sources appropriate for specialist and non-specialist audiences
4
3
3
3
4
Learning outcomes
· develop a body of knowledge of typical development and milestones of language, cognition and sensory-motor skills, including understanding of recent developments, through investigation and synthesis of a range of resources;
· demonstrate an understanding of theories of communication and swallowing development and maintenance, including critical reflection on linguistic and developmental theories as well as cultural/social beliefs;
· synthesise knowledge of milestones and critique of theory, and interpret this information to justify the development of strategies to support and promote language, cognition and sensory-motor skill development and maintenance;
· Use creative, technical and communication skills, including a range of written and ICT skills to communicate with non-specialist audiences
Assessment Tasks
Assessment Task 1 – Online resource: Communication and swallowing milestones across the lifespan
Students will work in groups to summarise typical of communication and swallowing developmental milestones in a manner suitable for non-specialist audiences (parents, grandparents, other professionals etc). The groups' summaries will be presented as a web site/online newsletter for their chosen audience.
Assessable Components
· Use of ICT to communicate with non-specialist audiences
· Description of typical development and milestones - language and cognition
· Description of typical development and milestones - sensory motor
· Use of written communication skills for non-specialist audiences
· Discussion of theories that describe development and maintenance of communication and swallowing
4
1
1
4
2
Assessment Task 2 – Online resource: Promoting communication and swallowing across the lifespan
Students will work in groups and select one stage of the lifespan (e.g. infancy, aging, adolescence). For this stage, students will identify and describe ways to support communication and swallowing in everyday environments, including direct and indirect 'stimulation' activities. The strategies will be communicated in a way that is suitable for non-specialist audiences (e.g. parents, grandparents, other professionals etc) using ICT such as a website, online newletter.
Assessable Components
· Use of ICT to communicate with non-specialist audiences
· Description of strategies to support/promote language and cognition
· Description of strategies to support/promote sensory-motor skills
· Justification of choice of strategies
· Provide a breadth of sources appropriate for specialist and non-specialist audiences
4
3
3
3
4