BSc Speech and Language Therapy

Video

Hear from Chris. Find out what it’s like to study BSc Speech and Language Therapy at UEA.

Watch It

Key facts

(Unistats, 2018)

"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

Key facts

(The Complete University Guide 2019)

Speech and Language Therapy helps children and adults who have difficulties in communicating, eating, drinking or swallowing. With approximately 2.5 million people affected by a communication disorder of some kind, and 14,000 Speech and Language Therapists (SLTs), it is a rewarding and varied field of practice which requires in-depth knowledge of linguistics, phonetics, psychology, medical sciences and clinical studies.

UEA is ranked Top Five for Aural and Oral Sciences in the UK (The Complete University Guide 2020) and our course is fully approved by and prepares you for registration with the Health and Care Professions Council (HCPC).

Overview

Teaching and Assessment

Assessment is based mainly upon coursework, including essays, case reports, presentations and your final year dissertation.
You will also be assessed via written assessments, class tests and oral presentations.
Your theoretical and practice-based problem solving and analytical skills will be monitored throughout all of your modules.

Course Modules 2020/1

Students must study the following modules for 120 credits:

Name Code Credits

DISORDERS OF FLUENCY

Perfectly fluent speech is not very common. We all hesitate, repeat words, change speed, and make false starts at times. So what distinguishes a fluency 'disorder' from normal nonfluency? What are the different types of fluency disorder, and how do they affect the different areas of an individual's life? This module tackles these questions and their implications for the assessment and treatment planning of such disorders in Speech and Language Therapy. Within the degree's integrated, Problem-Based Learning (PBL) structure, you will consider the causes of and risk factors for fluency disorders, and their impact across the lifespan. Building on the concepts introduced in the Foundations module, you will learn how to describe different presentations using appropriate communication sciences terminology. You will study areas of biology, psychology, and sociology that contribute to our understanding of fluency disorders, and the factors influencing clinical decision-making with regards assessment and intervention planning when working with this client group. You will also meet a service user who will give a first-hand account of the impacts of a fluency disorder. A series of five PBL scenarios, each focusing on a different client, provide contextualisation and opportunities for collaborative discussion and application of the relevant concepts. Alongside a firm grasp of disorders of fluency and their clinical management, this module also deepens knowledge of many core academic disciplines underpinning speech and language therapy, providing vital grounding for the study of other client groups which follow on this degree programme. Through PBL, you will continue to develop your verbal and written communication skills, discuss the interpretation of clinical data, and begin to critically analyse approaches to intervention. These skills form the basis of the summative assessment in this module and others to come.

HSC-4021A

20

FOUNDATIONS

This module provide foundation knowledge and understanding of the basics of linguistics, psycholinguistics, phonetics/phonology, anatomy and physiology, normal development and psychology. You will build on this knowledge in future, clinically-oriented modules. As well as getting an overview of the cycle of intervention and development as a Speech and Language Therapy professional, in preparation for future modules, you will develop the skills necessary for effective learning via a Problem Based Learning (PLB) curriculum.

HSC-4023A

30

FOUNDATIONS OF PROFESSIONAL PRACTICE

This is an inter-professional first year module for occupational therapy, physiotherapy and speech and language therapy, and it addresses a number of standards of proficiency that are common to each of these professions. This module will prepare you for the wider contexts of being a health and social care professional. During this module you will learn about the diversity of contexts in which services are delivered; including public health and health promotion. You will explore how services remain client-centred with consideration of equality and diversity. You will consider the importance of practising within the legal and ethical boundaries of their profession. This module will teach you about the role, taking into account your professional identity, values and behaviours whilst recognising the roles of other professions. You will be introduced to reflective practice and the need for continuing professional development. This module will give you the opportunity to develop your academic skills and explore the importance of research in order to underpin your practice.

HSC-4040Y

20

MANDATORY TRAINING 1

This module is designed for occupational therapy, physiotherapy and speech and language 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 governing professional bodies and our clinical practice partners. 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 that they encounter.

HSC-4045Y

0

PRACTICE EDUCATION (SLT) 1

Developing responsive and effective communication skills is key to being a successful speech and language therapist. This module gives you opportunities to reflect on your own communication style and adapt it to create a safe communicative environment prior to experiencing a clinical placement. You will spend time in conversation with both adult and child 'conversation partners', helping you to identify your strengths and the aspects of your communicative behaviour that you need to change. You'll develop your observation and reflective skills and learn through a mix of lectures, tutorials, practical activities, and placement experience. You will ideally visit your adult 'conversation partner' on a weekly basis. For the child 'conversation partner' experience you will be placed in a school or nursery setting for 4 weeks.

HSC-4030Y

20

SPEECH AND LANGUAGE DEVELOPMENT AND DISORDERS

The development of speech and language skills happens with stunning speed over the first few years of life for most children, but some find this a real struggle. Many speech and language therapists work in a variety of settings with children who have these problems, and this will form an important part of your clinical work in future years. In this module, you'll discover how speech and language typically develops, and also look at what happens when problems arise. You'll learn about assessments used, and how to search for and carry out evidence-based intervention. Continuing to follow the degree's integrated Problem-Based Learning (PBL) structure, this module will build upon your knowledge and skills acquired so far to develop key theoretical and practical considerations when working with children with developmental speech and language difficulties.

HSC-4022B

30

Students must study the following modules for 120 credits:

Name Code Credits

ACQUIRED LANGUAGE and COMMUNICATION DISORDERS

It is estimated that nearly 20% of the population will experience communication disorders at some time in their life. In this module you will explore the nature and impact of acquired language and communication disorders, and consider the role of Speech and Language Therapists. In particular you'll develop your understanding of stroke, dementia, traumatic brain injury and neoplasm, building on learning in Year 1 modules.

HSC-5023B

30

DEAFNESS and HEARING IMPAIRMENT

Have you ever wondered or experienced what it might be like to be Deaf or to lose part of your hearing? Being able to hear speech and to interpret the human voice in a way that carries meaning is one way of being able to communicate effectively. Many children and adults who are part of the Deaf Community or who have hearing impairment also learn to communicate through sign language. This module focuses on the science of hearing and also how we can optimise communication systems for children and adults who might not have perfect hearing. Through the module, you will explore and understand the science of hearing: how we hear (the function of the ear), what we hear when we listen to someone talking (acoustics), how hearing is measured, and how to interpret these measures and graphs (known as audiograms). At the heart of this module however, is developing an understanding of how different levels and types of hearing loss might affect communication and interaction. You will search out ways of assessing and evaluating the impact of hearing impairment on speech, language and communication in infants, children, young people and in the older generation. You will also find out what up-to-date technological equipment is available to improve hearing, for example, new advances in cochlear implants and hearing aids. The module is taught through a range of small group seminars, practicals, and whole group lectures. These are devised to allow you to weigh up the benefits of different communication approaches to support children and adults who have a hearing loss, and should provide you with a strong basic understanding of this specialised field of work.

HSC-5022A

20

EVIDENCE BASED PRACTICE

This module considers the value of research in the systematic evaluation of practice. This module will build on the introductory research elements covered in Year 1 under the Foundations for Professional Practice. Using pedagogic approaches based on blended learning, the research component will introduce qualitative and quantitative methodologies, using experiential activities to develop a basic understanding of primary research and an understanding of critical appraisal skills.

HSC-5062Y

20

LEARNING DIFFICULTIES

How do we help children and adults who have communication needs associated with learning difficulties (intellectual disabilities: IDs; and autistic spectrum conditions: ASCs) to learn, develop meaningful relationships and function in everyday life? This question lies at the heart of this module. Throughout the module you will discover various approaches to searching out and evaluating evidence-based practice. You'll gain a firm grounding in assessment and therapy methods and their application to this population. You'll also learn how to communicate your ideas, principles and theories by written, oral and visual means. You'll begin with an overview of what it means to grow up with learning difficulties (IDs and ASCs). Then you'll explore how communication develops across the lifespan, from infancy, through pre-school and school-age, to adulthood. You'll discover the nuanced communication profiles associated with different syndromes and presentations and the range of presenting needs. You will build a secure foundation of core concepts such as aetiology, syndrome, augmentative and alternative communication, and the special educational needs. By looking at the different methods and types of evidence, you'll become expert in the different ways of working in this stimulating field. You'll learn through a mixture of lectures, practical seminars, problem-based learning and self-directed study. Lectures include Language Characteristics, Sign and Gesture, The Meaning of Autism and Special Educational Needs and Disability. You'll also benefit from hearing the stories of parents of children with IDs and ASCs and the experiences of visiting practitioners. As you study you'll put your new knowledge into practice, gaining experience in communicating your ideas in PBL tutorials, as well as through written work and practical workshops.

HSC-5031A

20

MANDATORY TRAINING 2

This module is designed for Occupational Therapy, Physiotherapy and Speech and Language students who are required to complete clinical practice hours as part of their degree. Mandatory training is a requirement of the governing professional bodies and our clinical practice partners. 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.

HSC-5065Y

0

PRACTICE EDUCATION 2

Developing skills of reflection, identifying theory to practice links, clinical skills, and professionalism are all key themes in this module and in the life of a Speech and Language Therapist. You will build on knowledge and skills acquired throughout the course so far by exploring a range of clinical skills in a series of workshops. An introductory clinical placement during the first semester will orientate you to clinical practice through observation and shadowing of a Speech and Language Therapist. You'll find out about the day to day working life of a therapist across a range of settings, reflect on this, and complete activities to develop transferable clinical skills. In the second semester you will go on a block placement in a clinical environment. You will initially be closely supervised by your Practice Educator, but progress to supported independence by the end of your placement.

HSC-5030Y

30

Students must study the following modules for 120 credits:

Name Code Credits

DISORDERS OF THE ORAL / VOCAL TRACT

Helping people with voice disorders is an important part of the work of a Speech and Language Therapist. Voice disorders are common amongst the adult population and you will learn how to be part of the diagnostic and intervention process. In this module you will apply your knowledge of anatomy and physiology to construct and critique evidence-based interventions. You will explore these concepts in the company of clinical Speech and Language Therapists as well as academics. In addition you will briefly explore craniofacial anomalies, with an emphasis on cleft palate.

HSC-6024A

30

MOTOR SPEECH DISORDERS and DYSPHAGIA

"Speech is a remarkable and unique motor accomplishment. It is faster than any other discrete human motor performance and uses more motor fibres than any other human mechanical activity (cited in: Kent, 2000:392)". So, what happens to people if their motor speech production is impaired by genetic or acquired conditions? Throughout this module you will develop your theoretical and clinical understanding of the underlying causes and impact of Motor Speech Disorders and Dysphagia across the lifespan. You will demonstrate your knowledge of normal and impaired anatomy and physiology of speech and swallowing and you will explore and analyse the difficulties arising from motor speech disorders and plan evidence-based interventions. You will begin by considering models of expressive communication and swallowing and you will explore acquired and developmental motor speech disorders, their localisation, their distinguishing deficits, and how to formulate clinical intervention plans. You will learn through the degree's integrated problem-based learning structure which is supported by resource sessions, practicals and clinical skills sessions, many of which are delivered by clinical practice partners. As you study you will check your knowledge and understanding through informal presentations and written work.

HSC-6023A

20

PRACTICE EDUCATION 3

This module builds on skills learned in Practice Education 1 and 2 as well as knowledge acquired throughout the course. You will have the opportunity to reflect on your learning and continue to develop theory to practice links, clinical skills, and professionalism in Practice Education. In weeks 1-12 you will explore a range of clinical skills for use in practice through a series of workshops. Then in weeks 14-21 you will undertake a block placement in a clinical environment. You 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. You 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 you for different working contexts. This module provides opportunities within a clinical environment for you to develop your 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, you 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.

HSC-6025Y

30

RESEARCH DISSERTATION

You will gain 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. Your 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.

HSC-6022Y

40

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. In some cases optional modules can have limited places available and so you may be asked to make additional module choices in the event you do not gain a place on your first choice. Where this is the case, the University will endeavour to inform students.

Further Reading

  • FREQUENTLY ASKED QUESTIONS

    Read it FREQUENTLY ASKED QUESTIONS
  • Your career

    Discover more about your future career including employability opportunities

    Read it Your career
  • Ask a Student

    This is your chance to ask UEA's students about UEA, university life, Norwich and anything else you would like an answer to.

    Read it Ask a Student
  • UEA Award

    Develop your skills, build a strong CV and focus your extra-curricular activities while studying with our employer-valued UEA award.

    Read it UEA Award

Entry Requirements

  • A Level BBB/ABC or BBC with an A in the Extended Project
  • International Baccalaureate 31 points
  • Scottish Highers AABBB
  • Scottish Advanced Highers CCC
  • Irish Leaving Certificate 2 subjects at H2, 4 subjects at H3
  • Access Course Pass with Merit in 45 credits at Level 3, in a Health, Care or Science subject
  • BTEC DDM in Health, Care or Science
  • European Baccalaureate 70%

Entry Requirement

We’d also encourage an application if you hold or are working towards one of the following qualifications:

Bachelor Degree (hons)

2.1, or 2.2 with BBC at A level

Certificate of Higher Education

55% with BBC at A level

Diploma of Higher Education

55%

Foundation Degree in a Health, Care or Science subject

55% with BBC at A level

Foundation Year of an undergraduate degree programme at a UK university, in a Health, Care or Science subject

60% with BBC at A level

Open University (60 credits) in a Health, Care or Science subject

60%

CACHE Level 3 Diploma in Child Care and Education (Early Years Educator)

A

CACHE Level 3 Extended Diploma in Children's Care, Learning and Development, or Children and Young People's Workforce, or Health and Social Care (including Technical Level)

A

City & Guilds Advanced Extended Diploma in Health and Care (Health or Care pathway)

Distinction


UEA recognises that some students take a mixture of International Baccalaureate IB or International Baccalaureate Career-related Programme IBCP study rather than the full diploma, taking Higher levels in addition to A levels and/or BTEC qualifications. At UEA we do consider a combination of qualifications for entry, provided a minimum of three qualifications are taken at a higher level. Please email admissions@uea.ac.uk if you would like to check whether any particular combination of qualifications would be suitable for entry onto this degree programme.

Please note that we do not consider A levels in General Studies or Critical Thinking, Apprenticeships, NVQs (any level) or Work-based Level 3 Diplomas (previously NVQs) to meet the minimum academic entry requirements, although these can be used as evidence of recent study.

We’ll be unable to consider you for this course if you’ve obtained an academic fail from a previous health based degree programme, including where an exit award has been achieved.

Students for whom English is a Foreign language

Applications from students whose first language is not English are welcome. We require evidence of proficiency in English (including reading, writing, speaking and listening):

IELTS: 7.5 overall (minimum 7.5 in each component)

We will also accept a number of other English language qualifications to meet this requirement. Review our English Language Equivalences here.

INTO University of East Anglia 

If you do not meet the academic and/or English language requirements for direct entry our partner, INTO UEA offers progression on to this undergraduate degree upon successful completion of a preparation programme and an interview:

International Foundation in Pharmacy, Health and Life Sciences

INTO UEA also offer a variety of English language programmes which are designed to help you develop the English skills necessary for successful undergraduate study:

Pre-sessional English at INTO UEA

Academic English at INTO UEA

Interviews

The strongest applicants will be invited to interview. Please note that meeting (or being predicted to meet) the minimum academic entry requirements will not guarantee that you will be selected for interview. 

The interviews will explore a range of issues, including your suitability for the profession and the NHS values (as reflected in the NHS constitution). We’ll look to consider your motivation to study this course, as well as whether you have a clear understanding of the profession (ideally with relevant voluntary or paid work in health care), and an interest in people.

Please note that we do not disclose interview questions. You can find further information about the interview process here:

School of Health Sciences - Interviews

Gap Year

We welcome applications from students who have already taken or intend to take a gap year.  We believe that a year between school and university can be of substantial benefit. If you’re planning to apply with deferred entry, you are advised to indicate your reason for this on your UCAS application.

Special Entry Requirements

We’d prefer you to be able to demonstrate evidence of recent formal academic study within 5 years of the start of the course. This is to ensure that you’re equipped to succeed on this academically rigorous programme. If you have not studied for an academic qualification within the last 5 years please email admissions@uea.ac.uk to enquire further. 

Offers to successful applicants will be subject to a satisfactory occupational health check, an enhanced Disclosure and Barring Service (DBS) check and two satisfactory references.

If necessary, the Admissions Service will be happy to provide you with advice on further study that might help you to make a future application to the course. Please email admissions@uea.ac.uk with any questions or if you need any further information.

Intakes

The annual intake is in September each year.

GCSE Offer

You are required to have 5 GCSEs at a minimum of Grade C or Grade 4, including Mathematics, English Language and a science.

Course Open To

UK and Overseas applicants.

Fees and Funding

Undergraduate University Fees and Financial Support

Tuition Fees

Information on tuition fees can be found here:

UK students

EU Students

Overseas Students

Scholarships and Bursaries

We are committed to ensuring that costs do not act as a barrier to those aspiring to come to a world leading university and have developed a funding package to reward those with excellent qualifications and assist those from lower income backgrounds. 

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 application 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 is sent to UCAS so that they can process it and send it to your chosen universities and colleges.

The Institution code for the University of East Anglia is E14.

FURTHER INFORMATION

Please complete our Online Enquiry Form to request a prospectus and to be kept up to date with news and events at the University. 

    Next Steps

    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