Advanced Practice in Speech, Language and Communication Needs

Program Overview

The Advanced Practice in Speech, Language and Communication Needs program at Leeds Trinity University empowers professionals in education and healthcare to enhance their skills in identifying, assessing, and supporting children and young people with SLCN. Through a blended learning approach and work-based learning, participants gain advanced knowledge and practical experience, preparing them for leadership roles and improving educational outcomes for students with SLCN. The program is designed to meet the evolving needs of the sector and aligns with current evidence-based practices.

Program Outline

Extracted Information from the Leeds Trinity University Advanced Practice in Speech, Language and Communication Needs Program Context:

Degree Overview:

• Program Design: Enables professionals to gain credit for work-based learning and develop advanced practice in speech, language and communication needs (SLCN) while working full-time.
• Target Audience: Professionals in education and NHS speech language assistants working in community settings.
• Key Objectives: Transform practitioners' ability to respond to SLCN in settings, develop individual and whole-setting provisions, become high-impact leaders in SLCN areas, meet ongoing educational challenges, and enhance employability in the sector.
• Focus: Developing early interventions and leadership skills in SLCN.
• Uniqueness: Combines working in settings with academic credit, addresses sector needs and current evidence-based practices, aligns with changing demands and challenges in education.

Outline:

• Duration: 1 year (part-time).
• Modules (3):
• Understanding Speech, Language and Communication Development in Children and Young People: covers typical and neurodivergent development, impact on social, emotional, and educational outcomes, policy frameworks, identification and assessment approaches.
• Identification and Assessment of Speech, Language and Communication Needs within Educational Settings: focuses on identification and assessment of various SLCN across age groups, impact on outcomes, screening and informal assessment, referral processes, communication with stakeholders.
• Developing Provision for Speech, Language and Communication Needs for Children and Young People: explores various strategies and environmental adaptations for supporting SLCN across different settings and levels, focusing on whole-setting, group, and individual approaches, developing and adapting provision maps, reflective practice.
• Assessment: portfolio-based for each module, assignments reflecting work-based practice, individual tutorials and feedback, opportunities to demonstrate skills and knowledge.

Teaching:

• Teaching Methods: blended learning approach combining online classes with on-campus sessions and individual tutorials.
• Faculty: Experienced academics with expertise in speech, language, and communication development, assessment, and intervention.
• Uniqueness: Individualized support through tutorials, emphasis on reflective practice and applying theoretical knowledge in real-world settings.

Assessment:

• Focus: Demonstrating knowledge, understanding, and practical skills in working with SLCN in educational settings.
• Methods: Portfolios for each module, incorporating assignments reflecting work-based practice, evidence-based approaches, critical analysis, reflection, communication skills.
• Assessment Criteria: Aligned with module learning outcomes, focusing on accurate identification, assessment, and intervention for SLCN, effective strategies and provision development, reflective practice, communication and collaboration skills.
• Feedback: Individualized feedback on assignments and portfolios, opportunities for improvement and development.

Careers:

• Enhanced Employability: High demand for practitioners trained in SLCN, leadership opportunities, increased impact on children's and young people's outcomes.
• Career Paths: SENCo, SEN lead, aspirant SENCo, early years lead, key stage leads in primary schools, school leadership, Higher Level Teaching Assistants, early years coordinators, teachers in SEND in nurseries and schools.
• Aspirant Options: Speech and language therapist, therapy assistant, higher education study in SLP.

Other:

• Partnership: Developed in collaboration with Leeds Community Healthcare NHS Trust Children's Speech and Language Therapy Service.
• Value: Combines academic study with work-based learning, allowing professionals to gain credit for their existing experience.
• Personalization: Learners can adapt the program to their specific context and development needs.
• Study Location: Main Campus (Horsforth) with on-campus sessions and online classes.