Continuing Professional Development Opportunities in Speech, Language and Communication

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Post-Graduate Programmes

Language and Communication Impairment in Children (LACIC) (PGCert/ PGDip / MSc)

Cleft Palate Studies (PG Cert)

Speech and Cleft Palate (SPACL)(PGDip / MSc)

Speech Difficulties (PGCert/ PGDip / MSc)

Programme for Speech and Language Therapy and Learning Support Assistants

Advanced Certificate in Language and Communication Impairment in Children

Individual Modules for Continuing Professional Development

Study mode: Part Time by Distance Learning.

Duration: Between 12 weeks to 3 months.

Assessment methods

All modules are assessed by written work.

Teaching Methods

Online course material. Optional 2 -3 day study blocks are also available for modules in speech difficulties, cleft palate and evidence-based practice.

Entry requirements

There are no formal entry requirements for students undertaking an individual module.

Fees and Funding

Fees for Individual Modules - per 15 credits

Funding is available for employees of the Yorkshire and the Humber NHS and East Midlands NHS.

Modules Available

All modules listed here are 15 credits.

Update on Developmental Disorders – HCS 6091: Course participants select a number of topics to study from the following: autism and autistic spectrum disorders, persisting speech difficulties, auditory processing disorder, hearing impairment, dyslexia, specific language impairment, language and behaviour, moderate and severe learning difficulties, alternative and augmentative communication, dysfluency, language and the environment. Theoretical perspectives and research findings are evaluated and implications for practice explored.
Language and Communication - HCS 6026: Describes children’s development of language and communication, including aspects of social and emotional development, and the analysis of different components of language. Theoretical perspectives and research findings about children’s language and communication difficulties will be evaluated. Implications for practice are explored, including intervention strategies.
Speech Difficulties 1 Nature and Investigation – HCS 6021: Provides a lifespan study of the nature of developmental speech difficulties; examines how developmental speech difficulties can be investigated including qualitative analysis of speech data, psychometric testing and application of ICT; explores current research into both theoretical aspects of speech difficulties and application to practice.
Speech Difficulties 2 Intervention and Management - HCS 6022: Draws on current research into the management of clients with developmental speech difficulties in a range of contexts; adopts a range of perspectives to plan intervention programmes for children and young people with developmental speech and associated literacy and psychosocial difficulties; evaluates intervention and explores different approaches to management.
Spoken and Written Language - HCS 6025: Focuses on the development of spoken and written language, with specific references to phonological and literacy development. The relationship between speech and literacy is explored. Individual differences in speech and literacy skills are discussed. Theoretical perspectives and research findings about dyslexia and common types of developmental speech difficulty will be evaluated. Implications for practice are explored, including intervention strategies.
Developing An Evidence Base For Practice - HCS 6027: Develops knowledge, understanding and skills for the promotion of evidence based practice Introduces levels and types of evidence, develops skills in framing questions about practice, searching and reading the literature, and in critical analysis.
Methods of Enquiry - HCS 6028: Develops knowledge, understanding and skills of a range of research methodologies; allows participants to become competent consumers and producers of scientific evidence. Topics include the development of research questions, concepts of statistical analysis, study design, use of questionnaires, interviewing and qualitative data analysis, research using single cases, and the action research cycle.
Cleft Lip and Palate: Velopharyngeal Structure And Function - HCS 6102: Provides an understanding of the possible effects of velopharyngeal incompetence (VPI) on speech production; an overview of a range of perceptual and instrumental techniques for the assessment and management of VPI; development of perceptual skills in the phonetic analysis of cleft-type speech at an introductory level; information about secondary surgery for cleft palate and about syndromes associated with cleft lip and/or palate.
Cleft Lip and Palate: A Multidisciplinary Approach - HCS 6101: Provides an overview of the membership of the cleft lip and palate care team; knowledge about the professional roles and responsibilities of individual members of the team; awareness of the impact of a cleft lip and/or palate on an individual.
Cleft Lip And Palate: Intervention And Service Provision - HCS 6104: Provides an overview of a range of approaches to speech therapy for individuals with speech problems associated with cleft lip and/or palate; strategies for selecting therapy approaches and evaluating their efficacy; understanding of the place of cleft speech therapy in the broader context of the NHS; range of ethical issues associated with care of an individual with a cleft lip and/or palate.
Cleft Lip And Palate: Speech Assessment- HCS 6103: Provides an overview of speech development in cleft lip and palate, and how this might differ from normal speech development; knowledge of a range of theoretical approaches to the study of speech processing in cleft lip and palate; knowledge of instrumental and perceptual techniques for the analysis of speech production in cleft lip and palate; skills in the perceptual phonetic analysis of cleft-type speech production.

For Speech and Language Therapy Assistants / Instructors or Learning Support / Teaching Assistants.

Cognitive Development and Learning - HCS 276: Child development as it underpin the emergence of communication and language and learning; children’s physical, social and cognitive development, including numeracy and literacy development; key theories of development.
Speech, Language and Communication Development - HCS 275: Considers speech, language and communication from the perspective of linguistics, including speech sounds, grammar, meaning and social use; presents development of speech, language and communication in typically-developing children; develops skills in the analysis of children’s language.
Speech, Language and Communication Needs - HCS 277: Introduces students to a range of speech, language and communication impairments; outlines the most common conditions, and how these present in children.
Working with Children with Speech Language Communication Needs – HCS 280: Discusses the role of spoken language in learning and the range of skills that underpin the educational progress of children of all ages. It explores the facilitation of language learning and language teaching. It includes discussion of the critical processes involved in learning, and key processes of teaching and classroom management.

For more information on modules and apply

Go to the Continuing Professional Development web-pages

Or contact:

Dr Maggie Vance, CPD Lead, 0114 2222445
Ms Kathryn Sharpe, Programme Secretary, 0114 2222402
Admissions Secretary, Tel: 0114 2222405