Speech and Language Therapy Modules

This module is designed to provide students with opportunities to assess, diagnose, plan and implement intervention to clients with communication and/or swallowing disorders. Students will work under the guidance of a qualified Speech and Language therapist with the aim of attaining entry level competency across the range of practice areas for assigned cases. Students will develop reflective learning skills, integration skills and present a case from their placement. Students will also develop generic competencies such as professional conduct, adhering to institutional policies and guidelines and team work skills.

This module is designed for students to attain the basic knowledge of evaluation and management of swallowing and feeding disorders in the neonatal and paediatric population. This includes an introduction to the assessment and management of neonatal and infant breastfeeding and bottling, assessment and intervention of paediatric feeding and swallowing and working with the problem feeder and fussy eater. Students will understand the anatomy and physiology of swallowing in feeding and swallowing disorders infants and paediatrics. Planning for clinical bedside, instrumental assessment and various treatment approaches will be discussed. Students will understand basic nutritional and dietary requirements for infants and paediatrics. Students will learn to integrate medical conditions, sensorimotor, psychosocial factors, and the roles of caregivers and other professionals.

Students enrolled in this module will work directly with their peers and supervisory team to undertake a research project. Students are expected to work both independently and collaboratively within the research team. This means that if division of labour has been established, students must be able to independently conduct their portion of work. Similarly, where team work is expected, students must be able to cooperate with members of the research team. During the study period, students will be equipped with the basic research knowledge and skills necessary for pursuing research at Honours level. Students will present their research findings in students’ forum or conference and submit their work in dissertation format or in the form of a publishable manuscript ready for submission to a peer reviewed journal. This module is conducted over four consecutive trimesters, commencing in Year 3 Tri 2. It is contiguous to Honours Thesis Proposal module as part of the Honours Thesis process.

This interprofessional module provides the opportunity for students to expand their knowledge and understanding of contemporary global health issues. Students will have opportunity to independently identify and develop in-depth knowledge about a specific global health issue. Students will learn the major challenges and issues in global health, such as double burden of diseases, Sustainable Development Goals, primary health care, climate change, health diplomacy and many others. Communicable diseases including vaccine-preventable diseases, the ‘big three’, neglected tropical diseases and emerging infectious diseases will be covered. Noncommunicable diseases focus on cancer, cardiovascular disease, chronic lung disease and diabetes.

There are many current issues and challenges faced in our pluralistic society eg. diversity and inclusivity, changing demographics, environmental concerns, or sustainable practices, among others – all of which require a multi-pronged approach, and interdisciplinary collaboration and problem solving, in order to address some of these issues and challenges.

In this module, students will be applying the principles and mindset of being socially attuned and human-centered to understand the interdisciplinary and diverse factors, concerns, needs and expectations that different stakeholders in society have, when addressing these issues and challenges. Throughout the module, students will put aside their assumptions and biases, and objectively learn and understand real-life and current issues and challenges, through observation, personal engagement of stakeholders, interviews and various other outreach and participation methods. In turn, students will propose a socially innovative solution to address the issue(s) or challenge(s) identified, drawing from their project team’s interdisciplinary background and expertise.

This experience will nurture students’ ability to see the broader connection of issues and challenges, and bring about an awareness of the multiple considerations that need to be weighed in, including social, environmental, and sustainability factors, in the planning and decision making process involved in the course of their work – being cognisant of the circular economy, how companies operate, and corresponding investments made in the sectors involved. This experience will also prepare students for the multi-disciplinary nature of work teams and demands of stakeholders, regardless of the industry they venture into after graduation from SIT.

The module is part of the university-wide suite of interdisciplinary initiatives that bring students from different disciplines together.

In this module, students continue to enhance clinical reasoning skills, supported by evidence-based practice, on complex cases through problem-based learning. They will be equipped with professional skills and professional practice, taking a person-centred approach to the assessment and management of the client across the continuum of healthcare and social services. Cases will cover the range of practice including speech, language, voice, swallowing, fluency and multi-modal communication. The complex cases will require students to consider and evaluate ethical, cultural, and professional issues.

This module is designed to provide students with opportunities to assess, diagnose, plan and implement intervention to clients with communication and/or swallowing disorders. Students will work under the guidance of a qualified Speech and Language therapist with the aim of attaining entry-level competency across the range of practice areas for assigned cases. Students will develop reflective learning skills, integration skills and present a case from their placement. Students will also develop generic competencies such as professional conduct, adhering to institutional policies and guidelines and teamwork skills.