Trinity College Dublin Web viewSpecial interest in vocal health problems ... the number and length of written or verbally presented assessment exercises, ... A 5% penalty for exceeding

Roinn an Staidéir Chliniciúil ar Urlabhra agus Teanga,Scoil na nEolaíochtaí Teangeolaíochta, Urlabhra agus

Cumarsaíde

Clinical Speech and Language Studies,School of Linguistic, Speech & Communication Sciences

GENERAL INFORMATION AND MODULE DETAILS

2014-2015

JUNIOR FRESHMAN

Additional detailed information on the course and further student notes are available through http://mymodule.tcd.ie Clinical Speech and Language Studies is not bound by errors in, or omissions from, the notes for students

TABLE OF CONTENTS

Letter of Welcome 2

Tutor Information 3

Introduction 4

Staff Information / Contacts 5

Student Information System (SITS) 7

General Department Information 8

Programme Overview 11

European Credit Transfer System (ECTS) 13

Programme Regulations 14

General Information on Assessment 18

General Information on Clinical Education 30

General Guidelines 31

Information on Student Supports 32

Health and Safety 34

Modules and clinical information 36

___________________________________________________________________

A Note on this Handbook

This handbook applies to all students in the Department of Clinical Speech and Language Studies. It provides a guide to important information regarding the Department and coursework and what is expected of you on this programme, as well as the academic and personal support available to you. Please check http://mymodule.tcd.ie/ for more detailed information on modules and clinical work.

The information provided is accurate at time of preparation. Any necessary revisions will be notified to students in writing, through email, and will be posted on the relevant Student Notice Board, located in the Student Preparation Area. It is the responsibility of each student to regularly check their own email and noticeboards for updates or changes, etc. Remember, at registration you will receive a copy of the Calendar Regulations that govern your course for this year. Please note that, in the event of any conflict or inconsistency between the General Regulations published in the University Calendar and information contained in course handbooks, the provisions of the General Regulations will prevail.

The Department gratefully acknowledges the support of the HEA Strategic Skills Initiative Fund.

JF Module Handbook 2014-2015 2

http://mymodule.tcd.ie/

Dear Undergraduate Student,

A very warm welcome to the Department of Clinical Speech & Language Studies, within the School of Linguistic, Speech & Communication Sciences at Trinity College Dublin (TCD) – a Department which hosts the longest-established course in Speech and Language Therapy in Ireland

Aside from being a university steeped in a rich tradition and a vibrant history, Trinity College Dublin is recognised internationally as Ireland's premier university and is ranked in 61st position in the top 100 world universities by the QS World University Rankings 2013.

The Department of Clinical Speech & Language Studies has been at Trinity College since 1979, having established itself as a qualifying school for Speech and Language Therapists at an undergraduate level, some years before that.

At all times, we strive to give our students the best educational experience we can offer, an experience that is not only high class, but one which contributes to the objective of life-long learning and enquiry. Our teaching team is energetic, committed and highly- motivated, each member supported by his/her own strong research and clinical background. Core to our teaching philosophy is responding to and supporting the curious mind - your curious mind. We in the Department are here to feed and nurture that curiosity, by exposing you to a deep, rich and enjoyable learning experience, culminating in your qualification as a Speech and Language Therapist.

Trinity College facilitates the nurturing of the student experience with its wide and diverse range of learning and teaching resources, including world-class libraries, and many other student-focused supports. Additionally, students can avail of over 100 College societies and 50 active TCD Sports Clubs.

We are delighted that you have chosen to come to Trinity and to our Department. We look forward to guiding and accompanying you all on your undergraduate journey.

Finally, as Head of Discipline, I warmly welcome each and every one of you, wishing you the very best of luck with your studies. I hope you will enjoy all that we, and TCD, have to offer you.

Dr. Irene P. Walsh, Head of Discipline, Department of Clinical Speech & Language Studies.

September 2014


TUTOR INFORMATION

Your TutorUndergraduate students are assigned a College Tutor when they are admitted to College. On registering you should have received a handbook describing the role of the tutor, please refer to this for general information relating to the role of the Tutor.

What is a Tutor?A Tutor is a member of the academic staff who is appointed to look after the general welfare and development of the students in his/her care. Whilst the Tutor may be one of your lecturers, the role of College Tutor is quite separate from the teaching role. Tutors are a first point of contact and a source of support, both on arrival in College and at any time during your time in College. They provide CONFIDENTIAL help and advice on personal as well as academic issues or on anything that has an impact on your life. They will also, if necessary, support and defend your point of view in your relations with the College.

For example, you would contact your Tutor for help and advice on issues such as: course choices; exam results; family conflicts; bereavement; financial difficulties; taking a year out, and other issues. Please note however, that the Tutor is not a supervisor of studies.

Students are advised to check the Student Information System to identify their own College Tutor who has been assigned to them. For further information please refer to:

https://www.tcd.ie/Senior_Tutor/your-tutor/

CONTACT INFORMATION FOR YOUR TUTOR (complete the information below for your own record):

Direct phone number: _________________________

Mobile phone number: ________________________

E-MAIL: ____________________________________


https://www.tcd.ie/Senior_Tutor/your-tutor/

INTRODUCTION

The Department of Clinical Speech and Language Studies (CSLS) is one of three components of the School of Linguistic, Speech & Communication Sciences, in the Faculty of Arts, Humanities and Social Sciences. The overall Head of School is Dr. Martine Smith.

Each unit within the School is led by a Head of Discipline/Department, as listed below. The School also has three Directors, addressing the areas of Undergraduate and Postgraduate Teaching and Learning, as well as Research. Student involvement is encouraged across all levels of School activities.

Postal Address / Contact information: Department of Clinical Speech and Language Studies, 7 – 9 South Leinster Street, Dublin 2

The main contact for the department is through Reception Office:

phone 01 -896 1496 and fax 232 1005.

OPENING HOURS

Access to 7-9 South Leinster Street is regulated by outside security services.

During Lecture Term, the student preparation area and other areas on the ground floor are open to students at the following times only:

Monday – Thursday 8.30 a.m. – 5 p.m.Friday 9 a.m. – 5 p.m. Lectures may be scheduled in the teaching room on the first floor (Room 103-104) after that time, as noted in student timetables. Students are responsible for removing their belongings from all ground floor rooms before the lock-up time please.

Please ensure you read the Safety Information included in this handbook and familiarise yourself with safety procedures within the building.

Outside normal lecture term, and particularly over the Summer months, restricted opening hours apply. Students are advised to arrange prior appointments with staff, and to check whether they may be able to access any equipment required, before coming to the Department during these periods.

The building is closed to students at weekends and Bank Holidays.


STAFF INFORMATION / CONTACTS

Head of School Dr. Martine Smith

DirectorsTeaching and Learning (Undergraduate) Dr. Pauline SloaneTeaching and Learning (Postgraduate) Dr. Christer Gobl Research Prof. L. Leeson

Heads of DisciplineClinical Speech and Language Studies Dr. Irene WalshCentre for Language & Communication Studiesand Dr. Elaine Uí DhonnchadhaCentre for Deaf Studies

Members of staff can be consulted individually, or at the regular staff meetings that Class Representatives may attend. Each member of staff has many different responsibilities, and it can often be difficult to meet with a student unless an appointment has been pre-arranged. Effective time management is a life skill that will stand you in good stead throughout your student and professional career. Some questions are more easily answered if you check through the various handbooks you have been given (or the relevant web pages/ Blackboard etc.), before trying to consult with a staff member in person.

Often email is the most efficient and effective way of making an appointment with individual members of staff. Contact information is as follows (all offices are at 7 – 9 South Leinster Street unless otherwise stated):

Name Contact numbers

E-mail address Room No

Dr. Irene WalshHead of Discipline

01 896 2420 [email protected] 102

Dr. Pauline Sloane 01 896 1494 [email protected] 109

Dr. Margaret Walshe 01 896 2382 [email protected] 107

Dr. Kathleen McTiernan 01 896 2947 [email protected] 110

Dr. Caroline Jagoe 01 896 4029 [email protected] 101

Dr. Clothra Ní Cholmáin 01 896 1336 [email protected] 103

Dr. Martine Smith 01 896 2027 [email protected] 106

Noreen Coyle 01 896 1588 [email protected] 105

Sarah Ryan 01 896 1496 [email protected] Reception


mailto:[email protected]

MEMBERS OF STAFFDr. Irene Walsh. Head of Discipline and Associate Professor in Speech and Language Pathology; lectures on discourse analysis, developmental language disorder and language and communication disorders associated with mental health disorders. Research interests include: discourse analysis in clinical/non-clinical interactions and in the media; language and communication disorders associated with mental health disorders; professional identity.

Dr. Martine Smith. Head of School; Associate Professor in Speech and Language Pathology: lectures on developmental speech and language disabilities, and augmentative communication. Main research interests are in augmentative and alternative communication, language acquisition in atypical circumstances and language-literacy connections.

Dr Pauline Sloane. Director of Teaching and Learning (Undergraduate); Associate Professor in Speech and Language Pathology; lectures on pre-clinical skills, voice and vocal health problems; assessment and intervention. Special interest in vocal health problems and related disorders such as reflux, cough and irritable larynx syndrome.

Dr. Margaret Walshe. Assistant Professor in Speech and Language Pathology; Taught Postgraduate Course Director; lectures on acquired motor speech disorders, dysphagia, research methods and evidence based practice within the postgraduate courses. Main research interests include evidence-based practice; outcome measurement in communication impairment and dysphagia.

Dr. Kathleen McTiernan. Assistant Professor in Psychology; lectures on social and developmental psychology; cognitive neuropsychology; research design and methodology and counselling. Dr. McTiernan also coordinates the Sophister projects. Research interests include psychosocial issues related to communication disorders; gender and aging; and speech and language therapy intervention and education.

Dr. Caroline Jagoe. Assistant Professor in Speech and Language Pathology; lectures on acquired language and communication disorders within the undergraduate and postgraduate programmes. Main research interests relate to enhancing community engagement of people with acquired communication disorders; reciprocal relationship between community engagement and wellbeing; language and communication in adults with mental health disorders; application of Relevance Theory to acquired communication disorders; communication disorders and issues of access in developing and developed countries.

Dr. Clothra Ní Cholmáin. Senior Speech and Language Therapist (Health Service Executive); Practice Education Co-ordinator. Main research interests include phonology and learning difficulties.

Noreen Coyle, Senior Executive Officer and Sarah Ryan Secretary / Clinic Receptionist. Sarah will take messages from clients / patients, and will help you find test equipment and other materials at certain times.

In addition to the full time members of staff, some lecturers from other Departments in College contribute to the courses given in the department, as do practising Speech and Language Therapists and other professionals.


In Junior Freshman year, students also attend courses given by the Departments of Anatomy and Physiology and Centre for Language and Communication Studies in different locations across College. Information is included in the notes and on the timetables for the relevant year.

N.B. Keep the Secretary and your Tutor informed of your up-to-date address and contact number. Notify the Student Records Office if you change address. Do not use the Department’s address for your personal mail.

Roles and Responsibilities:

1. The Director of Teaching & Learning (Undergraduate) has responsibility for, for example, course development and promotion; articulating the position of the School in student cases and - together with the Head of School and Heads of Discipline - ensuring adequate teaching infrastructure and examination of modules.

2. The Head of Discipline acts as the contact person for student representatives in relation to year-relevant academic queries. These queries may also be brought to staff meetings by the student representatives (e.g. specific queries in relation to curriculum content, timetabling, examination and assessment issues), as appropriate.

3. The Module co-ordinator acts as the contact person for student representatives in relation to module-relevant academic queries, monitors student attendance, through reports submitted by individual lecturers from attendance taken at PBL group meetings, lectures, seminars and tutorials and liaises directly with the Head of Discipline (Dr Irene Walsh) and Director of Undergraduate Teaching and Learning (Dr Pauline Sloane), as necessary.

STUDENT INFORMATION SYSTEM (SITS)

Access via my.tcd.ie <https://my.tcd.ie/>

Over the last few years, College has invested in a brand new student information system which is accessible to all staff and students via the web portal my.tcd.ie <https://my.tcd.ie/>

This means that almost all communications from College are sent to you via your online portal which will give you access to an ‘intray’ containing your messages. You will also be able to view your timetables online, both for your teaching and for your examinations. All fee invoices/payments, student levies and commencement fees are issued online and all payments are carried out online. You will be able to view your personal details in the new system – some sections of which you will be able to edit yourself. End of year examination results will be communicated to you via the online portal.


https://my.tcd.ie/

https://my.tcd.ie/

GENERAL DEPARTMENT INFORMATION

The Department of Clinical Speech and Language Studies is the longest-established course in Speech and Language Therapy in Ireland. Currently the Department offers a four-year honors degree leading to a professional licence to practice, as well as a suite of taught MSc and Postgraduate Diploma courses, covering a range of specialist topics including child language, acquired language disorders and dysphagia. In addition, postgraduate students pursue research degrees (MSc and PhD), under the supervision of staff within the department.

Student representationStudent representation is welcomed at many different levels within the Department and the School. Two student representatives should be elected by your class, at the beginning of each academic year.

Departmental meetings: Each year group is entitled to elect TWO class representatives to attend departmental meetings, held twice each term. At this forum, representatives are invited to contribute to discussions on matters relevant to undergraduate education within the Department, and to raise any concerns on behalf of their year group. Students are asked to advise Noreen Coyle ([email protected]) of the elected representatives as soon as possible.

Clinical Forum meetings: Clinical Forum meetings are held each term to discuss any matters relating to clinical education that may arise across the year. Students are invited to nominate two representatives (who need not be the class representatives) to present their views at these meetings. There is no obligation to attend but SF, JS and SS years are encouraged to ensure they are represented. To facilitate discussion, students should submit items for discussion to Noreen Coyle ([email protected]) at least two days prior to the meeting.

School Committee meetings: Two student representatives are entitled to represent the student body at the School Committee meeting, held on the last Tuesday of each term, one representative of the Freshman students (JF & SF) and one representative of the Sophister students (JS & SS). Students are asked to advise Noreen Coyle ([email protected]) of the elected representatives as soon as possible, so that their names can be forwarded to the School Committee.

School Executive meetings: One representative of the Sophister students is entitled to represent undergraduate students at meetings of the School Executive.

Individual meetings with staff: Students who are asked to meet with staff for feedback on performance within the programme are welcome to invite a peer or their College Tutor to accompany them as an observer. Where there are other participants involved in the meeting, procedures to address confidentially must be agreed at the start of the meeting.





Fitness to Practice Committee: Clinical education is a vital component of educational programmes that enable health care students to achieve both academic and professional qualifications on graduation. The achievement of these outcomes is dependent on partnerships between the Higher Education Institutions (HEIs), Health Service Executive (HSE) and the health service agencies at managerial level, but is more keenly dependent on good working partnerships between those directly involved in delivering learning opportunities to students in colleges and clinics. It is important to remember that at all times in this process, clients’ and patients’ interests and safety take precedence over students’ education.

The School Fitness to Practice Committee is convened as required, at the request of a Head of Discipline, to consider matters of concern in relation to professional practice. This committee is appointed by the School Executive Committee, with representation from two members from within the School and one member from a non-Faculty School, where Fitness to Practice is a requirement of the course. Students called to appear before the Fitness to Practice Committee are entitled to be represented by their tutor. A copy of the School’s Fitness to Practice document is available on http://mymodule.tcd.ie/.

Dignity and Respect PolicyTrinity College strives to create an environment that is supportive and conducive to work and study. The Department of Clinical Speech and Language Studies promotes, and is committed to, supporting a collegial environment for its staff, students and other community members, which is free from discrimination, bullying, harassment and sexual harassment.The College Dignity and Respect Policy, developed in partnership with the College group of trade unions, has a strong preventative focus and highlights that staff and students have a duty to maintain an environment in which the dignity of everyone is respected. Our goal is to ensure that all interactions with staff and students reflect respect for the individuals involved. This policy extends to outside clinical settings where students may be placed.The Trinity College policy includes practical advice on tackling communication breakdowns or inter-personal disputes. The policy also sets out a framework for complaint resolution using informal and formal procedures and through the use of mediation. The policy also contains useful information on support sources for all parties to a complaint.

For the full up-to-date accessible viewing policy, go to: www.tcd.ie/about/policies/respect.php Dignity and Respect Policy brochure (PDF1.6MB)


http://www.tcd.ie/about/policies/respect.php


Department Facilities

There are a number of departmental facilities, as outlined below. Students are reminded of the extensive library and computer facilities provided across the campus.

Students’ Preparation AreaRoom 006, Ground floor, may be used by students for work in connection with the course - studying, preparing clinical materials etc. Materials left after the end of term will be removed. Please ensure that this room is kept clean and tidy, and remove any food or drink items as you leave.

ComputersStudents may use the computer facilities in the Department for course work only. Printing facilities are not available in the Department for general work. Three computers are situated in Student Preparation Room as well as in the 2 clinic rooms (002 and 004) and 3 seminar rooms (005/ 103/ 104).

Clinic RoomsThe clinic rooms 002 and 004 (ground floor) may be booked for PBL tutorial groups by students. Sarah (Reception) keeps the room booking sheets and all bookings must be made through her. Students may not bring food or drinks (other than water) into the clinic rooms.

LecturesLectures are given in shared teaching space within College and within the Department (7 – 9 South Leinster Street) where appropriate - see your notice board. Lectures begin on the hour and end at 10 minutes to the hour. Students may not bring food or drinks (other than water) into the lecture rooms.

Students are reminded that the use of mobile phones during lectures / clinics is strictly prohibited. Phones must be switched off in lecture / clinic rooms. Students who are using mobile phones to keep time, or as stopwatches must ensure that the phone call function is not active, unless explicitly requested by the Placement Educator.

Notice BoardsEach Year Group has a special notice board in the Student Preparation area. These should be consulted often for information about timetable, placements, supervision etc. Notes for individual students from staff may be left on notice boards; please check regularly. Please do not use these notice boards for personal messages etc.

Tests and clinical equipment Tests and clinical equipment may be borrowed for use on-site only and booked out in the Test/Equipment Booking Diary. Please treat all tests and clinical equipment with the utmost care as they are extremely expensive to replace, given their specialist nature. All tests and clinical equipment must be returned immediately after use. Please ensure all components of the test are returned in the folder (e.g. test manual, booklet, sample test form etc). Incomplete tests should be returned to the Secretary with a note indicating missing component(s).PROGRAMME OVERVIEW


The professional honors degree course in Clinical Speech and Language Studies provides recognition to practise as a Speech & Language Therapist in Ireland. Successful graduates are eligible to apply for membership of the Irish Association of Speech & Language Therapists (IASLT) and the Royal College of Speech & Language Therapists (RCSLT), as well as for registration with the Health Professionals Council (HPC) in the UK. The undergraduate programme received full professional accreditation from the IASLT in 2009, and is due for accreditation review in 2014. CORU, the Health and Social Care Professional Council, is expected to open its registration board for speech and language therapists on October 31st, 2014. The Department will then also be under the accreditation review of CORU and graduates will be eligible to apply for registration.

Given that students are bound by a professional code of ethics when on clinical placement, students are expected to apply for student membership of IASLT prior to their first clinical placement.

Programme structureStudents are required to successfully complete all modules within the programme, including Broad Curriculum options. Students who are successful in their Junior Sophister examinations may be permitted to graduate with the ordinary B.A. degree if they choose not to complete the degree course. The ordinary B.A. degree does not carry a license to practise as a Speech & Language Therapist.

To progress to the Senior Sophister year, students must achieve an overall credit-weighted mark of at least 40 per cent (grade III) in each module and accumulate 60 credits in their Junior Sophister year. Students may choose, at the beginning of their Junior Sophister year, to opt for a non-clinical route*. Such students may substitute the Linguistics Project (Module code LI4036 – 10 credits) for the Clinical Skills module. Students who successfully pass all modules in the non-clinical route or students who otherwise successfully pass the Junior Sophister year and choose not to proceed to the Senior Sophister year, may be permitted to graduate with the ordinary B.A. degree.

Students who have been unsuccessful in the examinations of the Senior Sophister year of the B.Sc. degree may nevertheless be allowed the ordinary B.A. degree on their answering in the Senior Sophister examination, provided that a special recommendation to that effect is made by the court of examiners.

Except by permission of the University Council, on the recommendation of the executive committee of the school, the ordinary degree of B.A. may be conferred only on candidates who have spent at least three years in the University. The ordinary B.A. degree does not carry a license to practise and graduates with this degree are not eligible to register with the Health and Social Care Professionals Council (CORU).

*Senior Freshman StudentsStudents who find at the end of the SF year or early in the JS year, that their interests and abilities do not lie in clinical practice, may opt for the non-clinical route.


Socrates opportunitiesThe Department has strong links with a range of European partners and has participated in a Thematic Network for many years. This network affords students the opportunity to participate in an Intensive Programme (IP) of study over a 2-week period, typically in the latter half of August every year. Participation in this activity is contingent on the student body participating in one fundraising event each year. In addition, the Department supports student exchange agreements, where appropriate recognition of academic work can be facilitated. Dr Pauline Sloane is the departmental coordinator for all Socrates-related activities.

Programme outcomesThe following programme outcomes for the degree B.Sc.in Clinical Speech & Language Studies have been developed referencing: (i) discipline-specific competencies (the National Clinical Competencies developed by the Therapy Advisory Unit of the Department of Health and Children and ratified by the IASLT; (ii) institutional level descriptors (TCD Calendar, Part 1); national descriptors (the NQAI National Qualifications Framework), Level 8; and European requirements (the ‘Dublin Descriptors’). The outcomes comprise both discipline-specific and generic competencies and attributes.

Outcome TCD NQAILevel 8

Dublin Descriptor

1. Graduates will critically interpret, reflect upon and apply the evolving theoretical knowledge base in communication and swallowing and their associated disorders, and relate this body of knowledge to evidence-based clinical decision-making.

1, 2 a, b 1, 2

2. Graduates will be able to apply relevant principles of assessment, diagnosis and intervention within their clinical practice

3 b, c, d 2

3. Graduates will demonstrate effective communication skills with the full range of relevant stakeholders, in their clinical practice, in their professional liaisons and in the larger community.

7 g 4

4. Graduates will demonstrate a commitment to ethical action and social responsibility in their professional practice

6

5. Graduates will demonstrate the ability to work both as self-directed autonomous professionals, and collaboratively with the full range of stakeholder groups.

5,6 f

6. Graduates will be able to apply core principles of research design and implementation, with some degree of autonomy.

33

7. Graduates will demonstrate skills required to sustain intellectual interest and critical thinking as professionals through application of scientific literacy skills in the pursuit of lifelong learning.

8 e, h 5


EUROPEAN CREDIT TRANSFER SYSTEM (ECTS)

The European Credit Transfer and Accumulation System (ECTS) is an academic credit transfer and accumulation system representing the student workload required to achieve the specified objectives of a study programme. It is designed to enable academic recognition for periods of study, to facilitate student mobility and credit accumulation and transfer. The ECTS is the recommended credit system for higher education in Ireland and across the European Higher Education Area.

The ECTS weighting for a module is a measure of the student input or workload required for that module, based on factors such as the number of contact hours, the number and length of written or verbally presented assessment exercises, class preparation and private study time, laboratory classes, examinations, clinical attendance, professional training placements, and so on as appropriate. There is no intrinsic relationship between the credit volume of a module and its level of difficulty.

In College, 1 ECTS unit is defined as 20-25 hours of student input. Therefore, a 10-credit module is designed to require 200-250 hours of student input, including class contact time and assessments.

The College norm for full-time study over one academic year, at undergraduate level, is 60 credits.

The Trinity academic year comprises 40 weeks from the start of Michaelmas Term to the end of the Annual Examination period

ECTS credits are awarded to a student only upon successful completion of the course year. Progression from one year to the next is determined by the course regulations. Students who fail a year of their course will not obtain credit for that year even if they have passed certain component courses. Exceptions to this rule are one-year and part-year visiting students, who are awarded credit for individual modules successfully completed.

PROGRAMME REGULATIONS


Attendance at all lectures, seminars, tutorials, clinical placements, workshops and practicals is compulsory for all students in accordance with College regulations.

(a) Lectures: A signed attendance record will be kept for lectures for each group of students. A penalty will be applied for unexcused absence from lectures, seminars, tutorials and workshops, including clinical placements and PBL tutorials. In the case of attendance at lectures, any student who is absent without excuse, for three or more hours of any module, regardless of module size, will have a penalty 5% deduction applied to their examination mark for that module, even where such a penalty results in a fail grade being returned for that student. Each subsequent hour of unexcused absence will attract a further 5% penalty, to a maximum of 15% penalty. Excused absences include only those absences involving medical certification, tutor notification or as agreed in writing, between individual staff and student on a case-by-case basis. Students who are identified as signing in for students who are not present will have a 10% penalty applied for each instance of infringement and may be reported to the Junior Dean.

(b) Attendance at tutorials, including PBL tutorials is compulsory. Any student who is absent without excuse, for two or more hours of any tutored PBL element of a module, regardless of module size, will have a penalty 10% deduction applied to their continuous assessment mark for that PBL assignment. Students who miss more than 25% of tutored PBL slots, for whatever reason, are excluded from participating in the assessment associated with the PBL process and will be set an alternative assignment.

(c) College stipulates that students from all years may be deemed unsatisfactory if they miss more than one third of the lectures in any course in any term. Attendance records are maintained for each course. It is your responsibility to ensure your attendance is accurately recorded.

Students may be deemed to be non-satisfactory if they fail to fulfil course work and attendance requirements. Students may be deemed non-satisfactory if they miss more than one third of a required component course/module in any term. The Director of Teaching and Learning (Undergraduate) may report such students to the Senior Lecturer as being non-satisfactory for that term. In the first instance, the report is sent by the Director of Teaching and Learning (Undergraduate) to the student's Tutor, who will normally interview, or otherwise contact, the student and respond on the student's behalf to the Director of Teaching and Learning (Undergraduate), detailing any mitigating circumstances surrounding the student's non-satisfactory performance. On the specific written recommendation of the Director of Teaching and Learning (Undergraduate) to the Senior Lecturer, a student returned as non-satisfactory for both the Michaelmas and Hilary terms may be refused permission to take their annual examinations and may be required by the Senior Lecturer to repeat their year. Further details, and a copy of the Report on a Non-Satisfactory Student, can be viewed at http://www.tcd.ie/undergraduate-studies/academic-progress/attendance-course-work.php


http://www.tcd.ie/undergraduate-studies/academic-progress/attendance-course-work.php

http://www.tcd.ie/undergraduate-studies/academic-progress/attendance-course-work.php

Practice PlacementsThe undergraduate education programme aims to provide students with learning opportunities to develop the required knowledge base over the four-year course. The clinical education programme has been developed in association with the profession, the professional association and the HSE. The programme links to the other strands of the course by providing opportunities to develop and acquire the professional knowledge, skills, attributes and attitudes required to become a competent practitioner.

Students will be assigned to a number of practice placements in a range of service settings during the undergraduate programme. These are arranged through the Department. Students may not, under any circumstances, make independent arrangements because of insurance implications.

Attendance at all clinical placements is compulsory. In the event of an emergency or illness, the supervising clinician (i.e. Practice Educator) and the Practice Education Coordinator (Dr Clothra Ní Cholmáin) must be informed as soon as possible. Where applicable, medical certificates covering the duration of absence from the clinical placement should be submitted to the student’s College Tutor. Students may be required to retrieve clinical placement days lost through illness.

Supervision of clinical practicum both on college premises and in HSE clinics in 2nd, 3rd and 4th year is undertaken by Speech and Language Therapists who may be members of staff, Regional Placement Facilitators, placement tutors or therapists undertaking the role of Practice Educator. Practice Educators take responsibility for providing students with learning opportunities in clinical settings. They provide guidance for students on professional conduct, policies and procedures in the health service agencies in which they work as well as supervising, monitoring and evaluating the student’s clinical work. Students should download a copy of the Guidelines for Good Practice in Practice Education (Therapy Project Office 2008) http://www.hse.ie/eng/staff/Leadership_Education_Development/healthsocialcareprofs/Projectoffice/goodpracticeguidelinesforpred.html and endeavour to comply fully with the guidelines throughout the clinical education programme. Students are advised to download the Practice Education Handbook each year from the departmental website.

Punctual attendance at clinics is compulsory. In the event of an emergency or illness, the supervising clinician (Practice Educator) must be given adequate notice of students’ inability to attend before the appointed time.

Students are expected to take responsibility for their behaviour as student Speech and Language Therapists by complying with all legal and professional guidelines.

Please also note:Students may not undertake assessments or provide therapy except under the supervision of a suitably qualified Speech and Language Therapist at any stage of the undergraduate education programme.

Students may not under any circumstances accept remuneration for clinical work.


http://www.hse.ie/eng/staff/Leadership_Education_Development/healthsocialcareprofs/Projectoffice/goodpracticeguidelinesforpred.html

http://www.hse.ie/eng/staff/Leadership_Education_Development/healthsocialcareprofs/Projectoffice/goodpracticeguidelinesforpred.html

Garda/police vettingStudents on programmes with clinical or other professional placements or on programmes that will bring them into professional contact with children and/or vulnerable adults, are required to undergo vetting by the Garda Síochána or other relevant police force prior to registration. If, as a result of the outcome of these vetting procedures, a student is deemed unsuitable to attend clinical or other professional placements, he/she may be required to withdraw from his/her programme of study. Please see Garda/Police Vetting (paragraph 2) at: http://www.tcd.ie/calendar/1415-2/part-2-undergraduate-courses-and-other-general-information/faculty-of-arts-humanities-and-social-sciences/school-of-linguistic-speech-and-communication-sciences/ If you lived outside Ireland for a consecutive period of 6 months or more, then police clearance will be required from the country or countries in which you resided. These documents should be returned to the Admissions Office with your completed Garda Vetting form. You should keep copies of all these clearance forms in case you need them for future employment.

ImmunisationFailure to be appropriately immunised may preclude attendance at some clinics.

Immunisation against RubellaAll students are urged to ensure that they are immune to rubella. Arrangements can be made through the Student Health Service for students to check their status and be immunised where necessary.

Immunisation against TBAll students in Health Sciences should be immunised against tuberculosis. A BCG programme is organised annually through the Faculty of Health Sciences office. Students should contact the Student Health Service if immunisation is required.

Hepatitis BAll students in the Department must be immunised against Hepatitis B. Information on vaccination requirements is made available to all students on application, and students are required to act in accord with the appropriate regulations and procedures to maintain appropriate health and safety standards.

Precautions against AIDSGuidelines have been issued for health personnel, including speech and language therapists, whose work may bring them into contact with patients at risk for Aids. Students are urged to consult these guidelines seehttp://www.tcd.ie/Health_Sciences/students/vaccination.php

First Aid All Freshman students are encouraged to take a course in First Aid, in their own time. The following Agencies offer First Aid courses: St. John’s Ambulance Brigade of Ireland, 29 Upper Leeson Street, Dublin 4, Telephone: 6688077 and Order of Malta – Ireland, St. John’s House, 32 Clyde Road, Dublin 4, Telephone: 01 6140035.


http://www.tcd.ie/Health_Sciences/students/vaccination.php

http://www.tcd.ie/calendar/1415-2/part-2-undergraduate-courses-and-other-general-information/faculty-of-arts-humanities-and-social-sciences/school-of-linguistic-speech-and-communication-sciences/



Students are expected to join the Irish Association of Speech & Language Therapists (IASLT) and to be familiar with their Code of Ethics and with guidance on conduct and ethics for students (HPC UK) (read the document in full at www.hpc-uk.org):

You should always act in the best interests of your service users You should respect the confidentiality of your service users You should keep high standards of personal conduct. You should provide any important information about your conduct,

competence or health to your education provider. You should limit your study or stop studying if your performance or

judgement is affected by your health. You should keep your professional knowledge and skills up to date You should act within the limits of your knowledge and skills. You should communicate effectively with service users and your education

provider and placement providers. You should get ‘informed consent’ from service users to carry out any

intervention, except in emergencies. You should keep accurate records on service users. You should behave honestly. You should make sure that your behaviour does not damage public

confidence in your profession.

Students are expected to take responsibility for their own learning during all stages of the clinical programme by: Acquiring an adequate knowledge base for placements. Working actively to develop professional knowledge, skills and attitudes. Reflecting on developing professional knowledge and skills. Practicing honest self-evaluation of performance and professional

behaviour. Identifying learning needs. Communicating needs to clinical educators. Accepting feedback from clinical educators and modifying behaviour if

requested. Respecting client, clinical educators, co-workers and the service.

Students on the clinical education programme must adhere to the Professional Code of Ethics and should be professional in all dealings with clients, clinical educators and co-workers. Professional ethics and standards of conduct in relation to clinical practice must be observed throughout the course. A student may be required to defer clinical practice, including any practical examination, if the Head of Discipline, on the recommendation of the Practice Education Co-ordinator (Dr Clothra Ní Cholmáin), determines that such a deferral is necessary on professional grounds (see Academic progress and examinations (paragraph 12) at http://www.tcd.ie/calendar/1415-2/part-2-undergraduate-courses-and-other-general-information/faculty-of-arts-humanities-and-social-sciences/school-of-linguistic-speech-and-communication-sciences/

GENERAL INFORMATION ON ASSESSMENT


http://www.hpc-uk.org/

Continuous Assessment

(a) All continuous assessment assignments MUST be submitted by 12 noon on the due date and signed in at the Reception desk. Students are required to keep an electronic copy of ALL work submitted for assessment.

(b) For all assignments, students may be required to upload an electronic version of the assignment to TurnItIn, a plagiarism detection system. Students will be advised by individual lecturers where this applies. In all instances, students must also submit hardcopy versions and sign them in at Reception. When submitting assessment work by email, students must use their College username and e-mail account; submission of material for assessment will not be accepted from external e-mail addresses.

(c) Deadlines can only be changed by direct consultation with the staff member concerned, IN ADVANCE of the submission date. It is the student's responsibility to ensure that agreement regarding any extension of a deadline has been reached with the relevant staff member. In the event of late submission of an assignment, without such agreement, a penalty will apply.

Marks will be reduced in accordance with the extent of the delay with 5 marks being deducted if the assignment is up to one week late and 10 marks will be deducted if the assignment is between one and two weeks late. Assignments will not be accepted, without agreement, more than 14 days after the submission date. Receipt of assignments after this time, will normally result in a fail mark being recorded. Agreement to submit after this time, must be made in consultation with the student’s college Tutor and can only be allowed on the basis of illness (medical certificate required) or similar personal circumstances.

NBStudents are required to submit all CA components. Failure to do so may result in a student being returned as “Absent” and “Excluded” from College.

Students are required to perform satisfactorily in each type of activity. Compensation within a module may be permitted at the discretion of the court of examiners. Students who are unsuccessful in their annual examinations may be required to resubmit continuous assessment or project work, to sit a formal supplemental examination paper, or to be re-assessed in clinical practice, as appropriate.

For SS students the maximum mark for any such re-submission is 40%.

In line with College policy, the Department is keen to ensure that Continuous Assessment components are included where possible and appropriate across all courses taken as part of the Degree programme. The Department recognises that feedback on performance plays an important educational role in relation to continuous assessment. To this end, every effort will be made to return continuous assessment assignments to students within a timely fashion. College policy requires that all assignments will be returned within 20 working days of submission. If there is likely to be a delay in meeting this deadline, students will be advised by the relevant lecturer. Feedback, including information regarding the grade awarded to the assignment will be returned to the student, either on an inserted sheet, or written directly onto the assignment. In all instances, in order to protect student confidentiality, such information will be included at the back of the assignment, so that it is not visible to other students. Students who submit assignments without a complete bibliography or other essential components will not receive feedback about their grade, until after submission of the missing information.

In the event of illness, the relevant lecturer or College Tutor should be contacted in advance of the due date where possible; otherwise a certificate is needed to vouch for the illness ( or


in case of bereavement, etc.) and extensions will ordinarily be granted only to cover days covered by the certificate. Medical certificates should be submitted to your College Tutor.

(d) Week numbers: In line with practice across College, dates for assignments are noted according to the week of the academic year, rather than the week of the specific teaching term. Week 1 of Michaelmas Term equates with week 5 of the academic year, week 1 of Hilary Term with week 21. Please ensure that you check carefully for the dates of submission

Examinations(i) Examination Results: These will be on the relevant notice boards when available and on mytcd portal. Students will not be given results by phoning the Department under any circumstances.(ii) Breakdown of Results: Students can obtain a breakdown of their results through the mytcd portal, or through the Department, either in person, by prior appointment, with the Head of Discipline ([email protected]) or the Director of Teaching and Learning (Undergraduate) ([email protected]). Results will not be released by any member of staff to anyone other than the student, in order to conform with the Data Protection Act. Students are also invited to review their scripts and discuss their examination performance. Normally, students are advised of a day and time when scripts can be reviewed. Please note that resource constraints mean that student requests to review scripts, outside the designated times, may not be accommodated.

(iii) Assessment marks: Marks disclosed during the course of the year for prescribed assessments are subject to moderation by internal and, where appropriate, external examiners, and as such are to be considered provisional until the end-of-year results are confirmed by the Court of Examiners

(iv) Anonymous marking: A sample of a completed front cover of an anonymous examination booklet is included in this handbook. Please familiarise yourselves with all the details in advance of your examinations.

(v) Assessment and Examinations: The following institutional marking scale applies across College:First 70-100% II.1 60-69%II.2 50-59% III 40-49%F1 30-39% F2 0-29%

This marking scale is used within the department for both continuous assessment and examination purposes. Marks in the F2 band are usually deemed non-compensatable.

Independent of any mark achieved by students on continuous assessment assignments, students are required to achieve a mark of at least 35 per cent on certain examination papers in SF and JS years and must achieve a minimum mark of 40 per cent on three questions within each of these specific examination papers in order to be considered satisfactory, see Module section of handbooks and calendar entry at http://www.tcd.ie/calendar/1415-2/part-2-undergraduate-courses-and-other-general-information/faculty-of-arts-humanities-and-social-sciences/school-of-linguistic-speech-and-communication-sciences/

(vi) University guidelines for students taking examinations are included in this handbook; see also Conduct of examinations paragraphs 43-50 http://www.tcd.ie/calendar/1415-2/part-2-undergraduate-courses-and-other-general-information/general-regulations-and-information/academic-progress/





ASSIGNMENT FEEDBACK FORMClinical Speech & Language Studies

MODULE:

MODULE CO-ORDINATOR:

STUDENT NAME:

STUDENT NUMBER:The headings below identify the key elements against which your tutor assesses your work

I II.1 II.2 III F1 F2

Use of literature & evidence of reading

Knowledge & understanding

Accuracy & analysis of information

Development of core principled argument

Evidence of critical thinking

Originality

Relevance to learning outcomes

Structure & organisation

Presentation & style

Referencing

Marker’s comments:

To help improve your future work you are recommended to:Follow more carefully the guidelines for assignment given

Carefully proof read your assignment before submission

Ensure your work reflects the assignment brief and module learning outcomes

Pay particular attention to: spelling/punctuation/sentence construction/paragraphs/coherence

Read more widely Follow College’s referencing guidelines

Arrange to meet course lecturer Note adjustment of marks for late submission

Marker: Date:Moderator (if appropriate): Date:

ESSAY MARKING CRITERIA (Adapted from HE in FE Teaching Resource Exchange)


FIRST (70% +)UPPER FIRST (I, a First 85%+) Depth of Reading: Evidence of comprehensive reading above expectations Structure of Argument: Scholarly, extremely well crafted Discussion and Interpretation: Superior and original engagement with

conceptual issues Use of Evidence: Rigorous use of sound theoretical knowledge base. Organisation and Formatting: Very clear and imaginative; excellent use of

illustrations (if appropriate); Academic Referencing: Exemplary use of academic referencing conventions.

LOWER FIRST (I, a First )70-84%) Depth of Reading: Detailed, accurate, relevant; key points highlighted. Structure of Argument: Rigorously argued, logical, easy to follow. Discussion and Interpretation: Extensive evidence of independent thought and

critical analysis Use of Evidence: Key points supported with evidence, critically evaluated;

exemplary awareness of key issues. Organisation and Formatting: Clear, imaginative; excellent use of illustrations (if

appropriate); Academic Referencing: Exemplary use of academic referencing conventions.

UPPER SECOND (II.1) (60-69%) Depth of Reading: Detailed, accurate, relevant. Structure of Argument: Directly addresses question. Discussion and Interpretation: Attempts to go beyond the ideas presented in

secondary literature. Use of Evidence: Most points illustrated with relevant evidence. Organisation and Formatting: Generally clear, good use of illustrations (if

appropriate) Academic Referencing: Good use of academic referencing conventions.

LOWER SECOND (II.2) (50-59%) Depth of Reading: Generally accurate and relevant, but perhaps some gaps

and/or irrelevant material. Structure of Argument: Not always clear or logical; may be overly influenced by

secondary literature rather than the requirements of the topic. Addresses some aspects of question.

Discussion and Interpretation: Little attempt to go beyond or criticise secondary literature.

Use of Evidence: Some illustrative material but not necessarily well selected and not critically evaluated.

Organisation and Formatting: Some organisation and presentation glitches but generally competent.

Academic Referencing: A reasonable attempt at using the conventions of academic citation but some inconsistencies or errors.

THIRD (III) (40-49%) Depth of Reading: Limited knowledge, with gaps and/or errors. Structure: Argument underdeveloped and not entirely clear. Answers a closely

related question.


Discussion and Interpretation: Fairly superficial and generally derivative and uncritical.

Use of Evidence: Some mentioned, but not integrated into presentation or evaluated.

Organisation and Formatting: Not always clear or easy to follow. Academic Referencing: Some attempt at showing which sources have been

employed, but little evidence of a sound grasp of the conventions of academic citation.

FAIL I (30-40%) Depth of Reading: Very limited, with many errors and gaps. Structure of Argument: Of incidental relevance only. Argument completely

lacking structure. Discussion and Interpretation: Entirely derivative, generally superficial. Use of Evidence: Little or no evidence discussed. Organisation and Formatting: Clumsy, disjointed, difficult to follow. Academic Referencing: Very poor and executed with many errors

FAIL II (Below 30%) Depth of Reading: Little evidence of knowledge of the topic. Structure of Argument: Muddled, incoherent. Discussion and Interpretation: Serious conceptual errors. Use of Evidence: Incorrect use of evidence. Organisation and Formatting: Disorganised and poorly formatted. Academic Referencing: Incomplete or entirely absent.

WORD LIMIT

Word limit for essays ranges from 2,000 – 3,500.

A 5% penalty for exceeding word limit will be applied.


ESSAY EVALUATION FORM

STUDENT: …………………………………………………………………………

COURSE: …………………………………………………………………………

LECTURER: .....................................................................................................

DATE: …………………………………………………………………………

Depth of Reading GOOD POORSound, relevant Sketchy, irrelevant, incorrect

Structure of ArgumentGOOD POOR

Coherent, logical Muddled, fragmentary

Discussion and InterpretationGOOD POOR

Sophisticated, original Superficial, narrow, derivative

Use of EvidenceGOOD POOR

Exemplary use of primary Few sources, poorly chosen or secondary sources

Organisation and FormattingGOOD POOR

Imaginative Disjointed

Academic ReferencingGOOD POOR

Exemplary Absent or poorly executed

Best features of essay:

Suggestions for improvement:

Mark:

Signed:……………………………… Internal Assessor 1 / 2

Date:……………..


Access to scripts and discussion of performance at exams (from http://www.tcd.ie/calendar/1415-2/part-2-undergraduate-courses-and-other-general-information/general-regulations-and-information/academic-progress/):

51 Access to scripts and discussion of performance(i) All students have a right to discuss their examination and assessment performance with the appropriate members of staff as arranged for by the director of teaching and learning (undergraduate) or the head of department as appropriate. This right is basic to the educational process.(ii) Students are entitled to view their scripts when discussing their examinations and assessment performance.(iii) Students’ examination performance cannot be discussed with them until after the publication of the examination results.(iv) To obtain access to the breakdown of results, a student or his/her tutor should make a request to the director of teaching and learning (undergraduate), course co-ordinator or appropriate member of staff.(v) Examination scripts are retained by schools and departments for thirteen months from the date of the meeting of the court of examiners which moderates the marks in question and may not be available for consultation after this time period.52 Re-check/re-mark of examination scripts(i) Having received information about their results and having discussed these and their performance with the director of teaching and learning (undergraduate) or the head of department and/or the appropriate staff, students may ask that their results be reconsidered if they have reason to believe:

(a) that the grade is incorrect because of an error in calculation of results;(b) that the examination paper specific to the student’s course contained

questions on subjects which were not part of the course prescribed for the examination; or

(c) that bias was shown by an examiner in marking the script.(ii) In the case of (a) above, the request should be made through the student’s tutor to the director of teaching and learning (undergraduate) or course co-ordinator as appropriate.(iii) In the case of (b) and/or (c) above, the request should be made through the student’s tutor to the Senior Lecturer. In submitting such a case for reconsideration of results, students should state under which of (b) and/or (c) the request is being made.(Details of the procedures relating to the re-check/re-mark of examination scripts are available on the College website at https://www.tcd.ie/academicregistry/exams/results/recheck/)(iv) Once an examination result has been published it cannot be amended without the permission of the Senior Lecturer.(v) Requests for re-check or re-mark should be made as soon as possible after discussion of results and performance and no later than twelve months from the date of the meeting of the court of examiners which moderated the marks in question.(vi) Any student who makes a request for re-check or re-mark that could have implications for their degree result is advised not to proceed with degree conferral until the outcome of the request has been confirmed.


http://www.tcd.ie/calendar/1415-2/part-2-undergraduate-courses-and-other-general-information/general-regulations-and-information/academic-progress/


Calendar Extract on Plagiarism (from http://www.tcd.ie/calendar/1415-2/part-2-undergraduate-courses-and-other-general-information/general-regulations-and-information/academic-progress/):Plagiarism82 Plagiarism is interpreted by the University as the act of presenting the work of others as one’s own work, without acknowledgement. Plagiarism is considered as academically fraudulent, and an offence against University discipline. The University considers plagiarism to be a major offence, and subject to the disciplinary procedures of the University.83 Plagiarism can arise from deliberate actions and also through careless thinking and/or methodology. The offence lies not in the attitude or intention of the perpetrator, but in the action and in its consequences.Plagiarism can arise from actions such as:(a) copying another student’s work; (b) enlisting another person or persons to complete an assignment on the student’s behalf; (c) quoting directly, without acknowledgement, from books, articles or other sources, either in printed, recorded or electronic format; (d) paraphrasing, without acknowledgement, the writings of other authors.Examples (c) and (d) in particular can arise through careless thinking and/or methodology where students:(i) fail to distinguish between their own ideas and those of others; (ii) fail to take proper notes during preliminary research and therefore lose track of the sources from which the notes were drawn; (iii) fail to distinguish between information which needs no acknowledgement because it is firmly in the public domain, and information which might be widely known, but which nevertheless requires some sort of acknowledgement; (iv) come across a distinctive methodology or idea and fail to record its source.All the above serve only as examples and are not exhaustive.Students should submit work done in co-operation with other students only when it is done with the full knowledge and permission of the lecturer concerned. Without this, work submitted which is the product of collusion with other students may be considered to be plagiarism.84 It is clearly understood that all members of the academic community use and build on the work of others. It is commonly accepted also, however, that we build on the work of others in an open and explicit manner, and with due acknowledgement. Many cases of plagiarism that arise could be avoided by following some simple guidelines:(i) Any material used in a piece of work, of any form, that is not the original thought of the author should be fully referenced in the work and attributed to its source. The material should either be quoted directly or paraphrased. Either way, an explicit citation of the work referred to should be provided, in the text, in a footnote, or both. Not to do so is to commit plagiarism; (ii) When taking notes from any source it is very important to record the precise words or ideas that are being used and their precise sources; (iii) While the Internet often offers a wider range of possibilities for researching particular themes, it also requires particular attention to be paid to the distinction between one’s own work and the work of others. Particular care should be taken to keep track of the source of the electronic information obtained from the Internet or other electronic sources and ensure that it is explicitly and correctly acknowledged.




85 It is the responsibility of the author of any work to ensure that he/she does not commit plagiarism.86 Students should ensure the integrity of their work by seeking advice from their lecturers, tutor or supervisor on avoiding plagiarism. All schools and departments should include, in their handbooks or other literature given to students, advice on the appropriate methodology for the kind of work that students will be expected to undertake.87 If plagiarism as referred to in §82 above is suspected, in the first instance, the head of school, or designate, will write to the student, and the student’s tutor advising them of the concerns raised and inviting them to attend an informal meeting with the head of school, or designate, (The director of teaching and learning (undergraduate) may also attend the meeting as appropriate. As an alternative to their tutor, students may nominate a representative from the Students’ Union to accompany them to the meeting) and the lecturer concerned, in order to put their suspicions to the student and give the student the opportunity to respond. The student will be requested to respond in writing stating his/her agreement to attend such a meeting and confirming on which of the suggested dates and times it will be possible for the student to attend. If the student does not in this manner agree to attend such a meeting, the head of school, or designate, may refer the case directly to the Junior Dean, who will interview the student and may implement the procedures as referred to under Conduct and College Regulations §2.88 If the head of school, or designate, forms the view that plagiarism has taken place, he/she must decide if the offence can be dealt with under the summary procedure set out below. In order for this summary procedure to be followed, all parties attending the informal meeting as noted in §87 above must state their agreement in writing to the head of school, or designate. If the facts of the case are in dispute, or if the head of school, or designate, feels that the penalties provided for under the summary procedure below are inappropriate given the circumstances of the case, he/she will refer the case directly to the Junior Dean, who will interview the student and may implement the procedures as referred to under Conduct and College Regulations §2.89 If the offence can be dealt with under the summary procedure, the head of school, or designate, will recommend to the Senior Lecturer one of the following penalties:(a) that the piece of work in question receives a reduced mark, or a mark of zero; or(b) if satisfactory completion of the piece of work is deemed essential for the student to rise with his/her year or to proceed to the award of a degree, the student may be required to re-submit the work. However the student may not receive more than the minimum pass mark applicable to the piece of work on satisfactory re-submission.90 Provided that the appropriate procedure has been followed and all parties in §87 above are in agreement with the proposed penalty, the Senior Lecturer may approve the penalty and notify the Junior Dean accordingly. The Junior Dean may nevertheless implement the procedures as referred to under Conduct and College Regulations §2.


Calendar extract on Conduct of Examinations http://www.tcd.ie/calendar/1415-2/part-2-undergraduate-courses-and-other-general-information/general-regulations-and-information/academic-progress/Conduct of examinations43 Except as provided for below, candidates for examination are forbidden during an examination to do or to attempt to do, any of the following: to have in their possession or consult or use any books, papers, notes, memoranda, mobile phones or written or electronic material of any nature, or to copy from or exchange information with other persons, or in any way to make use of any information improperly obtained.

44 Where the examination is of such a nature that materials are provided to the candidates, or where the candidates are allowed by the rules of that examination to have materials in their possession, then candidates may of course make use of such materials, but only of such materials, and the general prohibition above continues to apply in respect of any and all other materials.

45 Where candidates have the prior written permission of the examiner(s), of the Senior Lecturer, or of the Disability Officer, to have materials in their possession during an examination, then candidates may of course make use of such materials, but only of such materials, and the general prohibition above continues to apply in respect of any and all other materials.

46 Where candidates are allowed to bring personal belongings into the examination venues upon condition that such belongings are stored in an area – such as the back of the venue – away from the area in which the candidates are sitting their examinations, then candidates may bring personal belongings into the hall, provided that they are placed in the indicated area and are not returned to by the candidates until they have finished their examinations and are leaving the hall.

47 Any breach of this regulation is regarded as a major offence for which a student may be expelled from the University (see Conduct and College Regulations).

48 Students must not leave the hall before the time specified for the examination has elapsed, except by leave of the invigilator.

49 Examinations or other exercises which are part of continuous assessment are subject to the same rules as other College examinations. Where submitted work is part of a procedure of assessment, plagiarism is similarly regarded as a major offence and is liable to similar penalties (see §§82-90).





SCHOLARSHIP & DEPARTMENT AWARDSThe Foundation ScholarshipFoundation Scholars are elected annually on the results of examinations held at the beginning of Trinity Term. Students take the examination in their second year in College. In addition to the prestige of being a scholar of TCD, other specific privileges that students are entitled to are (For further information contact your College Tutor)

(a) Commons free of charge (Commons is the traditional evening meal served in the College Dining Hall).

(b) rooms free of charge.(c) remission of fees for post-graduate study

The general examination topic for this academic year is

ANALYSIS AND EVALUATION OF SPEECH1 DISORDERS, DEVELOPMENTAL AND ACQUIRED.It is important to note that intending students are responsible for obtaining application forms from the Senior Lecturer’s Office and submitting same before Friday 14th November 2014. Scholarship Examinations will take place in January.

DEPARTMENT AWARDS & PRIZESBEGGS LEASK PRIZE This prize was first awarded in 1994 to mark the twenty-fifth year of education of speech and language therapists in Ireland. It was founded by Rebecca Beggs Leask, who as Deputy Director assisted the Director, Dr Marie de Montfort Supple, in initiating the education of speech and language therapists in Ireland in 1969. It is awarded annually to the Senior Sophister student who presents the best research project.

DE MONTFORT PRIZE This prize is awarded annually to the Junior Freshman student who achieves the highest mark overall. (This award is presented by the IASLT).

THE FOUNDER’S PRIZE This prize is awarded annually to the Junior Sophister student who achieves the best overall mark in the end of year examinations. The Founder’s prize is funded by a stipend donated by the founder of the former School of Clinical Speech and Language Studies, and the former Director of the School, Dr Marie de Montfort Supple.

NORA DAWSON MARIAKIS PRIZE This prize is awarded annually to the Junior Sophister student who achieves the highest mark in the clinical practice module. The award is funded by the class of 1972 (D.C.S.T.), in memory of the pioneering lecturer and clinician, Nora Dawson Mariakis.

OTWAY-FREEMAN AWARD This prize is awarded annually to the Senior Sophister student who achieves the highest mark in the clinical practice module.

QUATERCENTENARY PRIZE This prize is awarded annually to the Senior Sophister student who achieves the highest overall marks in the year.

WALKER PRIZE This prize is awarded annually to the student acquiring the highest grade in speech and language pathology in the Senior Freshman year.

1 NOTE: ‘speech’ refers to all aspects of speech production, including voice and fluency


GENERAL INFORMATION ON CLINICAL EDUCATIONSee Clinical handbook on http://mymodule.tcd.ie/ for detailed information on Clinical Education.

Students are required to chart their professional development using the departmental Professional Development Logs (PDL), which are available from Reception (Cost: €30). Students are required to submit both qualitative (completed PDL activities) and quantitative evidence (completed certified hours forms) of clinical learning throughout the programme.

Professional Development LogsStudents should use the Professional Development Log to record relevant preclinical and clinical learning experiences and to retain evidence that they have achieved the necessary learning outcomes. Learning experiences include all activities related to professional clinical development and are not confined to direct client observation/therapy sessions. Clinical logs are kept by the student as a learning tool to reflect on experiences, identify learning that has occurred and set future learning goals. Students should have their clinical logs at all clinical workshops and tutorials where they may be used in discussion and learning reviews.

Clinical Forum MeetingsStudents are invited to attend meetings to discuss the clinical education programme and related matters. One meeting is scheduled each term with two representatives from each year and two staff members. There is no obligation to attend but SF, JS and SS years are encouraged to ensure they are represented. To facilitate discussion, students should submit items for discussion at least two days prior to the meeting to Noreen Coyle ([email protected]).

Students may not undertake assessments or provide therapy without supervision of a qualified Speech and Language therapist assigned to them by the College throughout the clinical education programme.

Students may not under any circumstances accept remuneration for clinical work.

Enquiry-Based Learning (EBL)See separate handbook for further details available at http://mymodule.tcd.ie/.


GENERAL GUIDELINES

BRIEF GUIDE TO REFERENCE AND BIBLIOGRAPHY J. Kallen 2002

Citation and references: why bother?During the course of your academic career, you will write many papers that rely on the

work of other people. When you rely on this work — whether you quote someone directly, give their words approximately (also known as paraphrasing), or present knowledge from another source that is not generally known — you must give credit to that source for the text which you are quoting or for the information which you are using. In order to make the process of giving credit clear and efficient, academic writers in different disciplines have evolved a consensus on the form and style for citing other work. The basic principle of citation in academic papers is that the writer should cite sources in order to enable the reader to find the material that has been quoted or otherwise used. The reader may want this information for many different reasons: to find out more information, to check the accuracy of quotations, to form an opinion for or against that of the original source, and so on. Whatever the reason, the essential principle of citation in academic writing is simply that: • any use of text, or of knowledge that is not generally known, which is not your own

must have a citation in your paper which will identify the original source of the material you are using.

To use material written by someone else without giving proper citation is a form of plagiarism, and is a very serious academic offence.

Students must follow the formal conventions for citing the work of others. These conventions can be complex. A comprehensive guide to the conventions has been developed by Dr Jeff Kallen. This document is available as a PDF or Word file on http://mymodule.tcd.ie/ Administration files and as hard copy for reference at reception. Please ensure that you consult this document carefully.

Academic Skills for Successful Learning is a module designed by Student Learning Development which is available to all students from http://mymodule.tcd.ie/

Students who submit work without appropriate bibliographies will not have their marks released, and students who fail to acknowledge relevant sources within their assignments may find themselves in breach of plagiarism guidelines.




INFORMATION ON STUDENT SUPPORTS

A wide range of academic resources is available to students, including exceptional library facilities, as well as support from ISS, CAPSL and Student Counselling. As noted, a small number of specific resources are provided within the department. If there are specific resources you come across through your work either in College or in your clinical practice, that you feel would be of benefit to the student body, please let us know and your recommendation will be reviewed by staff.

ACADEMIC SKILLS FOR SUCCESSFUL LEARNINGThis module is an online resource designed by Student Learning Development and is available to all students via Blackboard, http://mymodule.tcd.ie/

ACCOMMODATION http://www.tcd.ie/accommodation/StudentsandStaff/Students/ The Accommodation Office, West Chapel, may be able to help you to find lodgings. They sometimes have information about self-catering accommodation, but this is limited. Rooms in College are normally only granted to Sophister students. Rooms in Trinity Hall may be applied for through the Warden, Trinity Hall. The Students Union sometimes can help too.

CAPSL, Student Learning Services: http://www.tcd.ie/CAPSL/learning_development/

CAREERS ADVISORY SERVICE: http://www.tcd.ie/Careers/students/ Careers Advisory Service offers advice and information to help students and graduates plan their future. Vacancies, presentations and seminar listings are posted regularly.

COLLEGE HEALTH SERVICE: Telephone: 8961556 http://www.tcd.ie/College_Health/The College Health Service is available to all registered students. It take a holistic approach to Student Health and in addition to providing on campus, primary health care for all full-time students it focuses on the psychological and occupational aspects of Student Health and Health Education. Student consultations are free of charge with modest charges for additional services. Absolute confidentiality is maintained. All medical records are retained in the Health Centre and do not form part of the University's Student Records. Information is only given to third parties with the patient's consent.

The Health Centre is open normal office hours during term and non-term time. The hours of attendance for students are as follows: 10.30 a.m - 1.00 p.m2.00 p.m - 4.40 p.m. Emergency appointments available at 9:30am and 2pm. If demand is heavy, lists may be closed early. Consultations are normally by prior appointment only.

DUBDOC (OUT OF HOURS DOCTORS COOPERATIVE)Outside office hours in cases of emergency, students should contact DUBDOC 6pm - 10pm weekdays, 11am - 7pm weekends and Bank Holidays. The telephone number for this service is 4545607. This service is based in St. James Hospital. Students (with the exception of Non Irish E.U. Students or Students with Medical Cards) will be responsible for any fees incurred for consultation or home visits.

House Calls: Outside these hours, please telephone the Contactors Bureau at 8300244, who will send a doctor on request. Students (with the exception of Medical Card Holders) will be responsible for any fees incurred.


http://www.tcd.ie/Careers/students/

http://www.tcd.ie/accommodation/StudentsandStaff/Students/

DISABILITY SERVICE: http://www.tcd.ie/disability/ The Disability Service aims to provide appropriate advice, support and information to help students and staff with disabilities. Students with disabilities are encouraged to register with the Disability Service in order to seek supports and facilitate participation in their course, as soon as possible. Students on professional courses who do not disclose a disability cannot avail of reasonable accommodations while on practice placement, and cannot claim that they have been discriminated against (on grounds of disability), if they have not disclosed a disability. For further information, or to discuss the supports that are available to students with disabilities, contact the Disability Service at: "http://www.tcd.ie/disability"

INFORMATION SYSTEMS SERVICES: http://isservices.tcd.ie/

SENIOR TUTOR’S OFFICE: http://www.tcd.ie/Senior_Tutor/

Your TutorUndergraduate students are assigned a tutor when they are admitted to College. The tutor, who is a member of the teaching staff, takes a personal interest in the students’ progress, represents the students before the College authorities, and will give confidential advice on courses, discipline, examinations, fees and other matters. On registering you should have received a handbook describing the role of the tutor, please refer to this for general information relating to the role of the Tutor. The tutor is not a supervisor of studies. Students are advised to check the Student Information System to identify their tutor.

For role of tutor see handbook you received on registration

STUDENT COUNSELLING: http://www.tcd.ie/Student_Counselling/ This website aims to provide you with information on the support options available to you if you are experiencing either personal and/or academic/study concerns. Please avail of these services if you are having difficulties. The services are free and confidential to registered Trinity College students.

S2S STUDENT 2 STUDENTFrom the moment you arrive in College right the way through to your end of year exams Student 2 Student (S2S) is here to make sure your first year is fun, engaging and a great foundation for the rest of your time in Trinity. You’ll meet your two S2S mentors in Freshers’ Week and they’ll make sure you know other people in your course before your classes even start. They’ll keep in regular touch with you throughout your first year and invite you to events on and off campus. They’ll also give you useful information about your course and what to look out for. Mentors are students who have been through first year and know exactly what it feels like, so you never have to worry about asking them a question or talking to them about anything that’s worrying you.

S2S also offers trained Peer Supporters if you want to talk confidentially to another student or just to meet a friendly face for a coffee and a chat. S2S is supported by the Senior Tutor's Office and the Student Counselling Service.

http://student2student.tcd.ie,

E-mail: [email protected], Phone: + 353 1 896 2438

STUDENT LEARNING AND DEVELOPMENT: http://www.tcd.ie/Student_Counselling/student-learning/individuals.php


http://www.tcd.ie/Student_Counselling/

http://www.tcd.ie/Senior_Tutor/

http://www.tcd.ie/disability/

The learning support team at the Student Counselling Service offers one-to-one appointments to students that may cover study and organisational strategies, academic writing skills, managing examinations, presentation skills and other topics related to academic study. If you would like to make an appointment with one of the learning support psychologists please call in to 7-9 South Leinster Street (3rd Floor). Alternatively you can call 896 1407 or email [email protected] to make an appointment.

STUDENTS’ UNION http://www.tcdsu.org/The Students' Union is the only representative body for all students in the College. It represents students' interests both inside and outside College and it provides student services. The offices of the Union are in No 6, College, as are the student shop and the employment bureau.

HEALTH AND SAFETY

Health & Safety Officer for the Department is

Dr. Kathleen McTiernan - [email protected], extension 2947.

She should be consulted if you have any concerns in this regard. All accidents or other safety problems should be reported to her.

SecuritySecurity within the building relies on EVERYONE ensuring that access is restricted to those with legitimate reason for being on the premises.

Please ensure:i) that you do not let anyone into the department unless he or she is known to youii) that all visitors to the department see the secretary at receptioniii) that you report any security concerns to the security staff at the front desk.

Emergency detailsIn the event of an incident requiring emergency assistance, the fire/emergency services or medical assistance: Contact the Security Desk (ext. no 4335) or University Central Security Control Room (Ext No 1999) using the nearest telephone or 01 8961999 if using a mobile phone. Extension 1317 will also contact the Control Room.

First AidDuring normal office hours emergency medical attention can be obtained from the Student Health Services by contacting ext. 1556.

First Aid PersonnelShould the medical services providers in the Student Health Centre be unavailable then the emergency services can be contacted on extension 1999.

Fire ProcedureIf you discover a fire, sound the alarm by breaking the nearest break glass unit.


ON HEARING THE FIRE ALARM: 1. Leave by your nearest available exit. 2. Report to your designated assembly point

DO NOT TAKE ANY PERSONAL RISKS DO NOT RETURN TO THE BUILDING FOR ANY REASON UNTIL AUTHORISED TO

DO SO BY THE SENIOR FIRE OFFICER OR OTHER AUTHORISED PERSON AND UNTIL THE FIRE ALARM HAS BEEN SWITCHED OFF

Fire Assembly PointThe Assembly point for the Department of Clinical Speech & Language Studies is located ON SOUTH LEINSTER STREET BY THE LANEWAY WHICH IS SITUATED TO THE LEFT OF THE ENTRANCE ON EXITING BUILDING

Fire Hazardsa) In accord with health and safety legislation, smoking is not permitted on the premises.

b) Fire alarms have been installed in South Leinster Street. Fire drills are held from time to time. Fast and safe evacuation of the premises by students, staff and clients is essential in the event of an emergency.

c) Please familiarise yourself with the location of the recommended escape routes on your arrival in the Department. Please remember to check escape routes for both the ground floor and the first floor.

STUDENTS ALSO MUST SIGN FIRE SAFETY NOTICE HELD AT RECEPTION


Junior Freshman Module Information

2014/15

Term DatesMichaelmas Term: Weeks 5 – 16 22nd September – 12th December – Teaching

Hilary Term: Week 20 5th January – 9th January – Pre-School visits Weeks 21 – 32 12th January – 3rd April – Teaching

Trinity Term: Week 33 – 35 6th April – 24th April – Revision weeksWeek 36 - 39 27th April – 22nd May – Annual exam period

PLEASE NOTE ABOVE WEEKS / DATES FOR SUBMISSION OF ASSIGNMENTS

NBStudents are required to submit all continuous assessment components of a module. Failure to do so may result in a student being returned as “Absent” and “Excluded” from College.

Students are required to perform satisfactorily in each type of activity. Compensation within a module may be permitted at the discretion of the court of examiners. Students who are unsuccessful in their annual examinations may be required to resubmit continuous assessment or project work, to sit a formal supplemental examination paper, or to be re-assessed in clinical practice, as appropriate.

For Final Year Students the maximum mark for any such re-submission is 40%.

NOTE: Further information on all modules, assignments and course-related materials is available through http://mymodule.tcd.ie/.


Course Assessment Course Assessment

Week 522nd Sept

AnatomyClinical practiceLMSPhoneticsPhysiologyPreclinical skillsPsychology

SpotLog1 essayRegular tests(starts week 11) assignments2 assignments (30 hrs each)2 assignments (20hrs each)

Week 2112th Jan

AnatomyClinical practiceIntro to CHILDESIntro to SyntaxPhoneticsPhysiologySpeech & Hearing:

AudiologyFluency

One Spot examLogProject/ Clan analysisClass testRegular testsAssignments

1 assignment

Week 629th Sept

AnatomyLMSPhoneticsPreclinical skillsPsychology

Week 2219th Jan

AnatomyAudiologyClinical practiceFluencyIntro to CHILDESIntro to SyntaxPhoneticsPhysiology

Audiology PBL

Week 76th Oct


Week 2326th Jan

AnatomyAudiologyClinical practiceFluencyIntro to CHILDESIntro to SyntaxPhysiology

Audiology PBL

Week 813th Oct


Introductory PBL Assignment (Formative Assessment)

Week 242nd Feb

AnatomyAudiologyClinical practiceFluencyIntro to CHILDESIntro to SyntaxPhysiologyPsychology

Audiology PBL

Pre School Study

Week 920th Oct

AnatomyClinical practiceLMSPhoneticsPreclinical skillsPsychology

Service Location Report (Formative assessment)

Week 259th Feb

AnatomyAudiologyClinical practiceFluencyIntro to CHILDESIntro to SyntaxPhysiology

Audiology PBL

Week 1027th Oct

AnatomyClinical practiceLMSPhoneticsPreclinical skillsPsychology

Week 2616th Feb

AnatomyClinical practiceFluencyIntro to CHILDESIntro to SyntaxPhoneticsPhysiology


Week 113rd Nov

AnatomyClinical practicePhoneticsPhysiologyPreclinical skillsPsychology

Week 2723rd Feb

AnatomyIntro to CHILDESIntro to SyntaxVoice (PS)

Week 1210th Nov


Week 282nd March

AnatomyIntro to CHILDESIntro to SyntaxPhysiologyVoice

Class Test

Week 1317th Nov


Week 2 99th March

AnatomyIntro to CHILDESIntro to SyntaxVoice

Baby Study 2

Week 1424th Nov


Week 3016th March

AnatomyIntro to CHILDESIntro to SyntaxVoice

Week 151st Dec

AnatomyClinical practiceLMSPhoneticsPhysiologyPreclinical skills (PS)Psychology

Baby Study 1

Week 3123rd March

AnatomyIntro to CHILDESIntro to SyntaxPsychologyVoice

Audiology assignment due

Week 168th Dec

Clinical practiceLMSPhoneticsPhysiologyPreclinical skillsPsychology

Assignment due Jan

CA1 Communication Skills; Reflective Log; IndividualCA2; PBL Assignment; Group

Week 3230th March

AnatomyClinical PracticeIntro to CHILDESIntro to SyntaxVoice

Clinical Practice log(Tuesday 7th April)


Module Code: SL1002 Module Name: PRE-CLINICAL SKILLS ECTS weighting: 5 Semester/term taught: Michaelmas TermContact Hours: Lecture / Tutorials 24, Assignments 60,

Total contact hours 108Module Personnel: Module Co-ordinator and Lecturer: Dr. P. Sloane

Learning OutcomesBy the end of this module, students should be able to demonstrate knowledge and understanding of:

i. The speech and language therapy profession and service and its relationship with other services.

ii. The code of ethics and professional conduct for speech and language therapists.

iii. The common theories of interpersonal communication and their application to speech and language therapy

iv. A range of interpersonal communication skills that are appropriate to speech and language therapy and multidisciplinary team working and demonstrate effective and confident communication in a range of contexts.

v. Overview & foundations of the therapeutic process and the role of the speech & language therapist.

vi. The need for continuing advancement of knowledge, understanding and skills in line with identified learning styles and needs

vii. Team-work, Problem Based Learning, independent thinking and the need for an active, task-oriented, and self-directed approach to their own learning

Module Learning AimsTo provide a challenging, enquiry based learning environment, for students in the area of pre-clinical skills and to build on their critical enquiry and independent learning skills, in the passage to becoming speech and language therapy practitioners who are responsive to current and future education, health and social care needs.

Module Contenta) Problem Based learning; An Introduction, Overview and Experience of PBL.b) Introduction to professional practice; ethics, code of conduct and fitness to

practice.c) The Speech and Language Therapy Profession; client groups and service

provision; role of the speech and language therapist in the therapeutic process; service locations and delivery systems;

d) Foundations for the therapeutic process.e) Interpersonal communication in the clinical setting

Recommended Reading List: Reading List and recommended web sites will be notified at each lecture.

General Information Handbook 2014-2015

Assessment Details: 2 Continuous assessment assignments.

CA1: Communication Skills Reflective Log. Individual assignment (50%) Due date: Dec 12th 2014

CA2: PBL: Group Assignment (50%). Date of assignment: Monday 8th December 2014, 9 am - 2.30 pm. Venue: Dept Clinical Speech & Language Studies.

General Information Handbook 2014-2015 41

Module Code: SL1003 Module Name: CLINICAL PRACTICE ECTS weighting: 5 Semester/term taught: Michaelmas and Hilary termsContact Hours: Workshop/Training 10, Clinical 30, Assignment 40,

Tutorials 20, Total 100 hoursModule Personnel: Module Co-ordinator and Lecturer: Dr. C. Jagoe

Learning OutcomesOn successful completion of this module, students should be able to:

i. apply principles of interpersonal communication and pre-clinical skills to interaction with an adult with communication difficulties (programme outcome 2).

ii. select and apply appropriate methods to facilitate conversation with an individual with communication difficulties (programme outcome 2).

iii. evaluate their own communication skills, displaying self-directed and reflective practice over the course of the module (programme outcome 5).

iv. demonstrate effective communication with relevant stakeholders in the programme (programme outcome 3).

v. demonstrate the ability to work collaboratively with a student partner, accessing supervision and guidance appropriately (programme outcome 5).

vi. demonstrate an awareness of professional and ethical issues raised in clinical contexts within a social model of disability (programme outcome 4).

vii. demonstrate skills in advocating on behalf of people with aphasia as equal and competent members of society (programme outcome 4).

Module Learning AimsConnect is a two-semester clinical module taken by the Junior Freshman students on the Clinical Speech and Languages Studies programme. It is mandatory that students complete this module as it provides an initial exposure to clinical contact and a context in which pre-clinical skills can be applied. This service-learning module seeks to facilitate the students to engage with individuals with communication disorders, promoting personal, professional and academic development while engendering a sense of civic engagement. Specifically it aims to enable participants to develop and apply interpersonal skills to facilitating conversation with individuals with communication difficulties, to self-reflect on their role as a conversation partner and to gain first-hand experience of the social model of disability.

Module ContentThis is a service learning module which forms part of the clinical curriculum of students in the on the Clinical Speech and Languages Studies programme.

a) The initial teaching delivery occurs in the form of a workshop in which training is provided.

b) Students are then expected to engage in weekly-paired visits with their conversation partner and submit written feedback on each visit.

c) Two-weekly tutorials provide a forum to discuss issues arising and for the students to access support as necessary.

Recommended Reading ListParr, S. & Duchan, J. (2003). Aphasia Inside Out: Reflections on Communication Disability.

Open University PressParr, S. (1997). Talking about Aphasia: Living with Loss of Language after Stroke. Open

University Press.Pound, C., Parr, S., Lindsay, J. & Woolf, C. (2000). Beyond aphasia. Therapy for living with

communication disability. Bicester: Speechmark.


Assessment Details Percentage Weighting 100%(a) Summative – a reflective log (completed by student pairs) and a summary of

learning (completed individually). Due 12 noon Tuesday 7th April 2015(b) Formative – weekly feedback forms and reflective logs will be submitted by

student pairs to the relevant tutor, the tutorials provide a forum for formative feedback.


Module Code: SL1004 Module Name SOCIAL PSYCHOLOGY AND LIFESPAN

DEVELOPMENT ECTS weighting 5 Semester/term taught Michaelmas Term Contact Hours 24 hours Lectures;

Pre-School visits 15 hours; Baby study visits 15 hoursModule Personnel Module Co-ordinator - Dr. K. McTiernan

Lecturer – M. LawlerLearning Outcomes:On successful completion of this module, students should be able to:i. Identify, compare and contrast the key theories in social and developmental psychologyii. Describe and discuss factors contributing to human developmentiii. Demonstrate the ability to recognize the impact of heredity, social, cultural,

political and economic diversities that contribute to making individuals and societies unique

iv. Interpret behaviour in relation to developmental norms and schedulesv. Place observations of behaviours into the context of developmental theoryvi. Apply knowledge of lifespan development necessary for clinical practicevii. Develop skills in reporting findings related to questions based on theory which

they have investigated using observational methods

Module Learning Aims:1. On completion of the course in Social Psychology and Lifespan Development students will be able to demonstrate knowledge of normal psychological development across the lifespan. 2. Students will also have experience of observational research methods and report writing as a result of the Pre-school Study and the Baby Study.

Module Contenta) Basic concepts in psychology: definition, relationship to discipline of SLT.b) Factors contributing to development: biological bases of behaviour (CNS,

brain structure, endocrine system, genetic influences).c) Environmental influences on behaviour and development, processes and

structure supporting normal development: family, education, socio-economic class; social behaviour, beliefs and attitudes (prejudice, conformity, group pressures).

d) Lifespan Development: Theories, issues; factors; implications for later development.

e) Specifically, the following aspects of development will be delineated across the lifespan:

1. physical and motor development; 2. sensory and perceptual development; 3. social and personality development (social cognition, play, self concept, sex

role); 4. cognitive development;

f) moral development.g) Processes that can interfere with development: physical disability, intellectual

impairment, mental illness, social disadvantage, and inadequate family support.


Recommended Reading List - Relevant Chapters in the Following Core Textbooks:Augoustinos, M., Walker, I. & Donaghue, N. (2014). Social cognition: An integrated

introduction. London: Sage.Bee, H. & Boyd, D. (2011). The Developing Child. Harper and Row.Barrett, M. (2012). The development of language. East Sussex: Psychology Press.Bernstein, D., Penner, L.A., Clark-Stewart, A. & Roy, E.J. (2011). Psychology. New

York: Houghton Mifflin Company.Blake, B.J. (2008). All about language. Oxford: Oxford University Press.Brehm, S.S., Kassin, S.M. & Fein, S. (2010). Social psychology. Boston: Houghton

Mifflin.Carpendale, J. & Lewis, C. (2006). How children develop social understanding.

Oxford: Blackwell.Franzoi, S.L. (2008). Social Psychology. London: McGraw Hill.Gazzaniga, M. & Heatherton, T. (2012). Psychological Science. London: Norton.Gleitman, H., Fridlund, A.J. & Reisberg, D. (2010). Psychology. London: Norton Goldberg, S. (2000). Attachment and development. London: Arnold.Gray, P. (2010). Psychology. New York: Worth Publishers.Harley, T.A. (2008). The psychology of language: From data to theory. Psychology

Press.Meadows, S. (2006). The child as thinker: The development and acquisition of

cognition in childhood. Sussex: Routledge.DeLamater, D. & Myers, D.G. (2010). Social psychology. London: McGraw Hill.Newman, B.M., and Newman, P.R. (2011). Development through life: A psychosocial

approach. UK: Thomson Wadsworth.Oller Jr., J.W., Oller, S.D. & Badon, L.C. (2006). Milestones: Normal speech and

language development across the lifespan. Oxford: Plural Publishing.Parke, R.D. & Locke, V.O. (2008). Child psychology: A contemporary viewpoint.

London: McGraw Hill.Sharma, A. and Cockerill, H. (2014). Mary Sheridan’s from birth to five years:

Children’s developmental progress. Routeledge. Smith, P. Cowie, H. & Blades, M. (2011). Understanding children's development.

Oxford: Blackwell.Stantrock, J.W. (2012). Lifespan Development. McGraw Hill.Stantrock, J.W. (2011). Adolescence. London: McGraw Hill.Stantrock, J.W. (2010). Child development. London: McGraw Hill.Sternberg, R.J. (2009). Psychology. London: Thomson Wadsworth.Weiten, W. (2010). Psychology themes and variations. UK: Wadsworth.Whitbourne, S.K. (2010). Adult development and aging: Bio-psychosocial

perspectives. NJ: John Wiley and Sons.Wood, C., Littleton, K. & Sheehy, K. (2008). Developmental psychology in action.

Oxford: Blackwell Publishing

Assessment Details

One 3-hour examination paper (60%). Students are required to achieve a minimum mark of 35% overall on this paper in order to be eligible for compensation from continuous assessment assignments.


Continuous Assessment for Formative Feedback: The Initial Baby Study Report is due on Friday, the 5th of December 2014 (noon).

Continuous Assessment 1: Pre-School Study Report (20%): Each student visits a Pre-school (see separate handout for details), every morning, during week 2 HT (5th - 9th of January, 2015) and submit a Pre-school Study Report which links observations with key theories in Social and Developmental Psychology. The Pre-School Study Report is due at noon on Friday, 6th of February 2015.

Continuous Assessment 2: Baby Study Report (20%): Each student follows the progress of a baby for five months - from October/ November to March/April (see separate handout for details) and submits a report linking observations with key theories in Social and Developmental Psychology. The Final Baby Study Report is due at noon on Thursday, 12th of March 2015.


Module Code SL1005 Module Name SPEECH AND HEARING ECTS weighting 5 Semester/term taught Hilary term Contact Hours Lectures 24 (12 x Audiology, 6 x Fluency, 6 x Voice),

Assignment 30, Total 204 hours Module Personnel Module Co-ordinator and Lecturer – Dr. P. Sloane

Lecturer Dr. S. Laoide-Kemp

Learning OutcomesOn successful completion of this module, students should demonstrate knowledge and understanding of:

i. The communicative functions of the voice.ii. The biomechanics and determinants of phonation.iii. Voice development, infancy to senescence iv. The phases of fluency development and influencing factors.v. Definitions; acquisition of fluency and the major factors that affect acquisition

and its maintenance.vi. The relationship of fluency and language acquisition.vii. The physics of sound, development of hearing and of listening; viii. the nature, causes and types of hearing loss, and their effect on the

communication process; ix. the measurement of auditory functions in closed circuit and free field.

Module Learning AimsThe student will demonstrate knowledge of the development of voice and fluency and the nature, causes and types of hearing impairment and their effect on the communication process.

Module Contenta) Communicative functions of the voice. Overview and revision of respiratory,

laryngeal and supralaryngeal structure and function in relation to voice production. Theories of phonation; phonatory physiology. vocal characteristics; vocal quality; pitch/fundamental frequency; pitch perturbation; loudness/ intensity; amplitude perturbation; harmonics to noise ration; resonance, normal vocal variants; normative data on physiological, acoustic and psychoacoustic parameters

b) Normal voice development, infancy to senescence.c) Phases of fluency development and influencing factors.d) Definitions; acquisition of fluency and the major factors that affect acquisition

and its maintenance.e) Fluency acquisition and its relationship to language acquisition.f) Overview; Terminology. Development of hearing and listening.g) Hearing loss; types, causes and differential diagnosis.h) Measurement of auditory functions; pure tone, speech and free field

audiometry; tests appropriate to developmental age.i) Effect of types and degree of hearing loss in child and adultj) Management of hearing impairment in the context of speech and language

therapy services.


Recommended Reading ListMatheison, Lesley. (2001) Greene and Matheison The Voice and Its Disorders, 6th

Ed. Publ. Whurr PublishersGregory, H. (2003). Stuttering Therapy: rationale and procedures. Boston: Allyn and

Bacon, JF NB CHAPTER 1Shapiro, D. (1999). Stuttering Intervention. Austin: Pro-Ed. JF: NB Chapters 1 and 2

Curlee, R.F. & Siegel, G.M. (1997). The Nature and Treatment of Stuttering: new directions. Boston: Allyn and Bacon. JF NB: chapters 3 and 5 (Yairi; Bernstein Ratner)

Stewart, T. & Turnbull, J. (1995). Working with Dysfluent Children. Bicester: Winslow Press. JF:NB chapters 1, 2,3.

Bloodstein, O. (2006). Handbook of Stuttering. Has good introduction to stuttering controversies.

Royal National Institute for Deaf People (RNID), www.rnid.org.uk RNID Library (run jointly with University College London Library) www.ucl.ac.uk/Library/RNID/ The National Deaf Children's Society www.ndcs.org.uk

For Noise Induced Hearing Loss use GOOGLE search engine and key in `Noise Induced Hearing Loss’

Assessment Details

Annual Examination Paper (70%)Section 1 - Audiology (30%) (2 questions to be answered)Section 2 - Fluency and Voice (40%) (2 questions to be answered)Students are required to achieve a minimum mark of 35% on each section of this paper in order to be eligible for compensation from continuous assessment assignments.

1 Assignment - Audiology (30%): Problem Based Learning assignment. Group written product with the problem incorporating a practical hearing screening component. Full details are given at commencement of course. Due date 12 noon 27th March 2015.


http://www.ndcs.org.uk/

Module Code SL1SPH Module Name PHONETICS ECTS weighting 10 Semester/term taught Michaelmas and Hilary terms Contact Hours 48 Hours Lectures Module Personnel Lecturer - Dr. R. O'Halpin

Learning OutcomesOn successful completion of this module, students should be able to

i. Identify speech sounds presented in IPA notation and describe the manner of articulation of speech sounds identified Prog outcome 2

ii. Classify speech sounds on the basis of perceptual and production features Prog outcome 2

iii. Transcribe speech sounds using IPA notation on the basis of both audio recordings and live speech samples Prog outcome 2

iv. Describe and apply the principles of speech transcription Prog outcome 2

Module Learning Aims To develop understanding of the ways in which speech sounds are produced, can be

described and can be transcribed To introduce students to phonetic transcription practice To familiarise students with notation associated with broad phonetic transcription To develop skills in speech transcription of recordings and live speech samples

Module Contenta) Introduction to phoneticsb) Production and classification of speech sounds (including prosody)c) Transcription of speech sounds

Recommended Reading ListHandbook of the International Phonetic Association. 1999. Cambridge: Cambridge

University PressLadefoged, Peter. 2001. Vowels and Consonants: An Introduction to the Sounds of

Language. Oxford: Blackwell.Ladefoged, P. and Johnson, K. (2010). A Course in Phonetics. Heimle: 6th Edition,

Int’l Edition

Assessment DetailsWritten Annual Examination 3 hour paper (70%)Students are required to achieve a minimum mark of 35% on this paper in order to be eligible for compensation from continuous assessment assignments.

Practical Tests in Phonetic Transcription (30%)


Module Code LI1008 Module Name LANGUAGE, THE INDIVIDUAL AND SOCIETY ECTS weighting 5 Semester/term taught Michaelmas termContact Hours Lectures: 22 hours (1 term, 2 hours per week)Module Personnel Denise O'Leary; Dr. Breffni O'Rourke; Dr. Gessica De

Angelis; Dr. Lorna Carson; Pat Matthews; Dr. Kathleen McTiernan

Learning OutcomesBy the end of this course students should have the capacity to:

i. Engage in critical discussion on a range of relationships that hold between language, the individual and society.

ii. Problematise the idea that only spoken languages are 'real' languages.iii. Evaluate the impact of Age on the rate and route of first and second language

acquisition.iv. Weigh the merits of different accounts of the relationship between language

and thought.v. Critically assess information and views relating to language attitudes,

language acquisition and language transmission in multilingual contextsvi. Critically analyse issues relating to language and gender. vii. Critically assess data and opinions about language endangerment and

language revitalisation.viii. Explain the evolution of writing systems

Module Learning Aims1. To enable students to critically evaluate a range of theories and evidence in the

fields of Applied Linguistics, Sociolinguistics and Psycholinguistics that relate to language, the individual and society.

2. To facilitate critical debate on a variety of themes central to our understanding of the relationship between language, the individual and society. This critical debate includes the following questions among others: How do we acquire language? How are we to interpret the fact that language use varies according to geography, social class, gender and context? Why do languages die? What is the impact of immigration on language attitudes, language acquisition and language transmission?

Module ContentEach week a new topic is introduced and discussed at length over the two lectures. The topics are given below for each week of the course.

a) Week 1: Introduction – D. O’Leary. b) Week 2: How do babies learn language? – Dr. De Angelis c) Week 3: Do children learn languages better than adults? – D. O’Leary. d) Week 4: Who speaks the best English? – Dr. O’Rourke. e) Week 5: Does the way you think depend on the language you speak? – Dr.

O’Rourke. f) Week 6: Can threatened languages be saved? – D. O’Leary. g) Week 7: READING WEEK – NO LECTURES.


h) Week 8: Is Irish a dead language? – D. O’Leary. i) Week 9: Are signed languages real languages? – P. Matthews j) Week 10: If you want to live here you should speak our language! – Dr.

Carson. k) Week 11: How did writing systems develop? – Dr. O’Rourke. l) Week 12: Language and gender – Dr. McTiernan.

Recommended Reading ListO’Grady, W., J. Archibald and F. Katamba. (2011) Contemporary Linguistics: An

Introduction. 2nd ed. London: Longman.Fromkin, V., R. Rodman and N. Hyams. (2007) An introduction to language. Boston,

MA: Thomson Wadsworth. Assessment DetailsStudents are required to submit an essay of 2,500 words (date to be confirmed). In addition they are required to answer two questions on Language, the Individual and Society in the summer examination.


Module Code LI1031 Module Name INTRODUCTION TO SYNTAX ECTS weighting 5 Semester/term taught Hilary term Contact Hours 22 hours (1 term, 2 hours per week) Module Personnel Elaine Uí Dhonnchadha

Learning OutcomesOn successful completion of this module students should be able to:

i. Analyze the major syntactic phrases of Englishii. Identify heads and dependent elements inside major phrasesiii. Describe the relationship between syntax and other levels of linguistic analysis.

Module Learning AimsTo introduce the student to basic techniques of syntactic analysis and to apply these techniques to English syntax.

Module Contenta) Structural linguistics; b) the generative approach to language;c) the basics of phrase structure grammar; d) lexical information about heads; e) recursion and clauses; f) dependency relations in syntax.

Essential TextbookAnalysing Sentences: An introduction to English Syntax. Noel Burton-Robers

(2011). 3rd. Edition. Longman.

Recommended Reading ListO’Grady, W., J. Archibald and F. Katamba. (2011). Contemporary Linguistics: An

Introduction. 2nd. Edition. London: Longman. Chapter 5 Syntax: The Analysis of Sentence Structure. Chapter 13 Brain and language

Fromkin, V., R. Rodman and N. Hyams. (2007). An Introduction to Language. Boston, MA: Thompson Wadsworth. Chapter 4 The Sentence Patterns of Language.

Tallerman, M. (2011). Understanding Syntax. 3rd. Edition. Hodder Education. Chapter 1 What is syntax?.

Radford, A., Atkinson, M., Britain, D., Clahsen, H., Spencer, A. (2009). Linguistics: An Introduction. 2nd. Edition. Cambridge University Press. Chapter 26 Syntactic Disorders.

Assessment DetailsClass test in week 28 (25%)One section on three hour written examination (75%)


Module Code LI1032 Module Name INTRODUCTION TO CHILDES ECTS weighting 5 Semester/term taught Hilary term Contact Hours 24 hours (1 term, 2 hours per week) Module Personnel Breffni O’Rourke, Elaine Uí Dhonnchadha

Learning OutcomesThrough a hands-on, practical introduction to language transcription and analysis programs (Childes CHAT & CLAN programs), students are facilitated in learning how to:

i. Transcribe speech dataii. Linguistically annotate speech dataiii. Undertake elementary analysis on transcribed dataiv. Explain the uses and possibilities of transcribed data and how it contributes to

their field of study.

Module Learning AimsThe general aim of this course is to introduce students to language transcription, coding and analysis of child speech data and of adults recovering from Aphasic Disorders. Students are facilitated in learning how to: 1. recognise different kinds of linguistic data. 2. collect samples of child language 3. transcribe spontaneous speech data from children, and adults with Aphasia. 4. code transcripts of speech data in basic format. 5. conduct some basic analysis of transcriptions in order to investigate an aspect of child language development and/or language impairment.

Module ContentIn addition to the hands-on, practical introduction to language transcription and analysis programs, students are also introduced to the

a) various theoretical perspectives on child language acquisition. b) In particular we look at how language transcription and analysis might help us

to answer questions that arise about the rate and route of child language acquisition.

c) Similarly we look at how programs such as CHILDES may contribute to our understanding of children with Specific Language Impairments and adults recovering from Aphasic disorders.

Recommended Reading ListThe main references for this course (in addition to a number of recommended readings) are:MacWhinney, B. (2012) The CHILDES Project. Tools for analyzing talk - electronic

edition. Volume 1; Part 1: The CHAT transcription format. (http://childes.psy.cmu.edu/manuals/chat.pdf)

MacWhinney, B. (2012) The CHILDES Project. Tools for analyzing talk - electronic edition. Volume 2; Part 2: The CLAN programs. (http://childes.psy.cmu.edu/manuals/clan.pdf)

MacWhinney, B. (2000). The CHILDES Project: Tools for Analyzing Talk. 3rd Edition. Mahwah, NJ: Lawrence Erlbaum Associates


http://childes.psy.cmu.edu/manuals/clan.pdf

http://childes.psy.cmu.edu/manuals/chat.pdf

Assessment DetailsStudents are required to submit a project involving data collection, transcription, coding and analysis. (50%)

One section on three hour written examination - one question to be answered. (50%)


Module Code: AN2S03 Module Name: ANATOMY ECTS weighting: 10

Semester/term taught:Michaelmas and Hilary Term.Semester/term taught Michaelmas and Hilary TermsContact Hours: Michaelmas Term 22 hours lectures/ 22 hours

PracticalsHilary Term: 24 hours lectures / 13 hours Practicals

Module Personnel: Module Co-ordinator and Lecturer: Dr. W. Ryan

Learning Outcomes: On successful completion of this module, students should be able to

Head and Necki. Recognise, describe and classify bones and joints of the head and neckii. Recognise and describe the gross structure and functions of its muscles and nerves

of the regioniii. Recognise and describe its visceral and endocrine structures iv. Recognise and describe the organs of the special senses v. Recognise and describe its blood supply and lymphatic drainagevi. Recognise and describe the radiologic features of the head and neckvii. Describe the development of the head and neck and related congenital abnormalities

viii. Apply anatomical knowledge to explain the pathogenesis and natural history of common clinical disorders of the region

Neuroanatomyix. Recognise and describe the major subdivisions of the central nervous system (CNS)x. Recognise and describe the ventricular system and the production, circulation,

absorption and role of cerebrospinal fluidxi. Recognise and describe the structures associated with sensory and motor systems

and their connectionsxii. Recognise and describe the structures associated with language and their

connectionsxiii. Recognise and describe the limbic system and its connectionsxiv. Recognise and classify cranial and spinal nerves and their connections.xv. Recognise and describe the blood supply of the CNSxvi. Describe the development of the CNS and related congenital abnormalitiesxvii. Apply anatomical knowledge to explain the normal function of the CNSxviii. Apply anatomical knowledge to explain the pathogenesis and natural history of

common clinical disorders of the CNS

Thoraxxix. Recognise and describe the bones and joints of the thorax.xx. Recognise and describe the respiratory muscles with their associated nerves

and vessels.xxi. Recognise and describe the structure and function of the heart and lungs and

oesophagus.xxii. Recognise and describe the blood supply and lymphatic drainage of the

region.xxiii. Recognise and describe the radiologic features of the thorax and its organs.xxiv. Apply anatomical knowledge to explain the pathogenesis and natural history

of common clinical disorders of the region.


Module Learning AimsThis module is intended for students of JF Clinical Speech and Language Studies, for whom it is mandatory. The module supports the academic programme of the Discipline of Clinical Speech and Language Studies. The aim of the module is to1. To provide detailed instruction on the gross anatomy of the head and neck and its

embryologic development.2. To consider the structure of the central nervous system, its subdivisions and their

connections.3. To provide detailed instruction on the gross anatomy of the thorax4. To use this knowledge as the basis of understanding of function in health and

disease

Module Content

Head and Necka) The cervical vertebrae and skull, with their joints and ligaments; b) The muscles and nerves of the region, in functional groups; c) The visceral and endocrine structures of the head and neck; d) The organs of the special senses (vision, hearing, taste); e) The arteries, veins and lymphatics of the region; f) Radiology of the head and neck; g) Embryologic development of the cervical and craniofacial regions; h) Clinical applications of anatomy of the region.

Neuroanatomyi) Overview of the nervous system; j) Cerebral cortex; Cerebellum; Brainstem; k) Cerebrospinal fluid; l) Blood supply of the central nervous system; m) Cranial nerves; Spinal cord; n) Ascending and descending pathways; o) Language; p) Thalamus; q) Basal ganglia; r) Olfactory, limbic, autonomic, visual and auditory systems; s) Radiology of the central nervous system; t) Clinical applications

Thorax:u) The thoracic wall with its bones and joints; v) The intercostal muscles and diaphragm; w) The mediastinum; x) The heart; The lungs; y) Radiology of the thorax; z) Clinical applications of anatomy of the region

Reading list/Indicative ResourcesA main textbook, neuroanatomy textbook, anatomy atlas and embryology textbook from the following:


Main TextbooksGray’s Anatomy for Students: Drake, Vogl and Mitchell: ElsevierLast’s Anatomy, regional and applied: Sinnatamby: Churchill LivingstoneNeuroanatomy - An Illustrated Colour Text: Crossman & Neary: Churchill

LivingstoneAtlas of Human Anatomy: Netter: CIBA-GeigyLangman’s Medical Embryology: Sadler: Williams & WilkinsGray’s Anatomy: Williams et al: LongmanClinical Neuroanatomy and related Neuroscience: FitzGerald and Folan-Curran: W

B Saunders

Radiographic Images: Online resources ANATOMY.TV http://www.anatomy.tv.elib.tcd.ie/new_home.aspx

Assessment detailsAssessment is by in-course assessment (Station based practical format [SBP]) during Semester 1 and 2, and by end of module annual examinations (Question Paper and Station Based Practical [SBP] Examination). In the SBP students are asked to identify anatomical structures in the Dissecting Room and answer functional and clinical questions with and without a member of staff. The Question Paper will consist of Multiple Choice Question (MCQ) and Short Answer Question (SAQ) sections, total time 2 hours. The end of module Station Based Practical is a 5 station examination, with three ‘Spot’ stations and two Viva stations (one-to-one oral exam with an Anatomy lecturer). Each station is of three minutes duration.

Overall Module Marks WeightingSBP Examination 1 Head and Neck Michaelmas 10%SBP Examination 2 Neuroanatomy/skull Hilary 10%Question Paper All Trinity 40%SBP Examination All Trinity 40%

Pass CriteriaIn order to pass, students must achieve an overall mark of 50% (It is not necessary to pass any of the individual elements). At the module coordinator’s discretion borderline students, with an overall mark of < 50%, may be required to attend a pass fail viva voce examination with the External Examiner in Anatomy during the annual examination period. Subject to a satisfactory performance the External Examiner may raise the mark to 50%. Students who do not satisfy the External Examiner will be required to sit the Supplemental Examination. There is no compensation allowed between the Anatomy module and the other modules within Junior Freshman Clinical Speech and Language Studies.

DistinctionsStudents attaining a mark of ≥ 75 in anatomy, and at the Module Coordinator’s discretion, will be awarded a Distinction in Anatomy.


http://www.anatomy.tv.elib.tcd.ie/new_home.aspx

Supplemental ExaminationThe Supplemental Examination is held in August/September. Marks from the in course assessments are not carried forward. The format of the Question Paper in the Supplemental Examination and the standard to pass is the same as those of the Annual Examination. However, the practical examination will consist of a 10 minute viva voce examination with a member of the Anatomy department staff. Question Paper and Practical Examination are each worth 50%.

Overall Weighting of Supplemental exam:Practical Examination 50%Question Paper 50%

As in the Annual Examination, borderline students achieving an aggregate mark of < 50% in the supplemental assessment, and at the module coordinator’s discretion, may be required to attend a pass/fail viva voce examination with the External Examiner.

EvaluationStudents will be provided with a questionnaire at the end of the module to allow feedback. Among other items there will be a section on suggestions for future improvement of the module. The questionnaire will be filled in anonymously and submitted to the Module Coordinator.


Module Code: PG1000Module Name: PHYSIOLOGY ALLIED HEALTH ECTS weighting: 5 Semester/term taught: Michaelmas and Hilary terms, Contact Hours: 28 hours lecturesModule Personnel: Module Co-ordinator: Prof Marina Lynch

Learning OutcomesOn successful completion of this module, students should be able to

i. Describe the structural characteristics of the basic mammalian cell types.ii. Explain the functional roles of these cell types and how they interact in the various

organ systems studied during the course.iii. Explain the mechanisms by which these different organ systems are controlled in the

normal human body.iv. Give examples of the functional interrelationships that normally exist between the

organ systems during daily life.v. List typical normal values for those physiological variables commonly used in clinical

practice.

Module Contenta) Cells, tissues and body organisation (C&T)b) Nervous and sensory systems (N&S)c) Muscle function (MSC)d) Cardiovascular system (CVS)e) Respiratory system (RESP)

Recommended Reading Lists:

Essential TextbookStanfield, C & Germann, WJ. Principles of Human Physiology 4th edition Pearson (ISBN 9780321733672).

Assessment

Written Annual Examination. Further details will be available in your Physiology handbook.


JUNIOR FRESHMAN FOUNDATION / PRECLINICAL

The Junior Freshman year serves as a preclinical year during which students acquire the core knowledge and lay down the foundation skills on which professional competencies can be based. They acquire basic knowledge in anatomy, language acquisition, linguistics, phonetics, physiology and psychology and are introduced to the professional role in modules covering service types, clinical contexts and practice. Foundation skills in the observation and assessment of general communication skills and in assessment of fluency, hearing, speech, swallowing and voice are studied and are actuated in preclinical practice in observation of infants and preschool children and by participation in the CONNECT project.

The clinical learning goals for the Junior Freshman year are to Obtain knowledge of the profession and of general client groups Develop professional interaction, observation and reporting skills Develop clinical problem solving processes and skills Develop knowledge and skills in the assessment of fluency, hearing, speech,

swallowing and voice Develop skills in identifying clinical learning goals and setting and achieving

personal objectives

During the academic year students participate in the CONNECT project which enables them to meet many of these learning objectives.

General Client Group Experience Junior Freshman students are encouraged to gain experience of working with potential future client groups in a general way (i.e. not direct speech and language therapy) during the long vacation. The objective of this experience is to broaden knowledge of individuals with differing needs on a personal basis and to develop awareness of the impact of special needs on daily life. The experience gained should develop transferable competencies in

time managementobservation of workplace procedures in areas such as general health and

safetyacknowledging and respecting the beliefs and rights of others recognising and respecting the personal, social and emotional needs of self

and othersusing a range of interpersonal relationships styles observation and recording skills

as well as enabling students to integrate and apply the theoretical knowledge gained from their studies in speech and language pathology psychology, linguistics and human biomedical sciences.

Students who feel that they require further experience may organise placements in schools, day centre/hospitals, etc., independently. They are requested not to contact Speech and Language Therapists to facilitate such placements. The learning goals do not require the expertise and supervisory skills of speech and language therapists and are best met in a broader context with the student usually working as a volunteer in a service agency or on a specific project.


Certified clinical hours Junior Freshman hours forms (01) Junior Freshman students should record time spent on preclinical activities and the CONNECT programme on the yellow hours forms which will be given to them at the start of the year. Two copies for these forms are provided and both should be completed. One must be submitted to reception at the start of the Senior Freshman year and the other retained in your Professional Development Log (PDL).

Junior Freshman forms should contain a record of time spent on CONNECT, observation studies and other preclinical activities along with a brief reflective report on preclinical learning.

The following materials should be downloaded, read and retained in the PDL

Code of ethics (I.A.S.L.T.)

Guidelines for Good Practice in Practice Education (Therapy Project Office 2008)Health and Safety Authority (www.hsa.ie)

Health and safety matters for students embarking on work experience Caring with Minimal Lifting (this is for information only as students are not

expected to lift patients unless specific training in this area is provided by the agency concerned)

Employees’ responsibilities Get a grip Stop slips & trips

Health Information and Quality Authority HIQA (www.hiqa.ie) National Standards for the Prevention and Control of Healthcare Associated

Infections A Guide to the National Standards for the Prevention and Control of

Healthcare Associated Infections (Standards 1, 2:5 6& 7 are stressed as most relevant to practice education placements)

Guidelines for Hand Hygiene in Irish Health Care Settings SARI Infection Control Subcommittee

Submission of certified hours forms Incoming Senior Freshman students are required to submit their Junior Freshman preclinical hours form and General client group experience report by 12 noon on the second Monday of Michaelmas Term. A penalty will be incurred for failure to submit these hours forms.


http://www.hsa.ie/

Documents

Trinity College Dublin Web viewSpecial interest in vocal health problems ... the number and length of written or verbally presented assessment exercises, ... A 5% penalty for exceeding