PG Dip Legal Practice (SQE 1 and 2) Part Time

In this module, students will look together at the physical structure of the hearing mechanism and its action related to the physical phenomenon of sound.  This helps underpin an understanding of the experience of deaf children and young people (DCYP) on students’ caseload and the professional role in relation to them.  The science also helps to provide a foundation for future modules on the course.

In this module students will look together at the acoustic characteristics of consonants and vowels and other aspects of speech related to the physical phenomenon of sound.  Considering the production of speech based on perception, students will consider its impact on validating hearing instruments outside of the clinic. This helps underpin an understanding of the experience of deaf children and young people (DCYP) on caseloads and professional roles in relation to them.  

This module considers how an Educational Audiology advises services on classroom acoustics and remote microphone systems in liaison with families and the multidisciplinary team. It underpins making recommendations for improvement to habilitation service to deaf children and young people and their families using methods in line with current research and protocols.

Unit materials in this module serve as a springboard for level 7 independent study and research of clinical audiology aspects in further depth. Students will cover basic audiological test battery and rehabilitation techniques and services in the clinic.  This underpins the role of the educational audiologist as bridge between clinic and school and family.  

This module looks at developmental aspects of speech and language and considers the role of the educational audiologist as part of the multidisciplinary team. Developmental aspects of speech and language are already a part of a QToD’s skill set, and students will learn how to take these topics a step further to be relevant for Educational Audiologists and in liaison with clinicians and other professionals.
The module considers development of communication and the potential impact of deafness for a child or young person as a foundation that underpins development of communication between the educational audiologist, the multidisciplinary team and parents. This module provides opportunity for refreshment of that foundation if needed and a deeper examination of how it underpins communication within the multidisciplinary team.

The module content, learning and teaching and assessment strategy are structured in such a way as to allow scope for differentiation according to diverse backgrounds (e.g. QToDs from various backgrounds, Clinical Audiologists etc.), increasing the capacity for all for joined-up working.

Students will explore various specialist roles and responsibilities and the scope of assessment tools in team management of children and young people who are deaf.

This module is concerned with the psychological properties of sound and speech perception (psychoacoustics).  This can include phenomenon such as pitch perception, loudness balancing, binaural and dichotic listening, localisation, temporal cues, and auditory scene analysis. In the context of the human connectome it covers the experience, effort and cognitive costs of listening in various contexts, and the impact of deafness on the brain and on communication.  It evaluates psychoacoustics literature and communication of this to target audiences including families. This involves a review of arguments found in the literature and considering alternatives, the impact of these on the behaviours of a child or young person, and outcomes in light of varying types and degrees of hearing loss.  The module considers implications of psychoacoustics for the role of educational audiologist in terms of assessment and habilitation management planning. 

In this module students engage in professional reflective practice in regard to habilitative and diagnostic services in relation to families of deaf children and young people. Relating theory to practice they also evaluate the role of the educational audiologist within this arena.

This module is concerned holistically with the management and development of a deaf child or young person (DCYP) within the context of their family.  It undertakes consideration of the DCYP’s background in terms of assessment, aetiology, family needs, developmental factors, habilitation needs in order to formulate via partnership and multidisciplinary working a management plan.  Along with consideration of aetiology, this module links perceptual abnormalities that may arise due to hearing impairment and is concerned with this alongside the interpretation of audiological test battery results.  The value of the educational audiology role in relation to whole case management is deliberated, in relation to providing a more in-depth understanding of holistic management in terms of habilitation.  Taking this into account, the student will develop with regards to theory, methods and practice related to an appropriate management plans for habilitation.