CLINICAL SPEECH AND LANGUAGE STUDIES SCHOOL OF … · JF Handbook 2018-2019 5 Introduction The Department of Clinical Speech and Language Studies (CSLS) is one of three components

CLINICALSPEECHANDLANGUAGESTUDIESSCHOOLOFLINGUISTIC,SPEECHANDCOMMUNICATIONSCIENCES

JUNIORSOPHISTERMODULEHANDBOOKACADEMICYEAR:2018-2019

JFHandbook2018-2019 1

CONTENTSPAGE

Informationonthishandbook

LetterofWelcome 4

Introduction 5

StaffInformation,RoleandContactDetails 6

GeneralDepartmentInformation 9

ProgrammeRegulations 11 CodeofProfessionalConduct 14 HealthandSafety 15 TeachingandLearning 16 ProgrammeOverviewandLearningOutcomes 19 ProgrammeRegulationsandAcademicProgress 32

GeneralInformationonAssessmentandSubmissionofCoursework 35 Examinations 36 ConductofExaminations 38 AccesstoScriptsanddiscussionofperformanceatexams 38 Plagiarism 40 ScholarshipandDepartmentAwards 43 TermDates 45 DepartmentFacilities 46 Modules 47

SampleForms AssignmentSubmissionForm ApplicationFormforlatesubmissionofcoursework SampleAssignmentFeedbackForm EssayMarkingCriteria SampleEssayEvaluationForm SamplecopyoffrontpageofExaminationBooklet


GLOSSARY

SLSCS SchoolofLinguisticSpeechandCommunicationSciences

CSLS ClinicalSpeechandLanguageStudies

CLCS CentreforLanguageandCommunicationStudies

CDS CentreforDeafStudies


ANOTEONTHISHANDBOOK

ThishandbookappliestoallstudentsintheDepartmentofClinicalSpeechandLanguageStudies.ItprovidesaguidetoimportantinformationregardingtheDepartmentandcourseworkandwhatisexpectedofyouon

thisprogramme,aswellastheacademicandpersonalsupportsavailabletoyou.Pleasecheckhttp://mymodule.tcd.ie/formoredetailedinformationonmodulesandclinicalwork.

Theinformationprovidedisaccurateattimeofpreparation.Anynecessaryrevisionswillbenotifiedto

studentsinwriting,throughemail,andwillbepostedontherelevantStudentNoticeBoard,locatedinthe

StudentPreparationArea.Itistheresponsibilityofeachstudenttoregularlychecktheirownemailand

noticeboardsforupdatesorchanges,etc.

Remember,atregistrationyouwillreceiveacopyoftheCalendarRegulationsthatgovernyourcoursefor

thisyear.Pleasenotethat,intheeventofanyconflictorinconsistencybetweentheGeneralRegulations

publishedintheUniversityCalendarandinformationcontainedincoursehandbooks,theprovisionsofthe

GeneralRegulationswillprevail.

Alternativeformsofthishandbookcanbemadeavailableonrequest.


LetterofWelcome

DearStudent,

Welcome(orwelcomeback)totheDepartmentofClinicalSpeech&LanguageStudies.IwouldliketoextendaspecialwarmwelcometoourincomingJFstudents.Ihopeyouareallreadyforabusybutexcitingacademicyearahead.

Wearefortunateinhavingacohortofstudentswhoaretypicallybright,enthusiasticandwhohavepotentialtomakeastrongandvaluablecontributiontotheprofessionofSpeechandLanguageTherapy.CoretoourteachingphilosophyintheDepartmentisrespondingtoandsupportingthecuriousmind.Weareheretonurturethatcuriosity,bycontinuingtoexposeallofourstudentstoadeep,rich,stimulatingandenjoyablelearningenvironment.Ourteachingteamisenergetic,committedandhighly-motivated,witheachstaffmembersupportedbyhis/herownstrongresearchandclinicalbackground.Atalltimes,westrivetogiveourstudentsthebesteducationalexperiencewecanoffer,anexperiencethatisnotonlyofahighstandard,butonewhichcontributestotheobjectiveoflife-longlearningandenquiry.

Overtheyearahead,pleasedon’tbeafraidtolooktoothersforsupportwhenyouneedit.RememberthatyourTutors,andweintheDepartment,areheretosupportyouandyourlearninginaspiritofco-operationandmutualrespect.

Iwisheachandeveryoneofyoutheverybestofluckwithyourstudiesinthemonthsahead.

DrMargaretWalshe,

HeadofDiscipline,

DepartmentofClinicalSpeech&LanguageStudies.

September2018


Introduction

TheDepartmentofClinicalSpeechandLanguageStudies(CSLS)isoneofthreecomponentsoftheSchoolofLinguistic,Speech&CommunicationSciences,intheFacultyofArts,HumanitiesandSocialSciences.TheoverallHeadofSchoolisDrMartineSmithandtheHeadofDisciplineisDrMargaretWalshe.

EachunitwithintheSchoolisledbyaHeadofDiscipline/Department,aslistedonp.7.TheSchoolalsohasthreeDirectors,addressingtheareasofUndergraduateandPostgraduateTeachingandLearning,aswellasResearch.StudentinvolvementisencouragedacrossalllevelsofSchoolactivities.

PostalAddress/Contactinformation:DepartmentofClinicalSpeechandLanguageStudies,7–9SouthLeinsterStreet,Dublin2

ThemaincontactforthedepartmentisthroughReceptionOffice:

Phone01-8961496

OPENINGHOURS

Accessto7-9SouthLeinsterStreetisregulatedbyoutsidesecurityservices.

DuringLectureTerm,thestudentpreparationareaandotherareasonthegroundfloorareopentostudentsatthefollowingtimesonly:

Monday–Friday 9.00a.m.–5p.m.

Lecturesmaybescheduledintheteachingroomonthefirstfloor(Room103-104)afterthattime,asnotedinstudenttimetables.Studentsareresponsibleforremovingtheirbelongingsfromallgroundfloorroomsbeforethelock-uptimeplease.

PleaseensureyoureadtheSafetyInformationincludedinthishandbookandfamiliariseyourselfwithsafetyprocedureswithinthebuilding.

Outsidenormallectureterm,andparticularlyoverthesummermonths,restrictedopeninghoursapply.Studentsareadvisedtoarrangepriorappointmentswithstaff,andtocheckwhethertheymaybeabletoaccessanyequipmentrequired,beforecomingtotheDepartmentduringtheseperiods.

ThebuildingisclosedtostudentsatweekendsandBankHolidays.


StaffInformation,roleandcontactdetails

STAFFINFORMATION/CONTACTS

HeadofSchool(SLSCS) Dr.MartineSmith

DirectorofTeachingandLearning(Undergraduate) Dr.PaulineSloaneTeachingandLearning(Postgraduate) ProfJohnSaeed

DirectorofResearch Dr.IreneWalshe

HeadsofDisciplineCSLS Dr.MargaretWalshe

HeadofDisciplineCLCS Dr.ChristerGobl

Membersofstaffcanbeconsultedindividually,orattheregularstaffmeetingsthatClassRepresentativesmayattend.Eachmemberofstaffhasmanydifferentresponsibilities,anditcanoftenbedifficulttomeetwithastudentunlessanappointmenthasbeenpre-arranged.Effectivetimemanagementisalifeskillthatwillstandyouingoodsteadthroughoutyourstudentandprofessionalcareer.Somequestionsaremoreeasilyansweredifyoucheckthroughthevarioushandbooksyouhavebeengiven(ortherelevantwebpages/Blackboardetc.),beforetryingtoconsultwithastaffmemberinperson.

Oftenemailisthemostefficientandeffectivewayofmakinganappointmentwithindividualmembersofstaff.Contactinformationisasfollows(allofficesareat7–9SouthLeinsterStreetunlessotherwisestated):

Name Contactnumbers

E-mailaddress RoomNo

Dr.MargaretWalsheHeadofDiscipline

018962382 [email protected] 107

Dr.PaulineSloane 018961494 [email protected] 109Dr.MartineSmith 018962027 [email protected] 106Dr.CarolineJagoe 018964029 [email protected] 101CiaranKenny 018964370 [email protected] 124Dr.IreneWalsh 018962382 [email protected] 102Dr.KathleenMcTiernan

018962947 [email protected]

110

Dr.JulieRegan 018961492 [email protected] 108Dr.FrancescaLaMorgia 018964370 [email protected] 124Dr.DuanaQuigley(PracticeEducationCo-ordinator)

018961336 [email protected] 103

SarahRyan 018961588 [email protected] 105KatieGriffin 018961496 [email protected] Reception


MEMBERSOFSTAFFDr.MargaretWalshe. HeadofDisciplineandAssociateProfessor inSpeechandLanguagePathology;CoDirectorofTaughtPostgraduateProgram;lecturesonacquiredmotorspeechdisorders,dysphagia,researchmethods and evidence based practice within the postgraduate courses. Main research interests includeevidence-basedpractice;outcomemeasurementincommunicationimpairmentanddysphagia.Dr. IreneWalsh. Associate Professor in Speech and Language Pathology andDirector of Research SLSCS;lectures on discourse analysis, developmental language disorder and language and communicationdisorders associated with mental health disorders. Research interests include: discourse analysis inclinical/non-clinical interactionsand in themedia; languageandcommunicationdisordersassociatedwithmentalhealthdisorders;professionaleducationandidentity.Dr.Martine Smith. Head of School; Associate Professor in Speech and Language Pathology: lectures ondevelopmentalspeechandlanguagedisabilities,andaugmentativecommunication.Mainresearchinterestsare in augmentativeandalternative communication (AAC), languageacquisition in atypical circumstancesandlanguage-literacyconnections.DrPaulineSloane.DirectorofTeachingandLearning (Undergraduate);AssociateProfessor inSpeechandLanguage Pathology; lectures on pre-clinical skills, voice and vocal health problems; assessment andintervention indisordersof voice. Special interest in vocalhealthproblemsand relateddisorders suchasreflux,coughandirritablelarynxsyndromeandpsychogenicvoicedisorders.Dr. Kathleen McTiernan. Assistant Professor in Psychology; lectures on social and developmentalpsychology; cognitive neuropsychology; research design, methodology and statistics and counselling. Dr.McTiernan also coordinates the Sophister projects. Main research interests include ADHD; education,learningandwellbeing;communicationdisordersandlinkedpsychosocialissues.Dr.Caroline Jagoe.AssistantProfessor inSpeechandLanguagePathology; lecturesonacquired languageand communication disorders within the undergraduate and postgraduate programmes. Main researchinterests relate to enhancing community engagement of peoplewith acquired communication disorders;reciprocal relationship between community engagement and wellbeing; language and communication inadultswithmentalhealthdisorders;applicationofRelevanceTheorytoacquiredcommunicationdisorders;communicationdisordersandissuesofaccessindevelopinganddevelopedcountries.

Dr. Julie Regan. Assistant Professor in Speech and Language Pathology; lectures on dysphagia,dysarthriaandadultneurology.PostgraduateMScsupervisionandPhDsupervisioninthefieldofdysphagia.Researchareas in adult dysphagia, focusing on the instrumental evaluation of swallowing, with a focus onvideofluoroscopy, endoscopy, the functional lumen imaging probe (FLIP) and high resolutionmanometry.Main researchinterests are in neurogenic and oesophageal dysphagia and the efficacy of swallowrehabilitationinbothpopulations.

Ciaran Kenny. Assistant Professor in Speech Pathology. Co-ordinator of Taught M.Sc Programme.Backgroundincomputationallinguistics,withaninterestinapplicationsoftechnologytoclinicalassessmentand therapy.Clinical and research interests invoice and swallowingdisorders including:voicediagnostics,laryngopharyngealreflux,dysphagiawithinoncologyandpalliativecarepopulations.


Dr. Francesca LaMorgia. Assistant Professor in Clinical Speech & Language Studies (Part-time); teachesResearchMethods and Statisticswithin theMSc in Clinical Speech and Language Studies.Main researchinterestsincludechildlanguagedevelopmentandbilingualism.Dr. Duana Quigley, Practice Education Co-Ordinator. Co-ordinates student clinical placements, deliversclinical tutorials in collaborationwithPracticeTutors,and lecturesonEthicsandProfessionalStudiesandReflectiveStudies.Mainclinicalandresearchinterestsareintheareasoflanguageenrichmentforchildren,both preventative and targeted, and inter-professional practice between speech and language therapistsandeducators.SarahRyan.ExecutiveOfficer.KatieGriffin.ExecutiveOfficer/Receptionist.

Inadditiontothefulltimemembersofstaff,somelecturersfromotherDepartmentsinCollegecontributeto the courses given in the Department, as do practising Speech and Language Therapists and otherprofessionals.

PleasekeeptheExecutiveOfficer(SarahRyan)andyourTutor informedofyourup-to-dateaddressandcontactnumber.NotifytheStudentRecordsOffice ifyouchangeaddress.DonotusetheDepartment’saddressforyourpersonalmail.

RolesandResponsibilities:

1. The Director of Teaching & Learning (Undergraduate) has responsibility for, for example, coursedevelopmentandpromotion;articulatingthepositionoftheSchoolinstudentcasesand-togetherwiththeHeadofSchoolandHeadsofDiscipline-ensuringadequateteachinginfrastructureandexaminationofmodules.

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 studentrepresentatives (e.g. specific queries in relation to curriculum content, timetabling, examination andassessmentissues),asappropriate.

3. TheModuleco-ordinatoractsasthecontactpersonforstudentrepresentativesinrelationtomodule-relevant academic queries, monitors student attendance, through reports submitted by individuallecturers from attendance taken at PBL group meetings, lectures, seminars and tutorials and liaisesdirectlywiththeHeadofDiscipline(DrMargaretWalshe)andDirectorofUndergraduateTeachingandLearning(DrPaulineSloane),asnecessary.


GENERALINFORMATION-

StudentSupportandServices

ItisreallyimportantthatyouareawareofthestudentsupportservicesthatareavailabletoyouduringyourtimeinCollege.TheStudentSupportServiceshaveputtogetheraStudentServicesbookletsothatyoucanseeataglance,theservicesthatcanhelpsmoothyourpaththroughCollege.Youareencouragedtoaccesswhateverserviceorhelpyouneedandwheneveryouneedit.Asthenamesuggest,theseareyourservices,sodon’tbeafraidtousethem.

www.tcd.ie/studentservices

SeniorTutorandTutorialService

YourTutor

UndergraduatestudentsareassignedaCollegeTutorwhentheyareadmittedtoCollege.Onregisteringyoushould have received a handbook describing the role of the tutor, please refer to this for generalinformationrelatingtotheroleoftheTutor.

WhatisaTutor?A Tutor is a member of the academic staff who is appointed to look after the general welfare anddevelopment of the students in his/her care.Whilst the Tutormay be one of your lecturers, the role ofCollegeTutor isquite separate fromthe teaching role.Tutorsarea firstpointof contactanda sourceofsupport,bothonarrivalinCollegeandatanytimeduringyourtimeinCollege.TheyprovideCONFIDENTIALhelpandadviceonpersonalaswellasacademicissuesoronanythingthathasanimpactonyourlife.Theywillalso,ifnecessary,supportanddefendyourpointofviewinyourrelationswiththeCollege.

For example, youwould contact your Tutor for help and advice on issues such as: course choices; examresults;familyconflicts;bereavement;financialdifficulties;takingayearout,andotherissues.Pleasenotehowever,thattheTutorisnotasupervisorofstudies.

StudentsareadvisedtochecktheStudentInformationSystemtoidentifytheirownCollegeTutorwhohasbeenassignedtothem.Forfurtherinformationpleasereferto:

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


MatureStudentOffice

TheMatureStudentOffice inTrinityCollege ispartof theTrinityAccessProgrammes(TAP).TheMatureStudent Office provides advice and support to both prospective and current undergraduate maturestudents.

ContactDetails;

Telephone:(01)8964708or

[email protected]

Co-CurricularActivities

Studentlifeextendsfarbeyondtheclassroom.Joiningasocietyorsportsclubwillhelpyoutakeadvantageof everything College has to offer to create the “Trinity Experience” . Whether you are a recreationalathleteoranelitecompetitor,there isaclubtosuityou.Choosefromover50sportsclubs inarangeofdisciplines.

If you are not into sport, Trinity has over 120 Societies which attract dynamic members from all overCollege.Fromarts,culture,politicsanddebatingtovoluntarywork,advocacyandmusic,youaresuretofindyourniche.

Membershipoftheseclubsandsocietieswillprovideyouwithanopportunitytointegrateyourknowledge,skillsandcompetencies,acquiredthroughthetaughtcurriculumwithwhatyouhavelearnedinthelectureroom.

Web;http://www.trinitysocieties.ie

DublinUniversityCentralAthleticClub-DUCACDublinUniversityCentralAthleticClub (DUCAC) is thegoverningbody forSportClubsatTrinity.DUCAC isresponsiblefortheoveralladministrationofDUSportsClubsincooperationwithClubOfficersandfortheirinterests and development in Trinity. An Executive Committee and other sub-committees oversee thebusiness affairs of DUCAC, including the Pavilion Bar. DUCAC receives funding from the CapitationCommitteeattheUniversityandsupplementsitsincomewithapercentageofprofitsfromthePavilionBar.


StudentRepresentationStructures

STUDENTINFORMATIONSYSTEM(SITS)

Accessviamy.tcd.ie<https://my.tcd.ie/>

Collegeoperatesastudentinformationsystemwhichisaccessibletoallstaffandstudentsviathewebportalmy.tcd.ie<https://my.tcd.ie/>

ThismeansthatalmostallcommunicationsfromCollegearesenttoyouviayouronlineportalwhichwillgiveyouaccesstoan‘intray’containingyourmessages.Youwillalsobeabletoviewyourtimetablesonline,bothforyourteachingandforyourexaminations.Allfeeinvoices/payments,studentleviesandcommencementfeesareissuedonlineandallpaymentsarecarriedoutonline.Youwillbeabletoviewyourpersonaldetailsinthenewsystem–somesectionsofwhichyouwillbeabletoedityourself.Endofyearexaminationresultswillbecommunicatedtoyouviatheonlineportal.

StudentRepresentation

TheDepartmentofClinicalSpeechandLanguageStudiesisthelongest-establishedcourseinSpeechandLanguageTherapyinIreland.CurrentlytheDepartmentoffersafour-yearhonorsdegreeleadingtoaBScClinicalSpeech&LanguageStudies,aswellasasuiteoftaughtMScandPostgraduateDiplomacourses,coveringarangeofspecialisttopicsincludingchildlanguage,acquiredlanguagedisordersanddysphagia.Inaddition,postgraduatestudentspursueresearchdegrees(MScandPhD),underthesupervisionofstaffwithintheDepartment.StudentrepresentationStudentrepresentationiswelcomedatmanydifferentlevelswithintheDepartmentandtheSchool.Twostudentrepresentativesshouldbeelectedbyyourclassatthebeginningofeachacademicyear.

Departmentalmeetings:EachyeargroupisentitledtoelectTWOclassrepresentativestoattenddepartmentalmeetings,heldtwiceeachterm.Atthisforum,representativesareinvitedtocontributetodiscussionsonmattersrelevanttoundergraduateeducationwithintheDepartment,andtoraiseanyconcernsonbehalfoftheiryeargroup.StudentsareaskedtoadviseSarahRyan(oftheelectedrepresentativesassoonaspossible.

ClinicalForum:AClinicalForumisheldeachtermtodiscussanymattersrelatingtothepracticeeducationprogrammethatmayariseduringtheacademicyear.Studentsareinvitedtonominatetworepresentatives(whoneednotbetheclassrepresentatives)topresenttheirviewsatthesemeetings.Onemeetingisscheduledeachtermattendedbytwostudentrepresentativesfromeachyearandtwostaffmembers.ThereisnoobligationtoattendbutSF,JSandSSyearsareencouragedtoensuretheyarerepresented.Tofacilitatediscussion,studentsshouldsubmititemsfordiscussiontoSarahRyan,EO(atleasttwodayspriortothemeeting).

SchoolCommitteemeetings:TwostudentrepresentativesareentitledtorepresentthestudentbodyattheSchool Committeemeeting, held on the last Tuesday of each term, one representative of the Freshmanstudents(JF&SF)andonerepresentativeoftheSophisterstudents(JS&SS).StudentsareaskedtoadviseSarahRyanoftheelectedrepresentativesassoonaspossible,sothattheirnamescanbeforwardedtotheSchoolCommittee.


School Executive meetings: One representative of the Sophister students is entitled to representundergraduatestudentsatmeetingsoftheSchoolExecutive.

Individualmeetingswith staff:Studentswho are asked tomeetwith staff for feedback on performancewithin the programme are welcome to invite a peer or their College Tutor to accompany them as anobserver.Wherethereareotherparticipantsinvolvedinthemeeting,procedurestoaddressconfidentiallymustbeagreedatthestartofthemeeting.Pleasenotethatallstudentsmustbehaveinacourteousandprofessionalmannertowardsallstaff,whichextendstoallinteractionsincludinge-mailorphonecorrespondence.

CollegeStudentRepresentationStructures

TrinityCollegevaluesstudentrepresentationandinputatalllevelsoftheCollege’scommitteeanddecision-making structures.TheStudents’UnionandGraduateStudents’Union take responsibility forelectingandappointingrepresentatives foreach level.Theseelectedrepresentativeshaveresponsibility for raising theissuesaffectingtheirconstituencywiththerelevantCollegeauthorities.

Web:https://www.tcdsu.org

Fitness to Practice Committee: Clinical education is a vital component of educational programmes thatenable health care students to achieveboth academic andprofessional qualifications on graduation. Theachievementof theseoutcomes is dependent onpartnerships between theHigher Education Institutions(HEIs),HealthServiceExecutive(HSE)andthehealthserviceagenciesatmanageriallevel,butismorekeenlydependent on good working partnerships between those directly involved in delivering learningopportunitiestostudentsincollegesandclinics.Itisimportanttorememberthatatalltimesinthisprocess,clients’andpatients’interestsandsafetytakeprecedenceoverstudents’education.TheSchoolFitnesstoPracticeCommitteeisconvenedasrequired,attherequestofaHeadofDiscipline,toconsidermattersofconcerninrelationtoprofessionalpractice.ThiscommitteeisappointedbytheSchoolExecutive Committee, with representation from twomembers fromwithin the School and onememberfrom a non-Faculty School, where Fitness to Practice is a requirement of the course. Students called toappearbeforetheFitnesstoPracticeCommitteeareentitledtoberepresentedbytheirtutor.AcopyoftheSchool’sFitnesstoPracticedocumentisavailableonhttp://mymodule.tcd.ie/.DignityandRespectPolicy(https://www.tcd.ie/equality/policy/dignity-respect-policy/)TrinityCollege strives to createanenvironment that is supportiveand conducive toworkand study. TheDepartmentofClinicalSpeechandLanguageStudiespromotes,andiscommittedto,supportingacollegialenvironment for its staff, students and other community members, which is free from discrimination,bullying,harassmentandsexualharassment.

TheCollegeDignityandRespectPolicy,developed inpartnershipwith theCollegegroupof tradeunions,have a strong preventative focus and highlights that staff and students have a duty to maintain anenvironment inwhichthedignityofeveryoneisrespected.Ourgoal istoensurethatall interactionswithstaffandstudentsreflectrespectfortheindividualsinvolved.Thispolicyextendstooutsideclinicalsettingswherestudentsmaybeplaced.

TheTrinityCollegepolicyincludespracticaladviceontacklingcommunicationbreakdownsorinter-personaldisputes. 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 supportsourcesforallpartiestoacomplaint.

Seealso:https://www.tcd.ie/about/policies/Student%20Complaints%20Procedure.php

DataProtectionAsa student in theUniversity youmaybecollectingand storingpersonal informationaspartof your jobrole, studies or research. You have a responsibility to ensure that the data is stored and processedappropriatelyandsecurely.Soasyoucanprotectthedataentrustedtoyou,followthetop10tipsbelow:

Top10TipsforDataProtection

1. BecomefamiliarwithTrinity’sDataProtectionpolicyandprocedures.Thesecanbeaccessedonthewebsiteatwww.tcd.ie/Info_Compliance/data-protection

2. CompleteTrinity’sDataProtectiontraining,eitherinpersonorviapodcast.3. Donotretainexcessdata,onlyrecordtheprecisedatathatyouneed4. Keepdataup-to-dateandaccurate5. Keep data safe and secure: keep offices/filing cabinets locked, password protect your computer or other

computing devices, update the softwareon them regularly anduse antivirus software to keep them freefromthreats.Seewww.tcd.ie/itservicesforfurtherinformation

6. Remembering passwords can be difficult but passwords are often the sole keys to accessing yourinformationandarefundamentaltoyoursecurity.Passwordsneedtobelong,complex,uniqueandnoteasytoguess,sonodictionarywords,namesordatesofbirth.

7. Back up digital files regularly and securely, use encryption where appropriate to protect the data fromunauthorisedaccess.

8. Donotdisclosepersonaldata toa thirdparty,evenat the requestof thedata subject’s familyor friends,withoutthedatasubject’sconsent.

9. Regularly review the data you hold and dispose of data you no longer need by confidential shredding ordeletion.Don’t forgetyourdeleted items folderand recyclebin,and takeappropriate steps toclearharddrivesoncomputers,tabletsandphonesbeforedisposal

10. Takeextracarewithsensitivedatasuchasmedicalorfinancialinformation,andonlystoresensitivedataonlaptopsordeviceswhicharepassword-protectedandhavesuitableencryptionsoftwareinplace.

RememberITServicesarealwaysavailabletoadviseyouonhowtomanagedatasecurely.Wecanadviseonencryptiontechniques,evaluateITpartners’productsandservicesorreviewyourcurrentarrangementsandadviseonanyimprovementsthatmaybenecessary.


CodeofProfessionalConductandEthics

Students are expected to join the Irish Association of Speech& Language Therapists (IASLT) and to befamiliar with their Code of Ethics. Students are also advised to consult CORU’s Code of ProfessionalConduct and Ethics (see:http://coru.ie/uploads/documents/SLTRB_Code_of_Professional_Conduct_and_Ethics_2014.pdf) and withGuidanceonconductandethicsforstudents(HCPCUK)(extractsbelowbutreadthedocumentinfullat

http://www.hpc-uk.org/assets/documents/10002C16Guidanceonconductandethicsforstudents.pdf:

• Youshouldalwaysactinthebestinterestsofyourserviceusers.• Youshouldrespecttheconfidentialityofyourserviceusers.• Youshouldkeephighstandardsofpersonalconduct.• You should provide any important information about your conduct, competence or health to your

educationprovider.• You should limit your study or stop studying if your performance or judgement is affected by your

health.• Youshouldkeepyourprofessionalknowledgeandskillsuptodate.• Youshouldactwithinthelimitsofyourknowledgeandskills.• 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.• Youshouldkeepaccuraterecordsonserviceusers.• Youshouldbehavehonestly.• Youshouldmakesurethatyourbehaviourdoesnotdamagepublicconfidenceinyourprofession.

Students are expected to take responsibility for their own learning during all stages of the practiceeducationprogrammeby:

• Acquiringanadequateknowledgebaseforplacements.

• Workingactivelytodevelopprofessionalknowledge,skillsandattitudes.

• Reflectingondevelopingprofessionalknowledgeandskills.

• Practicinghonestself-evaluationofperformanceandprofessionalbehaviour.

• Identifyinglearningneeds.

• Communicatingneedstoclinicaleducators.

• Acceptingfeedbackfromclinicaleducatorsandmodifyingbehaviourifrequested.

• Respectingclient,clinicaleducators,co-workersandtheservice.

• AdheretotheCodeofProfessionalConductandEthicsatalltimes


StudentsontheclinicaleducationprogrammemustadheretotheProfessionalCodeofEthicsandshouldbeprofessionalinalldealingswithclients,clinicaleducatorsandco-workers.Professionalethicsandstandardsof conduct in relation to clinical practice must be observed throughout the course. A student may berequired to defer clinical practice, including any practical examination, if the Head of Discipline, on therecommendation of the Practice Education Co-ordinator determines that such a deferral is necessary onprofessionalgrounds(https://www.tcd.ie/undergraduate-studies/academic-progress/)

HealthandSafety

INTHEEVENTOFANEMEERGENCY,DIALSECURITYSERVICESONEXTENSION1999.

Securityservicesprovidea24hourservicetotheCollegecommunity,365daysayear.Theyaretheliaisonto the Fire, Garda and Ambulance services and all staff and students are advised to always telephoneextension1999(+35318961999)incaseofemergency.

Shouldyourequireanyemergencyorrescuesservicesoncampus,youmustcontactSecurityServices.Thisincludes personal injury or first aid assistance. It is recommended that all students save at least oneemergencycontactintheirphoneunderICE(Incaseofemergency).

https://www.tcd.ie/study/eu/undergraduate/admission-requirements/infectious-diseases/Immunisation:Failuretobeappropriatelyimmunisedmayprecludeattendanceatsomeclinics.Immunisation against Rubella: All students are urged to ensure that they are immune to rubella.Arrangementscanbemade through theStudentHealthService for students tocheck their statusandbeimmunisedwherenecessary.ImmunisationagainstTB:AllstudentsinHealthSciencesshouldbeimmunisedagainsttuberculosis.ABCGprogrammeisorganisedannuallythroughtheFacultyofHealthSciencesoffice.StudentsshouldcontacttheStudentHealthServiceifimmunisationisrequired.Hepatitis B: All students in the Department must be immunised against Hepatitis B. Information onvaccinationrequirementsismadeavailabletoallstudentsonapplication,andstudentsarerequiredtoactin accord with the appropriate regulations and procedures to maintain appropriate health and safetystandards.First Aid: All Freshman students are encouraged to take a course in First Aid, in their own time. ThefollowingAgenciesofferFirstAidcourses:St.John’sAmbulanceBrigadeofIreland,29UpperLeesonStreet,Dublin 4, Telephone: 6688077 and Order ofMalta – Ireland, St. John’s House, 32 Clyde Road, Dublin 4,Telephone:016140035.AllstudentsmustreadandsigntheDepartmentalHealthandSafetyStatement.

ThestatementisavailableforreadingandsigningatReception

https://www.tcd.ie/slscs/assets/documents/local/11.10.17%20Safety%20statement%202017-2018_final.pdf


TEACHINGANDLEARNING

 GraduateAttributes

TheTrinityGraduateAttributesrepresentthequalities,skillsandbehavioursthatyouwillhavetheopportunitytodevelopasaTrinitystudentoveryourentireuniversityexperience,inotherwords,notonlyintheclassroom,butalsothroughengagementinco-andextra-curricularactivities(suchassummerworkplacements,internships,orvolunteering).

ThefourTrinityGraduateAttributesare:

• ToThinkIndependently

• ToActResponsibly

• ToDevelopContinuously

• ToCommunicateEffectively

WhyaretheGraduateAttributesimportant?

TheTrinityGraduateAttributeswillenhanceyourpersonal,professionalandintellectualdevelopment.Theywillalsohelptoprepareyouforlifelonglearningandforthechallengesoflivingandworkinginanincreasinglycomplexandchangingworld.

TheGraduateAttributeswillenhanceyouremployability.Whilstyourdegreeremainsfundamental,alsobeingabletodemonstratetheseGraduateAttributeswillhelpyoutodifferentiateyourselfastheyencapsulatethekindsoftransversalskillsandabilities,whichemployersarelookingfor.

HowwillIdeveloptheseGraduateAttributes?

ManyoftheGraduateAttributesare‘slowlearned’,inotherwords,youwilldevelopthemoverthefourorfiveyearsofyourprogrammeofstudy.

Theyareembeddedinthecurriculumandinassessments,forexample,throughundertakingindependentresearchforyourfinalyearproject,givingpresentationsandengagingingroupwork.

Youwillalsodevelopthemthroughtheco-curricularandextra-curricularactivities.Ifyouhelptorunacluborsocietyyouwillbeimprovingyourleadershipskills,orifyouplayasportyouarebuildingyourcommunicationandteam-workskills.


GENERALPROGRAMMEINFORMATION

ProgrammeOverview

TheprofessionalhonorsdegreecourseinClinicalSpeechandLanguageStudiesprovidesrecognitiontopractiseasaSpeech&LanguageTherapistinIreland.SuccessfulgraduatesareeligibletoapplyformembershipoftheIrishAssociationofSpeech&LanguageTherapists(IASLT)andtheRoyalCollegeofSpeech&LanguageTherapists(RCSLT),aswellasforregistrationwiththeHealth&CareProfessionsCouncil(HCPC)intheUK.TheundergraduateprogrammereceivedfullprofessionalaccreditationfromtheIASLTin2015.CORU,theHealthandSocialCareProfessionalCouncilopeneditsregistrationboardforspeechandlanguagetherapistsonOctober31st,2014.TheundergraduateprogrammeatTrinityhasbeengrantedQualificationandProgrammeApproval.GraduatesoftheprogrammeareeligibletoapplyforregistrationwithCORU.(seehttp://www.coru.ie/en/about_us/what_is_coru).

Giventhatstudentsareboundbyacodeofprofessionalconductandethicswhenonclinicalplacement,studentsareadvisedtoconsultCORU’sCodeofProfessionalConductandEthics(see:http://coru.ie/uploads/documents/SLTRB_Code_of_Professional_Conduct_and_Ethics_2014.pdf)

ProgrammeStructureandWorkload

Studentsarerequiredtosuccessfullycompleteallmoduleswithintheprogramme.StudentswhoaresuccessfulintheirJuniorSophisterexaminationsmaybepermittedtograduatewiththeordinaryB.A.degreeiftheychoosenottocompletethefour-yeardegreecourseandprovidedthataspecialrecommendationtothateffectismadebytheCourtofExaminers.TheordinaryB.A.degreedoesnotcarryalicensetopractiseandgraduateswiththisdegreearenoteligibletoregisterwiththeHealthandSocialCareProfessionalsCouncil(CORU).

ToprogresstotheSeniorSophisteryear,studentsmustachieveanoverallcredit-weightedmarkofatleast40percent(gradeIII)ineachmoduleandaccumulate60creditsintheirJuniorSophisteryear.Studentswhosuccessfullypass60ECTSintheJuniorSophisteryearandwhodonotwishtotaketheSeniorSophisteryear,maybepermittedtograduatewiththeordinaryB.A.degree.Thishoweverisanon-clinicaldegreeandongraduationwillnotbeeligibletoapplyforregistrationtopractiseasaSpeech&LanguageTherapist.

SocratesopportunitiesTheDepartmenthasstronglinkswitharangeofEuropeanpartnersandhasparticipatedinaThematicNetworkformanyyears.ThisnetworkaffordsstudentstheopportunitytoparticipateinintheSpeechLanguagePathology–International(SLP-IN),aweeklongSummerSchoolforSLTstudents,typicallyinthelatterhalfofAugusteveryyear.Participationinthisactivityiscontingentonthestudentbodyparticipatinginonefundraisingeventeachyear.Inaddition,theDepartmentsupportsstudentexchangeagreements,whereappropriaterecognitionofacademicworkcanbefacilitated.DrPaulineSloaneandDrDuanaQuigleyaretheco-ordinatorsfortheIntensiveProgramme.

EuropeanCreditTransferSystem(ECTS)

TheEuropeanCreditTransferandAccumulationSystem(ECTS)isanacademiccredittransferandaccumulationsystemrepresentingthestudentworkloadrequiredtoachievethespecifiedobjectivesofastudyprogramme.Itisdesignedtoenableacademicrecognitionforperiodsofstudy,tofacilitatestudentmobilityandcreditaccumulationandtransfer.TheECTSistherecommendedcreditsystemforhighereducationinIrelandandacrosstheEuropeanHigherEducationArea.

TheECTSweightingforamoduleisameasureofthestudentinputorworkloadrequiredforthatmodule,basedonfactorssuchasthenumberofcontacthours,thenumberandlengthofwrittenorverballypresentedassessmentexercises,classpreparationandprivatestudytime,laboratoryclasses,examinations,


clinicalattendance,professionaltrainingplacements,andsoonasappropriate.Thereisnointrinsicrelationshipbetweenthecreditvolumeofamoduleanditslevelofdifficulty.

TheEuropeannormforfulltimestudyoveroneacademicyearis60credits.InCollege,1ECTSunitisdefinedas20-25hoursofstudentinput.Therefore,a10-creditmoduleisdesignedtorequire200-250hoursofstudentinput,includingclasscontacttimeandassessments.TheCollegenormforfull-timestudyoveroneacademicyear,atundergraduatelevel,is60credits.TheTrinityacademicyearcomprises40weeksfromthestartofMichaelmasTermtotheendoftheAnnualExaminationperiod.ECTScreditsareawardedtoastudentonlyuponsuccessfulcompletionofthecourseyear.Progressionfromoneyeartothenextisdeterminedbythecourseregulations.Studentswhofailayearoftheircoursewillnotobtaincreditforthatyeareveniftheyhavepassedcertaincomponentcourses.Exceptionstothisruleareone-yearandpart-yearvisitingstudents,whoareawardedcreditforindividualmodulessuccessfullycompleted.

Timetablesareavailabletostudentstoaccessfromthemytcd.ieportalandahardcopywillalsobeprovided.


ProgrammeLearningOutcomes

ThefollowingprogrammeoutcomesforthedegreeB.Sc.inClinicalSpeech&LanguageStudieshavebeendevelopedreferencing:(i)discipline-specificcompetencies(theNationalClinicalCompetenciesdevelopedbytheTherapyAdvisoryUnitoftheDepartmentofHealthandChildrenandratifiedbytheIASLT;(ii)institutionalleveldescriptors(TCDCalendar,Part1);nationaldescriptors(theNQAINationalQualificationsFramework),Level8;andEuropeanrequirements(the‘DublinDescriptors’).Theoutcomescomprisebothdiscipline-specificandgenericcompetenciesandattributes.

Onsuccessfulcompletionofthisprogramme,studentswillbeableto:

1.     Understandtheirscopeofpractice,theirownroleandtheroleofotherprofessionalsinhealthcareand educationalsettings. 

2.     Thinkindependently,criticallyinterpret,reflectuponandapplytheevolvingknowledgebaseincommunication,swallowingdisordersandassociateddisordersandrelatethisknowledgetoevidence-basedclinicaldecision-making. 

3.     Understandthevaluesandprinciplesofteamdynamicswithinclinicalpracticeandapplyrelevantprinciplestotheplanningand deliveryof assessment,diagnosisandintervention

4.     Communicateeffectively,inallmedia,withthefullrangeofrelevantstakeholders,inclinicalpractice,inprofessionalliaisonsandwiththewidercommunity.

5.     Demonstrateprofessionalautonomy,accountability,responsibilityandacommitmenttoethicalactionandsocialresponsibilityinprofessionalpractice 

6.     Demonstrateanabilitytoworkasself-directedautonomousprofessionals,whilstworkingprofessionallyandrespectfullywithothers

7.     Thinkindependentlyandcriticallyandapplycoreprinciplesofresearchdesignandimplementation,withsomedegreeofautonomy. 

8.     Developcontinuously,personallyand professionallyanddemonstratetheskillsrequiredtosustainintellectualinterestandcriticalthinking. 


NationalStudentClinicalCompetencyEvaluation(SCCE)(2015revised)

Developingcompetenciescoveringallareasofclinicalpracticeincludingfeeding,eating,drinkingandswallowingimpairments(FEDS)areevaluatedusinganationalform.TheSCCEformiscompletedbythestudentandPracticeEducatorspriortothemidandendofplacementmeetings.Themidandendofplacementevaluationsprovidedevelopmentalfeedbackforstudents.Studentscanusemidandendofplacementfeedbacktosetlearningobjectivesandcompletefuturelearningplans.

Belowarethe20nationalclinicalcompetenciesandthe10professionalconductcompetencies:

CLINICALCOMPETENCIES:

1. Collectsandcollatesrelevantclient-relatedinformationsystematicallyfromcasehistory,interviewsandhealthrecords.

2. Appliestheorytopracticeintheselectionofformalandinformalassessmentproceduresandtoolsappropriatetoclients’needs,abilitiesandculturalbackground.

3. Administersrecordsandscoresarangeofassessmentsaccurately.4. Analyses,interpretsandevaluatesassessmentfindingsusingtheprofessionalknowledgebase

andclientinformation.5. Formulatesappropriatediagnostichypotheseslinkingassessmentfindingsandclientprofileto

theoreticalknowledge.6. Makesappropriaterecommendationsformanagementbasedonaholisticclientprofile.7. Demonstratesunderstandingoftheindicatorsandproceduresforonwardreferral.8. Reportsassessmentfindingsorallyinanappropriateprofessionalmannertoclient/carerand

teammembers.9. Presentsaccuratewrittenclientreportsconformingtoprofessionalandlegalguidelinesand

appropriatetotheneedsofallrecipients.10. Demonstratestheabilitytoprovideclientsandcarerswithinformationinappropriateformats

tofacilitatedecisionmakingandinformedconsent.11. Demonstratestheabilitytoconsultandcollaboratewithclients/carerswhendeveloping

managementplans.12. Determinescarepathwayforclientsbasedonclientneeds,serviceresourcesandthe

professionalevidencebase13. Recognizestherolesofotherteammembersandconsultsandcollaboratesappropriatelyto

developandimplementclientmanagementplans.14. Writesholisticmanagementplansincorporatingshortandlongtermgoalsinsession,episode

anddischargeplans.15. Maintainspreciseandconcisetherapyrecords,carriesoutadministrativetasksandmaintains

servicerecords.16. Implementstherapyusingtheoreticallygrounded,evidencebasedtechniquesandresources.17. Introduces,presentsandclosesallclinicalsessionsclearlyinaclient-centredmanner.18. Demonstratesappropriatecommunicationandtherapeuticskillsduringallinteractions

including:• Observes,listensandrespondstoclient/carer.• Usesappropriatevocabularyandsyntax.• Usesappropriateintonation,volumeandrate.• Usesappropriatemodelling,expansionsandrecasting.Usesappropriateandvariedpromptsandcues.

19. Providesappropriateverbalandnon-verbalfeedbackanddirectiontoclient/carer/teammemberonperformanceduringaclinicalinteraction.

20. Continuouslyevaluatesinterventionefficacyandmodifiesinterventionanddischargeplansasrequired.


PROFESSIONALCONDUCT

1. Behaveswithhonestyandintegritybefore,duringandafterpracticeplacementsinallplacement-relatedmatters.

2. Demonstratesrespectfortherightsanddignityofallthroughprofessionalcommunicationwithclients,familiesandrelevantprofessions.

3. Carriesoutdutiesinaprofessionalandethicalmannercomplyingwithprofessionalcodesofconductandethics.

4. Manageshealthandwell-beingtoensurebothperformanceandjudgementareappropriateforpractice.

5. Demonstratesrespectforthesupervisoryprocessbyseekingandrespondingtofeedback.

6. Engagesinreflectionandreflectivepractice;criticallyself-appraisingandworkingtodevelopownprofessionalcompetencies.

7. Demonstrateseffectivetimemanagementi.e.meetingdeadlinesandpunctuality.

8. Adherestoalllegislationrelatedtodataprotection,confidentialityandinformedconsent

9. Adherestoplacementprovider’spolicies,procedures,protocolsandguidelinesinareassuchashealthandsafety,infectioncontrol,recordkeeping,riskmanagement,etc.

10. Presentsanappropriatepersonalappearanceconformingandadheringtoallpracticeplacementpoliciesregardingdresscode,jewelleryandcosmetics.

JSHandbook2018-2019 22

CORUDOMAINS

ThefollowingarethestandardsofproficiencyassetoutbyCORU.Thesearethestandardsrequiredofgraduatesforthesafeandeffectivepracticeofspeechandlanguagetherapy.

DOMAIN1:PROFESSIONALAUTONOMYANDACCOUNTABILITY

StandardofProficiency SpecificIndicators

Graduateswill

1.1 Practisewithinthelegalandethicalboundariesoftheirprofessiontothehigheststandard.

a)Actinthebestinterestofserviceusersatalltimesandwithintheboundariesoftheirprofessionalproficiencies.

b) Respectand,sofaraspossible,upholdtherights,dignityandautonomyofeveryserviceuserincludingtheirroleinthediagnostic,therapeuticandsocialcareprocess.

c) Provideandarticulateprofessionalandethicalpractice.

d) Practiseinaccordancewithcurrentlegislationapplicabletotheworkoftheirprofession.

e) Contributetothedevelopmentofeffective,ethicalandequitablepolicyandpractise,regardingissuesaddressedbytheirprofession.

f) Understandtheimplicationsofdutyofcareforserviceusersandprofessionals.

g) UnderstandtheprinciplesofprofessionalregulationandtheprovisionsoftheSpeechandLanguageTherapistsRegistrationBoardCodeofProfessionalConductandEthics.

h) Managethemselves,theirpractiseandthatofothersinaccordancewiththeSpeechandLanguageTherapistsRegistrationBoardCodeofProfessionalConductandEthics.

1.2 Practiseinanon-discriminatoryway

a) Acknowledgeandrespectthedifferencesinbeliefsandculturalpracticesofindividualsorgroups.

b) Promoteequalityandrespect,withoutprejudice,andpractiseinaculturallycompetent,non-discriminatoryandinclusivemanner.

c) Assistinthepromotionandimplementationofpoliciesandsystemstoprotectthehealth,safety,welfare,equalityanddignityofserviceusers,staffandvolunteerswithparticularreferencetothegroundsofgender,civilstatus,familystatus,sexualorientation,religion,age,disability,raceandmembershipoftheTravellercommunityotherethnicgroupsandsocio-economicstatus.


1.3 Understandtheimportanceofandbeabletomaintainconfidentiality.

a) Respecttheconfidentialityofserviceusersanduseinformationonlyforthepurposeforwhichitwasgiven.

b) Understandconfidentialitywithinateamsetting.

c) Understandthelimitsofconfidentialityparticularlyinrelationtochildprotection,vulnerableadultsandelderabuse.

d) Beawareofdataprotection,freedomofinformationandotherrelevantlegislation.

e) Understandthepotentialconflictthatcanarisebetweenconfidentialityandwhistle-blowing.

1.4 Understandtheimportanceofandbeabletoobtaininformedconsent.

a) Demonstratecompetenceingaininginformedconsenttocarryoutassessmentsorprovidetreatment/interventions.

b) Understandissuesassociatedwithinformedconsentwithindividualswithlackofcapacity.

c) Maintainaccuraterecordsrelatingtoconsent.

d) Respecttherightsoftheserviceuser.

1.5 Beabletoexerciseaprofessionaldutyofcare/service

a) Recognisepersonalresponsibilityforone’sactionsandbeabletojustifyreasonsforprofessionaldecisionsmade.

b) Understandtheneedtomaintainthehigheststandardsofpersonal/professionalconduct.

1.6 Beabletopractiseasanautonomousprofessional,exercisingtheirownprofessionaljudgment.

a) Knowthelimitsoftheirpracticeandknowwhentoseekadviceorrefertoanotherprofessional.

b) Recognisetheneedforconsultationand/orsupervision.

c) Beabletoassessasituation,determinethenatureandseverityoftheproblemandcallupontherequiredknowledgeandexperiencetodealwiththesituation.

d) Beabletoinitiateappropriateresolutionofproblemsandbeabletoexercisepersonalinitiative.

e) Recognisethattheyarepersonallyresponsibleforandmustbeabletojustifytheirdecisions.

1.7 Recognisetheneedforeffectiveself-managementofworkloadandresourcesandbeabletopractiseaccordingly.


a) Understandthedemandsthatareplacedontheprofessionalpractitionerinagivenfieldandtheskillsrequiredtopractiseeffectivelywiththeworkloadandavailableresources.

1.8 Understandtheobligationtomaintainfitnesstopractise.

a) Understandtheneedtopractisesafelyandeffectivelywithintheirscopeofpractice.

b) Understandtheimportanceofmaintainingtheirphysicalandmentalhealth.

c) Understandtheimportanceofkeepingskillsandknowledgeuptodateoveralifetimeofpractise

DOMAIN2:INTERPERSONALANDPROFESSIONALRELATIONSHIPS


Graduateswill

2.1 Work,inpartnership,withserviceusersandtheirrelatives/carers,andotherprofessionals.

a) Demonstratecapacitytobuildandsustainprofessionalrelationshipsasbothindependentpractitionerandcollaborativelyasamemberofateam.

b) Demonstratecapacitytoengageserviceusersandcarersinassessmentandtreatmenttomeettheirneedsandgoals.

c) Recogniseandunderstandtheconceptsofpowerandauthorityinrelationshipwithserviceusers.

d) Beabletomakeappropriatereferrals.

2.2 Contributeeffectivelytoworkundertakenaspartofwhatevertheircontext.

a) Demonstrateprofessionalcollaboration,consultationanddecisionmaking.

b) Demonstrateanunderstandingthatrelationshipswithcolleaguescanimpactonservicedeliveryandthereforeshouldbebasedonmutualrespectandtrust.


DOMAIN3:EFFECTIVECOMMUNICATION


Graduateswill

3.1 Demonstrateeffectiveandappropriateskillsincommunicatinginformation,listening,givingadvice,instructionandprofessionalopinion.

a) Beawareof,understandandmodifycommunicationtoaddressthecharacteristicsandconsequencesofverbalandnon-verbalcommunicationandhowthiscanbeaffectedbyfactorssuchasgender,civilstatus,familystatus,sexualorientation,religiousbelief,age,disability,raceormembershipoftheTravellercommunity,otherethnicgroupsandsocio-economicstatus.

b) Beabletoselect,movebetweenanduseappropriateformsofverbalandnon-verbalcommunication,includinglisteningskills,withserviceusersandothers.

c) Demonstratetheabilitytoproduceclear,conciseandobjectivewrittencommunicationandreportsthatareappropriatefortheintendedreaders.

d) Demonstrateanappropriateuseofinformationtechnologyrelevantforspeechandlanguagetherapypractice.

e) Understandtheimportanceofanddemonstrateeffectivecommunicationwithothercolleagues(inter-disciplinarycommunication).

f) Understandtheneedtoprovideserviceusers(orpeopleactingontheirbehalf)withtheinformationnecessaryinanappropriateformattoenablethemtomakeinformeddecisions.

g) Understandtheneedtouseanappropriateinterpretertoassistpatients/clients/serviceuserswherenecessary.

3.2 Understandtheneedforeffectivecommunicationthroughoutthecareoftheserviceuser

a) Recognisetheneedtouseinterpersonalskillstofacilitatetheactiveparticipationofserviceusers.

b) Demonstratecompetenceinpresentingprofessionaljudgementsandinformationinavarietyofcontextsincludingwhenconflictandresistancemayarise.


DOMAIN4:PERSONALANDPROFESSIONALDEVELOPMENT


Graduateswill

4.1 Understandtheroleofreflectivepracticeinrelationtopersonalandprofessionaldevelopment.

a) Understandtheimportanceofself-awarenessandself-reflection.

b) Beabletoreflectcriticallyonpersonalpractice.

c) Beawareoftherelationshipbetweenpersonallifeexperiencesandpersonalvaluesystemsandtheimpactthesecanhaveonone’sdecisionmakingoractions.

d) Understandtherole,purposeandfunctionofsupervisionandtheimportanceofseekingsupervisionofpractice.

e) Activelyavailofopportunitiesforfeedback,mentoringandsupportfromcolleaguesinordertocontinuouslyimprovepersonalpractice

f) Takeresponsibilityforpersonalandprofessionaldevelopment.

g) Developandcriticallyreviewapersonaldevelopmentplanwhichtakesaccountofpersonalandprofessionalneeds.

h) Identifyandactonopportunitiestoadvocatefortheprofessionandfortheprofessionaldevelopmentofcolleagues.

i) Understandtheroleofperformancemanagementaspartofon-goingprofessionaldevelopmentandeffectiveservicedelivery.

j) Understandtheroleofcontinuingprofessionaldevelopmentanddemonstratecommitmenttolife-longlearning.

k) Recognisetheneedtocontributetopolicyanddevelopmentoftheprofession.

l) Recognisethecontributionandvalueofresearchindevelopingevidenceinformedpractice.


DOMAIN5:PROVISIONOFQUALITYSERVICES


Graduateswill

5.1 Beabletoidentifyandassessserviceusers’needsinrelationtospeech,languagecommunicationandswallowing.

a) Beabletogatherappropriateinformation.

b) Selectanduseappropriateandspecificassessmenttechniques:undertakeandrecordathorough,sensitiveanddetailedassessment,usingappropriatetechniquesandequipment.

c) Identifyconditionsthatrequirefurtherinvestigation,makingreferralstootherprofessionalsasappropriate.

d) Analyseandcriticallyevaluatetheassessmentdataandinformationcollected.

e) Determineadiagnosisandprobableoutcomesforserviceusers.

f) Providefeedbackonassessmentfindingstoserviceusersandrelevantothers.

5.2 Formulateanddeliverplansandstrategiestomeetidentifiedneedsofserviceusers.

a) Developappropriateplans,interventionsandstrategies,accordingtoevidenceinformedpractice,agreednationalguidelines,protocolsandpathways,inconsultationwithserviceusersandrelevantothers.

b) Establishanddocumentinterventiongoals,plansandoutcomemeasurements

c) Identifyresourcesrequiredtoimplementeffectivemanagement/interventionplans.

d) Implementinterventions,monitoringprogressandmodifyinginterventionapproachesappropriately.

e) Documentandcommunicateprogress,interventionsdelivered,outcomesanddischargeplans.

5.3 Useresearch,reasoningandproblemsolvingskillstodetermineappropriateaction.

a) Recognisethevalueofresearchinthesystematicevaluationofpractice.

b) Engageinevidenceinformedpractice,evaluatepracticesystematically,andparticipateinaudit/reviewprocedures.

c) Applyknowledgeofarangeofresearchandevaluativemethodologies,includingevidenceinformedresearch.

d) Demonstratesoundclinical/professionaldecision-making,whichcanbejustifiedevenwhenmadeonthebasisoflimitedinformation.


e) Demonstratealogicalandsystematicapproachtoproblemsolving.

5.4 Drawonappropriateknowledgeandskillsinordertomakeprofessionaljudgments.

a) Understandtheneedtoadjust/adapttheirpracticeasneededtotakeaccountofnewdevelopments.

b) Demonstrateanappropriatelevelofskillintheuseofinformationtechnologyappropriateforspeechandlanguagetherapy.

5.5 Formulatespecificandappropriatemanagementplansincludingthesettingoftimescales.

a) Understandtherequirementtoadaptpracticetomeettheneedsofdifferentserviceusergroups,distinguishedby,forexample,physical,psychological,environmental,culturalorsocio-economicfactors.

5.6 Conductappropriateassessment/diagnosticormonitoringprocedures,treatment,therapyorotheractionssafelyandskilfully.

a) Understandtheneedtomaintainthesafetyofserviceusers.

b) Empowerserviceuserstomanagetheirwell-beingandrecognisetheneedtoprovideadvicetothepatient/client/useronself-treatmentwhereappropriate.

5.7 Implementbestpracticeinrecordmanagement.

a) Useandmaintainefficientinformationmanagementsystems.

b) Keepaccurate,legiblerecordsandrecognisetheneedtohandletheserecordsandallotherinformationinaccordancewithapplicablelegislation,protocolsandguidelines.

c) Understandtheneedtouseacceptedterminologyinmakingrecords.

5.8 Monitorandreviewtheon-goingeffectivenessofplannedactivityandmodifyitaccordingly.

a) Gatherinformation,includingqualitativeandquantitativedatathathelptoevaluatetheresponsesofserviceuserstotheirinterventions.

b) Evaluateinterventionplansusingtoolsandrecognisedperformance/outcomemeasures.Revisetheplansasnecessary,inconjunctionwiththeserviceuserasappropriate.

c) Recognisetheneedtomonitorandevaluatethequalityofpracticeandthevalueofcontributingtothegenerationofdataforqualityassuranceandimprovementofprogrammes.

d) Recogniseimportantfactorsandriskmanagementmeasures,learnfromadverseeventsandbeabletodisseminatelearning.

e) Makereasoneddecisionstoinitiate,continue,modifyorceaseinterventions/techniques/coursesofactionandrecorddecisionsandreasoning


5.9 Beabletoevaluate,audit,andreviewpractice.

a) Understandtheprinciplesofqualityassuranceandqualityimprovement.

b) Beawareoftheroleofauditandreviewinqualitymanagement,includingtheuseofappropriateoutcomemeasures.

c) Monitorandevaluateperformancebyconductingregularauditsandreviewsinaccordancewithnationalguidelines/bestpracticeandimplementimprovementsbasedonthefindingsoftheseauditsandreviews.

d) Participateinqualityassuranceprogrammeswhereappropriate.

e) Understandthevalueofreflectivepracticeandtheneedtorecordtheoutcomeofsuchreflection.

Recognisethevalueofcaseconferencesandothermethodsofreview.

DOMAIN6:KNOWLEDGE,UNDERSTANDINGANDSKILLS


Graduateswill

6.1 Knowandunderstandthekeyconceptsofthebodiesofknowledgewhicharerelevanttotheprofessionanddemonstratetheabilitytoapplyknowledgetonormalandimpairedcommunicationatboththeoreticalandpracticallevels.

a) Demonstrateacriticalunderstandingofrelevantbiologicalsciences,humandevelopment,socialsciencesandotherrelatedsciences,togetherwithknowledgeofhealth,disease,disorderanddysfunction,appropriatetotheirprofession

b) Knowandunderstandtheprinciplesandapplicationsofscientificenquiry,includingtheevaluationoftreatment/interventionefficacy,theresearchprocessandevidenceinformedpractise.

c) Haveknowledgeoftherolesofotherprofessionsinhealthandsocialcare.

d) Demonstrateanunderstandingofthetheory,conceptsandmethodspertainingtopracticewithinspeechandlanguagetherapy.

e) Understandthetheoreticalbasisofandthevarietyofapproachestoassessment/diagnosisandintervention.

f) Demonstrateanunderstandingofthecriticalimportanceofeffectivecommunicationskillsforallaspectsofparticipationinsocietyandforanindividual’squalityoflife.Demonstrateanunderstandingofthepotentialimpactofcommunicationimpairmentonself-fulfilmentandautonomy.


g) Demonstrateanunderstandingofthefundamentalroleeating/drinking/swallowingcanplayinsocialparticipationandthepotentialimpactofanimpairmentineating/drinkingonhealth,qualityoflifeandwellbeing

h) Demonstrateanunderstandingoflinguistics,includingphonetics,languageacquisition,sociolinguisticsandalllevelsofnormalspeechandlanguageprocessing.

i) Demonstrateanunderstandingofbiomedicalandmedicalsciencesasrelevanttothedevelopmentandmaintenanceofspeech,language,communicationandswallowing.

j) Demonstrateanunderstandingofrelevantdomainsofpsychology,asrelevanttonormalandimpairedcommunication,psychologicalandsocialwellbeing.

k) Demonstrateanunderstandingofsociologyinrelationtothepracticeofspeechandlanguagetherapy,sociology,includingitsapplicationtoeducational,healthandworkplacesettingsandwithinmulti-culturalsocieties.

l) Demonstrateanunderstandingofeducationalphilosophyandpracticeandtherelationshipbetweenlanguageandliteracy.

m) Demonstrateanunderstandingoftherapeuticcontexts,modelsandprocesses,relevanttothepracticeofspeechandlanguagetherapy.

n) Demonstrateanunderstandingofdevelopmentalandacquireddisordersofspeech,language,communicationandswallowing.

o) DemonstrateanawarenessoftheissuesandtrendsinIrisheducation,social,healthandpublicpolicydevelopmentsthatinfluencespeechandlanguagetherapypractice.

p) Demonstrateanawarenessofrelevantlegislation,regulations,nationalguidelinesandstandards,findingsofenquiriesandinvestigationsinfluencingspeechandlanguagetherapypractice.

q) Demonstrateanunderstandingoftheconcepts,frameworksandguidelinesunderpinningethicalspeechandlanguagetherapypracticeindiversesocio-economicandculturalcontexts.

Recogniseaprofessionalresponsibilitytoadvocateonbehalfofpersonswithspeech,language,communicationandswallowingimpairmentstosupportfullparticipationinallaspectsofsociety.

6.2 Knowhowprofessionalprinciplesareexpressedandtranslatedintoactionthroughanumberofdifferentapproachestopractice,andhowtoselectormodifyapproachestomeettheneedsofanindividual,groupsorcommunities.

a) Beabletouseknowledgeofspeechandlanguagetherapytoassessandmanagepeoplewithdifficultiesinthefollowingareas:

• Speech

• Language


• Communication

• Swallowing

6.3 Havetheknowledgeandunderstandingoftheskillsandelementsrequiredtomaintainserviceuser,selfandstaffsafety.

a) Understandsystemsandimpactofcomplexityonserviceusercare

b) Understandandbeabletomanagerisk.

c) Beabletoidentify,preventandmanageadverseeventsandnearmissesandlearnfromerrors.

d) Understandtheimportanceofcommunicationwithserviceusersandstaff.

e) Beawareofapplicablelegislatione.g.healthandsafetylegislation,employmentlegislationandrelevantnationalguidelines.

f) Establishsafeenvironmentsforpractise,whichminimisesriskstoserviceusers,thosetreatingthemandothers,includingtheuseofhazardcontrolandparticularlyinfectioncontrol.

g) Worksafely,includingbeingabletoselectappropriatehazardcontrolandriskmanagement,reductionoreliminationtechniquesinasafemannerinaccordancewithhealthandsafetylegislation.

h) Undertakeappropriatehealthandsafetytraining.


PROGRAMMEREGULATIONS

Attendanceatalllectures,seminars,tutorials,clinicalplacements,workshopsandpracticalsiscompulsoryforallstudentsinaccordancewithCollegeregulations.

(a) Lectures:Asignedattendancerecordwillbekeptforlecturesforeachgroupofstudents.Apenaltywillbeappliedforunexcusedabsencefromlectures,seminars,tutorialsandworkshops,includingclinicalplacementsandPBLtutorials.Inthecaseofattendanceatlectures,anystudentwhoisabsentwithoutexcuse,forthreeormorehoursofanymodule,regardlessofmodulesize,willhaveapenalty5marksdeductedfromexampaperorCAassignmentasapplicableforthatmodule,evenwheresuchapenaltyresultsinafailgradebeingreturnedforthatstudent.Excusedabsencesincludeonlythoseabsencesinvolvingmedicalcertification,tutornotificationorasagreedinwriting,betweenindividualstaffandstudentonacase-by-casebasis.AllmedicalcertificationmustbesubmittedtoSarahRyan,Room105.Studentswhoareidentifiedassigninginforstudentswhoarenotpresentwillhavea10markpenaltyappliedforeachinstanceofinfringementandmaybereportedtotheJuniorDean.

(b) Attendanceattutorials,includingPBLtutorialsiscompulsory.Anystudentwhoisabsentwithoutexcuse,fortwoormorehoursofanytutoredPBLelementofamodule,regardlessofmodulesize,willhaveapenalty10marksdeductionappliedtotheircontinuousassessmentmarkforthatPBLassignment.Studentswhomissmorethan25%oftutoredPBLslots,forwhateverreason,areexcludedfromparticipatingintheassessmentassociatedwiththePBLprocessandwillbesetanalternativeassignment.

(c) Collegestipulatesthatstudentsfromallyearsmaybedeemedunsatisfactoryiftheymissmorethanonethirdofthelecturesinanycourseinanyterm.Attendancerecordsaremaintainedforeachcourse.Itisyourresponsibilitytoensureyourattendanceisaccuratelyrecorded.

Studentsmaybedeemedtobenon-satisfactoryiftheyfailtofulfilcourseworkandattendancerequirements.Studentsmaybedeemednon-satisfactoryiftheymissmorethanonethirdofarequiredcomponentcourse/moduleinanyterm.TheDirectorofTeachingandLearning(Undergraduate)mayreportsuchstudentstotheSeniorLecturerasbeingnon-satisfactoryforthatterm.Inthefirstinstance,thereportissentbytheDirectorofTeachingandLearning(Undergraduate)tothestudent'sTutor,whowillnormallyinterview,orotherwisecontact,thestudentandrespondonthestudent'sbehalftotheDirectorofTeachingandLearning(Undergraduate),detailinganymitigatingcircumstancessurroundingthestudent'snon-satisfactoryperformance.OnthespecificwrittenrecommendationoftheDirectorofTeachingandLearning(Undergraduate)totheSeniorLecturer,astudentreturnedasnon-satisfactoryforboththeMichaelmasandHilarytermsmayberefusedpermissiontotaketheirannualexaminationsandmayberequiredbytheSeniorLecturertorepeattheiryear.Furtherdetails,andacopyoftheReportonaNon-SatisfactoryStudent,canbeviewedathttp://www.tcd.ie/undergraduate-studies/academic-progress/attendance-course-work.php


GARDA/POLICEVETTING

Studentsoncourseswithclinicalorotherprofessionalplacementsoroncoursesthatwillbringthemintoprofessionalcontactwithchildrenand/orvulnerableadults,willberequiredtoundergovettingbytheGardaSíochánathroughtheGardaCentralVettingUnit,orotherrelevantpoliceforcepriortoregistration.If,asaresultoftheoutcomeofthesevettingprocedures,astudentisdeemedunsuitabletoattendclinicalorotherprofessionalplacements,he/shemayberequiredtowithdrawfromhis/hercourseofstudy.PleaseseetheUniversityCalendarforfurtherinformationIfyoulivedoutsideIrelandforaconsecutiveperiodof6monthsormore,thenpoliceclearancewillberequiredfromthecountryorcountriesinwhichyouresided.ThesedocumentsshouldbereturnedtotheAdmissionsOfficewithyourcompletedGardaVettingform.Youshouldkeepcopiesofalltheseclearanceformsastheymayberequiredforplacementsitesandfutureemployment.Studentsareremindedatclinicalbriefingsthattheyshouldinformthetutor/headofdisciplineiftheyhavecommittedanyactswhichcouldjeopardisetheirstatusasvettedonentry.

ProfessionalDevelopmentLogsStudentsarerequiredtocharttheirprofessionaldevelopmentusingthedepartmentalProfessionalDevelopmentLogs(PDL).Studentsarerequiredtosubmitbothqualitative(completedPDLactivities)andquantitativeevidence(completedcertifiedhoursforms)ofclinicallearningthroughouttheprogramme.

StudentsshouldusetheProfessionalDevelopmentLogtorecordrelevantpreclinicalandclinicallearningexperiencesandtoretainevidencethattheyhaveachievedthenecessarylearningoutcomes.Learningexperiencesincludeallactivitiesrelatedtoprofessionalclinicaldevelopmentandarenotconfinedtodirectclientobservation/therapysessions.Clinicallogsarekeptbythestudentasalearningtooltoreflectonexperiences,identifylearningthathasoccurredandsetfuturelearninggoals.

ACADEMICPROGRESS

Off-bookstudents.ExtractfromUniversityCalendar2017-18

63StudentsmustpursuetheirundergraduatecoursecontinuouslyunlesstheyarepermittedbytheSeniorLecturertointerruptit,normallyforaperiodofoneyear,eitherbygoing‘off-books’orbyintermittingtheirstudiesforextra-curricularreasons.

64Studentswishingtointerrupttheircourseandgo‘off-books’shouldapplythroughtheirtutortotheSeniorLecturer.Suchpermissionwillonlybegrantedtostudentswhohavecompletedtheacademicexercisesoftheirclass,i.e.arealreadyentitledtojointheclassaboveontheirreturntoCollege.InexceptionalcircumstancestheSeniorLecturer,afterconsultationwiththehead(s)ofschool(s)ordepartment(s)orcoursedirectorasappropriate,maypermitstudentswhoarenotingoodstandingtogo‘off-books’,wheretodosointhejudgementoftheSeniorLecturerisinthebestinterestsofthestudents.DuringtheperiodofinterruptionstudentsarenotrequiredtokeeptheirnamesontheCollegebooks,anddonotpayanannualfeeorareplacementfee.JuniorFreshstudentswhoseektodiscontinuetheircoursebefore1Februarywillnormallyberequiredtowithdraw(see§69below).

65StudentswhohavebeenpermittedtogooffthebooksmayreturntoCollegeasdetailedbelow,dependingonthecircumstanceoftheirgoingoffthebooks.

1. (a)JuniorFreshstudentswithpermissionfromtheSeniorLecturertogooffthebooksafter1Februaryandbere-admittedtothesamecourseofstudyataspecifieddatemustapplyforre-


admissionbefore1Augustbycompletingaspecialapplicationform,obtainablefromtheStudyatTrinitywebsiteathttps://www.tcd.ie/study/eu/undergraduate/apply/readmissionorfromtheAcademicRegistrydirectly.

2. (b)Studentswhoforreasonsofill-healthhaveallowedtheirnamestogooffthebookscanonlybere-admitted,eveninthecurrentacademicyear,atthediscretionoftheSeniorLecturer.SuchstudentswillberequiredtosubmittotheSeniorLecturerbefore1Augustacertificateoffitnessfromamedicalreferee,nominatedbytheSeniorLecturer,asevidencethattheycancontinuetheirstudies.

3. (c)StudentswithpermissionfromtheSeniorLecturertogooffthebooksforanacademicyearandsitexaminationsinthatyearmustpayanexaminationfeeof€382.Off-booksstudentswithpermissiontotakeexaminationsareadvisedtoconsultwiththeirschool,departmentorcourseofficebeforetheendofMichaelmastermtoconfirmtheirexaminationand/orassessmentrequirementswhileoff-books.Suchstudentsarenotrequiredtoapplyforre-admissionandshouldregisterforthefollowingacademicyearassetoutinthegeneralregulationsconcerningregistration.

4. (d)StudentswithpermissionfromtheSeniorLecturertogooffthebooksforoneormoreacademicyear(s)forreasonsotherthanmedicalarenotrequiredtoapplyforre-admissionandareexpectedtoregisterfortheacademicyearthattheyareduetoreturntoCollegeassetoutinthegeneralregulationsconcerningregistration.

66Arequirementtoundertakeaperiodofprofessionalre-orientationmayapplyinthecaseofcertainundergraduatecourseswhichhaveclinicalorpracticecomponentsandwhicharesubjecttoaccreditationbyexternalprofessionalbodies.Studentswhohavebeenoff-books,withthepermissionoftheSeniorLecturer,mayberequiredtocompleteacourseofprofessionalre-orientationbeforeproceedingtothenextyearoftheircourse.Suchprofessionalre-orientationcoursesmaynotberepeatedintheeventofnon-satisfactorycompletion,andthestudentwillberequiredtowithdrawfromtheircourse.

Studentsmustregisterfortheacademicyearandpayaprofessionalre-orientationfeebutwillnotbeliableforthestudentcontributionandrelatedlevies.

SeetheUniversityCalendarforfurtherinformationandhttps://www.tcd.ie/teaching-learning/academic-policies/


GENERALINFORMATIONONASSESSMENTANDSUBMISSIONOFCOURSEWORK

ProceduresforSubmissionofContinuousAssessmentAssignments

AllcontinuousassessmentassignmentsMUSTbesubmittedby12noonontheduedateandahardcopysignedinattheReceptiondeskwithasoftcopymailedtotheacademicinchargeoftheassignment.StudentsarerequiredtokeepanelectroniccopyofALLworksubmittedforassessment.AnAssignmentSubmissionFormmustbecompletedandsignedbystudentwhensubmittingassignments(seecopyofAssignmentSubmissionForm).

Forallassignments,studentsmayberequiredtouploadanelectronicversionoftheassignmenttoTurnItIn,aplagiarismdetectionsystem.Studentswillbeadvisedbyindividuallecturerswherethisapplies.Seealsoguidelinesofplagiarismonpage38

Whensubmittingassessmentworkbyemail,studentsmustusetheirCollegeusernameande-mailaccount;submissionofmaterialforassessmentwillnotbeacceptedfromexternale-mailaddresses.

Deadlinescanonlybechangedbydirectconsultationwiththestaffmemberconcerned,INADVANCEofthesubmissiondate.Itisthestudent'sresponsibilitytoensurethatagreementregardinganyextensionofadeadlinehasbeenreachedwiththerelevantstaffmemberandmusthavecompletedandsubmittedtheApplicationFormForLateSubmissionofCoursework

AssignmentprintingrequirementsAssignmentsshouldbeword-processedandcanbeprintedononeorbothsidesofthepaper,using1.5linespacing,withamarginofatleastoneinchatthetop,bottom,leftandrightofthepage.Examinerswillpayparticularattentiontothepresentationofassignments,andcandidateswhoseworkisdeficientinthisregardwillbepenalized.

Titlepage:Eachassignmentmustbeginwithatitlepagethatcontainsthefollowinginformation(inthisorder):thestudentnumberandname,therelevantmodule,thedegreeforwhichitissubmitted(BScClinicalSpeechandLanguageStudies);thetermandyearinwhichitissubmitted.Pagination:Allpagesmustbeclearlyandsequentiallynumbered.Binding:Assignmentsneednotbeboundinanyformalsense,butallpagesmustbefirmlyfixedtogether,ie.byastrongstapleandNOTsubmittedinplasticfoldersorpockets.ASSIGNMENTSSHOULDNOTBESPIRALBOUND.Thisistofacilitatereturnofassignmentselectronicallytostudents.

References:Everyassignmentmusthaveappendedtoitanalphabeticallistofreferences,presentedaccordingtotheAPAorHarvardconvention.SeeTCDwebsiteforadviceoncitationandreferencinghttps://www.tcd.ie/library/assets/pdf/Library%20HITS%202014/Library%20HITS%20Plagiarism%20and%20Citations%202014.pdf

Intheeventoflatesubmissionofanassignment,withoutsuchagreement,apenaltywillapply.Markswillbereducedinaccordancewiththeextentofthedelaywith5marksbeingdeductediftheassignmentisuptooneweeklateand10markswillbedeductediftheassignmentisbetweenoneandtwoweekslate.Assignmentswillnotbeaccepted,withoutagreement,morethan14daysafterthesubmissiondate.Receiptofassignmentsafterthistime,willnormallyresultinafail(zero)markbeingrecorded.Agreementtosubmitafterthistimemustbemadeinconsultationwiththestudent’sCollegeTutorandcanonlybeallowedonthebasisofillness(medicalcertificaterequired)orsimilarpersonalcircumstances.

StudentsarerequiredtosubmitallContinuousAssessment(CA)components.Failuretodosomayresultinastudentbeingreturnedas“Absent”and“Excluded”fromCollege.Studentswhosubmitworkwithoutappropriatebibliographieswillnothavetheirmarksreleased,andstudentswhofailtoacknowledgerelevantsourceswithintheirassignmentsmayfindthemselvesinbreachofplagiarismguidelines.


Studentsarerequiredtoperformsatisfactorilyineachtypeofactivity.COMPENSATIONWITHINORBETWEENMODULESISNOTPERMITTED.StudentswhoareunsuccessfulintheirMichaelmasTermexaminationsessionorintheAnnualExaminationsessionmayberequiredtoresubmitcontinuousassessmentorprojectwork,tositaformalsupplementalexaminationpaper,ortobere-assessedinclinicalpractice,intheSupplementalperiod.

InlinewithCollegepolicy,theDepartmentiskeentoensurethatContinuousAssessmentcomponentsareincludedwherepossibleandappropriateacrossallcoursestakenaspartoftheDegreeprogramme.TheDepartmentrecognisesthatfeedbackonperformanceplaysanimportanteducationalroleinrelationtocontinuousassessment.Tothisend,everyeffortwillbemadetoreturncontinuousassessmentassignmentstostudentswithinatimelyfashion.Collegepolicyrequiresthatallassignmentswillbereturnedwithin20workingdaysofsubmission.Ifthereislikelytobeadelayinmeetingthisdeadline,studentswillbeadvisedbytherelevantlecturer.Feedback,includinginformationregardingthegradeawardedtotheassignmentwillbereturnedtothestudent,eitheronaninsertedsheet,orwrittendirectlyontotheassignment.Inallinstances,inordertoprotectstudentconfidentiality,suchinformationwillbeincludedatthebackoftheassignment,sothatitisnotvisibletootherstudents.Studentswhosubmitassignmentswithoutacompletebibliographyorotheressentialcomponentswillnotreceivefeedbackabouttheirgrade,untilaftersubmissionofthemissinginformation.

Intheeventofillness,therelevantlecturerorCollegeTutorshouldbecontactedinadvanceoftheduedatewherepossible;otherwiseacertificateisneededtovouchfortheillness(orincaseofbereavement,etc.)andextensionswillordinarilybegrantedonlytocoverdayscoveredbythecertificate.

EXAMINATIONS

(i) ExaminationResults:Thesewillbeontherelevantnoticeboardswhenavailableandonthemytcdportal.StudentswillnotbegivenresultsbyphoningtheDepartmentunderanycircumstances.

(ii) ResultsfromtheMichaelmasTermExaminationswillbeavailabletostudentsinJanuarybutareprovisional,untilratifiedbytheCourtofExaminersinJune.

(ii) BreakdownofResults:Studentscanobtainabreakdownoftheirresultsthroughthemytcdportal,orthroughtheDepartment,eitherinperson,bypriorappointment,withtheHeadofDiscipline([email protected])ortheDirectorofTeachingandLearning(Undergraduate)([email protected]).Resultswillnotbereleasedbyanymemberofstafftoanyoneotherthanthestudent,inordertoconformwiththeDataProtectionAct.Studentsarealsoinvitedtoreviewtheirscriptsanddiscusstheirexaminationperformance.Normally,studentsareadvisedofadayandtimewhenscriptscanbereviewed.Pleasenotethatresourceconstraintsmeanthatstudentrequeststoreviewscripts,outsidethedesignatedtimes,maynotbeaccommodated.

(iii) Assessmentmarks:Marksdisclosedduringthecourseoftheyearforprescribedassessmentsaresubjecttomoderationbyinternaland,whereappropriate,externalexaminers,andassucharetobeconsideredprovisionaluntiltheend-of-yearresultsareconfirmedbytheCourtofExaminers

(iv) Anonymousmarking:Asampleofacompletedfrontcoverofananonymousexaminationbookletisincludedinthishandbook.Pleasefamiliariseyourselveswithallthedetailsinadvanceofyourexaminations.


ExternalExaminers

ProgressionRegulations

CouncilapprovedthisProgrammesderogationtotheGeneralRegulationinCollegewherebycompensationbetweenorwithinmodulesisallowed.ThismeansthatstudentsarerequiredtoperformsatisfactorilyineachtypeofactivityandthatCOMPENSATIONWITHINORBETWEENMODULESISNOTPERMITTED.StudentswhoareunsuccessfulintheirMichaelmasTermexaminationsessionorintheAnnualExaminationsessionmayberequiredtoresubmitcontinuousassessmentorprojectwork,tositaformalsupplementalexaminationpaper,ortobere-assessedinclinicalpractice,intheSupplementalperiod.

(v) AssessmentandExaminationsMarkingScale:ThefollowinginstitutionalmarkingscaleappliesacrossCollege:

First 70-100% II.1 60-69%II.2 50-59% III 40-49%F1 30-39% F2 0-29%

Thismarkingscaleisusedwithinthedepartmentforbothcontinuousassessmentandexaminationpurposes,withtheexceptionoftheDeptofAnatomy,FacultyofHealthSciences,wherethepassmarkis50.

Pleasecheckindividualmoduleinformationforspecificrequirementsinrelationtosuccessfulcompletionofexamsandassessmentcomponents.

(vi) SomeinformationontheUniversityguidelinesforstudentstakingexaminationsisbelow.Pleasealsorefertothefollowingwebsiteformoredetailedinformation:

https://www.tcd.ie/academicregistry/exams/assets/local/guideexam.pdf

https://www.tcd.ie/academicregistry/exams/student-guide/

Conductofexaminationshttps://www.tcd.ie/academicregistry/assets/local/

SpeechandLanguagePathology DrWendyCohen

Linguistics Prof.MartinJ.Ball

Psychology Prof.GaryMorgan


ConductofExaminations

43Exceptasprovidedforbelow,candidatesforexaminationareforbiddenduringanexaminationtodoortoattempttodo,anyofthefollowing:tohaveintheirpossessionorconsultoruseanybooks,papers,notes,memoranda,mobilephonesorwrittenorelectronicmaterialofanynature,ortocopyfromorexchangeinformationwithotherpersons,orinanywaytomakeuseofanyinformationimproperlyobtained.

44Wheretheexaminationisofsuchanaturethatmaterialsareprovidedtothecandidates,orwherethecandidatesareallowedbytherulesofthatexaminationtohavematerialsintheirpossession,thencandidatesmayofcoursemakeuseofsuchmaterials,butonlyofsuchmaterials,andthegeneralprohibitionabovecontinuestoapplyinrespectofanyandallothermaterials.

45Wherecandidateshavethepriorwrittenpermissionoftheexaminer(s),oftheSeniorLecturer,oroftheDisabilityOfficer,tohavematerialsintheirpossessionduringanexamination,thencandidatesmayofcoursemakeuseofsuchmaterials,butonlyofsuchmaterials,andthegeneralprohibitionabovecontinuestoapplyinrespectofanyandallothermaterials.

46Wherecandidatesareallowedtobringpersonalbelongingsintotheexaminationvenuesuponconditionthatsuchbelongingsarestoredinanarea–suchasthebackofthevenue–awayfromtheareainwhichthecandidatesaresittingtheirexaminations,thencandidatesmaybringpersonalbelongingsintothehall,providedthattheyareplacedintheindicatedareaandarenotreturnedtobythecandidatesuntiltheyhavefinishedtheirexaminationsandareleavingthehall.

47AnybreachofthisregulationisregardedasamajoroffenceforwhichastudentmaybeexpelledfromtheUniversity(seeConductandCollegeRegulations).

48Studentsmustnotleavethehallbeforethetimespecifiedfortheexaminationhaselapsed,exceptbyleaveoftheinvigilator.

49ExaminationsorotherexerciseswhicharepartofcontinuousassessmentaresubjecttothesamerulesasotherCollegeexaminations.Wheresubmittedworkispartofaprocedureofassessment,plagiarismissimilarlyregardedasamajoroffenceandisliabletosimilarpenalties(see§§82-91).

AbsenceFromExaminations;seeCalendar2018-19,PartIIsections44-50

https://www.tcd.ie/calendar/undergraduate-studies/general-regulations-and-information.pdf

Accesstoscriptsanddiscussionofperformanceatexams

51 Accesstoscriptsanddiscussionofperformance

(i) Allstudentshavearighttodiscusstheirexaminationandassessmentperformancewiththeappropriatemembersofstaffasarrangedforbythedirectorofteachingandlearning(undergraduate)ortheheadofdepartmentasappropriate.Thisrightisbasictotheeducationalprocess.

(ii) Studentsareentitledtoviewtheirscriptswhendiscussingtheirexaminationsandassessmentperformance.

(iii) Students’examinationperformancecannotbediscussedwiththemuntilafterthepublicationoftheexaminationresults.

(iv) Toobtainaccesstothebreakdownofresults,astudentorhis/hertutorshouldmakearequesttothedirectorofteachingandlearning(undergraduate),courseco-ordinatororappropriatemember


ofstaff.

(v) Examinationscriptsareretainedbyschoolsanddepartmentsforthirteenmonthsfromthedateofthemeetingofthecourtofexaminerswhichmoderatesthemarksinquestionandmaynotbeavailableforconsultationafterthistimeperiod.

52 Re-check/re-markofexaminationscripts

(i) Havingreceivedinformationabouttheirresultsandhavingdiscussedtheseandtheirperformancewiththedirectorofteachingandlearning(undergraduate)ortheheadofdepartmentand/ortheappropriatestaff,studentsmayaskthattheirresultsbereconsiderediftheyhavereasontobelieve:

(a)thatthegradeisincorrectbecauseofanerrorincalculationofresults;

(b)thattheexaminationpaperspecifictothestudent’scoursecontainedquestionsonsubjectswhichwerenotpartofthecourseprescribedfortheexamination;or

(c)thatbiaswasshownbyanexaminerinmarkingthescript.

(ii) Inthecaseof(a)above,therequestshouldbemadethroughthestudent’stutortothedirectorofteachingandlearning(undergraduate)orcourseco-ordinatorasappropriate.

(iii) Inthecaseof(b)and/or(c)above,therequestshouldbemadethroughthestudent’stutortotheSeniorLecturer.Insubmittingsuchacaseforreconsiderationofresults,studentsshouldstateunderwhichof(b)and/or(c)therequestisbeingmade

(iv) OnceanexaminationresulthasbeenpublisheditcannotbeamendedwithoutthepermissionoftheSeniorLecturer.

(v) Requestsforre-checkorre-markshouldbemadeassoonaspossibleafterdiscussionofresultsandperformanceandnolaterthantwelvemonthsfromthedateofthemeetingofthecourtofexaminerswhichmoderatedthemarksinquestion.

(vi) Anystudentwhomakesarequestforre-checkorre-markthatcouldhaveimplicationsfortheirdegreeresultisadvisednottoproceedwithdegreeconferraluntiltheoutcomeoftherequesthasbeenconfirmed.


Plagiarism

Toensurethatyouhaveaclearunderstandingofwhatplagiarismis,howTrinitydealswithcasesofplagiarism,andhowtoavoidit,youwillfindarepositoryofinformationathttp://tcd-ie.libguides.com/plagiarismWeaskyoutotakethefollowingsteps:

(i) VisittheonlineresourcestoinformyourselfabouthowTrinitydealswithplagiarismandhowyoucanavoiditathttp://tcd-ie.libguides.com/plagiarism.Youshouldalsofamiliarizeyourselfwiththe2015-16Calendarentryonplagiarismlocatedonthiswebsiteandthesanctionswhichareapplied;

(ii) PlagiarismDeclaration:Completethe‘Ready,Steady,Write’onlinetutorialonplagiarismat

http://tcd-ie.libguides.com/plagiarism/ready-steady-write.

Completingthetutorialiscompulsoryforallstudents.

(iii) Familiariseyourselfwiththedeclarationthatyouwillbeaskedtosignwhensubmittingcourseworkathttp://tcd-ie.libguides.com/plagiarism/declaration;

(iv) ContactyourCollegeTutor,yourCourseDirector,oryourLecturerifyouareunsureaboutanyaspectofplagiarism.

SeebelowforcalendarentryUG:CalendarPartII,GeneralRegulations,AcademicProgress,Paragraphs82andfollowingpages.

82GeneralItisclearlyunderstoodthatallmembersoftheacademiccommunityuseandbuildontheworkandideasofothers.Itiscommonlyacceptedalso,however,thatwebuildontheworkandideasofothersinanopenandexplicitmanner,andwithdueacknowledgement.Plagiarismistheactofpresentingtheworkorideasofothersasone’sown,withoutdueacknowledgement.Plagiarismcanarisefromdeliberateactionsandalsothroughcarelessthinkingand/ormethodology.Theoffenceliesnotintheattitudeorintentionoftheperpetrator,butintheactionandinitsconsequences.Itistheresponsibilityoftheauthorofanyworktoensurethathe/shedoesnotcommitplagiarism.Plagiarismisconsideredtobeacademicallyfraudulent,andanoffenceagainstacademicintegritythatissubjecttothedisciplinaryproceduresoftheUniversity.

83ExamplesofPlagiarism.Plagiarismcanarisefromactionssuchas:(a)copyinganotherstudent’swork;(b)enlistinganotherpersonorpersonstocompleteanassignmentonthestudent’sbehalf;(c)procuring,whetherwithpaymentorotherwise,theworkorideasofanother;(d)quotingdirectly,withoutacknowledgement,frombooks,articlesorothersources,eitherinprinted,recordedorelectronicformat,includingwebsitesandsocialmedia;(e)paraphrasing,withoutacknowledgement,thewritingsofotherauthors.Examples(d)and(e)inparticularcanarisethroughcarelessthinkingand/ormethodologywherestudents:(i)failtodistinguishbetweentheirownideasandthoseofothers;(ii)failtotakepropernotesduringpreliminaryresearchandthereforelosetrackofthesourcesfromwhichthenotesweredrawn;(iii)failtodistinguishbetweeninformationwhichneedsnoacknowledgementbecauseitisfirmlyinthepublicdomain,andinformationwhichmightbewidelyknown,butwhichneverthelessrequiressomesortofacknowledgement;(iv)comeacrossadistinctivemethodologyorideaandfailtorecorditssource.Alltheaboveserveonlyasexamplesandarenotexhaustive.


84PlagiarisminthecontextofgroupworkStudentsshouldnormallysubmitworkdoneinco-operationwithotherstudentsonlywhenitisdonewiththefullknowledgeandpermissionofthelecturerconcerned.Withoutthis,submittingworkwhichistheproductofcollusionwithotherstudentsmaybeconsideredtobeplagiarism.Whenworkissubmittedastheresultofagroupproject,itistheresponsibilityofallstudentsinthegrouptoensure,sofarasispossible,thatnoworksubmittedbythegroupisplagiarised.85SelfplagiarismNoworkcannormallybesubmittedformorethanoneassessmentforcredit.Resubmittingthesameworkformorethanoneassessmentforcreditisnormallyconsideredself-plagiarism.

86AvoidingplagiarismStudentsshouldensuretheintegrityoftheirworkbyseekingadvicefromtheirlecturers,tutororsupervisoronavoidingplagiarism.Allschoolsanddepartmentsmustinclude,intheirhandbooksorotherliteraturegiventostudents,guidelinesontheappropriatemethodologyforthekindofworkthatstudentswillbeexpectedtoundertake.Inaddition,ageneralsetofguidelinesforstudentsonavoidingplagiarismisavailableonhttp://tcd-ie.libguides.com/plagiarism.

87Ifplagiarismasreferredtoin§82aboveissuspected,inthefirstinstance,theDirectorofTeachingandLearning(Undergraduate),ortheirdesignate,willwritetothestudent,andthestudent’stutoradvisingthemoftheconcernsraised.Thestudentandtutor(asanalternativetothetutor,studentsmaynominatearepresentativefromtheStudents’Union)willbeinvitedtoattendaninformalmeetingwiththeDirectorofTeachingandLearning(Undergraduate),ortheirdesignate,andthelecturerconcerned,inordertoputtheirsuspicionstothestudentandgivethestudenttheopportunitytorespond.Thestudentwillberequestedtorespondinwritingstatinghis/heragreementtoattendsuchameetingandconfirmingonwhichofthesuggesteddatesandtimesitwillbepossibleforthemtoattend.Ifthestudentdoesnotinthismanneragreetoattendsuchameeting,theDirectorofTeachingandLearning(Undergraduate),ordesignate,mayreferthecasedirectlytotheJuniorDean,whowillinterviewthestudentandmayimplementtheproceduresasreferredtounderCONDUCTANDCOLLEGEREGULATIONS§2.

88IftheDirectorofTeachingandLearning(Undergraduate),ordesignate,formstheviewthatplagiarismhastakenplace,he/shemustdecideiftheoffencecanbedealtwithunderthesummaryproceduresetoutbelow.Inorderforthissummaryproceduretobefollowed,allpartiesattendingtheinformalmeetingasnotedin§87abovemuststatetheiragreementinwritingtotheDirectorofTeachingandLearning(Undergraduate),ordesignate.Ifthefactsofthecaseareindispute,oriftheDirectorofTeachingandLearning(Undergraduate),ordesignate,feelsthatthepenaltiesprovidedforunderthesummaryprocedurebelowareinappropriategiventhecircumstancesofthecase,he/shewillreferthecasedirectlytotheJuniorDean,whowillinterviewthestudentandmayimplementtheproceduresasreferredtounderCONDUCTANDCOLLEGEREGULATIONS§2.

89Iftheoffencecanbedealtwithunderthesummaryprocedure,theDirectorofTeachingandLearning(Undergraduate),ordesignate,willrecommendoneofthefollowingpenalties:(a)Level1:Studentreceivesaninformalverbalwarning.Thepieceofworkinquestionisinadmissible.Thestudentisrequiredtorephraseandcorrectlyreferenceallplagiarisedelements.Othercontentshouldnotbealtered.Theresubmittedworkwillbeassessedandmarkedwithoutpenalty;


(b)Level2:Studentreceivesaformalwrittenwarning.Thepieceofworkinquestionisinadmissable.Thestudentisrequiredtorephraseandcorrectlyreferenceallplagiarisedelements.Othercontentshouldnotbealtered.Theresubmittedworkwillreceiveareducedorcappedmarkdependingontheseriousness/extentofplagiarism;(c)Level3:Studentreceivesaformalwrittenwarning.Thepieceofworkinquestionisinadmissible.Thereisnoopportunityforresubmission.

90Providedthattheappropriateprocedurehasbeenfollowedandallpartiesin§87aboveareinagreementwiththeproposedpenalty,theDirectorofTeachingandLearning(Undergraduate)shouldinthecaseofaLevel1offence,informthecoursedirectorandwhereappropriatethecourseoffice.InthecaseofaLevel2orLevel3offence,theSeniorLecturermustbenotifiedandrequestedtoapprovetherecommendedpenalty.TheSeniorLecturerwillinformtheJuniorDeanaccordingly.TheJuniorDeanmayneverthelessimplementtheproceduresasreferredtounderCONDUCTANDCOLLEGEREGULATIONS§2.

91Ifthecasecannotnormallybedealtwithunderthesummaryprocedures,itisdeemedtobeaLevel4offenceandwillbereferreddirectlytotheJuniorDean.NothingprovidedforunderthesummaryprocedurediminishesorprejudicesthedisciplinarypowersoftheJuniorDeanunderthe2010ConsolidatedStatutes


SCHOLARSHIP&DEPARTMENTAWARDS

TheFoundationScholarship

FoundationScholarsareelectedannuallyontheresultsofexaminationsheldatthebeginningofHilaryTerm.StudentstaketheexaminationintheirSeniorFreshman(secondyear)inCollege,havingcompleted3semestersofcoursework.InadditiontotheprestigeofbeingascholarofTCD,otherspecificprivilegesthatstudentsareentitledtoare(ForfurtherinformationcontactyourCollegeTutor)(a) Commonsfreeofcharge(CommonsisthetraditionaleveningmealservedintheCollegeDiningHall)(b) roomsfreeofcharge(c) remissionoffeesforpost-graduatestudy

Formoredetailsconsult:https://www.tcd.ie/academicregistry/exams/scholarship/

ThisacademicyeartheFoundationScholarshipExaminationswillbescheduledtobeginonMonday7thJanuary2019(althoughitmaybenecessarytoschedulesomeexaminationsintheprecedingweek).

CandidatesintendingtopresentfortheFoundationScholarshipexaminationsmustcompletetheonlineapplicationform.Onlineapplicationswillbeacceptedfrom9.00amonTuesday16thOctoberto5.00pmonTuesday30thOctober2018.Noapplicationswillbeacceptedafterthisdate/time.Applicantsmustbefullyregisteredfortheircourseofstudyinthecurrentacademicyearbytheapplicationclosingdate.

FoundationScholarshipPapers1) NatureandAssessmentofDisordersofSpeech,VoiceandFluency2) LinguisticsandPsychology(3hours)3) GeneralPaper(2hours)

1. NatureandAssessmentofDisordersofSpeech;VoiceandFluency(3hours)• strongandclearunderstandingofmodelsofspeechprocessing• theabilitytocriticallyevaluatecontrastingmodelsofspeechprocessingandapplyinsightsfromsuchcomparisons

toexplicatespecificcategoriesofspeechdisorders• theabilitytodescribeatheoreticalbasisforarangeofspeechdisordersandformulateandrationalisean

assessmentanddifferentialdiagnosisprocessinlightofthattheoreticalfoundation• strongandclearunderstandingofthenatureofvoiceandfluencydisorders• theabilitytocriticallydiscusspossibleaetiologiesofvoicedisordersand/ortheassociatedfactorsrelatedto

fluencydisorders• theabilitytodescribeatheoreticalbasisforvoiceandfluencydisorders,andtoformulateandrationalisean

assessmentanddifferentialdiagnosisprocessinlightofthattheoreticalfoundation2) LinguisticsandPsychology(3hours)• anexceptionalunderstandingofmodelsofSocialPsychologyandLifespanDevelopmentand• ascholarlylevelofcriticalanalysisofthecontrastingtheoreticalmodels.• criticalinsightintotheproblemoffirstlanguageacquisitionanduniversalfeaturesofthehumanmind• skillinreviewingandsuggestingapplicationsfromresearchintothenatureofsocialandindividualbilingualismin

children• theabilitytoanalysechildlanguagedatainordertodemonstrateprinciplesthatarisewithinuniversal,cross-

linguistic,orlanguage-specificperspectives.3) GeneralPaper(2hours)Theabilitytocriticallydiscuss,inascholarlymanner,thedisciplineofspeechandlanguagetherapy,asrelatedto• commontheoriesofinterpersonalcommunication• thenatureofcommunicationbreakdown• theprinciplesofassessmentandevaluationincommunicationdisorders• thefoundationsofthetherapeuticprocess


DEPARTMENTAWARDSANDPRIZES

BEGGSLEASKPRIZEThisprizewasfirstawardedin1994tomarkthetwenty-fifthyearofeducationofspeechandlanguagetherapistsinIreland.ItwasfoundedbyRebeccaBeggsLeask,whoasDeputyDirectorassistedtheDirector,DrMariedeMontfortSupple,ininitiatingtheeducationofSpeechandLanguageTherapistsinIrelandin1969.ItisawardedannuallytotheSeniorSophisterstudentwhopresentsthebestresearchproject.

IASLTSTUDENTPRIZEThisprizeisawardedannuallytotheJuniorFreshstudentwhoachievesthehighestmarkoverall.ThisawardispresentedbytheIrishAssociationofSpeechandLanguageTherapists(IASLT)andisawardedinhonourofDrMariedeMontfort,thefounderoftheprogramme.

THEFOUNDER’SPRIZEThisprizeisawardedannuallytotheJuniorSophisterstudentwhoachievesthebestoverallmarkintheendofyearexaminations.TheFounder’sprizeisfundedbyastipenddonatedbythefounderoftheformerSchoolofClinicalSpeechandLanguageStudies,andtheformerDirectoroftheSchool,DrMariedeMontfortSupple.

NORADAWSONMARIAKISPRIZEThisprizeisawardedannuallytotheJuniorSophisterstudentwhoachievesthehighestmarkintheclinicalpracticemodule.Theawardisfundedbytheclassof1972(D.C.S.T.),inmemoryofthepioneeringlecturerandclinician,NoraDawsonMariakis.

OTWAY-FREEMANAWARDThisprizeisawardedannuallytotheSeniorSophisterstudentwhoachievesthehighestmarkintheclinicalpracticemodule.

QUATERCENTENARYPRIZEThisprizeisawardedannuallytotheSeniorSophisterstudentwhoachievesthehighestoverallmarksintheyear.

THETAVISTOCKTRUSTFORAPHASIASTUDENTPRIZEThisprizeisawardedbyTheTavistockTrustforAphasia(UK)toUniversitiesinIrelandandUKthathavecoursesinSpeechandLanguageTherapy.Theprizeistothevalueof£300andisawardedintheSeniorSophisteryearforstudentswhodemonstrateexcellenceinscholarlyworkintheareaofAphasia.

WALKERPRIZEThisprizeisawardedannuallytothestudentacquiringthehighestgradeinspeechandlanguagepathologyintheSeniorFreshyear.


TermDates

AcademicYearStructure2018/19

KeyDates:

Freshers/OrientationWeek: Monday3SeptembertoFriday7September2018

Study/ReviewWeek: Monday22OctobertoFriday26October2018

RevisionWeekSemester1: Monday3DecembertoFriday7December2018

ScholarshipExaminations: Monday7JanuarytoFriday11January20191

Study/ReviewWeek: Monday4MarchtoFriday8March2019

RevisionWeekSemester2: Monday15ApriltoFriday19April2019

Trinityweek: Monday29ApriltoFriday3May2019

FormalAssessmentweeks

Semester1Examinations Saturday8DecembertoFriday14December2018

Semester2Examinations Tuesday23toSaturday27April2019

(andTuesday30AprilandThursday2May2019ifrequired)

1ItmaybenecessarytoholdsomeFoundationScholarshipexaminationsintheprecedingweek.


DEPARTMENTFACILITIES

Thereareanumberofdepartmentalfacilities,asoutlinedbelow.Studentsareremindedoftheextensivelibraryandcomputerfacilitiesprovidedacrossthecampus.

Students’PreparationAreaRoom006,GroundFloor,maybeusedbystudentsforworkinconnectionwiththecourse-studying,preparingclinicalmaterialsetc.Materialsleftaftertheendoftermwillberemoved.Pleaseensurethatthisroomiskeptcleanandtidy,andremoveanyfoodordrinkitemsasyouleave.

ComputersStudentsmayusethecomputerfacilitiesintheDepartmentforcourseworkonly.PrintingfacilitiesarenotavailableintheDepartmentforgeneralwork.ThreecomputersaresituatedinStudentPreparationRoomaswellasinthetwoclinicrooms(Room002andRoom004)andthreeseminarrooms(Rooms005/103/104).

ClinicRoomsTheclinicrooms002and004(groundfloor)maybebookedforPBLtutorialgroupsbystudents.Katie(Reception)keepstheroombookingsheetsandallbookingsmustbemadethroughher.Studentsmaynotbringfoodordrinks(otherthanwater)intotheclinicrooms.

LecturesLecturesaregiveninsharedteachingspacewithinCollegeandwithintheDepartment(7–9SouthLeinsterStreet)whereappropriate-seeyournoticeboard.Lecturesbeginonthehourandendat10minutestothehour.Studentsmaynotbringfoodordrinks(otherthanwater)intothelecturerooms.

Studentsareremindedthattheuseofmobilephonesduringlectures/clinicsisstrictlyprohibited.Phonesmustbeswitchedoffinlecture/clinicrooms.Studentswhoareusingmobilephonestokeeptime,orasstopwatchesmustensurethatthephonecallfunctionisnotactive,unlessexplicitlyrequestedbythePracticeEducator.

NoticeBoardsEachYearGrouphasaspecialnoticeboardintheStudentPreparationArea.Theseshouldbeconsultedoftenforinformationabouttimetable,placements,supervisionetc.Notesforindividualstudentsfromstaffmaybeleftonnoticeboards;pleasecheckregularly.Pleasedonotusethesenoticeboardsforpersonalmessagesetc.

TestsandclinicalequipmentTestsandclinicalequipmentmaybeborrowedforuseon-siteonlyandbookedoutintheTest/EquipmentBookingDiary.Pleasetreatalltestsandclinicalequipmentwiththeutmostcareastheyareextremelyexpensivetoreplace,giventheirspecialistnature.Alltestsandclinicalequipmentmustbereturnedtothecorrectlocationimmediatelyafteruse.Pleaseensureallcomponentsofthetestarereturnedinthefolder(e.g.testmanual,booklet,sampletestformetc.).IncompletetestsshouldbereturnedtoKatieGriffinwithanoteindicatingmissingcomponent(s).


ModuleCode SLU33001

ModuleName DISCOURSEANALYSIS

ECTSweighting 5

Semester/term

taughtMichaelmasterm

ContactHours 22hours;100indicativehours

Module

PersonnelModulecoordinator:Prof.BreffniO'RourkeLecturers:Prof.BreffniO’Rourke,Prof.JeffreyKallen

Learning

Outcomes

Onsuccessfulcompletionofthismodule,studentswillbeableto:•Describelinguisticdiscourseasaphenomenonworthyofsystematicinvestigation•Transcribeconversationaldiscourseinsufficientdetailformostanalyticpurposes•Explainthefundamentalsofrelevantethnographic,pragmatic,andconversation-analyticconceptualframeworks•Analysediscoursefromethnographic,pragmatic,andconversation-analyticperspectives

Module

LearningAims

•Tointroducestudentstoarangeoftheoreticalandanalyticperspectivesondiscourse•Tointroducestudentstosomeofthemaintoolsthathavebeenusedforanalysingmeaningandspeakerchoicesindiscourse

ModuleContent

Thefollowingtopicsareindicative:•Whatisdiscourse?Whyandhowshouldwestudyit?•Transcribingdiscourse(lectureandworkshops)•Theculturalcontextofdiscourse:EthnographyofCommunication•“Doingthingswithwords”:speechacttheory•Meaningsbeyondourwords:thecooperativeprincipleandconversationalimplicature•Beyondcooperativeness:politenesstheory•Discoursemarkers•Microanalysisoftalk-in-interaction:ConversationAnalysis

Recommended

ReadingListSeeBlackboardforrecommendedreadinglist.

Assessment

Details

Studentsareassessedonthebasisofatranscriptionandanalysisassignment.

Submissiondate:12pmonFridayofTeachingWeek12,MichaelmasTerm.


ModuleCode SLU33002

ModuleName DYNAMICSOFDISCOURSE

ECTSweighting 5

Semester/term

taughtHilaryterm

ContactHours 22directhours;100indicativehours

Module

PersonnelModuleCoordinatorandLecturer-DrI.P.Walsh

Learning

Outcomes

Onsuccessfulcompletionofthismodule,studentswillbeableto:1.Describethedevelopmentofdiscourseskillsinchildhoodandadolescence[PO2,7]2.Analysefeaturesofspokendiscourseineverydayandinstitutionalcontexts,withparticularreferencetospeechandlanguagetherapyencounters[PO1,2,4,7,8]3.Describehowspokendiscoursemaybeinfluencedbyinterlocutors'levelsofconversationalengagement,orientationandskillincommunicationinteractions[PO1,2,7,8]

Module

LearningAims

Todemonstratetheapplicationofdiscoursetheory,includingnarrativediscourse,to(i)developmentofdiscourseskillsinchildhood,and(ii)toarangeofdifferentinstitutionaldiscoursecontexts(e.g.classroomandclinicaldiscourse).Toappreciatetheimpactofadiagnosisoflanguageand/orcommunicationimpairmentonthedevelopmentofdiscourseskills.

ModuleContent

Areascoveredwillinclude:Developmentofdiscourseskillsinchildhoodandadolescence.Discourseabilities,disabilitiesanddifferencesacrossindividuals.Institutionaldiscourseandtheclinicalencounterinspeechandlanguagetherapy.Discourseanalysisworkshops

Recommended

ReadingListSeeBlackboardforrelevantlists

Assessment

Details

Assessment:Transcriptionandanalysisofdiscoursesample(100%)Transcriptionofsample(30%)due12pmonMondayofTeachingWeek8,HilaryTerm.Analysisofsample(70%)due12pmonMondayofTeachingWeek12,HilaryTerm.


ModuleCode SLU33003

ModuleName EVIDENCEBASEDPRACTICE

ECTSweighting 5

Semester/term

taughtMichaelmasterm

ContactHours 24directhours;100indicativehours.

Module

PersonnelModuleCoordinatorandlecturer:DrMargaretWalshe,Lecturer:IsoldeHarpur,TCDLibrarian.

Learning

Outcomes

Onsuccessfulcompletionofthismodule,studentswillbeableto:1.Criticallyinterprettheprinciplesunderlyingevidence-basedpracticewithspecificreferencetocommunicationandswallowingdisorders[PO2,8]2.Formulateananswerablequestionforretrievalofevidence[PO6,7,8]3.Retrievehighqualityclinicalevidenceusingscientificliteracyskills[PO6,7,8]4.Criticallyappraisethemethodologicalqualityofresearchevidence[PO2,7,8]5.Integraterelevantevidencewithclinicalexperiencetoinformclinicaldecision-making[PO2,5,7,8]

Module

LearningAims

Thismoduleintroducesstudentstotheprinciplesandapplicationofevidencebasedhealthcareintoclinicalpractice.StudentsareintroducedtocriticalappraisalofliteratureacrossarangeofmethodologiesandencouragedtoapplyEBPtoresearchaswellasclinicalpractice.

ModuleContent

a)PrinciplesofEBPb)FormulationofPICOquestionforinformationretrivalc)Databasesearchingd)Criticalappraisalofresearchevidencee)ApplicationsofEBPintoclinicalpractice”Challengesandopportunities.

Recommended

ReadingListSeeEBPModuleinBlackboardforrelevantreadinglistsandonlineresources

Assessment

DetailsAnnualExamination(2hours)attheendofMichaelmasterm


ModuleCode

SLU33004

ModuleName

INTERVENTIONFORDISORDERSOFSPEECH,VOICE,FLUENCYANDSWALLOWING

ECTSweighting

10

Semester/term

taught

MichaelmasTerm

ContactHours

66directhours:200indicativehours

Module

Personnel

ModuleCo-ordinatorandLecturer-Dr.M.SmithLecturer-Dr.C.Jagoe,Dr.P.Sloane,Dr.J.ReganGuestlecturers

Learning

Outcomes

Onsuccessfulcompletionofthismodule,studentswillbeableto:1.Criticallyevaluatetheevidencebaseforspecificpreventionandinterventionapproachesrelatedtodisordersofspeech,voice,fluencyandswallowing[PO2,6]2.Describeandcritiquemodelsofinterventionandrelatedinterventionstrategies[PO1,2]3.Constructplansfortherapy,incorporatingspecificandmeasurablelong-andshort-termaimsthatareclient-drivenandevidence-informed[PO2,3,5,7]4.Criticallyevaluatetherapyplans,incorporatingconsiderationoftheprocessesthatoptimiseclient-providerpartnership,activeengagementandclientself-management[PO1,2,4]5.Criticallyevaluatetherapyoutcomeswithreferencetomeaningfulchange[PO2]6.Applytheprinciplesofinterdisciplinaryworking,recognisingtherolesofotherprofessionalsandrespectingtheclientandsignificantothersasactiveandinformedpartnersinallinterventionprocesses[PO1,3,6]

Module

LearningAims

ThismoduleintroducesJSstudentstotheartandscienceofintervention,encapsulatingtheprinciplesofcollaborativedecision-makingtooptimizemeaningfuloutcomesforindividualswhoexperiencedisordersofspeechproduction,disordersofvoice,fluency,andswallowing.Theconstructofintelligibilityasasharedfeatureofthespeaker,listenerandtheenvironmentisexplored,highlightingtherelationshipbetweenlevelofbreakdownandfocusofintervention,andlinkingassessmenttointerventionplanning.BuildingontheknowledgeandskillsfrommodulesinSF,studentslearnabouttheapplicationofmedical,socialandbiopsychosocialframeworksinintervention,withparticularreferencetoactivitylimitationsandparticipationrestrictionsassociatedwithdisordersofspeechvoiceandfluencyandwithdysphagia.Theimportanceofcollaborationishighlighted,incorporatingcollaborationwithclientsandfamiliesaswellasinterprofessionalcooperationand


engagement.

ModuleContent

1.IntroductiontomodelsandprinciplesofinterventionwithanEBPframework2.Interprofessionalpracticetosupportoptimaloutcomes3.Interventionprinciplesandpracticesforchildrenwithdevelopmentaldisordersofspeech4.Interventionwithchildrenwithcochlearimplants5.Interventionwithchildrenwithspeechandswallowingdisordersassociatedwithcraniofacialanomalies6.Interventionwithadultswithacquiredmotorspeechdisorders:acquireddysarthriaandapraxiaofspeech(AOS)7.Interventionwithchildrenandadultswithdysphagia8.Interventionwithchildrenandadultswithdisordersoffluency9.Interventionwithchildrenandadultswithdisordersofvoice.10.InterventionusingAAC

Recommended

ReadingList

SeeBlackboardforrelevantlists.

Assessment

Details

AssessmentDetails:AnnualExaminationPaper:One3-HourExamPaper-4questionstobeanswered(70%).ContinuousAssessmentAssignments:Groupassignment:30%oralpresentation(problemresolution)onWednesdayofTeachingWeek9inMichaelmasTerm(DrM.Smith)


ModuleCode

SLU33005

ModuleName

INTERVENTIONFORDISORDERSOFLANGUAGEANDCOMMUNICATION

ECTSweighting

10

Semester/term

taught

Hilaryterm

ContactHours

66directhours,200indicativehours

Module

Personnel

ModuleCoordinatorandLecturer-DrC.JagoeI.P.WalshLecturer–Dr.I.P.WalshC.Jagoe,Lecturer–Dr.M.SmithGuestVisitinglecturers

Learning

Outcomes

Onsuccessfulcompletionofthismodule,studentswillbeableto:1.Criticallyevaluatetheprinciplesandprocessesofpreventionandinterventionapproachesrelatedtolanguageandcommunicationdisorders[PO1,2,4,5]2.Criticallyevaluatetheevidencebaseinrelationtospecificinterventions,modelsandtechniques[PO1,2,4,7]3.Constructandrationalisetherapyplans,incorporatingspecificandmeasurableaimsandgoalsthatarestrengths-based,client-drivenandevidence-informed,withinamultidisciplinaryframeworkandinclusiveofstakeholderperspectives[PO1,2,3,4,5]4.Criticallyevaluatetherapyplans,incorporatingconsiderationoftheprocessesthatoptimiseclient-providerpartnership,activeengagementandclientself-management[PO1,2,4]5.Criticallyevaluatetherapyoutcomeswithreferencetomeaningfulchange[PO1,2,5]

6.Applytheprinciplesofinterdisciplinaryworking,recognisingtherolesofotherprofessionalsandrespectingtheclientandsignificantothersasactiveandinformedpartnersinallinterventionprocesses[PO1,3,6]

Module

LearningAims

Theaimofthismoduleistointroducestudentstoarangeofinterventionmodels,principlesandtechniquesappropriatetoclinicalworkwithchildren,adolescentsandadultswithlanguageandcommunicationdisorders.Studentswillexploretheprinciplesofdecision-makingininterventionandwillbefacilitatedinevaluatingtherapyinaperson-centredmanner.

ModuleContent

Themoduleaimswillbeaddressedacrossthefollowingcontentareas:

• DevelopmentalLanguageDisabilityDisorder


• DLDandassociateddisorders• Aphasia• TBI&RightHemisphereDamage• TheDementias• Communicationinadultmentalhealthdisorders• Intellectualdisability• Studentswillalsoparticipateininterventionworkshopsprovided

Recommended

ReadingList

SeeBlackboardforrelevantlists

Assessment

Details

AnnualExaminationPaper(60%).3-HourExamPaper(4questionstobeanswered).ContinuousAssessmentAssignment:IPLgroupwrittenproduct(40%).Due12pmonFriday-week11ofHilaryTerm(Dr.CJagoe/DrMargaretWalshe)


ModuleCode SLU33006

ModuleName RESEARCHMETHODSANDSTATISTICS

ECTSweighting 5

Semester/term

taughtMichaelmasTerm

ContactHours 24directhours,100indicativehours

Module

PersonnelModuleCo-ordinatorandLecturer-Dr.KMcTiernan

Learning

Outcomes

Onsuccessfulcompletionofthismodule,studentswillbeableto:1.Identifyanddifferentiatebetweenarangeofresearchdesignsandapproaches[PO3,8]2.Identifyandexplainthestagesoftheresearchprocess[PO3,8]3.Appraisethequalityofevidencepresentedinresearcharticles[PO3,8]4.Identify,compareandcontrastdifferentsamplingstrategies[PO3,8]5.Outlineandcriticallyevaluatedifferentdatacollectiontechniques[PO3,8]6.Demonstratetheabilitytoselectandapplyappropriatestatisticalproceduresfortheanalysisofdata[PO3,8]

ModuleLearning

Aims

Theaimofthismodelistointroducestudentstothedifferentresearchmethodologies,tothedesignofresearchprojects,andtomethodsofdatacollectionandanalysis.Furthermore,thismoduleaimstoequipstudentswithbasicskillstosupporttheirdevelopmentasindependentclinician-researchers.

ModuleContent

ResearchMethodsTopics:1.Theoryofresearchandcontextsofinquiry2.Theprocessofresearch3.Approachestoresearch4.Reviewingtheliterature5.Sampling6.DatacollectionmethodsStatisticsTopics:1.Definitionsofterms:statistics,descriptiveandinferentialstatistics;samplesandpopulations,variables,observations,values,levelsofmeasurement.2.Independentanddependentvariables3.Descriptivestatisticsandarraysofdata4.Graphicalrepresentationofdata5.Measuresofcentraltendencyandmeasuresofdispersion6.Standardscores(zscores)7.Testsofassociationandcorrelationandtheiruses


8.Testingfordifferences-ttests;analysisofvariance;outlineofuses.9.Choosinganappropriatetest-parametricvsnon-parametricconsiderations.

Recommended

ReadingListSeeBlackboardforreadinglist

Assessment

Details

One3-hourAnnualExamPaper(100%).Part1:Statistics(30%)Part2:ResearchMethods(70%)


ModuleCode SLU33007

ModuleName RESEARCHDESIGN

ECTSweighting 5

Semester/term

taughtHilaryterm

ContactHours 24directhours,100indicativehours

Module

Personnel

ModuleCoordinatorandLecturer-DrKathleenMcTiernanLecturers:Dr.PaulineSloane,Dr.CarolineJagoe,Dr.IreneWalshandDr.BreffniO’Rourke,Dr.JeffreyKallen,Dr.MartineSmith,Dr.J.Regan

Learning

Outcomes

Onsuccessfulcompletionofthismodule,studentswillbeableto:1.Thinkindependentlyandcriticallyapplythecoreprinciplesofresearchdesignandimplementation[PO2,7,8]2.Differentiatebetweenarangeofdesignsandapproachessuitableforapplicationinresearchprojects[PO7,8]3.Criticallyanalyseliteratureandplacearesearchquestionintothecontextoftheexistingliterature[PO7,8]4.Chooseappropriatesamplingstrategies,methodsofdatacollectionandproceduresfortheanalysisofdataforaresearchproject[PO7,8]5.Developandwriteamethodologicallyappropriateresearchproposal[PO4,7,8]6.Identifyandaddressthekeyethicalissuesforaproposedresearchproject[PO5,7,8]"

Module

LearningAims

Theaimsofthismoduleareto:1.Equipstudentswiththeresearchtheskillsneededtoundertakeandcompletetheirsophisterresearchproject2.Developalifelonglearningapproachtoresearchandevidencebasedpractice

ModuleContent

1.Introductiontoresearchdesign2.Overviewofthereadingforresearch3.Developmentofaresearchquestion4.Designingaresearchstudy(sampling,datacollectionandanalysis,ethicalconsiderationsofresearch)

5.Ethicalconsiderationsofresearch6.Writingaresearchproposal

Recommended

ReadingListSeeBlackboardforcompletereadinglist


Assessment

Details

ContinuousAssessment(100%):ResearchProposalStudentsmustsubmitaResearchProposal(wordcount2,500,excludingappendices).FurtherdetailsoftheassignmentwillbepostedonBlackboard.DateDue:12pmonFridayofTeachingWeek12,HilaryTerm.


ModuleCode SLU33008

ModuleName NEUROLOGYANDPSYCHIATRY

ECTSweighting 5

Semester/termtaught

Michaelmasterm

ContactHours

24directhours;100indicativehoursChildNeurology(6hours)AdultNeurology(8hours);ChildPsychiatry(6hours)AdultPsychiatry(4hours).

ModulePersonnel

ModuleCo-ordinator–DrI.P.Walsh&Dr.J.ReganNeurologyLecturers:Dr.DeclanO’Rourke(ChildNeurology),DrJ.Regan(AdultNeurology)PsychiatryLecturers:DrBDoody(ChildPsychiatry),Lecturer(tbc)(AdultPsychiatry)

LearningOutcomes

NeurologyOnsuccessfulcompletionofthismodule,studentswillbeableto:1.Applyunderstandingofthenormalneurologicalsystemtorationalisediagnosticandinterventiondecisionsinrelationstoimpairmentsofspeech,language,swallowingandvoiceinchildrenandadults[PO1,2]2.Describethecauses,features,diagnosticprocessesandmultidisciplinarymanagementassociatedwithcommonlyoccurringneurologicalconditionsinchildrenandadults[PO1,2,3,4]3.Evaluatetheimpactofcommonlyoccurringneurologicalconditionsonspeech,language,communicationandswallowingfromimpairmentandqualityoflifeperspectives[PO1,2,3]4.RationalisetheroleoftheSLTwithinthemulti-disciplinaryteaminthemanagementofchildrenandadultswithneurologicalconditions[PO1,3,4,5,6]

PsychiatryOnsuccessfulcompletionofthismodule,studentswillbeableto:1.Identifylikelysymptomprofilesofchildrenandadultswithcommonlyoccurringpsychologicalandpsychiatricdisorders[PO1,2]2.Evaluatethepotentialimpactofcommonlyoccurringpsychologicalandpsychiatricdisordersonspeech,language,communicationandswallowingfunction[PO1,2]3.Identifyinterventionapproachesusedinthemanagementofchildrenandadultswithcommonlyoccurringpsychologicalandpsychiatricdisorders[PO1,3,6]4.RationalisetheroleoftheSLTwithinthemulti-disciplinarymanagementofchildrenandadultswithpsychologicalandpsychiatricdisorders[PO1,3,4,5,6]


ModuleLearningAims

ModuleContent

ChildNeurology(6hours)Contentwillincludeanoverviewofthemajorneurologicaldisordersofchildhood.AdultNeurology(8hours)Contentwillincludethemajorneurologicaldisordersofadulthood,includingbutnotrestrictedtothefollowingtopics:ReviewoftheneurologicalsystemDisordersofupperandlowermotorneurones/DisordersofthepyramidalsystemDisordersoftheextra-pyramidalsystemDisordersofthecerebellarsystemImpactofneurologicaldisordersonspeech,language,communicationandswallowingRoleofSLTinthemanagementofpeoplewithneurologicalconditions

ChildPsychiatry(6hours)Contentwillincludeanoverviewofthemajorpsychiatricdisordersofchildhoodandrelatedtopics.AdultPsychiatry(4hours)Contentwillincludeanoverviewofthemajorpsychiatricdisordersofadulthoodandrelatedtopics..

RecommendedReadingList

SeeBlackboardforreadinglists

AssessmentDetails

Neurology(Child&Adult):ClassTest(MultipleChoiceQuestions)(50%)inTeachingWeek10,HilaryTerm.

Psychiatry(Child&Adult):AnnualExaminationinHilaryTerm(50%)(2hour):Section1ChildPsychiatry&Section2AdultPsychiatry.


ModuleCode

SLU33009

ModuleName

PRACTICEEDUCATION2

ECTSweighting

10

Semester/term

taught

MichaelmasandHilaryTerm

ContactHours

200indicativehours

Module

Personnel

ModuleCoordinator:PracticeEducationCoordinator–Dr.D.QuigleyRegionalPlacementFacilitators,PracticeTutors,PracticeEducators,Dr.M.Smith,Dr.C.Jagoe,Dr.I.P.Walsh,Dr.P.Sloane,Dr.J.Regan

Learning

Outcomes

Onsuccessfulcompletionofthismodule,studentswillbeableto:1.Engageinreflectionandreflectivepractice;criticallyself-appraisingandworkingtodevelopownprofessionalconductandclinicalcompetenciesandrespondingtofeedbackreceivedfrompracticeeducators

2.Demonstrateappropriateprofessionalconductandclinicalcompetencies,atentryorpluslevelintheNationalStudentClinicalCompetencies,intheclinicalassessmentofcommunicationandfeeding,eating,drinkingandswallowingdisorders3.Demonstrateappropriateprofessionalconductandclinicalcompetencies,atentryorpluslevelintheNationalStudentClinicalCompetencies,intheclinicalplanningofinterventionforcommunicationandfeeding,eating,drinkingandswallowingdisorders4.Demonstrateappropriateprofessionalconductandclinicalcompetenciesduringallinteractionswithclients,teammembers,andpracticeeducators5.Describeandadheretoclinicalpolicies,procedures,protocolsandguidelinesonprofessionalconduct,health&safety,infectioncontrol,riskmanagement,dataprotectionandchildprotection

Module

LearningAims

Thisisamandatorymoduleforstudentsundertakingtheundergraduatespeechandlanguagetherapyclinicaleducationprogramme.Studentsattendclinicalbriefingsinthedepartmentfollowedbytwopracticeeducationplacementswhichprovidethemwithopportunitiestoassess,diagnose,planandimplementinterventionprogrammeswithasmallnumberofclientsinatleasttwoclinicalsettings.Studentsworkwithclientsunderthesupervisionofprofessionallyqualifiedspeechandlanguagetherapistswhoaimtoprovidestudentswithopportunitiestodevelopthecompetenciesneededtoworkasaspeechandlanguagetherapist.


ModuleContent

Clinicalbriefings,Clinicalworkshops,ProfessionalDevelopmentLog(PDL).Thismoduleincludestwopracticeeducationplacements:1.JSWeeklyPracticeEducationPlacementTheplacementtakesplacefor10-12ThursdaysbetweenTeachingWeek3andTeachingWeek5ofHilaryTerm.InductionwilltakeplacebyarrangementinMichaelmasterm.Itisrecommendedstudentsobtainanaverageof2-3hoursdirectclientworkperdayduringpracticeeducationplacementsinJSyear.

2.JSBlockPracticeEducationPlacementTheplacementconsistsofa30daypracticeeducationplacement(24dayson-siteand6researchdays).ThisplacementisevaluatedaspartoftheSSmoduleSLU44006.PLEASENOTE:Placementsareallocatedprimarilybasedonlearningneedsandgapsinexperiencetoensurestudentsgainvariedopportunitiesinamultitudeofsettingsandwithdiverseclientgroups.Placementscannotbeallocatedsolelyonpersonalpreferencesorconvenienceoflocation.Everyeffortwillbemadetomatchstudentswithsuitableplacementstomaximiselearningopportunitiesandthedevelopmentofclinicalcompetencies–thismayinvolvetravellingtoclinicalsettingsoutsideoftheDublinregion.

Recommended

ReadingList

Studentsarealsorequiredtoreadmaterialsfromtheprofessionalknowledgebaserelevanttotheirclientsandtheservicesetting,whichwillenablethemtolinkandapplytheorytotherapyandcase,caseloadandservicemanagement.SeeBlackboardforfullreadinglist.

Assessment

Details

1.JSWeeklyPracticeEducationPlacement(a)ContinuousAssessment(50%):PracticeEducatormapsstudent’scompetenciesontheNationalStudentClinicalCompetencyEvaluationForm(SCCEF)Level2Transition.Themid-placementsessioncanbescheduledbetweenday5andday6oftheplacement.Studentsmustberatedonall10professionalconductcompetenciesandaminimumof15clinicalcompetenciesontheNationalStudentClinicalCompetencyEvaluationForm.Casebasedclinicaldiscussionscanbeusedtoassesscompetenciesifopportunitiesfordirectobservationhavenotariseninclinicalwork.Inordertopasstheplacement,all10professionalconductcompetenciesmustberatedasacceptableand12ormoreclinicalcompetenciesmustfallwithintheevident/plusrange.(b)ClinicalExam(30%):PracticeEducatormapsstudent’scompetenciesontoNationalStudentClinicalCompetenciesbasedonanevaluationofstudentconductingatherapysessionwithaclientwhileonplacement.Studentsareexaminedwithaclientwithwhomtheyarefamiliarwith,orwhoisfromaclientgrouptheyhaveworkedwithduringtheplacement.Theclinicalexamtakesplacetowardstheendoftheplacementandhas4components:(i)File(Fileisexaminedforevidencethatcompetenciesinrelationtomaintainingclinicalrecordsaredeveloping,eitherbeforeorafterthesession)(ii)Presentation(Studentisrequiredtogiveabrieforalsummary(<5mins)ofthecliente.g.relevanthistory,diagnosis,previousassessment/therapy)


(iii)ClinicalSession(Thestudentisobservedworkingwithclientby2examiners,eitherseparatelyorinturn)(iv)Viva(Theclinicalsessionisfollowedbyashortviva)ThemarkfortheclinicalexamisbasedonLevel2:TransitionNationalStudentClinicalCompetencies.Studentsmustbeassessedonaminimumof10clinicalcompetenciesfortheclinicalexam.Markswillbeevaluatedproportionally.Inordertopasstheclinicalexam,70%ofthecompetenciesratedmustfallwithintheevident/plusrange.(c)CasePresentation(20%):Studentspresentacasefromtheirclinicalplacement;evaluatedinCollegebyPracticeEducatorCo-ordinator(PEC)andPracticeTutor/RegionalPlacementFacilitatorormemberoftheacademicstaffonThursday(allday)ofTeachingWeek8ofHilaryTerm.Eachstudentwillbeallocatedamaximumof10minutesforthepresentationand2-3minutestoanswerquestionsfromtheexaminers.MarkingcriteriaforthispresentationwillbemadeavailableonBlackboard.(d)ProfessionalDevelopmentLog(PDL)(Pass/Fail):PDLevaluatedforaccuracy,completeness,qualityofreflectivepracticeandoverallpresentation.Tobesubmittedby12pmonFridayofTeachingWeek12inHilaryTerm.ThiswillbemarkedasPassorFail.ThePDLmustbepassedinordertopassthemodule.(e)Afterplacementcompleted:

• SubmissionofthesummaryofcertifiedhoursformstotheDepartmentExecutiveOfficerwithinoneweekofcompletingplacement(pass/fail).(Note:youmustalsokeepacopyofthecertifiedhoursformsforyourPDL).

• Submissionof‘StudentEvaluationofPracticeEducationPlacement’formtotheDepartmentExecutiveOfficerwithinoneweekofcompletingplacement(compulsorysubmission).

PLEASENOTE:Studentswhopassthecontinuousassessment(CA)componentbutwhofailtheclinicexamcomponentwillcarrythatCAmarktotheadditionalplacement.Studentsarethenrequiredtodemonstrateapassstandardforcontinuousassessmentontheadditionalplacementpriortoproceedingtothesupplementaryclinicalexam.

2.JSBlockPracticeEducationPlacement(JSSummerBlockPlacement):(Totalof60%ofSeniorSophisterPracticeEducation3Module:SLU44006)(a)ContinuousAssessment:TheassessmentmarkawardedforthisplacementisbasedoncontinuousassessmentontheNationalStudentClinicalCompetencyEvaluationForm(Level2:Transition).Studentsmustberatedonall10professionalconductcompetenciesandaminimumof15clinicalcompetencies.Inordertopasstheplacement,all10professionalconductcompetenciesmustberatedasacceptableand12ormoreclinicalcompetenciesmustfallwithintheevident/plusrange.Markcontributes40%towardstheSSPracticeEducation3moduleSLU44006.(b)CasePresentation:Studentspresentacasefromtheirclinicalplacement;evaluatedinCollegebyPracticeEducatorCo-ordinator(PEC)andPracticeTutor/RegionalPlacementFacilitatorormemberoftheacademicstaff.ThiswilltakeplaceinMichaelmasTermofSSyear.TheSpeechandLanguagePathologyExternalExaminermayalsobepresent.Eachstudentwillbeallocatedamaximumof10minutesforthepresentationand2-3minutesto


answerquestionsfromtheexaminers.MarkingcriteriaforthispresentationwillbemadeavailableonBlackboard.Markcontributes20%towardstheSSPracticeEducation3moduleSLU44006.(c)ProfessionalDevelopmentLog(relevantdeclaration,hoursandreflectivepracticerelatedformstobecompletedandsubmittedaspartofPDLforSSPracticeEducation4module)(d)Afterplacementcompleted:

• SubmissionofthesummaryofcertifiedhoursformstotheDepartmentExecutiveOfficerwithinoneweekofcompletingplacement(pass/fail).(Note:youmustalsokeepacopyofthecertifiedhoursformsforyourPDL).

• Submissionof‘StudentEvaluationofPracticeEducationPlacement’formtotheDepartmentExecutiveOfficerwithinoneweekofcompletingplacement(compulsorysubmission).


Appendix

SAMPLEFORMS

1 AssignmentSubmissionForm2 ApplicationFormforLateSubmissionofCoursework3 SampleAssignmentFeedbackForm4 EssayMarkingCriteria5 SampleEssayEvaluationForm6 SamplecopyoffrontpageofExaminationBooklet


DEPARTMENTOFCLINICALSPEECH&LANGUAGESTUDIES,TCDAssignmentSubmissionForm

StudentName

StudentNumber

AssessmentTitle

ModuleCode

ModuleTitle

ModuleCo-ordinator

Staffmemberresponsibleforassignment

DateDue

DateSubmitted

ASIGNEDCOPYOFTHISFORMMUSTACCOMPANYALLSUBMISSIONSFORASSESSMENT.STUDENTSSHOULDKEEPACOPYOFALLWORKSUBMITTED.EnsurethatyouhavecheckedtheDepartment’sproceduresforthesubmissionofassessments.Note:Therearepenaltiesforthelatesubmissionofassessments.ForfurtherinformationpleaseseeStudentHandbookandPermissionforLateSubmissionform.Plagiarism:☐ IhavereadandIunderstandtheplagiarismprovisionsintheGeneralRegulationsoftheUniversity

Calendarforthecurrentyear,foundathttp://www.tcd.ie/calendar☐ IhavealsocompletedtheOnlineTutorialonavoidingplagiarism‘ReadySteadyWrite’,locatedat

http://tcd-ie.libguides.com/plagiarism/ready-steady-write.DeclarationofAuthorship☐ Ideclarethatallmaterialinthisassessmentismyownworkexceptwherethereisclear

acknowledgementandappropriatereferencetotheworkofothers.Signed:______________________________________Date:_______________________


APPLICATIONFORMFORLATESUBMISSIONOFCOURSEWORK

StudentmustcompleteSectionAofthisform.Itisthestudent’sresponsibilitytoaskappropriateStaffMembertocompleteSectionB.TheStaffMemberwillreturntheformtothestudent.StudentsmustthennotifytheDepartmentofficeofthenewsubmissiondate(ifgranted)andshouldattachtheoriginalcompletedformtotheircourseworkwhensubmitting.Studentsandstaffshouldretainacopyofthiscompletedformfortheirrecords.

SECTIONA: TOBECOMPLETEDBYSTUDENT.

StudentName:

StudentNo:

StudentContactdetails:

Tutor:

ModuleCode:

ModuleTitle:

Assessmentcomponent:

DueDateforsubmission:

ModuleCo-ordinator:

RequestedNewdateforsubmission:

Statereasonforextensionrequest:StudentSignature: Date:

SECTIONB:TOBECOMPLETEDBYSTAFFMEMBERRESPONSIBILITYFORASSIGNMENT

PermissionGranted: Yes☐ No☐

Penalty(pleasetickone) Yes☐ No☐(ifyesstatepenaltytobeappliedusingdepartmentpolicyonlatesubmission)

Agreednewsubmissiondate:

Reasonfordecision/comments(givedetails)

StaffmemberSignature: Date:


DEPARTMENTOFCLINICALSPEECHANDLANGUAGESTUDIES

SAMPLEASSIGNMENTFEEDBACKFORM

MODULE:MODULECO-ORDINATOR:STUDENTNAME:STUDENTNUMBER:Theheadingsbelowidentifythekeyelementsagainstwhichyourworkisassessed

I II.1 II.2 III F1 F2

Useofdatasetprovidedtodriveclinicaldecisions Useofliterature&evidenceofreadingtosupportpointsmade

Knowledge&understandingofcorecontent Accuracy&analysisofinformation Developmentofcoreprincipledargument Evidenceofcriticalthinking Originality Relevancetolearningoutcomes Structure&organisation Presentation&style Referencingwithintextandlistofreferences Marker’scomments:Tohelpimproveyourfutureworkyouarerecommendedto: Followmorecarefullytheguidelines

forassignmentgiven Carefullyproofreadyourassignmentbefore

submission Ensureyourworkreflectsthe

assignmentbriefandmodulelearningoutcomes

Payparticularattentionto:spelling/punctuation/sentenceconstruction/paragraphs/coherence

Readmorewidely FollowCollege’sreferencingguidelines Arrangetomeetcourselecturer NoteadjustmentofmarksforlatesubmissionOverallGrade:

Marker: Date:

Moderator(ifappropriate): Date:


DEPARTMENTOFCLINICALSPEECHANDLANGUAGESTUDIESESSAYMARKINGCRITERIA

(I)70-)• DepthofReading:Detailed,accurate,relevantandwide-rangingreading• StructureofArgument:Rigorouslyargued,logical,easytofollow.• DiscussionandInterpretation:Extensiveevidenceofindependentthoughtandcriticalanalysis• UseofEvidence:Keypointssupportedwithevidence,criticallyevaluated;exemplaryawarenessofkey

issues.• OrganisationandFormatting:Clear,imaginative;excellentuseofillustrations(ifappropriate);• AcademicReferencing:Exemplaryuseofacademicreferencingthroughout.(II.1)(60-69%)• DepthofReading:Detailed,accurate,relevantreading• StructureofArgument:Directlyaddressesquestion.• DiscussionandInterpretation:Attemptstogobeyondtheideaspresentedinsecondaryliterature.• UseofEvidence:Mostpointsillustratedwithrelevantevidence.• OrganisationandFormatting:Generallyclear,gooduseofillustrations(ifappropriate)• AcademicReferencing:Verygooduseofacademicreferencingbutwithsomeminorerrors.(II.2)(50-59%)• DepthofReading:Generallyaccurateandrelevant,butperhapssomegapsand/orirrelevantmaterial;

narrowerreadingbaseoverall.• StructureofArgument:Notalwaysclearorlogical;maybeoverlyinfluencedbysecondaryliterature

ratherthantherequirementsofthetopic.Addressessomeaspectsofquestion.• DiscussionandInterpretation:Littleattempttogobeyondorcriticisesecondaryliterature.• UseofEvidence:Someillustrativematerialbutnotnecessarilywellselectedandnotcriticallyevaluated.• OrganisationandFormatting:Someorganisationandpresentationerrorsbutgenerallycompetent.• AcademicReferencing:Areasonableattemptatusingtheconventionsofacademiccitationbutsome

inconsistenciesorerrors.(III)(40-49%)

• DepthofReading:Littleevidenceofwiderreadingbeyondlecturenotesorcoursecontent.• Structure:Argumentunderdevelopedandnotentirelyclear.Answersacloselyrelatedquestion.• DiscussionandInterpretation:Fairlysuperficialandgenerallyderivativeanduncritical.• UseofEvidence:Somementioned,butnotintegratedintopresentationorevaluated.• OrganisationandFormatting:Notalwaysclearoreasytofollow.• AcademicReferencing:Inconsistentevidenceofattributingcontenttosourceandlittleevidenceofa

soundgraspoftheconventionsofacademiccitation.•

Pleasenote:(i) Errorsinfactualcontentrelevanttolife-threateninginformationwillresultinanautomaticfail.(ii) Anyplagiarismoffenceevidentinthesubmittedpieceofworkmayresultinafailmark (seehttp://tcd-ie.libguides.com/plagiarism)


FAILI(30-40%)• DepthofReading:Extremelylimitedreadingbase,withmanyerrorsandgaps.• StructureofArgument:Ofincidentalrelevanceonly.Argumentcompletelylackingstructure.• DiscussionandInterpretation:Entirelyderivative,generallysuperficial.• UseofEvidence:Littleornoevidencediscussed.• OrganisationandFormatting:Clumsy,disjointed,difficulttofollow.• AcademicReferencing:Verypoorandexecutedwithmanyerrors;failuretoattributecontenttosource.FAILII(0-29%)• DepthofReading:Littleevidenceofknowledgeofthetopic,withnoevidenceofcorereading.• StructureofArgument:Muddled,incoherent.• DiscussionandInterpretation:Seriousconceptualerrors.• UseofEvidence:Incorrectuseofevidence.• OrganisationandFormatting:Disorganisedandpoorlyformatted.• AcademicReferencing:Incompleteorentirelyabsent.

WORDLIMIT

Wordlimitforessaysrangesfrom2,000–3,500.A5%deductioninmarkswillbeappliedforexceedingwordlimit.


DEPARTMENTOFCLINICALSPEECHANDLANGUAGESTUDIES

SAMPLEESSAYEVALUATIONFORM

STUDENT: __________________________________________________________

COURSE: __________________________________________________________

LECTURER: __________________________________________________________

DATE: __________________________________________________________

DepthofReading GOOD POOR

Sound,relevant Sketchy,irrelevant,incorrect

StructureofArgument GOOD POOR

Coherent,logical Muddled,fragmentary

DiscussionandInterpretation GOOD POOR

Sophisticated,original Superficial,narrow,derivative

UseofEvidence GOOD POOR

Exemplaryuseofprimary Fewsources,poorlychosenor secondarysources

OrganisationandFormatting GOOD POOR

Imaginative Disjointed

AcademicReferencing GOOD POOR

Exemplary Absentorpoorlyexecuted

Bestfeaturesofessay:

Suggestionsforimprovement:

Mark:

Signed:__________________________________ InternalAssessor1/2

Date:____________________________________



CLINICAL SPEECH AND LANGUAGE STUDIES SCHOOL OF … · JF Handbook 2018-2019 5 Introduction The Department of Clinical Speech and Language Studies (CSLS) is one of three components

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