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Purpose and Rationale

The purpose of the qualification is to produce competent professional graduates in the field of speech-language pathology and audiology, who will be able to deliver a service to communicatively disordered clients. The purpose of the qualification is also to enhance the career of the graduate by laying the foundation for further academic and clinical study. Further, the purpose of the qualification is to produce graduates who can contribute to the economy and social well-being of South Africa by preventing and minimizing the serious educational, social, and vocational consequences of communication disorders.

Outcomes

The qualifying learner is able to access and process information using a range of technologies: 1.1 Understand key defining concepts, meaning of texts, arguments, position 1.2 Use basic specialist resources.

The qualifying learner is able to communicate and produce information using a range of technologies: 2.1 Understand academic conventions 2.2 Understand own position in relation to debates 2.3 Demonstrate basic computer literacy.

The qualifying learner demonstrates critical analytic competence and problem solving: 3.1 Understand how knowledge is reported within disciplines 3.2 Apply knowledge and understand critical approaches to knowledge 3.3 Understand debates, concepts, issues and concerns.

The qualifying learner demonstrates research competence: 4.1 Apply knowledge and understand the relevant literature 4.2 Recognise the scientific basis of the profession and understand basic methods of science, including inquiry, problem solving and the systematic pursuit of knowledge.

The qualifying learner shows competence to manage her/himself: 5.1 Apply the knowledge needed for self-directed, independent learning and practice 5.2 Apply the knowledge necessary for on-going professional development 5.3 Become increasingly purposeful, self-aware, and independent in professional development and practice 5.4 Demonstrate integration of professional ethical values.

The qualifying learner demonstrates social competence: 6.1 Apply the knowledge of individual, group and community diversity, dynamics and processes 6.2 Show self-awareness of the professional role of others 6.3 Understand the importance of collaborative processes.

The qualifying learner shows ecosystemic competence: 7.1 Identify areas requiring investigation in the most suitable manner through: Identification of priorities in relation to case history, service delivery model of organisation, cultural background and current literature research Selection of tools to appropriate client's needs, abilities and cultural background 7.2 Understand the role of other professional and stakeholders in the implementation of a treatment programme 7.3 Understand the relationship between the individual and local, national and global issues.

The qualifying learner shows disciplinary and/or professional competence (can substitute field of enquiry for discipline): 8.1 Show understanding and justification of feasible termination criteria 8.2 Review and evaluate goals on a regular basis 8.3 Show flexibility in implementation of programme in line with needs and environment of client 8.4 Integrate Speech-language pathology intervention with team management of the client 8.5 Justify all management decisions 8.6 Demonstrate awareness of role of others and willingness of others to work in a team. Critical Cross-field Outcomes: a) "Identifying and solving problems in which responses display that responsible decisions using critical and creative thinking have been made" - see Exit Level Outcomes (ELO) 3 &

b) "Working with others as a member of a team, group, organisation, community" - see ELO

c) "Organising and managing oneself and one's activities responsibly and effectively" - see ELO

d) "Collecting, analysing, organising and critically evaluating information" - see ELO

e) "Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion" - see ELO 2 &

f) "Using science and technology effectively and critically, showing responsibility towards the environment and health of others" - see ELO 1, 2, 4 &

g) "Demonstrating an understanding of the world as a set of related systems by recognising that problem-solving contexts does not exist in isolation" - see ELO

h) "Contributing to the full personal development of each learner and the social and economic development of society at large, by making it the underlying intention of any programme of learning to make an individual aware of the importance of: (i) "Reflecting on and exploring a variety of strategies to learn more effectively" - see ELO

(ii) "Participating as responsible citizens in the life of local, national and global communities" - see ELO 7### note also that learners act in accordance with the code of conduct of the University and, where relevant, that of the professional discipline being studied. (iii) "Being culturally and aesthetically sensitive across a range of social contexts" - see ELO

(iv) "Exploring education and career opportunities" - see ELO

(v) "Developing entrepreneurial opportunities" - see ELO 7 & 8.

Assessment Criteria

Learning Outcomes

1. Research Skills

1.1 Develop appropriate databases search strategies and a selection criteria
1.2 Collect, select, organise, interpret, and critically evaluate different kinds of data.

2. Communication Skills

2.1 Use written and spoken language with skill and flexibility
2.2 Synthesise information to articulate clearly sustained arguments
2.3 Apply appropriate information.

3. Critical Thinking and Problem-Solving

3.1 Integrate and criticise subject matter of a discipline, policy, or programme
3.2 Extrapolate and integrate information and theory to solve problems and plan actions within specific contexts.

4. Research and Collaboration

4.1 Conduct small scale research projects using appropriate disciplinary conventions
4.2 Use research data to inform practice
4.3 Seek appropriate collaboration with research specialists in order to research questions derived from clinical practice.

5. Personal Development

5.1 Generate own solutions/strategies to difficulties
5.2 Be a purposeful learner
5.3 Make connections between university knowledge and skills, and professional practice.

6. Professionalism and Teamwork

6.1 Work constructively with diversity
6.2 Demonstrate awareness of the role of others and willingness to work in a team
6.3 Demonstrate independence, initiative, creativity, and purposefulness in professional research and practice:
- 6.3.1 Integrate feedback into own and group development
- 6.3.2 Use interpreters and other personnel where necessary.

7. Professional Services

Evaluate, plan, and execute professional services systematically.

8. Therapy and Client Management

8.1 Establish the client's past and present status
8.2 Identify potential etiological factors
8.3 Use integrated information in conjunction with the Speech-language pathology knowledge base to negotiate and derive appropriate therapy plan
8.4 Seek regular meetings and feedback with role players by establishing networks of professional support
8.5 Ensure a continuing and regular review process of therapy techniques and results
8.6 Communicate the outcome of any procedures to the client
8.7 Maintain objective, dated, quantitative, and qualitative progress notes and justify and document variation from negotiated programs
8.8 Write and send reports on progress after obtaining consent from the client
8.9 Conduct procedures to facilitate the client's understanding, recovery from, or adjustments to the communication problem.

Integrated Assessment

Final assessment practices include criteria pertaining to all outcomes to ensure integration.
Apply knowledge, skills, and values from disciplines to issues and problems in Communication disorders and the Social Sciences.

Associated Values

1. Accurate representation and acknowledgement of work of others in research and reports
2. Commitment to evaluating published research and clinical resources for communicative disorders implications
3. Respect and acknowledge ownership of intellectual property and responsibility in information communication
4. Ethical responsibility with respect to research subjects
5. Value lifelong learning, creativity, initiative, and recognize professional competence limits
6. Recognize and value diversity, collaborative processes, and people's capacity to change
7. Appreciate and deal sensitively with multiple perspectives
8. Commitment to ethical values, recognizing major ethical debates, and accepting personal responsibility for professional behavior.

Qualification Details

Type

National First Degree

NQF Level

Pre-2009 was L6

Min. Credits

360

SAQA Source

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Bachelor of Arts in Speech and Hearing Therapy