Yearbooks

Programme: BA (Audiology)

Kindly take note of the disclaimer regarding qualifications and degree names.
Code Faculty Department
01130105 Faculty of Humanities Department: Speech-Language Pathology and Audiology
Credits Duration NQF level
Minimum duration of study: 4 years Total credits: 480 NQF level:  08

Programme information

The purpose of this four-year degree package is to provide qualifying students with in-depth knowledge of the hearing process within the context of human communication. This knowledge includes the causes and symptomatology of hearing and vestibular difficulties and the scientific basis of intervention with a person with a hearing or vestibular disorder or those at risk of developing such pathology, often due to the high burden of disease in South Africa. The intervention can occur in a one-to-one situation, in group therapy, by using a multidisciplinary team approach or by means of community-based intervention. The qualification includes applied competence such as practical skills to improve or enhance the aural, vestibular and/or communication abilities of those adversely affected by a hearing or vestibular disability or those at risk of developing such disabilities. The qualification furthermore complies with international academic requirements. 

Closing date for application: 30 June annually

Admission requirements

Important information for all prospective students for 2022

  • The admission requirements apply to students who apply for admission to the University of Pretoria with a National Senior Certificate (NSC) and Independent Examination Board (IEB) qualifications.
  • Applicants with qualifications other than the abovementioned should refer to:
    • Brochure: Undergraduate Programme Information 2022: Qualifications other than the NSC and IEB, available at click here.
  • Citizens from countries other than South Africa (applicants who are not South African citizens) should also refer to:
  • School of Tomorrow (SOT), Accelerated Christian Education (ACE) and General Education Development Test (GED): The University of Pretoria no longer accepts qualifications awarded by these institutions.
  • National Certificate (Vocational) (NCV) Level 4: The University of Pretoria may consider NCV candidates, provided they meet the exemption for bachelor’s status criteria and the programme requirements.

Transferring students

A transferring student is a student who, at the time of application for a degree programme at the University of Pretoria (UP) –

  • is a registered student at another tertiary institution, or was previously registered at another tertiary institution and did not complete the programme enrolled for at that institution, and is not currently enrolled at a tertiary institution, or has completed studies at another tertiary institution, but is not currently enrolled at a tertiary institution, or has started with tertiary studies at UP, then moved to another tertiary institution and wants to be readmitted at UP.

A transferring student will be considered for admission based on

  • an NSC or equivalent qualification with exemption to bachelor’s or diploma studies (whichever is applicable); and meeting the minimum faculty-specific subject requirements at NSC or tertiary level; or having completed a higher certificate at a tertiary institution with faculty-specific subjects/modules passed (equal to or more than 50%), as well as complying with faculty rules on admission;
  • previous academic performance (must have passed all modules registered for up to the closing date of application ) or as per faculty regulation/promotion requirements;
  • a certificate of good conduct.

Note: Students who have been dismissed at the previous institution due to poor academic performance, will not be considered for admission to UP.

Returning students

A returning student is a student who, at the time of application for a degree programme –

  • is a registered student at UP, and wants to transfer to another degree at UP, or was previously registered at UP and did not complete the programme enrolled for, and did not enrol at another tertiary institution in the meantime (including students who applied for leave of absence), or has completed studies at UP, but is not currently enrolled or was not enrolled at another tertiary institution after graduation.

A returning student will be considered for admission based on

  • an NSC or equivalent qualification with exemption to bachelor’s or diploma studies (whichever is applicable); and meeting the minimum faculty-specific subject requirements at NSC or tertiary level; or previous academic performance (should have a cumulative weighted average of at least 50% for the programme enrolled for);
  • having applied for and was granted leave of absence.

Note: Students who have been excluded/dismissed from a faculty due to poor academic performance may be considered for admission to another programme at UP.  The Admissions Committee may consider such students if they were not dismissed more than twice. Only ONE transfer between UP faculties will be allowed, and a maximum of two (2) transfers within a faculty.

Important faculty-specific information on undergraduate programmes for 2022

  • This is a selection programme. The closing date indicates the closure of the application process.
  • Life Orientation is excluded when calculating the APS. 
  • Faculty Yearbooks: click here
  • All modules (excluding foreign language modules) will only be presented in English, as English is the language of tuition, communication and correspondence. 

1. You will be considered for conditional admission if space allows, and if you:

  • are a Grade 11 applicant (with an APS of 32 or more excluding Life Orientation), please submit your final Grade 11 examination results, and have a National Senior Certificate (NSC) with university endorsement or an equivalent qualification; OR
  • are transferring from other recognised institutions to the University of Pretoria; OR
  • are a graduate or have graduate status from another recognised tertiary institution; OR
  • are a graduate of another Faculty at the University of Pretoria; AND 
  • comply with the minimum subject requirements and achievement levels, as well as the APS requirements of specific programmes.

If you are an applicant from a country other than South Africa, please apply for conditional admission based on your final results equivalent to Grade 11. Final admission is based on the qualification equivalent to the NSC.

2. You will be considered for final admission to degree studies if space allows, and if you:

  • have a National Senior Certificate (NSC) or equivalent qualification with admission to bachelor’s degree studies, and comply with the minimum subject requirements as well as the APS requirements of your chosen programme; OR
  • are a student transferring from another recognised tertiary institution and comply with the programme requirements; OR
  • have graduate status from another recognised tertiary institution or are a graduate of another Faculty at the University of Pretoria.

If you are a citizen from a country other than South Africa or are a student with other qualifications equivalent to the NSC (including school qualifications from other countries, eg Spain, New Zealand, etc), you must obtain a Complete Exemption Certificate or a Foreign Conditional Exemption Certificate based on your international (‘foreign’) qualifications. Certificates can only be obtained from Universities South Africa (USAf) at click here. In addition, these candidates must meet the relevant programme admission requirements.

University of Pretoria website: click here

Minimum requirements

Achievement level

English Home Language or English First Additional Language

Mathematics

APS

(Grade 11)

APS

(NSC/IEB completed)

5

4

32

30

* To retain admission, you must obtain an APS of at least 30, at least a 5 for English and at least a 4 for Mathematics in the NSC.  

* For the Audiology and Speech-Language Pathology programmes, the first study year is the same.

* Note: We will consider both first- and second-choice applications for BA (Audiology).

 

Additional requirements

Departmental selection takes place.

Practising audologists should have good speech production and language use to serve as a model for individuals with vestibular and hearing disorders. They should also have good hearing, vision, and motor ability in order to assess and treat individuals with a variety of vestibular disorders.

Other programme-specific information

  • Students who are deemed to be at risk of their level of academic literacy are compelled to take ALL 110 along with SEP 119 or ZUL 119 or STW 110.
  • Students who are deemed not to be at risk of their level of academic literacy may register for SEP 119, ZUL 119 or STW 110 only.
  • For enrolled University of Pretoria students, change over from the Speech-Language Pathology programme to the Audiology programme at the end of the first year of study will be subject to available space in the second year of study and to a selection process.
  • To pass a module, 50% has to be achieved in the following modules: Audiology (ODL), Human communication (KMP), Speech Sciences (SWL) and Speech-Language Pathology (SPP).

Pass with distinction

In order to pass the degree with distinction a student has to obtain:

  • a final mark of 70% or higher for each of the modules of the final year;
  • a weighted average of 75% (not rounded) or higher for the Audiology modules at fourth-year level; and also
  • a final mark of 75% or higher for one of the theoretical modules, ODL 410 or ODL 420.

Minimum credits: 128

Select one of the following: SEP 119 or ZUL 119 or STW 110.

Fundamental modules

Core modules

  • Module content:

    Anatomy for communication pathology
    This module is on the theory and practical experience of the structure of the organs involved with speech production and hearing excluding neuro-anatomy. Anatomical terminology and elementary study of tissues; gross anatomy of structures involved with speech production and hearing: larynx, skeletal components and muscles involved with respiration, viscera of the respiratory system, bones and paranasal sinuses of the skull, synopsis of the cranial nerves, structure of the viscera of the vocal tract, structure of the ear; embryology of the face, palate, tongue, larynx and ear.

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  • Module content:

    Introduction (terminology and anatomical orientation); chemical principles; cytology and histology; neuro-physiology and the senses; haematology and body fluids; cardiovascular system.

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  • Module content:

    Respiratory system; nutrition; digestion and metabolism; kidneys and acid-base equilibrium; endocrinology; reproduction physiology and reproduction; skin and body temperatures.

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  • Module content:

    Leadership and multidisciplinary team work. Healthcare systems and legislation. Determinants of health. Introduction to healthcare models (e.g. community-based care, family-centred care, etc.). Professionalism, Ethical principles. Management of diversity. NB: Only for School of Healthcare Sciences and Department of Speech-Language Pathology and Audiology students.

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  • Module content:

    The acquisition of a basic medical orientated vocabulary compiled from Latin and Greek stem forms combined with prefixes and suffixes derived from those languages. The manner in which the meanings of medical terms can be determined by analysing the terms into their recognisable meaningful constituent parts, is taught and exercised. The functional use of medical terms in context as practical outcome of terminological application is continually attended to.

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  • Module content:

    *Closed – requires departmental selection
    Introduction to the physics of sound, audiological assessment, the basic audiometric test battery and the principles thereof. 

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  • Module content:

    *Closed – requires departmental selection 
    Introduction to amplification (theory and practical application), aural rehabilitation and related assessment strategies. 

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  • Module content:

    This module is a general orientation to Psychology. An introduction is given to various theoretical approaches in Psychology, and the development of Psychology as a science is discussed. Selected themes from everyday life are explored and integrated with psychological principles. This module focuses on major personality theories. An introduction is given to various paradigmatic approaches in Psychology.

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  • Module content:

    This module introduces the student to a basic knowledge and understanding of the biological basis of human behaviour. The module addresses the key concepts and terminology related to the biological subsystem, the rules and principles guiding biological psychology, and identification of the interrelatedness of different biological systems and subsystems. In this module various cognitive processes are studied, including perception, memory, thinking, intelligence and creativity. Illustrations are given of various thinking processes, such as problem solving, critical, analytic and integrative thinking.

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  • Module content:

    Typical language development across the lifespan, from prenatal language learning to infancy, the toddler years, preschool and school-age language and literacy development, and adolescent and adult language use. Factors influencing language development.

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  • Module content:

    *Closed – requires departmental selection.
    Introduction to communication disorders. Theoretical principles of assessment and intervention in communnication disorders; basic assessment protocol; procedures and techniques. Introduction to ethical principles and standards. Theoretical basis of prevention and primary health care; prevention programmes for speech, language and hearing disorders with special emphasis on identification in primary healthcare.

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  • Module content:

    *Closed- requires departmental seIection
    Introduction to linguistics. Speech, language and communication. Application of pragmatic theories to the study of language, semantics, syntax, morphology, phonology, normal receptive and expressive processes.

     

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  • Module content:

    * Closed - requires departmental selection.

    Introduction to acoustic phonetics. Introduction to physics of sound. Resonance and speech, speech acoustics, speech sound spectrography (experimental phonetics).

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  • Module content:

    *Closed- requires departmental selection
    Introduction to articulatory phonetics. The speech communication process – production phase. The speech organs: position and function. Different airstream mechanisms, consonant table, articulatory and perceptual characteristics of consonants, including phonetic symbols and diacritics.

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Minimum credits: 120

Core modules

  • Module content:

    Principles of project management. Communication principles. Leadership.  Health promotion and education, advocacy and literacy. Counselling for health behaviour change. NB: Only for School of Healthcare Sciences and Speech- Language Pathology and Audiology students.

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  • Module content:

    *Closed requires departmental selection
    Aural rehabilitation for infants, children and adults with hearing loss: assessment, intervention components, services and the shared role of the speech-language therapist and audiologist.

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  • Module content:

    *Closed – requires departmental selection
    Early communication intervention: Principles and approaches, description of risk populations, screening, assessment and intervention of infants and toddlers at risk of communication delay, caregiver education. Auditory processing disorders: Organic and non-organic causes; the central auditory nervous system; different approaches to auditory processing and auditory processing disorders. Description and profiling of auditory processing disorders, screening procedures, assessment and intervention. A transdisciplinary approach to auditory processing disorders.

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  • Module content:

    This module focuses on the theory and practical experience of the structure of the central nervous system, course and distribution of the cranial nerves and embryology of the central nervous system. Division; embryology of the central nervous system; histology of the nervous system; gross anatomy: spinal cord, brain stem, cerebral hemispheres, ventricles, meninges and circulation of cerebro-spinal fluid, blood circulation, cranial nerves, autonomic nervous system and tracts of the CNS.

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  • Module content:

    Neuronal physiology, central nervous system, peripheral nervous system, including the afferent and efferent divisions.

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  • Module content:

    *Closed – requires departmental selection
    Pathology of the auditory system as foundation for audiological diagnosis. The advanced applications of the audiometric test battery including behavioural and objective measures and preventative audiology. 

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  • Module content:

    *Closed – requires departmental selection
    Components of person centred intervention in terms of the provision and fitting of hearing technology and assistive listening devices for adults with hearing loss.

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  • Module content:

    *Closed – requires departmental selection
    Practical application: diagnostic audiology procedures on the adult with a congenital and acquired hearing loss; diagnostic immittance test procedures; practical application of psychoacoustic tests. Performing screening audiometry on all populations. Practical exposure to diagnostic and advanced applications of immittance testing, psycho-acoustic site-of-lesion testing and tests for functional hearing loss. Observation of an audiology private practice and adult hearing aid fitting. Preventative audiology practical.

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  • Module content:

    In this module human development from conception through adolescence to adulthood is discussed with reference to various psychological theories. Incorporated are the developmental changes related to cognitive, physical, emotional and social functioning of the individual and the context of work in adulthood. Traditional and contemporary theories of human development explaining and describing these stages are studied in order to address the key issues related to both childhood and adulthood.

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  • Module content:

    *Closed – requires departmental selection
    Perceptual analysis of speech and voice disorders. Theoretical aspects of scientific collection and recording of speech and voice samples. Perceptual analysis of fluency disorders, voice disorders, developmental phonological and articulation disorders, cleft speech, apraxia and dysarthria, speech of persons with hearing loss. Introduction to basic research in social sciences and humanities. Various approaches to research. Research methods: problem statement, formulation of hypothesis, design of variables, interpretation and graphic presentation of data, and report writing. Ethics in research and plagiarism. 

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  • Module content:

    Augmentative and alternative communication: An introduction to different AAC systems and strategies that can be used to increase communication competence and participation of individuals with complex communication needs. Assessment and implementation of AAC strategies with various groups of individuals, e.g. beginning communicators, graphic symbol users, as well as individuals with acquired conditions. Feature matching of various AAC devices and systems with application to case studies. Unaided communication: An overview of as well as the application of unaided communication methods such as sign language, finger spelling, natural gestures and keyword signing.

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Minimum credits: 120

Core modules

  • Module content:

    Community needs assessment. Leadership in community development. Planning and implementation of collaborative community-based interventions. Application of principles of monitoring and evaluation. NB: Only for School of Healthcare Sciences and Department of Speech - Language Pathology and Audiology students.

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  • Module content:

    *Closed – requires departmental selection
    Service-related professional functions in Audiology and Speech-Language Pathology: Consultation, counselling, education and management. The audiologist and speech-language therapist as consultants in developing countries; medico-legal consultation. Consultation with and education of other professional groups. Counselling of a person with a communication disorder and family after the loss of normal communication or hearing. The speech-language therapist and audiologist as managers: Administration, finances, personnel, purchases and budget. Principles of service delivery in the health system. Organisation of the health system.Neurodevelopmental supportive care and neonatal communication intervention.

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  • Module content:

    *Closed – requires departmental selection
    Curricular community engagement and its application in Audiology and Speech-Language Pathology. Application of professional functions with special reference to promotion of normal hearing and communication skills; through prevention, training and collaboration in communities. Experiential learning in a public hospital and neonatal communication intervention in practice.

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  • Module content:

    *Closed – requires departmental selection
    Electrophysiological assessments of the auditory system and vestibular system, including the range of Auditory Evoked Potentials (ECochG, ABR, ASSR, MLR, ALLR, P300, VEMP), and tests of vestibular functioning and rehabilitation of vestibular disorders. Auditory processing disorders; screening; audiological assessment and intervention. Tinnitus and hyperacusis assessment and management.

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  • Module content:

    *Closed – requires departmental selection
    Theory of pedo-audiology: identification, diagnosis and intervention. Early identification programmes in terms of the rationale, procedures and protocols, quality standards and benchmarks. Diagnostic test procedures according to developmental ages, including application of electrophysiological procedures for auditory functioning, behavioural observation, visual reinforcement and conditioned play audiometry. Principles of early intervention and paediatric amplification. Conveying the diagnosis of hearing loss and counselling. Stages of paediatric hearing aid fittings: prescription and selection of amplification, verification, orientation and training, validation and follow-up. Challenges of paediatric hearing aid fittings.

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  • Module content:

    *Closed – requires departmental selection
    Curricular community engagement and its application in Audiology and Speech-Language Pathology. Application of professional functions with special reference to promotion of normal hearing and communication skills; through prevention, training and collaboration in communities. Experiential learning in a public hospital and neonatal communication intervention in practice.

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  • Module content:

    *Closed – requires departmental selection
    Advanced audiological assessments including electrophysiological measures such as oto-acoustic emissions and auditory evoked potentials. Vestibular assessments on patients with vertigo/dizziness and disequilibrium, and vestibular rehabilitation. Assessment of auditory processing disorders.

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  • Module content:

    Concepts of research; research process; research studies appraisal; planning and developing literature review; developing research idea and research question; research principles in designing research proposal; research proposal writing.

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Minimum credits: 120

Core modules

  • Module content:

    *Closed – requires departmental selection
    To compile a research report based on a critical investigation on a profession-specific topic.

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  • Module content:

    *Closed – requires departmental selection 
    Early communication intervention and aural rehabilitation: clinical application of assessment and intervention principles for infants and young children at risk of communication disorders. Family-centred approach and teamwork. The role and functions of speech-language therapists and audiologists in kangaroo mother care. Facial cleft deformities – clinic practical.

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  • Module content:

    *Closed – requires departmental selection
    Educational audiology: Definition, intervention and educational issues. Evaluation and intervention of the child with a hearing loss with specific reference to early intervention strategies to develop a child’s auditory skills and expressive and receptive language, communication methods, collaboration and consultation. Implantable devices: cochlear implants, middle-ear implants, auditory brainstem implants, bone anchored hearing aids. Cochlear Implants: acoustic and electrical hearing; cochlear implant systems; the process of cochlear implantation, the cochlear implant team; medical and surgical aspects; selection criteria and assessment, bilateral cochlear implantation and bimodal amplification; electrophysiological measurements and neural response telemetry, ethical considerations.

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  • Module content:

    *Closed - requires departmental selection.

    Advanced theory, recent research, and locally responsive professional practice issues pertinent to different professional settings including private practice, hospitals, education and academia.

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  • Module content:

    Assessment and (re)habilitation of clients of all ages with a range of hearing and vestibular related disorders in health, education, work and social contexts. Application of the principles of assessment, intervention, professional ethics, evidence-based practice and clinical report writing is required through clinical rotations and seminars. 

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The regulations and rules for the degrees published here are subject to change and may be amended after the publication of this information.

The General Academic Regulations (G Regulations) and General Student Rules apply to all faculties and registered students of the University, as well as all prospective students who have accepted an offer of a place at the University of Pretoria. On registering for a programme, the student bears the responsibility of ensuring that they familiarise themselves with the General Academic Regulations applicable to their registration, as well as the relevant faculty-specific and programme-specific regulations and information as stipulated in the relevant yearbook. Ignorance concerning these regulations will not be accepted as an excuse for any transgression, or basis for an exception to any of the aforementioned regulations.

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