Yearbooks

Programme: BA Speech-Language Pathology

Code Faculty Duration Credits Download
01130104 Faculty of Humanities Duration of study: 4 years Total credits: 511
Contact:
Prof J Van der Linde
[email protected]
+27 (0)124202948

Programme information

This four-year career-oriented degree comprises the scientific study of normal and abnormal human communication, feeding and swallowing (from the child to the adult). Training is provided in speech-language pathology, speech-language, feeding and dysphagia assessment and intervention.

Closing date for applications:

30 June annually

 

Admission requirements

  • The following persons will be considered for admission: a candidate who is in possession of a certificate that is deemed by the University to be equivalent to the required Grade 12 certificate with university endorsement; a candidate who is a graduate from another tertiary institution or has been granted the status of a graduate of such an institution; and a candidate who is a graduate of another faculty at the University of Pretoria.

  • Candidates who comply with the minimum subject requirements and achievement levels as well as the APS requirements of these programmes will be granted placement in the programmes, subject to the availability of space. The abovementioned is not applicable to selection programmes.

  • To retain admission, learners will be expected to obtain an APS of at least 28 in Grade 12. Prospective students who have already been granted provisional admission in these programmes, but obtained at least an APS of 27 in Grade 12, will be considered by the Admission Committee should space be available. The Admission Committee of the Faculty of Humanities will consider these students once the results of the National Benchmark Test (NBT) are available and depending on the availability of space.

  • The Faculty will assess satisfactory performance in the NBT in the light of its commitment to ensure that an appropriate proportion of the applicants will be drawn from the disadvantaged category of the population.

  • Applicants who meet the minimum APS requirement, but who do not comply with the subject requirements must write the NBT.

  • Life Orientation is excluded when calculating the APS.

  • Departmental selection is based on academic achievement. To retain admission, candidates will be expected to achieve an APS of at least 28 in Grade 12. Only 40 students are admitted. The provisional selection process commences in July of the year preceding the first year of studies. More information can be obtained from the programme organiser. The first study year of Audiology and Speech-Language Pathology is the same. The choice of Life Sciences is strongly recommended.

 

Minimum requirements 

Achievement level

APS

Any two languages of which
Afrikaans or English should be one

Mathematics

NSC/IEB

HIGCSE

AS-Level

A-Level

NSC/IEB

HIGCSE

AS-Level

A-Level

5

3

C

C

4

3

D

D

30

Additional requirements

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

Candidates who achieved an APS of 30 in Grade 11 and comply with the minimum subject requirements and achievement levels of these study programmes will automatically be part of the selection process.

To retain admission, selected learners must have obtained an APS of at least 28 in Grade 12. 

Applicants with an APS of 28 in grade 12 but who do not comply with the language and Mathematics requirements will not be admitted to the programme.

Other programme-specific information

Academic literacy
The academic literacy of all students who enroll at the University of Pretoria for the first time will be assessed at the start of the academic year by means of their NSC marks.

  • Students following a degree programme in English: The NSC Grade 12 English mark will be used to determine whether students in the Faculty of Humanities should register for the academic literacy modules (ALL 110 and ALL 125 in English):

# Home Language: Students with a 4 or lower register for ALL 110 and ALL 125
# First Additional Language: Students with a 5 or lower register for ALL 110 and ALL 125.

  • Students following a degree programme in Afrikaans: The NSC Grade 12 Afrikaans mark will be used to determine whether students in the Faculty of Humanities should register for the academic literacy modules VAG 110 and VAG 125 in Afrikaans
  • Students who are deemed to be at risk of their level of academic literacy are compelled to take ALL 110 and ALL 125.
  • Students who are deemed not at risk of their level of academic literacy may substitute ALL 110 and 125 with SEP 110 or ZUL 110 or STW 110.
  • Change over from Speech-Language Pathology programme to Audiology 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, a subminimum of 40% has to be achieved in each subsection of the following modules: Audiology (ODL), Human communication (KMP) 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;
  • an average of 75% or higher for the Speech-language pathology modules at fourth-year level; and also
  • a final mark of 75% or higher for one of the theoretical modules, SPP 410 or SPP 420.

Minimum credits: 113

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:

    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
    Receptive processes in communication. Introduction to audiological assessment. The basic audiometric test battery: the initial interview and the case history; the otoscopic examination; tuning fork tests; pure-tone audiometry (air conduction testing, bone conduction testing, masking and the audiometric Weber); speech audiometric tests (threshold and above-threshold tests); immittance testing (screening) and an overview of audiometric test procedures. Principles of audiological screening.

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  • Module content:

    *Closed – requires departmental selection
    Application of the basic test battery and types of hearing loss. Introduction to amplification (theory and practical application) and aural rehabilitation: The population of persons with hearing loss in South Africa as well as the role of the audiologist in aural rehabilitation.

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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:

    *Closed – requires departmental selection
    Principles of typical development. Description of prenatal development of the oro-facial structures and teratogenic influences. Cognitive and socio-emotional development, attachment, care patterns, and the relevance thereof for communication development. Typical communication development: Speech and language development; communication variation.

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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 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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  • Module content:

    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 students.

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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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Minimum credits: 129

Choose between SEP 110 or ZUL 110

Core modules

  • Module content:

    *Closed requires departmental selection
    Intervention for children with hearing loss: the shared role of the speech-language therapist and audiologist; neurological foundations of listening and talking; language and speech of the child with a hearing loss;auditory training; parent guidance; intervention for auditory neuropathy spectrum disorder. Inter- and transdisciplinary involvement with clients who have hearing and communication disorders by drawing up service plans for individuals and families.

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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:

    *For absolute beginners only.
    *Only students from the School of Healthcare Sciences may take this module during semester 2. All other students must  take this module during semester 1. Also note that students from the School of Healthcare Sciences, who already possess the language skills taught in this module, may write an exemption examination.
    The acquisition of basic Sepedi communicative skills with emphasis on everyday expressions and suitable high frequency vocabulary, within specific social situations.

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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:

    This module is a social-psychological perspective on interpersonal and group processes. Themes that are covered include communication, pro-social behaviour, social influence and persuasion, political transformation, violence, and group behaviour.

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  • Module content:

    *Closed – requires departmental selection
    Description of speech sound disorders and craniofacial disorders. Nature and causal factors of the disorders. Characteristics of clients with the disorders. Approaches to assessment and intervention. Introduction to orofacial myofunctional disorders.

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  • Module content:

    *Closed – requires departmental selection
    Description of child language disorders and language learning disorders, as well as autism spectrum disorder. Overview of the nature and causal factors of the disorders. Characteristics of clients with the disorders. Approaches to assessment and intervention. Description of learners in an additional language learning environment.

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  • Module content:

    *Closed – requires departmental selection
    Assessment of and intervention with clients of all ages with speech sound and cranio-facial disorders in education, work and social contexts. Counselling of these clients and their significant others. Participation in teamwork. Understanding of the principles of assessment, intervention, professional ethics, evidence-based practice and clinical report writing through seminars.

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  • Module content:

    * For absolute beginners only.

    The acquisition of basic Setswana communicative skills with emphasis on everyday expressions and suitable high frequency vocabulary with specific social situations.
     

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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.

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  • Module content:

    *Closed – requires departmental selection
    South African sign language in relation to international sign languages. The principles of sign language – lexicon and grammar. The role and utilisation of sign language interpreters. Augmentative and alternative communication. Different issues and principles related to augmentative and alternative communication intervention: multicomponent systems, requisites and support systems. The application of different systems, in particular the use of technology in daily living.

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  • Module content:

    *For absolute beginners only
    *Only students from the School of Healthcare Sciences may take this module during semester 2. All other students must take this module during semester 1. Students from the School of Healthcare Sciences, who already possess the language skills taught in this module, may write an exemption examination.
    The acquisition of basic isiZulu communicative skills with emphasis on everyday expressions and suitable high frequency vocabulary, within specific situations.

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  • Module content:

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

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Minimum credits: 143

Core modules

  • 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. Planning, developing and executing community-based rehabilitation programmes; applying professional functions with special reference to promotion of normal hearing and communication skills; prevention, training and collaboration in communities. Experiential learning in a public hospital. Neonatal communication intervention in practice.

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  • Module content:

    Identification of abnormal behaviour in children based on knowledge of normal childhood development; introduction to the study of various models pertaining to abnormal behaviour; understanding and application of basic concepts in child psychopathology. This module also provides an introduction to psychopathology and symptomatology of adult abnormal behaviour. Terminology, definitions of abnormal behaviour, problems in diagnosis, labelling, and myths regarding abnormal behaviour are discussed. Neurosis as a specific mental disorder is studied critically from a multidimensional perspective, including intrapsychic, interpersonal and social-cultural explanations.

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  • Module content:

    This module deals with a community psychological perspective on human behaviour and psychological interventions and also critically explores the contribution of various perspectives in psychology. The module focuses on themes such as definitions of key concepts, principles and aims of community psychology, and the role of the community psychologist as well as the impact of earlier thought frameworks on contemporary perspectives. The implications of these ideas for practical initiatives focussed on mental health in communities, are discussed. The module further focuses on critical psychology. Critical psychology is an orientation towards psychology that is critical towards the assumptions and practices of psychology as it is practiced in the mainstream. It attempts to address power issues as they manifest in the practice of mainstream psychology. The focus is on examining how the practice and theories of mainstream psychology contribute to these power issues impacting on marginalised groups.

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  • Module content:

    *Closed – requires departmental selection
    Description of neuromotor speech disorders: Acquired dysarthria, acquired apraxia of speech, childhood apraxia of speech. Description of dysphagia in adults and children. Description of cerebral palsy and voice disorders. Nature and causal factors of the disorders. Approaches to assessment and intervention.

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  • Module content:

    *Closed – requires departmental selection
    Description of aphasia, traumatic brain injury, dementia and fluency disorders. Overview of the nature and causal factors of these disorders and description of the characteristics of clients with the disorders. Approaches to the assessment and intervention.

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  • Module content:

    *Closed – requires departmental selection
    Assessment of and intervention with clients with child-language disorders in education, work, and social contexts. Collaboration with and counselling of these clients and their significant others. Participation in teamwork. Understanding and application of the principles of assessment, intervention, professional ethics, evidence-based practice and clinical report writing through seminars. Guided observation at a voice clinic.

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  • Module content:

    *Closed – requires departmental selection
    Assessment of and intervention with clients of all ages with language-learning disorders in education, work, and social contexts.  Collaboration with and counselling of these clients and their significant others. Participation in teamwork. Understanding and application of the principles of assessment, intervention, professional ethics, evidence-based practice and clinical report writing through seminars.

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  • Module content:

    Community needs assessment. Community development. Planning and implementation of collaborative community-based interventions. Application of principles of monitoring and evaluation. NB: Only for School of Healthcare Sciences students.

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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: 115

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: clinical application of assessment and intervention principles of infants and young children at risk for 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
    Advanced theory, recent research, trends and issues in early communication intervention, craniofacial disorders, dysphagia and cerebral palsy, and fluency disorders. Challenges posed to professional practice in the local context. Evaluation and intervention of individuals with a hearing loss and cochlear implants.

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  • Module content:

    *Closed – requires departmental selection
    Advanced theory, recent research, trends and issues in dyslexia and autism spectrum disorders, neuromotor speech disorders and neurogenic language disorders, voice disorders and speech sound disorders.

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  • Module content:

    *Closed – requires departmental selection
    Assessment of and intervention with clients of all ages with a range of communication disorders and dysphagia in health, education, work and social contexts. Collaboration with and counselling of these clients and their significant others. Participation in team work. Provision of educational programmes. Management and evaluation of service provision. Understanding and application of the principles of assessment, intervention, professional ethics, evidence-based practice and clinical report writing through seminars.

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The information published here is subject to change and may be amended after the publication of this information. The General Regulations (G Regulations) apply to all faculties of the University of Pretoria. It is expected of each student to familiarise himself or herself well with these regulations as well as with the information contained in the General Rules section. Ignorance concerning these regulations and rules will not be accepted as an excuse for any transgression.

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