Yearbooks

Programme: BA Audiology

Code Faculty Duration Credits Download
01130105 Faculty of Humanities Duration of study: 4 years Total credits: 511
Contact:
Dr L Biagio de Jager
[email protected]
+27 (0)124206774

Programme information

This four-year career-oriented degree is aimed at acquiring an in-depth knowledge of the normal hearing process and the influence of a hearing loss within the framework of human communication. Training is provided in the assessment and intervention of people with hearing loss of all age groups.

Closing date for application:

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 in 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

Departmental selection takes place.

Practising audologists 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.

Other programme-specific information

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 to be at risk of their level of academic literacy may substitute ALL 110 and 125 with SEP 110 or ZUL 110.

Please note:

  • Change over from one programme to the other 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 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: 114

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

Select one of the following: 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:

    *Closed – requires departmental selection
    Pathology of the auditory system as foundation for audiological diagnosis. Acoustical measurement, calibration, standards and technical aspects of audiology. Advanced applications of the audiometric test battery including psychoacoustic tests for site-of-lesion testing and functional hearing loss assessment; oto-acoustic emission testing. Preventative audiology: the auditory and non-auditory effect of noise; hearing conservation programmes; noise measurement and management; hearing assessment in industry; hearing protection and hearing protectors.

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  • Module content:

    *Closed – requires departmental selection
    Amplification systems; the stages of hearing aid fitting; assistive listening devices and technologies; advanced hearing aid fitting; hearing aid fitting strategies for adults; invasive hearing devices. Aural rehabilitation: the assessment and intervention of a person with a hearing loss. Communication evaluation and rehabilitation of the geriatric client and adult with acquired hearing loss. The components of an aural rehabilitation programme.

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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:

    *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:

    * 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:

    *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
    Hearing aid selection, fitting, verification and adaptation for the adult population. Assessment and intervention of the geriatric client and the adult client with adventitious acquired hearing loss. Assessment, counselling and rehabilitation of the client with Tinnitus and hyperacusis.

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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:

    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:

    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
    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.
    Recent developments and trends in audiology. Advanced theory. The audiologist in different career settings: private practice; hospitals; universities; schools. Challenges posed to professional practice in the local context.

     

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  • Module content:

    *Closed – requires departmental selection
    Educational audiology: Intervention with a client with hearing loss of any age; holistic assessment and development of an individualised intervention programme. Intervention with a group of children with hearing loss in an educational setting. Parent guidance for families of children with hearing loss. Fitting, verification, orientation and validation of hearing aids in the paediatric population. Intervention in terms of follow-up and ongoing assessment, counselling and parent guidance. Observation of cochlear implant MAPping and intervention. Application of professional skills in all contexts (primary, secondary and tertiary health care contexts). Private practice administration and business management.

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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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