The purpose of this four-year degree package is to provide qualifying students with in-depth knowledge of the speech- and language development and related processes in the context of human communication, the causes and symptomatology of speech, language and swallowing difficulties and the scientific basis of intervention with a person with a speech, language or swallowing disorder or those at risk of developing such pathology due to the high burden of disease in South Africa. This 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 speech, language and swallowing abilities of those adversely affected by disability or those at risk of developing such a disability. The qualification furthermore complies with international academic requirements.
Closing date for application: 30 June annually
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.
To retain admission, learners will be expected to obtain an APS of at least 32 in Grade 12.
The NBT is not applicable to this programme.
PLEASE NOTE: Only students who indicated this programme as their first choice on the application form, will be considered.
Life Orientation is excluded when calculating the APS.?
Any two languages of which Afrikaans or English should be one
Practising 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.
Other programme-specific information
Students who are deemed to be at risk of their level of academic literacy are compelled to take ALL 110.
Students who are deemed not at risk of their level of academic literacy may substitute ALL 110 with SEP 110 or ZUL 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.
Find, evaluate, process, manage and present information resources for academic purposes using appropriate technology. Apply effective search strategies in different technological environments. Demonstrate the ethical and fair use of information resources. Integrate 21st-century communications into the management of academic information.
This module intends to equip students to cope more confidently and competently with the reading and understanding of a variety of texts, to apply these skills in a variety of contexts and to follow the conventions of academic writing.
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.
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.
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.
*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.
*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.
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.
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.
*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.
*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.
*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.
*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.
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.
*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.
*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.
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.
*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.
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.
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.
*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.
*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.
*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.
*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.
*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.
*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.
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.
*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.
*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.
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
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.
*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.
*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.
*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.
*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.
*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.
*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.
*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.
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 students to familiarise themselves 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.
Postal Address: University of Pretoria Private Bag x 20 Hatfield 0028