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Masters Degrees (Hearing Impairment)

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In partnership with specialists in the field of hearing impairment, we have developed a Postgraduate Certificate in Hearing Impairment which incorporates the taught elements of the Mandatory Qualification requirements. Read more
In partnership with specialists in the field of hearing impairment, we have developed a Postgraduate Certificate in Hearing Impairment which incorporates the taught elements of the Mandatory Qualification requirements.

Why Study Hearing Impairment with us?

Our course will enable you to promote person-centred, inclusive practice that is in the interests of, and fulfils the needs of, young people and adults with special educational needs (SEN) and/or disabilities.

The course aims to build on your significant experience and expertise by encouraging you to use the essential skills of critical analysis and reflection.

Delivery will take place on our Riverside Campus in Chester, which has its own learning resources. The course can also be taught in schools and settings.

Learning alongside experts from the field through a range of learning and teaching experiences, you will enjoy lively debate and discussions around policy and practice.

What will I learn?

Collectively, the three modules on the course will provide comprehensive coverage of advanced and specialist knowledge, skills and understanding for learners with a hearing impairment.

During the course, you will research, identify and evaluate effective strategies in supporting learning, thereby helping you to develop the ability to devise individual, personalised learning programmes and specialist services, as well as examine team work, collaboration and advisory roles in the field.

How will I be taught?

Teaching approaches on the course are designed to engage you as a self-directed learner, and include: lectures, group work, discussion, independent research, personal contextualised reflection, tutorials and use of the University’s Moodle virtual learning environment.

How will I be assessed?

Assessment tasks include an essay, a small-scale practitioner enquiry and an analytical case study.

Postgraduate Visit Opportunities

If you are interested in this courses we have a number of opportunities to visit us and our campuses. To find out more about these options and to book a visit, please go to: https://www1.chester.ac.uk/study/postgraduate/postgraduate-visit-opportunities

Request a Prospectus

If you would like to know more about the University please request a prospectus at: http://prospectus.chester.ac.uk/form.php

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This distance learning programme approved by the National College for Teaching and Leadership (NCTL) has been offered at the University of Birmingham since 1989. Read more
This distance learning programme approved by the National College for Teaching and Leadership (NCTL) has been offered at the University of Birmingham since 1989. It is open to teachers who are qualified to teach school-aged pupils who wish to gain the mandatory qualification of teacher of the deaf. The programme aims to equip teachers who are already qualified to teach school-aged children in England to meet the relevant NCTL standards to achieve qualified teacher of the deaf status.

It is also open to other professionals who do not wish, or are not eligible, to obtain qualified teacher of the deaf status – for example lecturers of deaf students, communication support workers and educational psychologists. Applicants who are not qualified teachers of school-aged pupils may take the University (non mandatory) Award but will not be eligible to obtain qualified teacher of the deaf status from the NCTL.

Study is supported through study packs, tutorial groups, telephone, email, web based learning and online materials, and through an allocated tutor in a small tutorial group which allows students to learn with each other. Internet access is required for the programme. There is a University based study week in January each year, at which attendance is compulsory.

Students who successfully complete all modules for the Postgraduate Diploma may choose to transfer to the MEd.

About the School of Education

The School of Education has a long-standing reputation as a centre of excellence for teaching and research in a wide range of areas of educational practice and policy. It is an international leader in education with a history of top rated research. In the 2016 QS World Rankings, it was ranked 28th in the World and joint 7th in Europe/UK.
The School employs over 100 academic staff who teach more than 2,500 students. It is home to a number of departments and research centres with a history of top rated research and is an international leader in education.
School of Education ranking:
- Ranked 6th in the Guardian University League Tables 2017
- Ranked 10th in the 2017 Complete University Guide
- In Top 3 for HEI provision in the Good Teacher Training Guide
- Ranked 28th in the World in the 2016 QS World Rankings
- Ranked 9th overall for Research in the 2014 REF (with more than 82% of research rated as ‘internationally excellent’ (3*) or ‘world leading’ (4*).
- Rated 'outstanding' in latest Ofsted inspection (2013) for its Teacher Training programmes
- Ranked third for Education in The Times Good University Guide 2017

Funding and Scholarships

There are many ways to finance your postgraduate study at the University of Birmingham. To see what funding and scholarships are available, please visit: http://www.birmingham.ac.uk/postgraduate/funding

Open Days

Explore postgraduate study at Birmingham at our on-campus open days.
Register to attend at: http://www.birmingham.ac.uk/postgraduate/visit

Virtual Open Days

If you can’t make it to one of our on-campus open days, our virtual open days run regularly throughout the year. For more information, please visit: http://www.pg.bham.ac.uk

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This course is for teachers, speech and language therapists, and other professionals working with children with special educational needs. Read more

About the course

This course is for teachers, speech and language therapists, and other professionals working with children with special educational needs. You’ll develop your understanding of speech, language and communication and build on your existing skills. The course is delivered online, by distance learning, so you can gain a specialist qualification without having to leave your current job.

Your career

Your masters will give you the skills and knowledge to make a difference. Our MMedSci course provides the necessary training to meet the requirements of the UK Health and Care Professions Council which is the accreditation body for UK speech and language therapy. Our other courses provide professional development training. They can also lead to careers in university teaching and research.

How we teach

We have a reputation for high quality research in the field of human communication and its disorders. That research informs our teaching. We offer professional training for students who are considering speech and language therapy as a career. If you’re interested in a research career, we can prepare you for a PhD.

We also run professional development courses for students already working in the field, so you can study alongside your current job. We have links with the NHS, special schools and specialist charities to ensure that what we teach you is in line with current developments in the field.

We work with other departments across the University including the School of Education, the Department of Psychology, the Department of Computer Science and the School of English Language and Linguistics.

Core modules

PGCert, PGDip and MSc

Children’s Learning; Language and Communication; Spoken and Written Language; Developing an Evidence Base for Practice.

PGDip and MSc

Research Methods A; Research Methods B (optional for PGDip).

Examples of optional modules for PGDip and MSc levels only:

Case Study; Speech Difficulties 1: nature and investigation; Speech Difficulties 2: intervention and management; Research Methods B; Literacy 1: assessments and constructs; Literacy 2: difficulties and intervention; Developmental Disorders.

For Developmental Disorders, you can choose up to two specialist topics for further study, such as: Autism Spectrum Disorders; Specific Language Impairment; Language and Behaviour; Language and Environment; Learning Difficulties; Hearing Impairment; Auditory Processing Difficulties; Alternative and Augmentative Communication; Dysfluency; Dyslexia; Multilingual Contexts; Early Years; Adolescence.

MSc students also complete a dissertation.


We provide material online for weekly study across the full calendar year. There are two or three (optional) study weekends per year in Sheffield. Essential reading material is available electronically. Online activities support your study and build links with tutors and other students.


Modules are normally assessed by written assignments. MSc students are also assessed on their research dissertation.

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This course provides a fast-track route to an audiology qualification for individuals who hold a degree (or equivalent) in a related discipline (linguistics, psychology, physics, behavioural science, biomedical science, speech and language therapy or some combination of these). Read more
This course provides a fast-track route to an audiology qualification for individuals who hold a degree (or equivalent) in a related discipline (linguistics, psychology, physics, behavioural science, biomedical science, speech and language therapy or some combination of these).

Audiologists work with patients to identify and assess hearing and/or balance disorders, recommending and providing appropriate rehabilitation and management. An audiologist will assist in the promotion of normal communication as well as the prevention, identification, assessment, diagnosis, treatment and management of the following: hearing and/or balance disorders that arise in the peripheral and/or central auditory and/or vestibular systems; functional hearing disorders; and central auditory processing disorders.

An audiologist should also be able to identify developmental or acquired disorders of speech, language and language processing caused by a hearing loss, and make referrals to an appropriate professional.

The course is organised in three broad strands. You will study supporting subjects such as linguistics, anatomy, physiology, psychology, neurology and research methods. You will learn theoretical audiology knowledge relating to hearing and balance, and you will carry out an element of professional practice through placement-based and university-based learning of practical clinical skills, clinical decision-making, reflection and professional issues. Knowledge, understanding and skills acquired in the theoretical modules are integrated and applied to clinical practice throughout the course.

Teaching, learning and assessment

The course is taught using a variety of interactive learning methods including lectures, tutorials, seminars, workshops, laboratories, group work, role-play and interactive computer sessions. The development of interpersonal skills and professional skills and attitudes is also a major focus of the learning and teaching programme. Learning activities are guided using web-based programmes. A variety of assessments are used for example essays, individual presentations, electronic portfolios, group discussions, case studies, practical skills as well as a final dissertation. Class sizes are normally 10 - 15 students.

Teaching hours and attendance

Each module which you study on campus will require you to attend classes and carry out independent work. Your attendance at QMU will depend on which module you are studying. In most instances, the taught elements of this course occur over three consecutive days. It is suggested that students use the other days for independent study.

Links with industry/professional bodies

The course provides graduates with eligibility to register with the Registration Council for Clinical Physiologists (RCCP) in the United Kingdom/ Academy of Health Care Scientists.


15 credits: Neurology for Speech Therapy and Audiology/ Linguistics and Culture in Signed and Spoken Languages/ Advanced Audiological Assessment/ Multidisciplinary Working

30 credits: Audiological Assessment/ Aural Habilitation and Rehabilitation/ Technology for Hearing Impairment/ Vestibular Assessment and Rehabilitation/ Research Methods

Level 10 credits

20 credits: Audiological Clinical Skills/ Professional Practice for Audiology

40 credits: Clinical Audiology 1,2 & 3 (placement modules)

If studying for the MSc you will also complete a dissertation (60 credits).


Graduates may work within the National Health Service and private sector. A further assessment is required in order to work as a registered Hearing Aid Dispenser. There are also career opportunities for research in universities and research institutes.

Quick Facts

- This course includes 34 weeks of structured placements throughout Scotland, Northern Ireland and the North of England.
- It draws on scientific principles to inform clinical practice.
- Practical skills are taught on campus and students have access to a wide range of equipment.

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The Qualifying Certificate in Psychology is designed to enable students with no previous experience of psychology in higher education to acquire sufficient knowledge and skills to study at FHEQ level 5/6 (second or third year of full-time study) at a UK university. Read more
The Qualifying Certificate in Psychology is designed to enable students with no previous experience of psychology in higher education to acquire sufficient knowledge and skills to study at FHEQ level 5/6 (second or third year of full-time study) at a UK university.

The certificate is offered as an entry qualification for the Oxford Brookes MSc Psychology, but it also meets the entry requirements for other universities' psychology conversion courses.

The course is available from September for part-time students, and from January for full-time and part-time students.

See the website http://www.brookes.ac.uk/studying-at-brookes/courses/postgraduate/2015/psychology-qualifying-certificate/

Why choose this course?

- Oxford Brookes has one of the largest groups of developmental psychologists in the UK along with expertise in cognitive neuroscience and qualitative methods.

- Our professionally-accredited courses allow chartered membership of the British Psychological Society.

- Excellent opportunities for progression into courses across psychology, education and health.

- State-of-the-art facilities including a video observation lab, Babylab, action research lab and perception lab.

- Strong connections through joint research projects with partners in health, education and industry.

- A comprehensive programme of research seminars offered by the department as well as specialist seminars organised by individual research groups.

Teaching and learning

Our department has a thriving community of research-active staff and research scholars. We include aspects of our research in all our courses, teach specialist modules in our areas of expertise and supervise dissertations in our specialist subjects. Learning methods include lectures, directed reading, seminars and practical work.

Teaching is organised on a module-credit basis, each involving approximately 150 hours of student effort and approximately 36 hours of staff contact.

Each course module is assessed individually, generally on the quality of written work. Assessment methods may include essays, formal written examinations or in-class tests.

Specialist facilities

The Psychology Department boasts state-of-the-art facilities including a video observation lab, Babylab, action research lab and perception lab. In addition, postgraduate students have a dedicated study and social working space to facilitate group projects and provide a venue for our research seminar series.


The department offers advice on future career opportunities, including practical help with applications to future training and employment. For many of our students, their postgraduate psychology qualification is a stepping stone to professional training for careers in educational and clinical psychology. Some choose to continue their academic studies, progressing to PhD.

Free language courses for students - the Open Module

Free language courses are available to full-time undergraduate and postgraduate students on many of our courses, and can be taken as a credit on some courses.

Please note that the free language courses are not available if you are:
- studying at a Brookes partner college
- studying on any of our teacher education courses or postgraduate education courses.

Research highlights

In the 2014 Research Excellence Framework (REF) 95% of our research was internationally recognised and 60% of the impact of our research was rated internationally excellent.

Prof. Margaret Harris has been awarded a grant of over £315K from the Economic and Social Research Council (ESRC) to find out whether technological advances to aid children and babies with hearing loss have had a positive effect on deaf children’s literacy.

Prof. Anna Barnett and her colleague Dr Luci Wiggs have been awarded a grant of £59K from The Waterloo Foundation to examine sleep disturbance in children with and without Developmental Coordination Disorder (DCD). This condition is characterised by significant movement difficulty and associated psycho-social and educational problems. Previous work suggests that sleep disturbance may be a relevant factor and this project will examine sleep in DCD with extensive and objective measures in relation to child and parent functioning.

Dr Kate Wilmut has been awarded a prestigious ESRC grant of over £160k to conduct research into forward planning of movement in children with and without Developmental Coordination Disorder. It is hoped that furthering our understanding of the mechanisms underlying this condition may lead to the development of effective intervention programmes.

With funding from the Leverhulme Trust, Prof. Vince Connelly is leading an interdisciplinary project conducting research into the writing problems of children with language difficulties. Embracing psychology, education and linguistics, this ground-breaking project is aimed at bridging the gaps in current knowledge and will help practitioners to develop literacy strategies to help this already disadvantaged group of children.

Dr Clare Rathbone has been awarded a grant from the ESRC to examine the relationship between memory and identity across the lifespan. Memory impairments can lead to more than mere forgetfulness; they can affect our sense of self and identity. This work will explore the changes in memory that take place in both normal ageing and in dementia.

Professor Margaret Harris and Dr Mark Burgess were awarded £640k by the Technology Strategy Board, a public research council that facilitates innovative technological collaboration between businesses and researchers. They are conducting multi-method research into the critical socio-psychological factors that underpin people’s transition from traditional combustion engine cars to ultra low carbon vehicles and are feeding their results back to car manufacturers, energy companies, and the government.

Research areas and clusters

Developmental Psychology Research Group
There are three main strands to research in this group:
1. Cognitive & Social Development - this includes work on the impact of socio-cultural contexts on human cognition and identity development, children’s evaluation of other people as sources of information, children’s understanding of emotion, the nature of mother-child interactions, children’s interactions with their peers and explanations for school bullying

2. Language & Literacy - this has a focus on the development of speech, reading, spelling, writing and handwriting

3. Developmental Disorders - this includes research on children with hearing impairment, Specific Language Impairment, Dyslexia, Developmental Coordination Disorder, Autism and sleep disorders.

Some of our research focuses on the description of typical development and explanation of developmental processes in different domains. Other work is concerned with understanding the mechanisms underlying atypical development and an examination of ways to support children and their families. Several staff in this research group work with professionals from other disciplines including health and education and are concerned with the production of practical assessment tools and the evaluation of intervention approaches to help children achieve their full potential.

- Adult Cognition Research Group
Research in this group covers the exploration of basic mechanisms as well as higher order processes in normal and atypical populations. A variety of methods are employed (behavioural and psychophysical measures, eye-tracking, movement analysis, and neuropsychological instruments). Specific research interests include: memory processes in ageing, autobiographical memory and identity processes, visual and attentional processing, reading and, perception and action

- Applied Social Psychology
The work of this group involves the application of a variety of different research methods and theoretical perspectives to investigate a range of contemporary issues and social problems. Members of the group share research interests in the psychological processes that underpin significant life transitions, the self and identify, mental and physical health experiences, attitudes, autism and sex differences.

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Audiology offers a balance between technology and working with people. This degree provides you with skills in assessment strategies, rehabilitation and habilitation of the hearing impaired and the non-medical management of hearing impairment. Read more


Audiology offers a balance between technology and working with people. This degree provides you with skills in assessment strategies, rehabilitation and habilitation of the hearing impaired and the non-medical management of hearing impairment.

It also provides training in research design with an optional project and an awareness of client management strategies. Clinical training is provided as a formal part of the program with cooperation from audiological institutions.

See the website http://courses.mq.edu.au/international/postgraduate/master/master-of-clinical-audiology

Key benefits

- Utilises the Macquarie University Speech and Hearing Clinic and the Australian Hearing Hub This offers students access to state-of-the-art research facilities and the ability to work alongside industry experts
- This program gives you practical experience in a range of clinical placements including the Macquarie Speech and Hearing Clinic, hospitals, government agencies, and community and not for profit organisations
- Allows you to learn from a wide variety of guest lecturers who are experts in their fields;
- Gives you access to the world’s first child magnetoencephalography facility.

Suitable for

This program is suitable if you have:
- Good communication skills
- Credit average in a relevant undergraduate degree
- An interest in pursuing a career in a health area

Please note
Commonwealth Supported Places
The Faculty of Human Sciences offers a limited number of merit-based Commonwealth Supported Places (CSP) for this program for domestic students. Places will be granted according to academic merit and awarded to the most highly ranked applicants who have been granted a firm offer. Students do not need to apply separately for this.

The Faculty may also allocate 50% of the available CSPs to two targeted equity areas that will benefit the students and the profession to help overcome shortages in professional health workers in regional and remote locations and in Indigenous health care settings. The equity groups targeted will be:

* Regional or remotely disadvantaged non-indigenous applicants

* Indigenous Australian applicants

To apply for an 'equity' CSP place, please complete the Equity CSP application when completing your application.

Work experience requirements

No work experience is required. It is recommended that you should observe some Audiological settings for a better understanding of the profession of Audiology.

English language requirements

IELTS of 7.0 overall with minimum 7.0 in each band, or equivalent

All applicants for undergraduate or postgraduate coursework studies at Macquarie University are required to provide evidence of proficiency in English.
For more information see English Language Requirements.

You may satisfy the English language requirements if you have completed:
- senior secondary studies equivalent to the NSW HSC
- one year of Australian or comparable tertiary study in a country of qualification


- Accreditation
During the course, you will complete a minimum of 250 clinical experience hours as defined by the professional body, Audiology Australia. This criterion accompanied with satisfaction of the core knowledge and competencies permits admission to Audiology Australia.

- Career Opportunities
With an aging population and advances in hearing device technology, audiology is a rapidly growing profession.
There are a range of employment opportunities for an audiologist including working in:
- Private practices, hospitals, medical centres
- Hearing and speech clinics
- Schools, universities, and community outreach settings

This degree is a recognised qualification in a number of countries and you may be able to travel and work overseas. There is currently a very strong demand for qualified audiologists both in Australia and overseas.

See the website http://courses.mq.edu.au/international/postgraduate/master/master-of-clinical-audiology

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The Sensory Systems, Technologies & Therapies (SenSyT) MRes programme was devised in consultation with industry partners developing treatments for sensory disorders. Read more
The Sensory Systems, Technologies & Therapies (SenSyT) MRes programme was devised in consultation with industry partners developing treatments for sensory disorders. It is an innovative biomedical and translational sciences programme intended for students aiming to pursue a career in academia or to work in the pharmaceutical and biotechnology industrial sectors.

Degree information

Through a major year-long research project and supplemental coursework, students will learn to conduct cutting-edge research aimed at understanding fundamental principles of sensory systems function and/or developing novel technologies and therapies for sensory disorders, such as deafness and blindness.

Students undertake modules to the value of 180 credits.

The programme consists of three core modules (45 credits), one optional module (15 credits) and a research project with dissertation/report (120 credits).

Core modules
-Introduction to Sensory Systems, Technologies & Therapies
-Research in Practice
-Translating Science into the Clinic

Optional modules - one optional module can be chosen from a group of appropriate modules currently offered at the UCL Ear Institute or at the UCL Institute of Ophthalmology, to provide more in-depth knowledge and understanding of particular issues in sensory systems research. Examples include:
-Anatomy and Physiology of the Audiovestibular System
-Auditory Biophysics and Electroacoustics
-Ocular Cell Biology, Genetics and Epidemiology of Ocular Disease
-Ocular Development in Health and Disease
-Visual Neuroscience

Students may choose an alternative optional module from across UCL with prior approval of the Programme Director, provided that it aligns with the topic of the extended research project.

All students undertake a year-long independent research project which culminates in a dissertation of 15,000 words.

Teaching and learning
The programme is delivered through a combination of lectures, tutorials, practicals, seminars, workshops, journal clubs, and an extended research project. Assessment is through coursework, oral presentations, essays, practicals, unseen written examinations, and research dissertation.


The Sensory Systems, Technologies and Therapies MRes was devised in consultation not only with academic scientists pursuing cutting-edge research in sensory systems and therapies, but also with representatives from industries interested in developing new treatments for sensory disorders. The programme has therefore been designed with the intention of ensuring that successful graduates will be attractive candidates either for further PhD research or for jobs in the commercial sector (for example, in companies developing or marketing novel treatments for visual impairment or hearing loss).

Students will graduate with interdisciplinary training in sensory systems science; a good understanding of the clinical and commercial context for development of sensory systems technologies and therapies; and substantive experience with a cutting-edge research project.

Why study this degree at UCL?

UCL is among the world's top universities for biomedical research, with particular strength in neuroscience, sensory systems research, and translational studies. Students taking the Sensory Systems, Technologies and Therapies MRes will be based at the UCL Ear Institute, an internationally recognised centre for auditory research, and will also take core modules at the UCL Institute of Ophthalmology, one of the world's major centres for vision research.

MRes students will have access to potential research supervisors from across all UCL, and will benefit from interaction with students on the Sensory Systems, Technologies and Therapies MPhil/PhD introduced in 2014. The Sensory Systems, Technologies and Therapies MRes will therefore provide students with outstanding opportunities to learn from and network with scientists, engineers, clinicians and students throughout the UCL community.

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A flexible, professionally orientated programme for speech and language therapists and other graduates seeking new knowledge and expertise about communication disorders and swallowing. Read more
A flexible, professionally orientated programme for speech and language therapists and other graduates seeking new knowledge and expertise about communication disorders and swallowing.

Who is it for?

The course is for qualified speech and language therapists seeking to gain specialist knowledge and high level research skills in their field. It is also suitable for other graduates with a background and special interest in children and adults with speech, language, communication and associated difficulties, including Deafness.


The MSc programme is designed to:
-Stimulate you to think in new ways about disorders of language, communication and swallowing.
-Introduce you to new theoretical ideas and new approaches to clinical practice.
-Strengthen your knowledge of the evidence base for clinical work.
-Enhance your skills in critically appraising research evidence.
-Provide you with the skills and knowledge that you need to begin independent research.
-Students are taught in a dynamic and supportive atmosphere, which encourages participation and the exchange of ideas. The knowledge and skills that you will develop can be applied across different language and cultural contexts, making the programme highly suitable for home, EU or overseas students.

Academic facilities

Students on the MSc course have access to specialist labs, e.g. providing speech and hearing instrumentation, computing resources and the excellent Institution library facilities, including our subject specific librarian. The School of Health hosts a speech and language therapy clinic (The Roberta Williams Centre) which provides project opportunities for MSc students.

Teaching and learning

Most teaching and learning takes place in small groups, combining direct input from experts with student-led discussion and workshop activities. Large-group teaching in research methods is combined with small-group laboratory sessions. Our virtual learning environment, Moodle, provides a platform for sharing module information and interactive learning. These methods support and are supported by self-directed study.

Assignments include essays, portfolios, literature reviews, poster presentations, oral presentations, and data analyses. Some focus entirely on critical evaluation of research; others require you to apply a selected body of research to a given case, client group, or clinical setting.


To gain the MSc or a PG Dip you will study two core modules, three discipline-specific modules (or related to communication or swallowing), and two elective modules which may be discipline-specific or generic.

Most modules run in the Autumn and Spring terms. A typical 15 credit module involves between 25 and 30 hours of teaching, supplemented by extensive private study (at least 8 hours a week).

The research dissertation involves up to one year of independent data collection and study, supported by a supervisor.

To gain a Postgraduate Certificate in Speech Language and Communication you will be required to complete 3 or 4 modules totalling 60 credits. These must include at least two discipline specific modules in the area of Speech Language and Communication.

Core modules
-Introduction to research methods and applied data analysis (30 credits)
-Critical issues in advanced practice (15 credits)

Discipline Specific and Elective modules
-Acquired language impairments (15 credits)
-Case-based clinical management (15 credits)
-Cognitive communication impairments (15 credits)
-Developmental language impairment (15 credits)
-Dysphagia and disorders of eating and drinking (15 credits)
-Habilitative audiology (15 credits)
-Identity, Inclusion and Living with Disability
-Language learning and development (15 credits)
-Instrumental Techniques in Speech Sciences
-Developing Complex Interventions (15 credits)

Students can also choose modules from the School of Health Sciences' broader Continuing Personal and Professional Development (CPPD) portfolio.

Following successful completion of the taught component, students have up to one year to complete the dissertation.

Career prospects

Successful completion of the MSc fulfils the requirements for many higher-grade senior speech and language therapy posts, and for many EU and overseas clinical posts that require a masters level qualification. Students will also be eligible to apply for a research degree (MPhil/PhD) and for some research posts.

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