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Further study in childhood language disorders, focusing on the assessment and treatment of school-aged children with language impairment.
Description / WhakamahukiThe goal of this course is to extend the proficiency of students in developmental language disorders by building on the knowledge gained in SPSC221 and SPSC222. This course extends prior learning in two key ways: 1) focuses on the nature of language difficulties in older children and how that impacts on social and academic outcomes; and 2) requires synthesis of previously learned concepts through application to an older population and educational context. This course introduces students to factors uniquely relevant to the New Zealand educational context, including cultural considerations in assessment and intervention, bilingual educational settings and relevant legislation and government initiatives.
Goal of the CourseThe goal of this course is to extend the proficiency of students in developmental language difficulties by building on the knowledge gained in SPSC223 (Clinical Linguistics and Phonetics) and SPSC222 (Language Disorders in Children). This course extends prior learning in three key ways: 1) focuses on the nature of language difficulties in older children and how those difficulties impact on social and academic outcomes; 2) requires synthesis of previously learned concepts through application to an older population and new contexts; and 3) extends knowledge to the modality of written language.Intended Learning Outcomes (ILO) / Hua AkorangaIntended learning outcomes represent what you should know and/or be able to do as a result of active engagement in the learning process. Below is a table that represents the intended learning outcomes of this course, along with the associated learning method(s) and assessment task(s).1. Demonstrate and apply understanding of the educational context as relates to SLT practice with children with written and spoken language difficulties, including knowledge of kura kaupapa Māori;2. Apply the principles of assessment to school-aged children with written and spoken language difficulties using a descriptive developmental approach;3. Design evidence-based intervention goals and activities for a specific child and context;4. Integrate collaborative, holistic and cultural points of view into professional reasoning around assessment and intervention for specific cases, with a focus on Māori and Pasifika children;5. Search for and apply research findings to case managementYou will achieve these goals by engaging in classroom lectures, assigned readings and practical activities; independent searches of the literature.
Students must attend one activity from each section.
Timetable / WātakaTuesday 9 a.m. – 11 a.m. Ernest Rutherford 465 / online as requiredFriday 10 a.m. – 11 a.m. Psychology-Sociology 252 / online as required
Course Co-ordinator / Kairuruku AkorangaDr. Jayne NewburyRoom 403, Jane Soons BuildingPhone 03 369 5798E-mail: email@example.com
Assessment / Aromatawai1. Intervention assignment – 40%This assignment requires the student to critically evaluate the intervention literature in spoken language disorders and apply that literature to the creation of language intervention activities. You will create an evidence-based intervention session and resources for a school-aged children with a spoken language difficulty. Due Friday 1 April 10pm.2. Assessment assignment – 30%This assignment requires students to design an assessment battery for a client with evidence-based rationale. This assignment requires students to integrate case information with best practice guidelines and research evidence. Dues Monday 16 May 10pm.3. Bilingual assignment 30%The final assignment will be on a bilingual child. Your assignment will discuss important contextual and cultural considerations for this child, and integrate these with the available literature to create best practice assessment and intervention practice recommendations for them. Dues Friday 10 June 10pm.
Paul, Rhea , Norbury, Courtenay, Gosse, Carolyn;
Language disorders from infancy through adolescence : listening, speaking, reading, writing, and communicating
Required Textbook / Pukapuka AkoPaul, R, Norbury, C & Gosse, C. (2018). Disorders from Infancy through Adolescence: Listening, Speaking, Reading, Writing and Communicating. 5th ed. St Louis: Mosby.Please be aware several copies of the textbook are available in the library in high demand (including an e version). Previous editions are not recommended to be used as these are now well out of date.There will be other readings for most topics which will be linked electronically via the AKO/LEARN website.
Domestic fee $1,023.00
International fee $5,250.00
* All fees are inclusive of NZ GST or any equivalent overseas tax, and do not include any programme level discount or additional course-related expenses.
For further information see
School of Psychology, Speech and Hearing on the
departments and faculties