Course Purpose and Objectives

LCE 123 is a three-hour per week, 5-credit, required degree level course that concentrates on the learning of English for Academic Purposes (ESAP). LCE 123 aims to assist learners in developing their English language to an academic level equivalent to the Common European Framework of Reference (CEFR) – level B1.  It is particularly designed to meet the needs of university students studying in the field of Rehabilitation Sciences. The course aims to introduce students to the use of the English language in an efficient and fluent way in the performance of their duties as qualified Language Speech Therapists. This is accomplished through the use of a variety of topics and genre, related to their field of study based on task-based, activities supported by information and communication technologies. Relevant material, based on lectures (given by Rehabilitation Sciences departmental instructors), will be used to acquaint students with language used in their field of study. Learners are expected to develop their listening skills and take notes during lectures.  Moreover, working collaboratively in small groups, they will expand their language abilities by writing lecture summaries and carrying out further research on specific topics related to the lectures.  Learners will be introduced to using the library, searching for and evaluating material (both online and offline), using in-text referencing and creating bibliographies.   They will also be required to produce a longer text comparing and contrasting various allied health professions, as well as prepare and carry out oral presentations on subject related topics.  Finally, students will synthesize the knowledge gained in the course through the creation of an e-portfolio which will contain summaries of the content lectures, other assignments and reflections produced by themselves and in collaboration with other students in the course.  The main aim of the course is to develop linguistic knowledge in the students’ field, promote their critical thinking abilities, and assist them in becoming independent life-long learners.    

Learning Outcomes

By the end of this course, learners should be able to

• Listen to or read academic material on topics related to rehabilitation (such as academic articles – printed and online, web-based articles and information from organisations’/associations’ webpages, academic/professional lectures/talks), take notes, synthesise these and turn them into summaries;
• Carry out further research on specific topics related to their field of study in order to respond to scenarios found in their future profession;
• Find, evaluate and reconstruct material (e.g. web articles, academic printed and online articles) on specific topics related to their field of study;
• Comprehend and use language and terminology related to their field of study, in all four skills: listening, reading, speaking and writing;
• Present their work through an e-portfolio.

Prerequisites

• None

Course Purpose and Objectives

LCE 124 is a three-hour per week, 5-credit, required degree level course that concentrates on the learning of English for Specific Academic Purposes (ESAP).  LCE 124 is particularly designed to meet the needs of university students studying in the field of Rehabilitation Sciences and aims to assist them in developing their English language to an academic level equivalent to the Common European Framework of Reference (CEFR) level B2.  The course aims to enable students to acquire and use the English language efficiently and fluently in the performance of their duties as qualified Speech Therapists. This is accomplished through the use of a variety of topics and genre, related to their field of study based on task-based activities supported by information and communication technologies. Relevant material, based on lectures (given by their departmental instructors), will be used to acquaint students with language used in their field of study. Learners are expected to develop their listening skills and take notes during lectures.  Moreover, working collaboratively in small groups, they will expand their language abilities by writing lecture summaries and carrying out further research on specific topics related to the lectures.  This will involve the writing of short resource reviews.  Additionally, students will be assigned tasks that require them to conduct interviews and prepare oral presentations of their results from each interview.  Finally, students will synthesize the knowledge gained in the course through the creation of an e-portfolio which will contain summaries of the content lectures, their resource readings and professional interviews conducted by themselves and other students in the course.  The main aim of the course is to develop linguistic knowledge in the students’ field, promote their critical thinking abilities, and assist them in becoming independent lifelong learners.    

Learning Outcomes

At the end of the course the student should be able to:

• Listen to academic lectures in English and take notes on topics related to rehabilitation;
• Synthesize their notes in order to write a summary of lectures related to their field of study;
• Carry out further research on specific topics related to their field of study in order to produce essay outlines;
• Find, evaluate and use additional material (e.g. web articles, academic printed and online articles) on specific topics related to their field of study;
• Prepare interviews and carry them out with professionals/academics in the field of SLT;
• Write a literature review on specific topics related to their field of SLT.

Prerequisites

• LCE 123 

Course Purpose and Objectives

The purpose of this course is to introduce students to the profession of speech and language therapy as well as to communication disorders. The overall objectives are to support students in gaining an understanding regarding: 1) the nature of the profession of speech and language therapy; 2) the basic communication processes; 3) communication disorders; and 4) the basic principles of assessment and intervention.

Learning Outcomes

At the end of this course, the students are expected to:

• Demonstrate an understanding of the nature of the profession of speech and language therapy;
• Comprehend speech and language development;
• Develop an awareness of a range of communication disorders pertaining to speech, language, hearing and swallowing;
• Develop a basic understanding of the principles concerning assessment and intervention;
• Show understanding of the Evidence Based Practice approach;
• Demonstrate comprehension of issues relating to ethics and the code of practice.

Prerequisites

• None

Course Purpose and Objectives

The main objective of this course is to provide a basic understanding of the structure (anatomy) and function (physiology) of the nervous system within the boundaries of the organization of the brain, motor and sensory pathways, cranial nerves and muscles involved in Hearing, Speech and Language.

Learning Outcomes

Students are expected to acquire knowledge and understanding of the human nervous system anatomy and physiology, the structure and function of nervous system cells, and of the anatomical systems involved in hearing, speech and speech, as well as the functions of these anatomical systems. Through this knowledge, students are expected to be able to classify the syndromes of Aphasia, Alexia, Dysarthria and Dysphonia, as well as disorders in human speech and communication that cause localized brain damage.

In particular, it is expected that:

• Students will demonstrate understanding of the basic principles of nerve cell function with emphasis on nerve impulse generation and synaptic transmission.
• Students will be able to link the anatomical features of regions of the brain to their specific physiological actions, particularly those that have a direct or indirect relationship to the expression and construction of the language
• Students will become acquainted with basic speech system disorders with which they deal more extensively during specific courses that follow.

Prerequisites

• None

Course Purpose and Objectives

The course focuses on the biology of language and language acquisition. The differences between human language and animal communication systems are presented, and reference is made to the child's bio-readiness for linguistic initiation, the principles and parameters governing human language, as well as the relation between biological readiness and environment. Topics include language competence, linguistic performance / behaviour based on the transformational generative grammar. Reference is made to historical linguistics, language groups (Indo-European and other languages) and writing systems. Dialectical topics (e.g., similarities / differences of Standard Modern Greek and Cypriot-Greek) are also presented. Generative linguistics and the basic differences with previous linguistic approaches are discussed. The course also focuses on the language parameters regarding morphology, phonology, syntax, semantics and pragmatics of language. There is also a reference to the disorders affecting the language system (sentence, utterance, grammaticality, semantic anomaly, phrase structure rules, theory of X’(X-bar theory), transformations / movements, interrogative sentences, passive sentences, clitics, deixis, theories of speech acts, conversational implicature, conversional maxims).

Learning Outcomes

At the end of the course the student will be able to:

• know the definitions concerning theoretical linguistics with emphasis on syntax.
• know the basic principles of transformational generative grammar.
• describe and analyse the various aspects of linguistics and how these relate to speech therapy and disorders and the populations with which s/he deals.
• describe stages of linguistic development.
• recognise the principles of language processing.
• describe the use of language in a society and its changes (dialect, language, bilingualism).

 Prerequisites

• None

Course Purpose and Objectives

The course will provide the student with the basic principles of Greek and English Phonetics as well issues focusing on phonological theories advanced over the years. The course focuses on theoretical implications of contemporary and traditional phonological theory as well as on issues related to speech production, articulatory and acoustic phonetics. Practical laboratory work in the form of phonetic transcription provides the student with an opportunity to practice and use on line the symbols of the International Phonetics Association. A number of lectures also focus on issues related to Cypriot Greek phonetic and phonological systems from a linear and non-linear perspective approach, developmental aspects in child speech, dialect versus language and acoustic/phonetic interphases in pathological populations.

Learning Outcomes

By the end of the semester the students will:

• Understand the preliminary terminology of phonology and phonetics including articulatory and acoustic phonetics, the nature of phonology and its implication to language universals.
• Identify the symbols of the International Phonetic Alphabet as well as their practical use in transcribing words.
• Describe the underlying representation as well as the surface representation is discussed via examples including the nature of phonological processes and phonological rules.
• Form Rule notation is discussed from the perspective of Generative Phonology. Examples of cross-linguistic phonological processes are discussed and patterns of sound changes in child speech.
• Explain the notion of syllable and its significance in the last 20 years.

Prerequisites

• None

Course Purpose and Objectives

This course aims to provide the students with fundamental knowledge so as to:

• Acquire some introductory knowledge about statistics as a science but also as a tool to be used for projects and research.
• Be able to design, conduct and present the data of a research.
• Be able to get results that they can then analyze and link between them to reach conclusions during a research.
• Be able to use a PC and its applications as a tool for statistics and research.

Prerequisites

• None

Course Purpose and Objectives

The aim of the course is to describe the formal and non-formal phonological development of children as well as to evaluate, prevent and address phonological problems in childhood. The ultimate goal is to consolidate the student's ability to recognize the basic developmental phases of standard phonological development, to recognize non-standard phonological parameter motifs, and to complete a complete diagnostic session based on data analysis as well as treatment design for the screening/diagnosis/ intervention of speech sound disorders with an emphasis on developmental phonological disorder.

Learning Outcomes

At the end of the course the student will be able to:

• Explore issues of phonological development, disorders, and interference in childhood
• Refer to the clinical literature on diagnosis and intervention of phonological disorders in children
• Apply tools for phonological evaluation and treatment of children based on known theories
• Practice the skills necessary to assess phonological ability and problem-solving based on contemporary research findings on methods of intervention in childhood
• Develop autonomous research capability in phonological intervention
• Recognize diagnostic and clinical markes related to differential diagnosis
• Describe the clinical markers of apraxia, dysarthria and general SSD
• Perform independently oral motor examination

Prerequisites

• None

Course Purpose and Objectives

This module is designed to provide students with the opportunity to evaluate the contemporary process of rehabilitation (individual, neurological, community) and apply theoretical knowledge to their own practice. Students will have the chance to gain an in-depth understanding of a range of (neuro) rehabilitation theories and the provision of rehabilitation services. The relationships between patient, therapist and organisations will also be considered.

Learning Outcomes

The overall learning outcomes are:

• Profession-specific assessment, treatment and evaluation in the context of rehabilitation.
• How to assess the evidence base associated with the rehabilitation process in the context of SLT practice.
• The holistic interdisciplinary approach to the rehabilitation process.
• The relationship between individual professional practice and rehabilitation outcomes.
• How to evaluate the evidence associated with specific strategies for different types of rehabilitation.

Prerequisites

• None

Course Purpose and Objectives

The course focuses on the various theoretical frameworks governing the acquisition of language. Experiential, rational / genetic, cognitive, socio-interactive and neurobiological approaches, their main representatives and arguments for and against each approach are presented. The approach of language acquisition by linguists and psychologists is presented, and reference is made to experimental methods, to observations and findings / results concerning the linguistic parameters with reference to bilingualism. Emphasis is placed on studies and findings from Standard Modern Greek and the Cypriot Greek dialect in the acquisition of the phonological system, semantics, morphosyntax, etc. The influence of the language of the environment is also presented as well as the interaction between perception and production. Reference is made to early vocal production (babbling, idiolectal ability, protowords, lexical "explosion"), the importance of prosody, the development of intonation skills and its relation to the syntactic skill, in the acquisition of passive and expressive vocabulary (verbs, nouns, clitics, functional words, semantic categories) with particular reference to the linguistic bootstrapping theory. The phenomenon of the Mean Length of Utterance (MLU) is presented in Greek and other languages ​​as well as the meaning and analysis of the language sample. The acquisition of the morpho/syntactic aspect of language is presented: words for objects, words for acts. One-word stage, two-word stage. Subsequent stages. Functional Categories – Bound morphemes: theories for their acquisition. Theory of Continuity, Theory of Maturation. Gender acquisition, Subjective-Verb Agreement. Acquisition of anaphoric relationships, Control, Formation of Questions, Clitic pronouns. Finally, emphasis is placed on the acquisition of the second language (secondary language acquisition) as well as the acquisition of the written speech.

Learning Outcomes

At the end of the course the student will be able to:

• Analyse and critically evaluate the different theories of language acquisition.
• Describe stages of linguistic development.
• Be familiar with the acquisition of phonetics / phonology, vocabulary and syntax / morphology.
• Be familiar with the experimental methods and observation of spontaneous child speech.

Prerequisites

• None

Course Purpose and Objectives

The general aim of this course is to introduce students to topics related to the biological bases of behaviour, with an emphasis on the sense of hearing, the function of speech and discourse/speech production. The course´s goal is for the students to understand in what way the central nervous system affects human behaviour and in what degree the malfunction of the aforementioned systems plays a role in the appearance of mental or other disorders. 

The contents of the course include the general principles, theories and physiological bases of the senses and the perception systems.  Psychophysics. Psychophysical methods. Theories of Psychology in relation to perception and sense systems. Coding of the sense system. Nerve cells, nerve impulses and nerve synapses. Processing of neural signals. General properties of the receptors. Development and evolution of the brain. Sounds. Production of sound waves. Types of sounds. Characteristics of sound. Pitch of the tone. Periodical pitch. Tone. Combination of sounds. Critical Zone.  Assimilation of sounds. Combined tone. Hearing from both ears. Production, transmission and recognition of speech. Phonemes. Spectrogram. Current Spectrum Allocation. Speech Coarticulation and Variability.  Processing of Hearing Speech Signals. Categorical perception. Neural Mechanisms in Speech Perception. The McGurk effect. Problems - Peculiarities in Everyday Speech Perception. The phonemic restoration effect. Recognition of two simultaneous vowels. Perception of sight, touch, taste and smell. Organisation, Recognition, Attention, Movement, Development of perception.

Learning Outcomes

By the end of the course the students will:

• Understand the structure and function of the nervous system.
• Understand the basic principles of hearing and visual perception systems.
• Be able to describe the basic principles of sound physics/acoustics.
• Be able to implement the principles of acoustics in the production and perception of speech and discourse.
• Be able to recognize the different characteristics of hearing speech signal.
• Understand the role of high centres in speech perception.

Prerequisites

• None

Course Purpose and Objectives

The purpose of this course is to seek answers to questions about human development by looking at theories, methods, discoveries, and many practical achievements of modern developmental sciences. This introductory course sets the foundations for understanding important issues about the nature of human development and how knowledge is acquired about development. What does people "grow" over time mean? Why is the scientific study of human development necessary? And what strategies or research methods, are used by scientists to study human development?

Learning Outcomes

Upon completion of the course the students are expected to have the following knowledge and skills:

• They will be able to understand, give definitions and distinguish between the three areas of development: physical, cognitive and psychosocial.
• They will understand the three major development issues: continuity versus discontinuity, universal versus context-specific development, and the issue of nature versus nurture.
• Understand the main methodological research approaches in the field of Developmental Psychology.

Prerequisites

• None

Course Purpose and Objectives

To demonstrate that speech-language therapists (SLTs) use a range of processes for gathering information about clients/patients.

For student SLTs to recognise that assessment occurs for the benefit of the client/patient. To clarify the purpose of the assessment and develop an appropriate assessment plan. Prior to beginning an assessment, to ensure informed written consent is obtained from the parent (or guardian), or from the student and parent/guardian if the student is younger than 18 but considered to be of an age and level of functioning to be able to provide informed consent.

To discuss confidentiality issues, including the exceptions to confidentiality, with students, parents and other relevant parties who may seek access to assessment information. As SLT students and later practicing clinicians to protect the integrity and validity of test instruments. To highlight to student SLTs that comprehensive assessment often requires input from a multidisciplinary team.

Learning Outcomes

At the end of this course students will:

• Have gained knowledge about the assessment-diagnostic process;
• Be able to describe and interpret different methods of assessment for speech-language therapy practice;
• Be familiar with all standardized speech-language tests for Greek or used within the context of Cyprus (bilectal and multilingual settings).

Prerequisites

• None

Course Purpose and Objectives

The student will explore the nature of developmental language impairment, will become familiar with assessment methods and then be able to develop an appropriate intervention programme.

Learning Outcomes

The student will be able:

• To describe typical language development in children in relation to the proposed theoretical models.
• To develop knowledge concerning the concept of non-typical language development within theoretical models.
• To identify and describe the language characteristics of people with Developmental Language Impairment, genetic syndromes, Autistic Spectrum Disorders, Attention Deficit (Hyperactivity) Disorder, cerebral palsy etc.    
• To identify and apply assessment methods and determine language impairment diagnosis.
• To analyse and interpret the results from language assessment batteries
• To collect, record, analyse, and interpret the language characteristics in a language sample
• To differentiate between primary and secondary language impairment as well as between language impairment and limited learning outcomes (in the case of bilingual/ multilingual children).
• To know the accompanying effects of language impairment (e.g. learning difficulties, behavioural problems etc.).
• To develop treatment protocols and apply intervention programmes (directly and indirectly) for cases of language impairment.
• To connect theoretical knowledge with clinical practice  reinforcing evidence-based practice.
• To be familiar with intervention practices applied in different frameworks in Cyprus and the international arena.

Prerequisites

• None

Course Purpose and Objectives

Principles in professional ethics in the field of speech language therapy and introduction to counseling in communication disorders.

Learning Outcomes

Upon completion of the course, the student will be able to:

• Be aware of the general obligations and rules of behavior of students in the clinical/practice training.
• Be aware of the Code of Ethics of the profession and the responsibility the student has towards the profession
• Know basic consulting approaches to treating individuals with communication disorders.

Prerequisites

• SLT 160 Principles of Rehabilitation

Course Purpose and Objectives

The purpose of this course is to acquaint students with current theories and literature on Language-Based Learning Disabilities over a wide range of issues concerning Language-Based Learning.  The course is designed to provide students with an understanding of: the existing definitions and theories; the characteristics of people with Language-Based Learning Disabilities; and assessment and intervention principles concerning the profession of speech and language therapy.

Learning Outcomes

With the completion of the course students are expected to:

• Know and be able to analyse the existing definitions on Language-Based Learning Disabilities;
• Describe and be able to analyse the existing theories relating to Language-Based Learning Disabilities;
• Describe and be able analyse the characteristics of people with Language-Based Learning Disabilities;
• Understand and be in a position to know the role of speech and language therapists in the multidisciplinary team;
• Know the different intervention approaches and be able to develop intervention plans for the support of people with Language-Based Learning Disabilities.

Prerequisites

• SLT 170 Language Development

Course Purpose and Objectives

First, students will understand the nature of fluency disorders (with emphasis on stuttering). Then, the students will develop skills of evaluating and measuring relevant aspects of the fluency disorder and will be able to develop therapeutic intervention programs appropriate for each individual case.

Learning Outcomes

Students will be able:

• To understand the basic concepts of fluency disorders.
• To demonstrate knowledge of the nature of verbal and non-verbal behaviours associated with stuttering.
• To discuss various theoretical models concerning the etiology of stuttering and the continued development of the disorder.
• To demonstrate knowledge and skill of evaluating and measuring relevant aspects of the stuttering and be able to integrate assessment information to provide an appropriate diagnosis and recommendations for individual cases.
• To develop intervention programs in the framework of the two main schools of Stuttering Modification and Stuttering Shaping.
• To demonstrate knowledge of a variety of evidence-based treatment procedures, approaches, and programs for the treatment of stuttering (e.g. Lidcombe, Palin PCI approach).
• To understand the use of technology in therapeutic intervention for stuttering.
• To understand other fluency disorders such as Psychogenic Stuttering, Neurogenic Stuttering and Cluttering.

Prerequisites

• None

Course Purpose and Objectives

Introduction to the anatomy and physiology of the auditory system; causes and treatment of disorders in hearing, balance and auditory processing; the relevant diagnostic and therapeutic techniques for these disorders; exploration of the effect of hearing loss across the lifespan. Topics include: physics of sound principles and techniques of audiometric testing, types of hearing loss, and treatments for hearing impairment. Receptive processes in communication. Introduction to audiological assessment. The basic audiometric test battery: the initial interview and the case history; pure-tone audiometry (air conduction testing, bone conduction testing, masking and the audiometric Weber); speech audiometric tests (threshold and above-threshold tests); and an overview of audiometric test procedures. Principles of audiological screening.

Learning Outcomes

Having successfully completed this module you will be able to:

• Explain a range of pathologies and medical/surgical treatments associated with disorders of hearing.
• Explain a range of clinical audiology techniques related to the auditory assessment and rehabilitation in adults as well as their underpinning theory, including their strengths and limitations and with reference to the evidence base.
• Critically evaluate information from the evidence base relating to the above techniques.
• Demonstrate the importance of a patient-centred approach to patient interview, examination, assessment and rehabilitation
• Perform safely and with technical competence a range of clinical procedures relating to hearing assessment and hearing aid prescription and verification.
• Demonstrate mastery of effective self-directed learning, scientific and patient-centred communication.

Prerequisites

• None

Course Purpose and Objectives

This course is designed for offering knowledge concerning aural rehabilitation. The course will provide you with further knowledge and skills in adult and paediatric aural rehabilitation. The course aims to create an intellectually stimulating opportunity for you to develop academic knowledge and research skills, thus enhancing your practice in rehabilitative audiology. The course will develop knowledge of the evidence base practices and further develop critical thinking, clinical reasoning and research knowledge.

Learning Outcomes

Having successfully completed this module you will be able to:

• Explain and critically analyse the arguments for, and the current consensus on, patient-centred rehabilitation for children/adults with hearing loss, including the assessment and analysis of need, effects of psychosocial factors, the provision of accurate and balanced information regarding management options, the facilitation of the patient’s decision making and the role of communication strategies and tactics.
• Formulate evidence-based recommendations for the rehabilitation of individual patients with common forms of hearing loss.
• Identify and describe a wide range of different technologies (e.g. hearing aids, assistive devices, auditory implants), strategies (e.g. communication), skills (e.g. facilitation) and tools. (e.g. counselling and decision-making tools) potentially available to improve the patient’s hearing-related quality of life and explain their main pros and cons for common forms of hearing loss and psychosocial circumstance.
• Demonstrate mastery of effective self-directed learning, scientific and patient-centred communication.

Prerequisites

• None

Course Purpose and Objectives

Understanding the theoretical background of swallowing disorders and their clinical treatment

Learning Outcomes

Upon completion of the course, students will have acquired the necessary knowledge of:

• The identification and description of the normal functioning of the swallow mechanism, the swallowing disorders and their causes, the methods of examination and clinical evaluation.
• Clinical assessment of dysphagia and treatment methods to restore swallowing.
• Food and fluid modifications and swallowing instructions for patients and caregivers.

Prerequisites

• None

Course Purpose and Objectives

First, the student needs to understand the nature of voice mechanisms, breathing and resonance, and be able to identify characteristics and causes of voice disorders. To be familiar with voice disorder assessment methods and be able to apply them to practice. Finally, to be able to develop appropriate intervention treatments.

Learning Outcomes

The students will be able:

• To describe the physiological, neurological, and normal/typical underpinnings of voice mechanisms.
• To describe and identify the symptoms of voice disorders.
• To diagnose voice disorders and differentiate voice disorders and resonance disorders between other disorders using subjective and objective assessment tools.
• To design intervention programmes that suit the needs and fit the goals of treatment on the basis of scientific evidence.
• To identify and apply indirect intervention strategies (counselling) for individuals with voice disorders.
• To organise prevention programmes on voice disorders for children and adults.
• To identify changes in the anatomy-physiology of the larynx and to participate in an interdisciplinary management team for cases with laryngectomy (partial/full).

Prerequisites

• None

Course Purpose and Objectives

The aim of this course is to prepare students for taking responsibility and perform speech therapy sessions.

Learning Outcomes

At the end of the course the student will be able to:

• Develop constructive skills of clinical observation of cases with communication disorders.
• Gain practical solutions and methods of dealing with cases with communication disorders.
• Be informed about the types and format of written reports required in the profession of speech therapy and can apply their basic principles.

Prerequisites

• SLT 210 Diagnostic Issues in Speech-Language Therapy
• SLT 230 Professional Ethics and Counselling

Course Purpose and Objectives

Acquisition of neuroanatomy-neurophysiology knowledge that is important for practicing as a Speech & Language Therapist.

Learning Outcomes

By the end of the course, students will be able to:

• Explain the importance and necessity for the acquisition of neuroanatomy-neurophysiology knowledge by Speech & Language Therapists
• Be aware of the anatomy and physiology of the human Nervous System
• Understand and use neurology terms in order to a) work with neurologic patients and b) work with multidisciplinary teams
• Know the basic pathophysiology and symptomatology of core neurological disorders and disorders with a neurological background

Prerequisites

• None

Course Purpose and Objectives

Understanding of the evaluation, and treatment / rehabilitation of aphasia and related disorders.

Learning Outcomes

By completing the course, students will have acquired:

• Knowledge of the theoretical models of description, evaluation, treatment and rehabilitation of acquired aphasia and related speech and communication disorders.
• Ability to identify, diagnose, and evaluate the various types of acquired aphasia and related speech and communication disorders.
• Ability to select, organize and implement treatment and rehabilitation programs in cases of acquired aphasia and related speech and communication disorders.

Prerequisites

• SLT 290 Neuroanatomy/Neurophysiology

Course Purpose and Objectives

Training of Speech & Language Therapy students on the assessment and treatment of speech disorders relating to craniofacial anomalies (cleft lip and palate included) according to International standards and therapeutic protocols.

Learning Outcomes

By the end of the course, the student will have gained theoretical knowledge related to managing craniofacial anomalies in relation to

• the basic anatomy and physiology of human orofacial structures
• the different genetic syndromes with craniofacial anomalies
• co-morbid disorders that relate to craniofacial anomalies (e.g. feeding problems, teeth anomalies, etc.)
• the importance of multidisciplinary teams in assessment and treatment of craniofacial related disorders 
• the assessment of speech, resonance and velopharyngeal dysfunction
• the therapeutic procedures and techniques (especially from Speech & Language Therapists) for the treatment of craniofacial anomalies following on from evidence-based practice

Prerequisites

• None

Course Purpose and Objectives

Acquisition of neurology knowledge that is very important for practicing as a Speech & Language Therapist. 

Learning Outcomes

By the end of the course, the student will be able to:

• Explain the importance and necessity for the acquisition of neurology knowledge by Speech & Language Therapists
•  Understand the anatomy and physiology of human Nervous System
• Understand basic pathophysiology of neurological disorders and how they are treated
• Describe the clinical characteristics of specific neurological disorders
• Understand and use neurology terms in order to a) work with neurologic patients that need speech and language therapy and b) work with multidisciplinary teams
• Identify if a specific neurological disorder may have an impact on communication and swallowing
• Describe the role of Speech & Language Therapy in neurological disorders
• Know in depth, theoretically, how to perform cranial nerves assessment (especially those relating to communication and swallowing)

Prerequisites

• None

Course Purpose and Objectives

The course offers the students the chance to gain knowledge and understanding of the fundamental principles and neurolinguistic processes involved in typical and pathological language processes. It studies the mental processes involved in language acquisition and language use, and their relationship to thought, culture and the origins of ideas, reading development, bilingual language acquisition processes as well as neurobiological bases of human linguistic readiness. Students will study the relationship between brain and language and the mental processes in operation during perception and production of typical and atypical language development in children and adults. Factors that influence these skills are discussed via-a-vis different theoretical models and theoretical theses pertaining to language parameters (phonology, lexicon, syntax, morphology). A special focus is also given on brain processes and pathology regarding cognitive and linguistic deficits, recent advances in experimental processes and the role of research findings onto rehabilitation regimes.

Learning outcomes

By the end of the course students will be able to:

• Work with enhanced knowledge regarding language process and theoretical models pertaining to speech production and perception.
• Comprehend significant linguistic processing (word and sentence processing) mechanisms in relation to brain structures.
• Discuss significant linguistic processing mechanisms in normal and pathological language including developmental language disorders and adult acquired linguistic deficits.
• Recognize with competence significant language learning/development landmarks.
• Identify and understand the brain structure and its relationship to certain linguistic skills required by humans vis-à-vis typical and atypical developmental and acquired language deficits.
• Explain the nature of bilingual acquisition and its relationship to perceptual processing and L1-L2 interactions.
• Understand the mechanisms involved in reading development.
• Understand and explain experimental paradigms involved in language tasks.

Prerequisites

• None

Course Purpose and Objectives

This course is designed to provide students with an overview of basic statistical knowledge and skills for performing statistical analyses. The course will begin with descriptive statistics (organization, presentation and description techniques) following by inferential statistics.

Learning Outcomes

Upon completion of the course, students are expected to have acquired basic statistical analysis skills:

• Use of relevant software programs (MS Excel, SPSS, Jamovi)
• Drawing graphs
• Calculation of descriptive statistics
• Correlation
• Probability theory
• Chi-square test
• T-tests and the non-parametric alternatives
• One-way ANOVA
• Factorial ANOVA

Prerequisites

• None

Course Purpose and Objectives

The purpose of this course is to provide a substantive overview of neurogenic motor speech disorders. This course is designed to enable students to: 1) gain knowledge regarding the neurological bases of speech production; 2) identify and differentiate between different neurogenic motor speech disorders; and 3) understand the principles related to assessment and intervention process concerning neurogenic motor speech disorders.

Learning Outcomes

By the end of the course, students are expected to:

• Understand the neurological bases of speech production;
• Be able to describe the different types of dysarthria and apraxia;
• Be able to differentiate between different neurogenic motor speech disorders, such as between different types of dysarthria as well as be able to differentiate between dysarthria and apraxia;
• Be capable of describing and analysing the assessment procedure for neurogenic motor speech disorders;
• Comprehend the intervention practices for neurogenic motor speech disorders.

Prerequisites

• None

Course Purpose and Objectives

• To introduce students to neurological and anatomical substrates of language and cognition
• To acquaint students with aetiologies and characteristics of neurogenic cognitive disorders
• To introduce the types of neurogenic cognitive disorders that can result from specific diseases that affect the central nervous system
• To familiarize students with standardized tests and treatment methodologies
• To sensitize students about culturally diverse populations and the impact of diversity on assessment and treatment
• To familiarize students with ethical professional practices in assessment and treatment

Learning Outcomes

Upon successful completion of this subject, students should:

• Be able to apply knowledge of anatomy, physiology and neurology to explore and plan assessment for people with acquired language and cognitive communication disorders
• Be able to apply knowledge of assessment and the ICF framework to differentially diagnose disorders of acquired language and cognitive communication, and understand their impact on a person's overall wellbeing
• Be able to apply clinical reasoning to develop holistic intervention plans for individuals presenting with language and cognitive communication disorders
• Be able to evaluate and modify intervention based on knowledge of the literature, as well as the individual's needs

Prerequisites

• None

Course Purpose and Objectives

The main purpose of this course is to provide a balanced, synthesized, and integrated view of what we know about the relationship between the mind and the brain, focusing on the current state of knowledge in the field of brain and cognitive sciences. Specifically, the course will concentrate on our understanding of lower-level, fundamental cognitive processes. Examples include perception, attention, action, motor control, object recognition, face processing, and consciousness. The course will also focus on our understanding of higher cognitive processes such as language, speech, memory, social cognition, executive functions and cognitive control. The course will also explore findings from a range of neuroimaging techniques and lesion approaches.

Learning Outcomes

Students will be expected to demonstrate knowledge of the core cognitive processes and familiarity with key issues in cognitive neuroscience, in order to promote a critical reflection on current issues. As such, the students will gain an understanding of the neural bases of a wide variety of human mental functions.

Prerequisites

• None

Course Purpose and Objectives

Scope of clinical neuropsychology and psychopathology.  Classification and Multiaxial evaluation system of mental disorders with emphasis on the DSM-V classification system, which is used worldwide, and the ICD classification system. Critical reference of the basic diagnostic categories of psychopathology (anxiety disorders, mood disorders, personality disorders and psychotic disorders). Presentation of the basic theoretical hypothesis concerning what causes the different kinds of psychopathologies and their symptoms, based on the theories of psychology, with emphasis on the contemporary biopsychosocial model. Basic information about psychofarmacology and psychotropic substances (psychiatric medication) that are used in the case of mental disorders.  Interdisciplinary group and referral of the patient by the speech-language pathologist to a mental health specialist (clinical psychologist, psychiatrist etc.) Models of counseling and support provision to psychiatric patients with communicative disorders. Presentation of clinical cases through videos, followed by discussion.

Learning Outcomes

By the end of the course the students will:

• Be able to recognize specific psychopathologies
• Know what causes them and their symptoms
• Be able to get involved in a differential diagnosis
• Know the role of a speech-language pathologists in the aforementioned cases
• Know how to differentiate the evaluation process according to each clinical case
• Know specific intervention methods that are suitable for each clinical case

Prerequisites

• None

Course Purpose and Objectives

In this course, the student is asked to apply the theory in practice and to undertake the evaluation and execution of speech therapy sessions for children at the University Rehabilitation Clinic.

Learning Outcomes

At the end of the course the student will be able to:

• Collect and record a patient's istory.
• Execute and assess test for evaluating speech-language skills in children.
• Create and execute daily therapeutic programs
• Develop initial and final treatment program.

Prerequisites

• SLT 220 Developmental and Related Language Disorders
• SLT 270 Swallowing Disorders – Dysphagia
• SLT 275 Voice Disorders
• SLT 280 Introduction to Clinical Education

Course Purpose and Objectives

In this course, the student is asked to apply the theory into practice and to undertake the evaluation and execution of speech therapy sessions for children at the University Rehabilitation Clinic.

Learning Outcomes

At the end of the course the student will be able to:

• Execute and assess test for evaluating speech-language skills in children.
• Create and execute daily therapeutic programs
• Develop initial and final treatment program.

Prerequisites

• SLT 310 Aphasia and Related Disorders
• SLT 320 Craniofacial Abnormalities and Genetic Syndromes
• SLT 390 Clinical Education I

Course Purpose and Objectives

Students are introduced to issues concerning bilingualism and multilingualism in relation to SLT.  More specifically, an emphasis is placed on the characteristics, types and level bilingualism and multilingualism. These are related to the variety of individual competence levels in different language skills (listening, speaking, reading and writing) and in relation to various linguistic fields (phonology, morphology, syntax, semantics).  Moreover, students are introduced to brain lateralisation and localisation of languages, extending to various models of language processing in relation to SLT.  Emphasis is placed on the cooperation between SLTs and the translator in assessing and treatment of bilinguals/multilinguals with communication impairments.

Learning Outcomes

At the end of the course the student should:

• Be familiar with neurolinguistic, psycholinguistic and sociolinguistic theories concerning bilingualism/multilingualism  
• Be aware of how bilingualism is dealt with in education
• Understand the clinical practice of how bilingual/multilingual individuals with communication impairments are assessed and treated
• Recognize the challenges of bilingualism/multilingualism for the professional SLT

Prerequisites

• None

Course Purpose and Objectives

The purpose of this course is to familiarise students with the use of computers and new technologies in the speech and language therapy field. Students will gain an understanding of the different theoretical frameworks and learn about the use of computers for speech and language therapy purposes. Students will also be instructed in a number of technologies that can be utilised for different communication disorders.

Learning Outcomes

At the end of this course, the students are expected to:

• Be able conducting a literature review concerning the use of computers and new technologies in speech and language therapy, whilst being aware of the Evidence Based Practice approach;
• Be familiar with the important frameworks relating to the use of technology in speech and language therapy;
• Describe and use the new technologies pertaining to the speech and language therapy field;
• Be in a position to utilise computers and technologies for assessment and intervention purposes;
• Be capable of creating resources with the use of computers and technologies for assessment and intervention purposes;
• Be able to identify the factors leading to the abandonment of computers and technologies by end-users and their carers.

Prerequisites

• None

Course Purpose and Objectives

To introduce students to the basic principles of scientific research. More specifically, students will familiarize themselves with the following topics: sources of human knowledge, scientific approach, stages and types of research, ethical dilemmas in research, finding and formulating problems / objectives / goals / research questions /  hypotheses, literature review, research protocol, sampling methods, data collection, descriptive and inductive statistics, critique of research, publicity and application of research results in clinical practice, basic principles of qualitative research.

Learning Outcomes

At the end of the course the student will be able to:

• Be familiar with the basic concepts and principles of scientific research and identify its purpose and usefulness in clinical practice.
• Recognize and formulate research problems, write a research protocol by choosing the appropriate methodology, conduct research and then communicate the results.
• Write a critique on a published research article in the field of rehabilitation sciences.

Prerequisites

• None

Course Purpose and Objectives

• Recognize and describe the concepts of administration and organization, the basic principles and schools of administration, the environment and the administration system.
• Describe an organized system and organizational structure of a service in order to make efficient use of resources, with an emphasis on human resources within a health organization.
• Effective reference to a health organization's leadership and communication
• Use of analytical tools needed to encourage individuals and groups in basic functions, with ultimate emphasis on control and evaluation within a health organization.

Learning Outcomes

By completing the course, students will be able to apply the basic principles of administration and organization to the profession of speech therapy accordingly. They will be able to identify issues related to the health system and its bodies. They will acquire knowledge of the management process as well as issues related to staff development, effective leadership and decision-making in a health organization. Theories will also be developed for motivation, team dynamics and professional burnout. They will learn about the importance of providing quality health services and organizing health promotion programs.

Prerequisites

• None

Course Purpose and Objectives

This course concentrates on Evidence-Based Practice in Speech Language Therapy (SLT).  This course content has been designed by Dr. Maria Kambanaros in collaboration with the Language Centre instructors, Mrs. Maro Neophytou, Dr. Androulla Athanasiou and Mrs. Stavroulla Hadjiconstantinou. It is particularly designed to meet the needs of university students studying in the field of Rehabilitation Sciences.  The course aims to introduce and engage students on the incorporation of research into SLT clinical practice, and the individual SLT’s knowledge base and value system.  This is accomplished through the use of evidence based studies in the field of Rehabilitation, which learners will have the opportunity to analyse and discuss, in terms of content and structure, based on a set list of criteria.  The use of this list will lead students to analyse the evidence based on the research at hand. 

Each week the course will begin with a lecture on Evidence-Based Practice issues (given by Dr. Kambanaros), which will be discussed and further analysed in English.  Moreover, working collaboratively in small groups, students will write lecture summaries and carry out further research on each week’s topics.  They will also be required to produce a longer text to prepare and carry out oral presentations on subject related topics.  Finally, students will synthesise the knowledge gained in the course through the creation of an e-portfolio which will contain summaries of the content lectures, other assignments and reflections produced by themselves and in collaboration with other students in the course.  All these activities will be supported by information and communication technologies. The main aim of the course is to raise students’ awareness on Evidence-Based Practices in SLT, to develop skills that will enable them to carry out future research, to promote their critical thinking abilities, and assist them in becoming independent life-long learners, especially in their future profession.  

Learning Outcomes

By the end of this course, learners should be able to:

• Work independently
• Work collaboratively
• Think critically
• Listen to academic lectures in English and take notes, on topics related to rehabilitation;
• Read texts (evidence based practice articles – printed and online) and take notes;
• Paraphrase parts of academic articles and web-based information;
• Synthesize their notes in order to write a summary of lectures related to their field of study;
• Critically analyse Evidence Based Practice articles;
• Prepare and carry out oral presentations on Evidence Based Practice issues;
• Carry out further research on specific topics related to their field of study;
• Prepare an e-portfolio on the activities carried out during the course;
• Find, evaluate and use additional material (e.g. web articles, academic printed and online articles) on specific topics related to their field of study;
• Reflect on their learning (entries in e-portfolio).

Prerequisites

• None

Course Purpose and Objectives

This course gives the student the exclusive opportunity to implement and exercise speech therapy in a working environment.

Learning Outcomes

At the end of the Clinical Internship, the student will be in position to:

• Implement and score a variety of assessment tools testing speech and language skills in children and adult populations depending on the external placement
• Develop and implement therapeutic intervention programs
• Discuss experiences regarding the active involvement in all activities involved by the therapist according to the specific placement.
• Contribute information as a team member in the multidisciplinary treatment of the client
• Act according to the rules and regulations of the professional code of practice

Prerequisites

• SLT 110 Introduction to Communication Disorders
• SLT 150 Phonological Development and Phonological Disorders
• SLT 160 Principles of Rehabilitation
• SLT 210 Diagnostic Issues in Speech-Language Therapy
• SLT 220 Developmental and Related Language Disorders
• SLT 230 Professional Ethics and Counselling
• SLT 240 Language-Based Learning Disorders
• SLT 250 Fluency Disorders- Stuttering
• SLT 260 Audiology
• SLT 265 Acoustic Rehabilitation in Hearing Impairments
• SLT 270 Swallowing Disorders – Dysphagia
• SLT 275 Voice Disorders
• SLT 280 Introduction to Clinical Education
• SLT 310 Aphasia and Related Disorders
• SLT 320 Craniofacial Abnormalities and Genetic Syndromes

Course Purpose and Objectives

In this course, the student is asked to apply the theory into practice and to undertake the evaluation and execution of speech therapy sessions with adult clients at various adult placements of the community.

Learning Outcomes

At the end of the course the student will be able to:

• Collect and record an adult patient’s history
• Execute and assess test for evaluating speech-language skills in adults.
• Create and execute daily therapeutic programs suitable for adult clients.
• Develop initial and final treatment program.
• Develop formal writing skills necessary for speech therapy reports (daily notes, progress notes, evaluation reports)

Prerequisites

• SLT 350 Neurogenic Motor Speech Disorders
• SLT 360 Neurogenic Cognitive Disorders: Assessment and Rehabilitation
• SLT 395 Clinical Education II