Our Advanced Practice in Speech Language and Communication Needs (SLCN) programme has been designed to meet the needs of the education and applied sector workforce working with children, young people and families who have additional needs in Speech Language and Communication Needs.
About this course
This programme is highly innovative and allows you to gain credit for work-based learning allowing professionals who work full-time in settings such as schools or NHS speech language assistants who work in settings in the community, to access a vocational, work-related and practice-based course.
This unique course focuses on developing your practice in a setting to meet the often-complex needs of children who have barriers to their speech, language and communication which stops them from making progress educationally, socially and emotionally.
- develop an advanced level of understanding and knowledge about the speech, language and communication development in children and young people including the barriers that children may face accessing educational provision
- develop the skills, expertise and abilities to accurately assess and identify speech, language and communication needs including the ability to use various tools, tests and approaches to undertake this process in a detailed manner
- develop advanced knowledge and understanding of a range of strategies and environmental adaptations to support speech, language and communication differences and needs in an educational setting including the skills and capabilities to develop these within an educational setting
- be able to critically appraise your own professional, interpersonal and inclusive practice in developing your setting’s provision in SEND. develop your ability to critically appraise and evaluate information and evidence-based practice, enhancing academic skills, professional expertise and capabilities in preparing for future practical, professional and academic uses of your learning.
You'll also develop expertise in developing early interventions in SLCN and will be able to progress in becoming a leader in this area of SEND. This may help you deliver high-quality interventions in your setting or lead on this aspect of SEND across your setting.
This would be useful for those wanting to progress in the SEND workforce in nurseries, schools, and colleges. For example, SENCo’s, SEN leads, aspirant SENCo’s, early years leads, key stage leads in primary schools, school leadership, Higher Level Teaching Assistants and teaching assistants and staff working in Alternative Provision or local authority educational services.
Those wanting to develop a career in Speech and Language Therapy as aspirant therapists, or assistants would also find this course very useful in supporting their career progression.
Developed in partnership with Leeds Community Healthcare NHS Trust Children's Speech and Language Therapy Service, this programme aims to enable you to transform your setting’s response and develop provision to meet the ever-changing needs and the challenges of all in education who have SLCN.
Why study with us
- Personalise your continued professional development in education via this 60-credit award while working full-time and gain credit for work-based practice.
- Develop highly desirable skills to develop your current work-based provision.
- Become highly employable in the education sector due to having highly sought skills, knowledge and understanding at the forefront of our sector linked to current sector needs.
You will study a variety of modules across your programme of study. The module details given below are subject to change and are the latest example of the curriculum available on this course of study.
Understanding Speech, Language and Communication Development in Children and Young People
This module will cover typical speech, language and communication development in addition to neurodivergent developmental presentations. You'll develop a range of skills which will support your developing practice in understanding the differences in the speech, language and communication that may present in children and young people, as well as the impact of these on the children, young people, their families and their long-term life outcomes. Case study evidence where presenting challenges in behaviour and dysregulation are linked to unidentified speech, language, and communication needs will be examined and you'll be introduced to relevant policies and legislation and examine how speech, language, and communication needs fit within these frameworks
Identification and Assessment of Speech, Language and Communication Needs within Educational Settings
You'll develop your knowledge and understanding of identification and assessment of a range of speech, language and communication differences and needs in children from early years to further education. The knowledge and understanding of the impact that these speech, language, and communication differences have on children and young people’s social, emotional and educational outcomes will also be developed. A range of screening and informal assessment approaches will be introduced which is age appropriate. You'll be able to identify when to make a referral onto specialist services (i.e., Speech and Language Therapy, Specialist Teachers) and how to complete a good quality referral. Your skills and capabilities in communicating identified needs and impacts on the children and young people’s long-term outcomes, with a range of stakeholders in a professional capacity in their setting with increase.
Developing Provision for Speech, Language and Communication Needs for Children and Young People
You'll be enabled to develop your knowledge and understanding of a range of strategies and environmental adaptations to support speech, language and communication differences and needs within educational settings. This will include various whole school, setting whole or class, small group and individualised speech, language, and communication support approaches from early years onwards. Reflective practice skills will be developed in implementing, reviewing and adapting support provisions and provision maps, as appropriate, based on research findings and evidence-based practice.
The course is a blended delivery of campus face-to-face sessions, online sessions, video material and independent learning activities and work-based learning in practice settings.
This is the module timetable for September 2023 entry. The timetable for September 2024 entry will be made available in January 2024 and may be subject to change.
Module 1 - Understanding Speech, Language and Communication Development in Children and Young People
|Saturday 30 September 2023||Module 1 introduction||On campus||9.00am - 5.00pm|
|Thursday 12 October 2023||Teaching session 1||Online||4.00pm - 7.00pm|
|Thursday 26 October 2023||Teaching session 2||Online||4.00pm - 7.00pm|
|Thursday 16 November 2023||Teaching session 3||Online||4.00pm - 7.00pm|
|Thursday 30 November 2023||Group tutorial||Online||4.00pm - 7.00pm|
|Thursday 14 December 2023||Drop-in session||Online||4.30pm - 5.30pm|
|Thursday 11 January 2024||Individual tutorial||Online||4.00pm - 7.00pm|
|Thursday 25 January 2024||Study Support||On campus||4.00pm - 7.00pm|
|Module 1 assignment submission date: Thursday 22 February 2024|
Module 2 - Identification and Assessment of Speech, Language and Communication Needs within Educational Settings
|Saturday 24 February 2024||Module 2 introduction||On campus||9.00am - 5.00pm|
|Thursday 7 March 2024||Teaching session 1||Online||4.00pm - 7.00pm|
|Thursday 21 March 2024||Teaching session 2||Online||4.00pm - 7.00pm|
|Thursday 18 April 2024||Teaching session 3||Online||4.00pm - 7.00pm|
|Thursday 2 May 2024||Group tutorial||Online||4.00pm - 7.00pm|
|Thursday 9 May 2024||Individual tutorial||Online||4.00pm - 7.00pm|
|Thursday 23 May 2024||Study support session||On campus and online||4.00pm - 7.00pm|
|Module 2 assignment submission date: Thursday 6 June 2024|
Module 3 - Developing Provision for Speech, Language and Communication Needs for Children and Young People
|Saturday 8 June 2024||Module 3 introduction||On campus||9.00am - 5.00pm|
|Thursday 13 June 2024||Teaching session 1||Online||4.00pm - 7.00pm|
|Thursday 20 June 2024||Teaching session 2||Online||4.00pm - 7.00pm|
|Thursday 27 June 2024||Teaching session 3||Online||4.00pm - 7.00pm|
|Thursday 4 July 2024||Group tutorial||Online||4.00pm - 7.00pm|
|Thursday 11 July 2024||Individual tutorial||Online||4.00pm - 7.00pm|
|Thursday 18 July 2024||Study support session||On campus and online||4.00pm - 7.00pm|
|Module 3 assignment submission date: Thursday 5 September 2024|
Learning and Teaching
At Leeds Trinity we aim to provide an excellent student experience and provide you with the tools and support to help you achieve your academic, personal and professional potential.
Our Learning, Teaching and Assessment Strategy delivers excellence by providing the framework for:
- high quality teaching
- an engaging and inclusive approach to learning, assessment and achievement
- a clear structure through which you progress in your academic studies, your personal development and towards professional-level employment or further study.
We have a strong reputation for developing student employability, supporting your development towards graduate employment, with relevant skills embedded throughout your programme of study.
We endeavour to develop curiosity, confidence, courage, ambition and aspiration in all students through the key themes in our Learning and Teaching Strategy:
- Student Involvement and Engagement
- Integrated Programme and Assessment Experience
- Digital Literacy and Skills
- Employability and Enterprise
To help you achieve your potential we emphasise learning as a collaborative process, with a range of student-led and real-world activities. This approach ensures that you fully engage in shaping your own learning, developing your critical thinking and reflective skills so that you can identify your own strengths and weaknesses, and use the extensive learning support system we offer to shape your own development.
We believe the secret to great learning and teaching is simple: it is about creating an inclusive learning experience that allows all students to thrive through:
- Personalised support
- Expert lecturers
- Strong connections with employers
- An international outlook
- Understanding how to use tools and technology to support learning and development
The focus of this course is to develop your practice in SLCN. You will complete one portfolio per module. The tasks within these modules will be made up of a variety of tasks linked to work in your setting with children, young people, families and colleagues.
Leeds Trinity University is committed to recruiting students with talent and potential and who we feel will benefit greatly from their academic and non-academic experiences here. We treat every application on its own merits; we value highly the experience you illustrate in your personal statement.
The following information is designed to give you a general overview of the qualifications we accept. If you are taking qualifications that are not included below, please contact our Admissions Office who will be happy to advise you.
• An Honours degree (minimum 2.2)
Alternatively, we will consider applicants who have equivalent work-based experience/relevant CPD portfolio. This will include:
- A detailed reference from your employer giving information about your role in a setting.
- A detailed CV showing expertise in education and/or SEND.
- A letter of support from yourself explaining how your expertise would allow you to access the course.
You will need a letter of support from your workplace to agree to support the work in the work-based portfolios. An interview, if necessary, may take place.
This course is only open to students who already have the right to live and study in the UK.
Fees and finance
How to apply
This course is not available to students on a Student Route Visa.
There is no official closing date for applications, but the course will be closed when it is full. We therefore encourage you to make your application as early as possible.
Please ensure you complete the application form in full and supply all the required supporting documentation when you make your initial application. Incomplete applications may be rejected.
What happens next?
Our admissions team will acknowledge receipt of your application by email. Where applications are submitted but references are still in progress, admissions will wait for the reference(s) to be received and then will process it, and forward to the relevant Programme Leader within five days of receipt of the reference(s).
The Programme Leader will make a decision based on your application. You may be asked to provide a reference to demonstrate your academic and non-academic experiences, or you may be invited to attend an interview. If you are successful and made an offer, the conditions will be outlined in your offer letter.
Applications will be acknowledged within five working days. Applicants will be contacted within 15 working days with a request for additional information, invite to an informal interview or an application decision.
Made an offer?
You should accept or decline your offer by emailing email@example.com.
If you accept, you'll need to prove you satisfy the conditions outlined in your offer letter.
You may be asked to present the relevant supporting documentation in person to the student information point on campus, if originals are not needed you’ll be contacted and given details of how to provide the supporting documentation.