Disorders of Language & Cognition - Theoretical Perspectives & Approaches to Intervention - EDU00037H

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  • Department: Education
  • Module co-ordinator: Dr. Claudine Bowyer-Crane
  • Credit value: 20 credits
  • Credit level: H
  • Academic year of delivery: 2017-18
    • See module specification for other years: 2016-17

Module will run

Occurrence Teaching cycle
A Spring Term 2017-18 to Summer Term 2017-18

Module aims

  • To develop students understanding of disorders of language, learning and cognition, and the educational impact of these disorders.
  • To introduce students to current approaches to intervention and the importance of an evidence base.
  • To enable students to independently analyse a range of sources from psychology and education and to critically engage with the overlaps between these disciplines
  • To enable students to be able to engage with different forms of evidence, reviewing their reliability, validity and significance to the field of psychology in education

Module learning outcomes

Subject content

  • Examine at an advanced level the different theoretical perspectives on disorders of language, learning and cognition.
  • Examine issues of assessment and diagnoses including consideration of the advantages and disadvantages of diagnoses and labels.
  • Understand the different levels of explanation i.e. biological, cognitive and behavioural.
  • Apply comprehensive and detailed knowledge of theoretical concepts in seeking to understand the ways in which interventions are developed and delivered


Academic and graduate skills

  • Formulate academic arguments in written and oral form
  • Proactively seek out and engage with a range of sources and critically evaluate the reliability and validity of these in informing and supporting academic argumentation
  • Analyse and critically evaluate the ways in which theories and data from differing disciplines can inform each other and enhance understanding (in this case, of learning development and educational diversity)
  • Work proactively and autonomously to select and manage information and use this to engage effectively in academic debate
  • Use the VLE and Internet effectively

Assessment

Task Length % of module mark
Essay/coursework
5,000 word literature review
N/A 100

Special assessment rules

None

Reassessment

Task Length % of module mark
Essay/coursework
5,000 word essay
N/A 100

Module feedback

Information currently unavailable

Indicative reading

Brooks, P.J. & Kempe, V. (2012). Language Development. West Sussex: BPS Blackwell

Cain, K. (2010). Reading Development and Difficulties. West Sussex: BPS Blackwell

Carroll, J.M., Bowyer-Crane, C.A., Duff, F.J., Hulme, C., & Snowling, M.J. (2011). Developing Language and Literacy. West Sussex: Wiley Blackwell.

Hulme, C. & Snowling, M.J. (2009). Developmental Disorders of Language, Learning and Cognition. West Sussex: Wiley Blackwell

Marks Woolfson, L. (2011). Educational Psychology: The Impact of Psychological Research on Education. Essex: Prentice Hall.

Norbury, C.F., Tomblin, J.B., & Bishop, D.V.M. (2008). Understanding Developmental Language Disorders. Hove: Psychology Press.



The information on this page is indicative of the module that is currently on offer. The University is constantly exploring ways to enhance and improve its degree programmes and therefore reserves the right to make variations to the content and method of delivery of modules, and to discontinue modules, if such action is reasonably considered to be necessary by the University. Where appropriate, the University will notify and consult with affected students in advance about any changes that are required in line with the University's policy on the Approval of Modifications to Existing Taught Programmes of Study.