PL4CSDP-Culturally Sustaining and Decolonisation Practices in Speech and Language Therapy

Module Provider: Clinical Language Sciences
Number of credits: 20 [10 ECTS credits]
Level:7
Terms in which taught: Spring term module
Pre-requisites: PL3SLCD3 Speech Language and Communication Disorders 3
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2022/3

Module Convenor: Dr Vishnu Kaleeckal Krishnankutty Nair
Email: v.nair@reading.ac.uk

Type of module:

Summary module description:

This module introduces students to understand and interrogate the impact of ableism, colonisation, oppression, racism, language and power in the discipline of speech and language therapy. The module will cover principles of decolonial and culturally sustaining practices to support students to work with diverse and marginalised communities (e.g., neuro diverse individuals, racialised bilinguals) and prepare them to be practitioners who centre equity and linguistic justice in their clinical work.Ìý

Aims:

Speech and Language Therapy (SLT) as a disciplinary field has evolved during the early 20th century. The underlying framework for research and clinical practice in this discipline is built on utilising colonial and Euro-centric ideologies of knowledge production. This module aims to:Ìý

1. Critically identify and interrogate colonial ideologies that create unequal health disparities for minoritized communitiesÌýÌý


2. introduce students to the core principles of decolonial, critical and culturally sustaining practices


3. provide theoretical knowledge on concepts such as ableism, models of disability, intersectionality, positionality, disorder vs disability, raciolinguistics, and neurodiversity


4. enable students to co-create just and humane research and clinical practices that centres families (and communities) of disabled individuals.

Assessable learning outcomes:

Students will be able toÌý

• demonstrate an in-depth knowledge on how historical and colonial legacies have shaped and influenced SLT as a disciplinary fieldÌý


• critically analyse how ableism, colonialism, raciolinguistic ideologies are co-


• constructed and manifested in language assessment and intervention


• critique the difference(s) between charity, medical, social and neurodiverse models of disabilityÌý


• reflect on their own positionality using a social identity map and its implications on SLT service delivery


• create a framework for culturally sustaining clinical approaches for facilitating and supporting language and communication in disabled individualsÌý

Additional outcomes:

Collaborative learning: the module will encourage collaborative learning by creating small group tasks during seminars

Critical thinking and interrogation: the module will incorporate critical reading of the literature to interrogate existing frameworks and clinical practices.ÌýÌý

Co-creating solutions: small group tasks will encourage students to create solutions in partnership with their peers to address health disparities in SLT service delivery

Outline content:

This module explores key issues on decolonisation and culturally sustaining practices in SLT. It will first delve into how historical and colonial legacies have contributed to the development of research, education, and clinical practices in SLT. It then critically examines models of disability and analyses charity and medical model in comparison to social and neuro diverse models. The module will cover theories on racism, colonialism, ableism, raciolinguistics, intersectionality and positionality and relate how these concepts impact SLT assessment and intervention. The module will present a road map towards decolonial and culturally sustaining practices that can be utilised to create socially just and equitable clinical practices for all individuals with speech and language disabilities.Ìý Ìý Ìý Ìý

Global context:

There is an important and increasingly a greater call for decolonising higher education globally. This module aims to enable students to identify and interrogate colonial Euro-centric thinking in research, pedagogy and praxis. Although this module is created within the context of SLT, the approaches embedded in the content are integrated within the decolonising discourses. The module covers a wide range of theoretical concepts developed by scholars from global south and minoritized scholars from global north. Therefore, this module is relevant to a global audience.Ìý

Brief description of teaching and learning methods:

The module utilises a combination of lectures, seminars and discussions. Lectures are aimed at introducing key theoretical concepts. Seminars (and discussions embedded within these seminars) will encourage a) students to be co-learners, b) critical thinking through readings, and c) students to complete small group tasks focusing on problem solving.

Contact hours:

Ìý	Autumn	Spring	Summer
Lectures		20
Seminars		10
Guided independent study:	Ìý	Ìý	Ìý
Ìý Ìý Wider reading (independent)		40
Ìý Ìý Wider reading (directed)		40
Ìý Ìý Exam revision/preparation		20
Ìý Ìý Advance preparation for classes		10
Ìý Ìý Preparation for seminars		30
Ìý Ìý Revision and preparation		20
Ìý Ìý Essay preparation		10
Ìý	Ìý	Ìý	Ìý
Total hours by term	0	200	0
Ìý	Ìý	Ìý	Ìý
Total hours for module	200

Summative Assessment Methods:

Method	Percentage
Written assignment including essay	50
Project output other than dissertation	50

Summative assessment- Examinations:

Summative assessment- Coursework and in-class tests:

A 1500-word essay critically analysing a research article or a theoretical concept on decolonisation and/or culturally sustaining practices.

A poster that will illustrate a conceptual understanding of a particular problem in SLT service delivery and outline practical solutions to navigate the problem.

Formative assessment methods:

This module will create numerous opportunities for peer discussions and debates during seminars. Opportunities will be provided for students to reflect on these debates and how it contributes to their overall learning.Ìý Ìý

Penalties for late submission:

The Support Centres will apply the following penalties for work submitted late:

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of five working days;
• where the piece of work is submitted more than five working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/cqsd-old-site-documents/penaltiesforlatesubmission.pdf
You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Assessment requirements for a pass:

50%

Reassessment arrangements:

Resubmission of coursework by September

Additional Costs (specified where applicable):

1) Required text books:Ìý

2) Specialist equipment or materials:Ìý

3) Specialist clothing, footwear or headgear:Ìý

4) Printing and binding:Ìý

5) Computers and devices with a particular specification:Ìý

6) Travel, accommodation and subsistence:Ìý

Last updated: 22 September 2022