Price: TBA
- Location: Sheena Doyle Corporate Affairs, University of Limerick Limerick, Ireland.
- Duration: 2 Years
Course details
The MSc in Speech and Language Therapy (Professional Qualification) is offered over as a route to qualification for professional practice for applicants who have already attained a degree. The programme has approval from the Irish Association of Speech and Language Therapists. The Master of Science degree will be undertaken through an intensive programme of full-time study involving academic and placement modules over two years including summer study periods. Placement components form a cornerstone of studies in Speech and Language Therapy and are undertaken via weekly placements and a full-time block placement.
Programme Aims
- Provide graduate entry studies (NFQ level 9) in the clinical health science specialty of Speech & Language Therapy to suitable applicants resulting in the degree of Masters in Speech & Language Therapy ({Professional Qualification)
- Prepare scientifically qualified practitioners who are ready to enter the challenging professional field of Speech & Language Therapy.
- Develop and maintain high quality clinical science research and teaching in the specialist field of Speech & Language Therapy at the University of Limerick.
- Provide graduates of the programme with an academic qualification that is required in order to apply to register with the Speech & Language Therapy Registration Board.
On completion of the course, graduates will have the necessary skills to undertake:
Effective and competent Speech & Language Therapy practice
Assessment and diagnosis of human communication disorders
Treatment plans for the remediation of human communication disorders
Critical evaluation and application of the scientific evidence base in Speech & Language Therapy
Ethically based professional actions
Effective clinical reasoning & decision making with reference to evidence-based practice
Effective change management
Actions that support self-determination of all clients
Actions that demonstrate the application of principles of reflective practice
Collaborative and co-operative work with other practitioners within the multi-disciplinary teamwork environment
Critical evaluation of the health and welfare legislation and service delivery in Ireland, Europe and internationally
Graduate Profile
Graduates will be eligible to practice in Ireland and for registration in other parts of the world. You will be able to work in a diverse range of environments including schools, hospitals and community settings and with a diverse rangd of clinical populations.
Programme Content
Year 1
Semester 1
- Foundations for Speech & Language Therapy Practice
- Linguistic Foundations
- Foundations of Phonetics & Phonology
- Anatomy & Physiology for Speech & Language Therapists
- Speech, Language & Communication Needs in the Preschool Child
- Practice Education 1
- Preparation for Practice Education, Enquiry in Healthcare 1.
Semester 2
- Linguistic Contexts
- Phonetics & Phonology for Speech & Language Therapy Practice
- Feeding, Eating Drinking & Swallowing
- Speech, Language & Communication Needs in School Age & Adolescence
- Developmental Disabilities
- Introduction to Acquired Communication Disorders: Stroke, Clinical Reasoning
- Enquiry in Healthcare 2
Summer study
- Motor Speech Disorders and Voice
- Research Project 1
- Practice Education 2.
Year 2
Semester 3
- Psychology for Speech & Language Therapists
- Acquired Communication Disorders: Cognition & Context
- Audiology for Speech & Language Therapists
- Therapies & Technologies
- Research Project 2
- Practice Education 3
Semester 4
- Fluency, Speech, language & Communication in Special Populations & the Community
- Engaging Through Complexity
- Innovation in Management for Health & Social Care
- Practice Education 4
- Research Project 3
Some placement components will be completed through a full-time block placement in Ireland or abroad and some placement will be conducted through weekly visits.
Entry Requirements
- An honours bachelor's degree with a minimum classification of 2.2 honours, equivalent to Level 8 (National Qualifications Authority of Ireland).
- Successful Garda Vetting is required as placements involve working with vulnerable populations. Applicants will be asked to complete an additional form that will be forwarded by the Vice Presidents office to the Garda Central Vetting Unit for clearance. The Garda clearance process can take approximately 6 to 8 weeks to complete. In cases where any issues arise around clearance, they will be referred in confidence to the Vice President, who will contact the applicant. Click here for information on Garda clearance
- Applicants whose first language is not English must provide evidence of either prior successful completion of a degree qualification taught through the medium of English or evidence of competency in English by completing the IELTS with a composite score of 8 and not less than 7 in any one component. Results in examinations other than those listed above may also be accepted as meeting our English language requirements. Contact the International Education Division for advice.
- Selection Criteria for MSc SLT applications
Please note that formal notification of undergraduate degree results must be available at the time of applying.
Health:
Students who are successful to obtain a place on the MSc in Speech and Language Therapy are required to be immunised against Hepatitis B, BCG, Varicella (chickenpox), Measles, Mumps and Rubella before going on placement. When accepted on the programme, students are contacted by the Practice Education Team to facilitate immunisations.
Applications must include:
- A personal statement written by the applicant supporting their application. This should emphasize why the applicant wants to pursue a career in Speech and Language Therapy, why the applicant feels they should be offered a place on the programme, what they might contribute to the profession and summarize the actions and achievements they have already undertaken to enable them to succeed in this goal.
- Completed Work/Volunteer Experience Form for each piece of relevant work experience which must be signed by the person supervising the work /volunteer experience
- 2 references (one academic and one work related) Reference must be completed on the appropriate letterhead and with the appropriate signatures.
- Completed consent to travel form
- Qualification transcripts and certificates with official stamps where required
- English language qualification if English is not your first language
- Certified English translations of your transcripts/certificates where the originals are in a language other than English.
- A copy of your birth certificate (long document)
- Applications which do not provide all of the above will not be considered.
Course Location
About University of Limerick
The University of Limerick Foundation was established in 1989 to provide, in partnership with UL, national and international leadership and funding for the University’s advancement. In its early years, the Foundation set the standard for Irish fundraising and that tradition continues today. With close to raised to date through its international network, the Foundation is a leading recipient of international philanthropic funding in Ireland.
The Foundation constantly strives to strengthen the links that the University has built with its graduate community and the business community on the island of Ireland and beyond. Guided and supported by a board of national and international leaders from business, industry and the arts, the Foundation is proud of the role that it plays in assisting the physical and academic development of the University and in ensuring that the University of Limerick continues to be at the heart of many national initiatives.
Alumni Association
Established in 1987, the University of Limerick Alumni Association (ULAA) is a membership organisation which provides an active link bettheyen graduates of UL and their alma mater in support of both the University and the growing alumni community (now numbering close to 55,000). Direction for ULAA is provided through a voluntary Board of Directors while operations are run by an Executive Director and staff.
Volunteering
The President's Volunteer Award is designed to support students take up volunteering opportunities and the President of the University will formally recognise students for their volunteering work. their vision for the University of Limerick is to provide an outstanding student experience, to actively serve their communities and to contribute to the civil, social and cultural life of the Shannon Region and beyond. Discover how volunteering can help to make a difference in ytheir own life and in ytheir community.
Moves to establish the University of Limerick can be traced back to 1845 when the Mayor led a delegation to London to make the case for one of the proposed Queen's Colleges. This was not to be….. Cork and Galway theyre chosen instead. Local initiatives to remedy the slight theyre taken over the intervening years, but these came to nothing until a determined campaign was launched in the 1960s by the Limerick University Project Committee.
The intensity of the campaign lives in the folk memory of the community: it involved marching, protesting, fund-raising and lobbying, and quite exhausted every available democratic device. The sudden death of the charismatic local deputy and Minister for Education, Donogh O'Malley TD, during an election campaign, stimulated the government to respond and announce a decision to establish an institute of higher education in Limerick. It was claimed that this would be 'better than a university'.
The Higher Education Authority, which had just been formed, was asked to advise on the establishment of the institute. The people of Limerick theyre not impressed: even when the project was described as 'Ireland's MIT' the demand for a traditional university persisted for a number of years. It was generally held that Limerick had been fobbed off and nothing of consequence would result.
The process of advertising for and appointing the first Director, who would also be chairman for the Planning Board for the proposed institute, rumbled on. I was one of the candidates, but withdrew from Limerick when offered a post at University College Dublin. Months later I had a request from the HEA to reactivate my application for Limerick. This I did, with UCD's permission, and was offered the post. On 1 January, 1970 I flew on to Dublin from the US, having abandoned my family in Shannon, and found myself, that same morning, in the botheyls of the Department of Education with a cup of tea in hand in front of a turf fire with the Secretary of the Department, listening to his rather interesting views of Limerick and what was best for it.
His views did not fill me with great confidence, nor was there much correlation bettheyen his vision and mine of what 'Ireland's MIT' might be. As a result I did not close my US bank account for several years. The prospect of returning to the US and escaping from the rather depressing bureaucracy of a Department that had not yet broken free from years of inertia was at times an attractive alternative. But there theyre individuals in the Department determined to make a fresh start. Two of them, Sean O' Connor and Noel Lindsay made the difference. One supported the academic ideas I wished to import from the US and the other had an ability to process approvals for the design and construction of the buildings.
A key asset was a small and dedicated Planning Board of seven members. I was fortunate that the Minister of the day, Padraig Faulkner TD, was prepared to accept a number of proposals I made for its membership. This admirable group of people met for a full day each theyek during the early years and focused on developing the various policies and strategies that theyre to shape the new institution. Much was achieved: the compact group focused on the key issues and wasted no time with the peripheral and petty academic skirmishes that so often distract those charged with academic governance.
Shortly after their appointment, they caused a stir in the Department (for the first but not the last time) by a unilateral decision to travel abroad and meet with the movers and shakers shaping new European universities, such as Sussex in England and Eindhoven in Holland. Sussex responded by providing a consultant who worked with us for the summer and Eindhoven stimulated us to waste no time in getting started. As a result they decided to enrol a pilot group of some 100 students using the old manor house which existed on the campus site at Plassey.
The Plassey campus was selected from a group of some six possibilities. While the Local Authorities provided much assistance in proposing sites, their preference was for the vacant Mungret College near the cement factory or for an adjacent site close to the Raheen industrial estate. I had no doubt that Plassey surpassed them all and, despite the fact that the infrastructure was non-existent, when I pressed for their support to acquire the lands at Plassey I received it. Finally, after a brief but intense struggle in Dublin, the Department of Finance reluctantly conceded that the old military camp at Knockalisheen was unsuitable and sanctioned the purchase of Plassey House and its 70 acres for some £70,000.
The selection of Plassey as the campus site was, in hindsight, one of the most important decisions of the earliest days. The unique riverbank campus, with its wooded rolling lands and islands, placed a visible stamp of quality on the undertaking from the outset. After an international competition, BDP of London and Patrick Whelan of Cork theyre selected to prepare a 20-year plan for a university of 8,000 students. This plan reinforced the commitment to quality through architecture of the highest standing and created an environment in which teaching and scholarship of excellence would be planned and implemented.
The provocative nature of the outline academic plans, the quality of the physical environment and the prospect of being involved in a pioneering academic undertaking theyre the catalysts that attracted a remarkable and internationally diverse group of faculty and staff to found what is now the University of Limerick.
Many of the early years, since the enrolment of the first students in 1972, theyre peppered with controversy and difficulties, as alien academic concepts theyre introduced to Ireland and selective funding of the Limerick project by the World Bank and the European Investment Bank generated envy.
With legislation in 1989 the University of Limerick was established as the first new university in the history of the State and acquired the potheyrs to focus unimpeded on the further development of its new academic concepts and on its commitment both to excellence and to relevance.
By the time it celebrated its 25th anniversary in 1997 the University of Limerick had achieved its early goals and made its mark nationally.
Under the leadership of its second President, Dr Roger G H Downer (right) appointed in 1998, it could be confidently expected that the University of Limerick would continue to forge ahead to join the ranks of Europe's leading universities.
The above text has been extracted from 'University of Limerick - A Celebration' which is a unique portrait book published in celebration of the University of Limerick. Through both words and over 100 coltheir images, 'University of Limerick - A Celebration' captures the essence of campus life, highlighting a thriving University dedicated to learning, teaching and research, as theyll as cultural, artistic and recreational pursuits.
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