Relationship between neuroscience and speech pathology. Anatomy of the central nervous system, nerve cells, sensory system, visual system, auditory and vestibular system, motor system, cranial nerves, vascular system and cerebrospinal fluid. Cortex, higher mental functions. Brain imaging.

This course will focus on different types of aphasia. Assessment and diagnosis of acquired speech and language difficulties will be examined and case studies reviewed. Applicable aphasia assessment materials will be introduced, and their appropriate administration will be discussed as well as possible findings. In addition to this, students will be introduced to the planning of treatment following a diagnosis of aphasia.

Typical phonological development will be discussed as well as major theories regarding treatment of speech sound disorders. The students will learn how to assess various types of disorders and get practice in collecting and transcribing data. Treatment planning will be discussed and the students will learn to implement various types of treatment methods.

The students will be introduced to the main assessment tools used by speech and language pathologist/therapists (SLP/T) in Iceland. The tests will be assessed in terms of psychometric properties and from a clinical standpoint. The students will observe SLP/Ts in therapy sessions with clients. Protocols/legislations and regulations for SLP/Ts will be reviewed. In the second part of the course, methodology directly linked to speech and language pathology will be tackled as well as evidence based practice. The students will be introduced to search methods within the profession and view journal articles/papers in speech and language pathology with a focus on diagnosis and treatment.

Introduction to the etiology and nature of developmental language disorder along with the assessment of the disorder. The course is divided into two parts. In the first part the students are introduced to the major theories on language acquisition, multilingualism, language delay, and developmental language disorder. In the second part the students learn about diagnostic and methods used to evaluate children’s language development and impairment associated with morphology, syntax, and semantic features. The students are introduced to formal and informal diagnostic tests used in Iceland for assessing language development.  The language assessment of multilingual children is discussed.

The introduction of alternative communication methods and communication technologies to users with complex communication needs will be discussed. The main assumptions behind the development of language use through different communication technologies, both computer and paper solutions, will be examined. Assessment methods and treatment methods for different groups will be reviewed.

Students experience field-based practicum under SLPs direct supervision. The clinical practicum includes training in evaluation and diagnoses on various types of communication disorders for children and adults and guidance in writing reports and recommendations for the clients. Students learn to develop therapy plans and select appropriate intervention for the clients.

 In the course, students learn about and practice the skills important to understanding and evaluating methodological and analytical aspects of published research evidence, methods for conducting quantitative and qualitative data collection and analysis, and methods for reporting on planned research. The focus of this course will be on each student developing the framework for his/her/their master’s project and thesis. At the conclusion of this course, each student will have met with their thesis supervisor and committee, conducted a preliminary review of literature related to their thesis topic, completed documentation necessary to beginning their thesis research, and completed the first draft of the introduction section of their master’s thesis manuscript and give an oral presentation for peers and thesis advisors.

In this course, the neurological basis of speech will be reviewed and motor speech disorders following diseases and injuries to the nervous system will be discussed. Different types of dysarthria and apraxia will be covered. Diagnostic methods, treatment and interventions will be discussed. Students will receive some diagnostic training by listening to audio and video recordings.

In this course oropharyngeal dysphagia of various origins will be discussed. Evaluation and treatment will be introduced, as well as interpretation of normal and deviant swallowing patterns.

The focus of this course is language intervention, treatment of language disorders and the relationship between language proficiency and reading and learning difficulties. Introduced are different language interventions for preschoolers and  school age children, phonological awareness, reading, school-based models and cooperation with other disciplines. The students will examine evidence-based ways to improve the vocabulary, sentence, grammar, and pragmatic. The students will learn to make individual treatment plan to use for intervention for children with language disorders.

The general purpose of this course is to provide an overview of recent development in research on the nature, symptoms and treatment of developmental stuttering. The main theories on the cause and development of stuttering are introduced. Students learn to access fluency disorders and learn to use main therapy approaches applied for children and adults. Students will also learn about cluttering disorders. Students will have the opportunity to work with persons who stutter under the supervision of the instructor of the course.

An introductory course in audiology for students in speech and language pathology. The basic concepts such as sound, hearing and acoustics will be introduced. Students will learn about the anatomy and physiology of the ear and hearing as well as various diseases regarding hearing. Audiometric measures will be discussed and the students will get practice in measuring hearing. Issues regarding hearing impaired children and the service that is available to them. Speech-language therapy for children and adults with hearing impairment, including clients with cochlear implants, will be introduced.

Physiology of the voice will be covered along with causes of voice problems and diseases of the voice. Diagnosis and treatment of voice disorders and resonance problems will be discussed, both in children and adults. The students will learn about recent research in the field of voice disorders. Voice ergonomics will be discussed and how voice problems can be avoided/prevented.

Students experience field-based practicum under SLPs direct supervision. The clinical practicum includes training in evaluation and diagnoses on various types of communication disorders for children and adults and guidance in writing reports and recommendations for the clients. Students learn to develop therapy plans and select appropriate intervention for the clients. Students learn how to evaluate therapy outcome.

The course will cover speech and language difficulties following acquired brain injury, including those related to traumatic brain injury, right hemisphere stroke, and dementia. It will explore the characteristics of cognitive-communication disorders, the most commonly used assessment tools, and key intervention approaches aimed at improving communication abilities in individuals with acquired brain injury. The course will also address essential aspects of education and counseling for relatives and professionals on how to support effective communication.

The aim of this course is to increase students’ independence in seeking clinical solutions to a broad range of case problems within speech and language pathology. Students will work in small groups and receive supervision/guidance to collect relevant information, determine assessment procedures and find resources for children and adults who have speech and language disorders. Among clinical cases are, for instance, complex communication problems, aphasia, and apraxia in speech. The course will enable students to deepen their understanding of specific disorders through clinical implication. Construction and implementation of treatment plans will be discussed in addition to how to consult caregivers and professionals.

This course is a direct continuation of TAL217F Statistics and methodology 1 (formerly Reading statistics and research journals). Students continue to receive training in applying different research methods, although the main focus will be on the methodology of their master's project. In addition, data collection related to students' master projects, data analysis and how results, discussions and conclusions are presented will be discussed. Students will have the opportunity to work on their master's projects and at the end of the course they will submit the theoretical introduction and method section of their MS thesis and have prepared part of their final thesis presentation.

The MS in Speech Pathology is a 120 ECTS credit postgraduate and cross-disiplinary programme, including a 30 ECTS credit research thesis. Work on thesis project takes place during the secont, third and fourth semester.

At the end of the 2^nd semester the student should have an idea for the research thesis, find an instructor and start gathering data.

During the 3^rd semester students develope their research questions and a research proposal shall be presented and approved by the program‘s research committee as well as the committee for post graduate studies within the Faculty of medicine. During this semester work on the theoretical background of the thesis should be completed and applications sent to The Data Protection Authority (Persónuvernd) and The national Bioethics Committee (Vísindasiðanefnd) where appropriate (2c).

During the 4^th semester the thesis shall be finished (28c).

Students experience independent field-based practicum for a total of four consecutive weeks. The clinical practicum includes training in evaluation and diagnoses of various types of communication disorders for children and adults and guidance in writing reports and recommendations for the clients. Students learn to develop therapy plans and select appropriate intervention for the clients. Students learn how to evaluate therapy outcome. They work in association with professionals of other disciplines as it relates to their clients.

The MS in Speech Pathology is a 120 ECTS credit postgraduate and cross-disiplinary programme, including a 30 ECTS credit research thesis. Work on thesis project takes place during the secont, third and fourth semester.

At the end of the 2^nd semester the student should have an idea for the research thesis, find an instructor and start gathering data.

During the 3^rd semester students develope their research questions and a research proposal shall be presented and approved by the program‘s research committee as well as the committee for post graduate studies within the Faculty of medicine. During this semester work on the theoretical background of the thesis should be completed and applications sent to The Data Protection Authority (Persónuvernd) and The national Bioethics Committee (Vísindasiðanefnd) where appropriate (2c).

During the 4^th semester the thesis shall be finished (28c).

Relationship between neuroscience and speech pathology. Anatomy of the central nervous system, nerve cells, sensory system, visual system, auditory and vestibular system, motor system, cranial nerves, vascular system and cerebrospinal fluid. Cortex, higher mental functions. Brain imaging.

This course will focus on different types of aphasia. Assessment and diagnosis of acquired speech and language difficulties will be examined and case studies reviewed. Applicable aphasia assessment materials will be introduced, and their appropriate administration will be discussed as well as possible findings. In addition to this, students will be introduced to the planning of treatment following a diagnosis of aphasia.

Typical phonological development will be discussed as well as major theories regarding treatment of speech sound disorders. The students will learn how to assess various types of disorders and get practice in collecting and transcribing data. Treatment planning will be discussed and the students will learn to implement various types of treatment methods.

The students will be introduced to the main assessment tools used by speech and language pathologist/therapists (SLP/T) in Iceland. The tests will be assessed in terms of psychometric properties and from a clinical standpoint. The students will observe SLP/Ts in therapy sessions with clients. Protocols/legislations and regulations for SLP/Ts will be reviewed. In the second part of the course, methodology directly linked to speech and language pathology will be tackled as well as evidence based practice. The students will be introduced to search methods within the profession and view journal articles/papers in speech and language pathology with a focus on diagnosis and treatment.

Introduction to the etiology and nature of developmental language disorder along with the assessment of the disorder. The course is divided into two parts. In the first part the students are introduced to the major theories on language acquisition, multilingualism, language delay, and developmental language disorder. In the second part the students learn about diagnostic and methods used to evaluate children’s language development and impairment associated with morphology, syntax, and semantic features. The students are introduced to formal and informal diagnostic tests used in Iceland for assessing language development.  The language assessment of multilingual children is discussed.

The introduction of alternative communication methods and communication technologies to users with complex communication needs will be discussed. The main assumptions behind the development of language use through different communication technologies, both computer and paper solutions, will be examined. Assessment methods and treatment methods for different groups will be reviewed.

Students experience field-based practicum under SLPs direct supervision. The clinical practicum includes training in evaluation and diagnoses on various types of communication disorders for children and adults and guidance in writing reports and recommendations for the clients. Students learn to develop therapy plans and select appropriate intervention for the clients.

 In the course, students learn about and practice the skills important to understanding and evaluating methodological and analytical aspects of published research evidence, methods for conducting quantitative and qualitative data collection and analysis, and methods for reporting on planned research. The focus of this course will be on each student developing the framework for his/her/their master’s project and thesis. At the conclusion of this course, each student will have met with their thesis supervisor and committee, conducted a preliminary review of literature related to their thesis topic, completed documentation necessary to beginning their thesis research, and completed the first draft of the introduction section of their master’s thesis manuscript and give an oral presentation for peers and thesis advisors.

In this course, the neurological basis of speech will be reviewed and motor speech disorders following diseases and injuries to the nervous system will be discussed. Different types of dysarthria and apraxia will be covered. Diagnostic methods, treatment and interventions will be discussed. Students will receive some diagnostic training by listening to audio and video recordings.

In this course oropharyngeal dysphagia of various origins will be discussed. Evaluation and treatment will be introduced, as well as interpretation of normal and deviant swallowing patterns.

The focus of this course is language intervention, treatment of language disorders and the relationship between language proficiency and reading and learning difficulties. Introduced are different language interventions for preschoolers and  school age children, phonological awareness, reading, school-based models and cooperation with other disciplines. The students will examine evidence-based ways to improve the vocabulary, sentence, grammar, and pragmatic. The students will learn to make individual treatment plan to use for intervention for children with language disorders.

The general purpose of this course is to provide an overview of recent development in research on the nature, symptoms and treatment of developmental stuttering. The main theories on the cause and development of stuttering are introduced. Students learn to access fluency disorders and learn to use main therapy approaches applied for children and adults. Students will also learn about cluttering disorders. Students will have the opportunity to work with persons who stutter under the supervision of the instructor of the course.

An introductory course in audiology for students in speech and language pathology. The basic concepts such as sound, hearing and acoustics will be introduced. Students will learn about the anatomy and physiology of the ear and hearing as well as various diseases regarding hearing. Audiometric measures will be discussed and the students will get practice in measuring hearing. Issues regarding hearing impaired children and the service that is available to them. Speech-language therapy for children and adults with hearing impairment, including clients with cochlear implants, will be introduced.

Physiology of the voice will be covered along with causes of voice problems and diseases of the voice. Diagnosis and treatment of voice disorders and resonance problems will be discussed, both in children and adults. The students will learn about recent research in the field of voice disorders. Voice ergonomics will be discussed and how voice problems can be avoided/prevented.

Students experience field-based practicum under SLPs direct supervision. The clinical practicum includes training in evaluation and diagnoses on various types of communication disorders for children and adults and guidance in writing reports and recommendations for the clients. Students learn to develop therapy plans and select appropriate intervention for the clients. Students learn how to evaluate therapy outcome.

The course will cover speech and language difficulties following acquired brain injury, including those related to traumatic brain injury, right hemisphere stroke, and dementia. It will explore the characteristics of cognitive-communication disorders, the most commonly used assessment tools, and key intervention approaches aimed at improving communication abilities in individuals with acquired brain injury. The course will also address essential aspects of education and counseling for relatives and professionals on how to support effective communication.

The aim of this course is to increase students’ independence in seeking clinical solutions to a broad range of case problems within speech and language pathology. Students will work in small groups and receive supervision/guidance to collect relevant information, determine assessment procedures and find resources for children and adults who have speech and language disorders. Among clinical cases are, for instance, complex communication problems, aphasia, and apraxia in speech. The course will enable students to deepen their understanding of specific disorders through clinical implication. Construction and implementation of treatment plans will be discussed in addition to how to consult caregivers and professionals.

This course is a direct continuation of TAL217F Statistics and methodology 1 (formerly Reading statistics and research journals). Students continue to receive training in applying different research methods, although the main focus will be on the methodology of their master's project. In addition, data collection related to students' master projects, data analysis and how results, discussions and conclusions are presented will be discussed. Students will have the opportunity to work on their master's projects and at the end of the course they will submit the theoretical introduction and method section of their MS thesis and have prepared part of their final thesis presentation.

The MS in Speech Pathology is a 120 ECTS credit postgraduate and cross-disiplinary programme, including a 30 ECTS credit research thesis. Work on thesis project takes place during the secont, third and fourth semester.

At the end of the 2^nd semester the student should have an idea for the research thesis, find an instructor and start gathering data.

During the 3^rd semester students develope their research questions and a research proposal shall be presented and approved by the program‘s research committee as well as the committee for post graduate studies within the Faculty of medicine. During this semester work on the theoretical background of the thesis should be completed and applications sent to The Data Protection Authority (Persónuvernd) and The national Bioethics Committee (Vísindasiðanefnd) where appropriate (2c).

During the 4^th semester the thesis shall be finished (28c).

Students experience independent field-based practicum for a total of four consecutive weeks. The clinical practicum includes training in evaluation and diagnoses of various types of communication disorders for children and adults and guidance in writing reports and recommendations for the clients. Students learn to develop therapy plans and select appropriate intervention for the clients. Students learn how to evaluate therapy outcome. They work in association with professionals of other disciplines as it relates to their clients.

The MS in Speech Pathology is a 120 ECTS credit postgraduate and cross-disiplinary programme, including a 30 ECTS credit research thesis. Work on thesis project takes place during the secont, third and fourth semester.

At the end of the 2^nd semester the student should have an idea for the research thesis, find an instructor and start gathering data.

During the 3^rd semester students develope their research questions and a research proposal shall be presented and approved by the program‘s research committee as well as the committee for post graduate studies within the Faculty of medicine. During this semester work on the theoretical background of the thesis should be completed and applications sent to The Data Protection Authority (Persónuvernd) and The national Bioethics Committee (Vísindasiðanefnd) where appropriate (2c).

During the 4^th semester the thesis shall be finished (28c).