“To instill interprofessional collaborative methods and intervention strategies combining arts, language, and biomedical sciences, supporting evidence-based clinical application that alleviate communication, swallowing and hearing impairments among multilingual individuals through research, innovation and entrepreneurship.”

The objectives of the programme are:

1. The graduates should have a complete understanding of biological and medical sciences, social and behavioural sciences, statistics, and research methods.
2. The graduates should be well versed in human communication and the feeding and swallowing processes in children and adults, as well as the biological, neurological, psychological, social, linguistic, and cultural bases.
3. The graduate should demonstrate the ability to integrate and differentiate between normal and abnormal human development across lifespans and the disorders and differences thereof.
4. The graduates must be well versed with the etiologies of communication and swallow disorders and their relevant anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates in the areas of:
   • Articulation and phonological development and disorders;
   • Fluency disorders;
   • Disorders of voice and resonance, as well as respiration and phonation;
   • Disorders in receptive and expressive language (phonology, morphology, syntax, semantics, pragmatics, prelinguistic communication and paralinguistic communication) in speaking, listening, reading, and writing in children and adults;
   • Hearing impairment and its impact on speech and language development;
   • Disorders in the functions of feeding and swallowing (oral, pharyngeal, esophageal, and related functions, including oral function for feeding and orofacial myology);
   • Disorders of cognition in all aspects of communication (attention, memory, sequencing, problem-solving, executive functioning)
   • Socio-communicative disorders (including challenging behaviour, ineffective social skills, and lack of communication opportunities)
   • The selection and utilisation of augmentative and alternative communication modalities.
5. For all items from (a) to (i) above, the graduates must exhibit knowledge of the current procedures of intervention, including assessment, evaluation, and treatment, as well as demonstrate knowledge of ethical procedures within. 

[Details for knowledge and skills in professional practice here have been adapted from the ASHA policies of evaluation and examination].

1. Evaluation

• Conduct screening and prevention procedures (including prevention activities).
• Collect case history information and integrate information from clients/patients, family, caregivers, teachers, and relevant others, including other professionals.
• Select and administer appropriate evaluation procedures, such as behavioural observations, non-standardised and standardised tests, and instrumental procedures.
• Adapt evaluation procedures to meet client/patient needs.
• Interpret, integrate, and synthesise all information to develop diagnoses and make appropriate recommendations for intervention.
• Complete administrative and reporting functions necessary to support evaluation.
• Refer clients/patients for appropriate services.

1. Intervention

• Develop setting-appropriate intervention plans with measurable and achievable goals that meet clients’/patients’ needs. Collaborate with clients/patients and relevant others in the planning process.
• Implement intervention plans (involve clients/patients and relevant others in the intervention process).
• Select or develop and use appropriate materials and instrumentation for prevention and intervention.
• Measure and evaluate clients’/patients’ performance and progress.
• Modify intervention plans, strategies, materials, or instrumentation as appropriate to meet the needs of clients/patients.
• Complete administrative and reporting functions necessary to support intervention.
• Identify and refer clients/patients for services as appropriate.

• Interaction and Personal Qualities.

• Communicate effectively, recognising the needs, values, preferred mode of communication, and cultural/linguistic background of the client/patient, family, caregivers, and relevant others.
• Collaborate with other professionals in case management.
• Provide counselling regarding communication and swallowing disorders to clients/patients, family, caregivers, and relevant others.
• The graduates must demonstrate knowledge of research principles and evidence-based clinical practice.
• The graduates must demonstrate appropriate skills in oral, written, or other forms of communication required by a professional in the field of speech language pathology.
• The graduates must demonstrate knowledge of the following intervention, assessment, and evaluation procedures with patients/clients. 

The Master of Science in Speech Language Pathology (MS-SLP) programme uses a variety of teaching methods to cater to different learning styles and ensure students gain both theoretical knowledge and practical skills. The programme includes lectures, case studies, small group discussions, exercises, assignments, and online learning components. This comprehensive approach helps students develop critical thinking skills and prepare for their future careers as speech-language pathologists.