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, 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:
   1. Articulation and phonological development and disorders;
   2. Fluency disorders;
   3. Disorders of voice and resonance, as well as respiration and phonation;
   4. 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;
   5. Hearing impairment and its impact on speech and language development;
   6. Disorders in the functions of feeding and swallowing (oral, pharyngeal, esophageal, and related functions, including oral function for feeding and orofacial myology);
   7. Disorders of cognition in all aspects of communication (attention, memory, sequencing, problem-solving, executive functioning);
   8. Socio-communicative disorders (including challenging behaviour, ineffective social skills, and lack of communication opportunities);
   9. The selection and utilisation of augmentative and alternative communication modalities.
5. For all items from (a)–(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
   a. Conduct screening and prevention procedures (including prevention activities).
   b. Collect case history information and integrate information from clients/patients, family, caregivers, teachers, and relevant others, including other professionals.
   c. Select and administer appropriate evaluation procedures, such as behavioral observations, non-standardized and standardized tests, and instrumental procedures.
   d. Adapt evaluation procedures to meet client/patient needs.
   e. Interpret, integrate, and synthesize all information to develop diagnoses and make appropriate recommendations for intervention.
   f. Complete administrative and reporting functions necessary to support evaluation.
   g. Refer clients/patients for appropriate services.
2. Intervention
   a. 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.
   b. Implement intervention plans (involve clients/patients and relevant others in the intervention process).
   c. Select or develop and use appropriate materials and instrumentation for prevention and intervention.
   d. Measure and evaluate clients’/patients’ performance and progress.
   e. Modify intervention plans, strategies, materials, or instrumentation as appropriate to meet the needs of clients/patients.
   f. Complete administrative and reporting functions necessary to support intervention.
   g. Identify and refer clients/patients for services as appropriate.
3. Interaction and Personal Qualities.

1. Communicate effectively, recognizing the needs, values, preferred mode of communication, and cultural/linguistic background of the client/patient, family, caregivers, and relevant others.
2. Collaborate with other professionals in case management.
3. Provide counseling regarding communication and swallowing disorders to clients/patients, family, caregivers, and relevant others.

1. The graduates must demonstrate knowledge of research principles and evidence based clinical practice.
2. 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.
3. The graduates must demonstrate knowledge of the following intervention, assessment, and evaluation procedures with patients / clients.

• Higher Education Aptitude Test (HAT) conducted by Higher Education Council (HEC) or Graduate Assessment Test (GAT-General) conducted by Ziauddin University/National Testing Services (NTS). (HAT & GAT are valid for 2 years.)
• Shortlisted candidates will be interviewed for final selection.

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.

Candidates graduating with the MS SLP shall be eligible for clinical practice in hospital and rehab settings, as well as at mainstream and special schools, where they shall independently screen, assess, evaluate, diagnose, and treat all disorders of speech, language, hearing, feeding, and swallowing in children and adults, as well as provide feedback and counseling to caregivers and other support personnel.

The graduates shall successfully utilize AAC tools (Augmentative & Alternative Communication) as and when required after a complete assessment of the needs of the patient.

The graduates shall indulge in research and development nationally and internationally towards strengthening their own knowledge and skills as well as establishing the profession in Pakistan.

The graduates shall develop indigenous tools of assessment and therapy that are culturally and linguistically appropriate to the Pakistani fabric and to the Indian subcontinent.

They shall be eligible to teach and train students in college/university settings.

Graduates shall also teach and train educationists and special educationists for the identification and classroom management of children with speech, language, hearing, and feeding disorders.

They shall teach and train parents for the management of the child at home.

The graduates shall work in a team of professionals whenever and wherever required, wherein other members of the team shall include, neurologists, pediatricians, otolaryngologists, maxillofacial surgeons, dentists, orthodontists, prosthodontists, psychologists, audiologists, occupational therapists, physical therapists, special educationists, educationists, teachers’ aides, and parents.