{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2023,10,5]],"date-time":"2023-10-05T04:55:35Z","timestamp":1696481735530},"reference-count":26,"publisher":"Wiley","issue":"4","license":[{"start":{"date-parts":[[2013,7,4]],"date-time":"2013-07-04T00:00:00Z","timestamp":1372896000000},"content-version":"vor","delay-in-days":3,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Intl J Lang &amp; Comm Disor"],"published-print":{"date-parts":[[2013,7]]},"abstract":"<jats:title>Abstract<\/jats:title><jats:sec><jats:title>Background<\/jats:title><jats:p>Entry to speech and language therapy (SLT) undergraduate pre\u2010registration programmes in the UK is usually achieved through qualifications attained at school (e.g. A\u2010levels). A smaller number of people who did not succeed academically at school enter through qualifications achieved post\u2010schooling, e.g. Access to Higher Education courses. This second group of students are attractive recruits to SLT training programmes as they bring different experiences and backgrounds to the programme and to the SLT profession. However, there are no published studies that explore the academic performance or degree and employment outcomes of students who enter university through this route.<\/jats:p><\/jats:sec><jats:sec><jats:title>Aims<\/jats:title><jats:p>To investigate the success of non\u2010traditional entry students, specifically those with Access qualifications, on one pre\u2010registration SLT undergraduate degree at a university in the UK. Success is measured in terms of module results, obtaining a degree, the ability to register as an SLT and first employment destination post\u2010graduation.<\/jats:p><\/jats:sec><jats:sec><jats:title>Methods &amp; Procedures<\/jats:title><jats:p>University applications were reviewed and students who entered via an Access course were identified for a ten\u2010year period. Results for modules, individual assessments and final degree classification were obtained from their files and were compared against the mean score of traditional entry students on the years of the course covered by this study using a series of one sample <jats:italic>t<\/jats:italic>\u2010tests.<\/jats:p><\/jats:sec><jats:sec><jats:title>Outcomes &amp; Results<\/jats:title><jats:p>The students who entered through the non\u2010traditional academic route are generally successful in completing their degree and in registering to work as an SLT. However, as a group they perform less well on the degree overall, on individual modules and on written examinations and they do not close this performance gap over the four years of the degree. In contrast, however, they perform on a par with their peers on other types of assessment (e.g. clinical placement, case study, data exercise). The Access students were more likely than traditional entry students to be working as an SLT six\u2010months post\u2010qualification.<\/jats:p><\/jats:sec><jats:sec><jats:title>Conclusions &amp; Implications<\/jats:title><jats:p>These results suggest that some types of assessment may be more effective at tapping the skills of students from non\u2010traditional academic backgrounds, and that more tailored support could be provided for this group of students in tackling university written examinations throughout all years of the programme. Despite limited preparation for university\u2010level study and mixed performance on assessment, students from non\u2010traditional academic backgrounds can do well at university and successfully gain employment as SLTs.<\/jats:p><\/jats:sec>","DOI":"10.1111\/1460-6984.12016","type":"journal-article","created":{"date-parts":[[2013,7,4]],"date-time":"2013-07-04T11:55:21Z","timestamp":1372938921000},"page":"394-401","update-policy":"http:\/\/dx.doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":4,"title":["Speech and language therapy students: how do those with \u2018non traditional\u2019 university entry qualifications perform?"],"prefix":"10.1111","volume":"48","author":[{"given":"Christina H.","family":"Smith","sequence":"first","affiliation":[{"name":"Language and Communication, Division of Psychology and Language Sciences University College London  London UK"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Matt","family":"Mahon","sequence":"additional","affiliation":[{"name":"Division of Psychology and Language Sciences University College London  London UK"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Caroline","family":"Newton","sequence":"additional","affiliation":[{"name":"Developmental Science, Division of Psychology and Language Sciences University College London  London UK"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"311","published-online":{"date-parts":[[2013,7,4]]},"reference":[{"key":"e_1_2_8_2_1","doi-asserted-by":"publisher","DOI":"10.3109\/13682820109177878"},{"key":"e_1_2_8_3_1","volume-title":"Accessing Education: Effectively Widening Participation","author":"Burke P. 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