Outline

Overview

In this unit, students will learn how speech pathologists assess and provide intervention or service level responses to children with hearing loss, craniofacial abnormalities, and feeding issues. Students will understand how hearing loss and craniofacial abnormalities impact communication development. The impact of culturally and linguistically diverse backgrounds for speech pathologists and their clients will be also explored, with a focus on Aboriginal families and culturally safe practice.

Unit details and rules

Unit code	CSCD3074
Academic unit	Communication Sciences
Credit points	6
Prohibitions ?	None
Prerequisites ?	BIOS1165
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Isabelle Boisvert, isabelle.boisvert@sydney.edu.au
Lecturer(s)	Isabelle Boisvert, isabelle.boisvert@sydney.edu.au
	Kylie Harris, kylie.harris@sydney.edu.au
	Emma Wallace, emma.wallace@sydney.edu.au
	John Gilroy, john.gilroy@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Working with children with craniofacial anomalies Video + paired written submission related to results and recommendations	30%	STUVAC Due date: 07 Jun 2024 at 23:00	Short video + 900 words submission
Outcomes assessed:
Assignment	Working with children from Indigenous Communities responses to questions based on a scenario, and development of resource	35%	Week 05 Due date: 18 Mar 2024 at 23:00	Complete modules + submit 1150 words
Outcomes assessed:
Assignment	Working with hard-of-hearing children A scenario + questions guide the development of an intervention plan	35%	Week 08 Due date: 15 Apr 2024 at 23:00	1000 words
Outcomes assessed:
= hurdle task ?

Assessment summary

Working with children from Indigenous Communities: Students are given information including audiology and speech pathology assessment results for an Aboriginal child. Students are required to hypothesise the type of hearing loss the child has, possible impacts of the hearing loss and whether the child has a difference in communication or has unmet communication needs. In addition, students develop a resource to support the child’s education. As part of this assignment, students must individually complete Cultural Competence Modules #4 and #5 and attain completion certificates, and then reflect in writing how their learning impacted their decisions in creating a service plan for the child, family and preschool. This assignment provides students with the opportunity to develop intervention support for an Aboriginal child using evidence-based practice and family-centred care.
Working with hard-of-hearing children: Students integrate audiological and communication information for a child who has hearing loss and determine the more appropriate course of action in optimising their communication.
Working with children with craniofacial anomalies: Students are given details of a child with craniofacial anomalies presenting with communication and swallowing needs. Students will work in pairs to a) provide written documentation outlining how they will optimise the child's communication needs, and b) each submit a video explaining to parents how the child's feeding can be optimised.

Detailed information for each assessment can be found on Canvas.

Students must complete all tasks to pass this unit of study. Failure to complete all assessments will result in a Fail grade, regardless of the cumulative total of marks

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100	Awarded when you demonstrate the learning outcomes for the unit at an exceptional standard, as defined by grade descriptors or exemplars outlined by your faculty or school.
Distinction	75 - 84	Awarded when you demonstrate the learning outcomes for the unit at a very high standard, as defined by grade descriptors or exemplars outlined by your faculty or school.
Credit	65 - 74	Awarded when you demonstrate the learning outcomes for the unit at a good standard, as defined by grade descriptors or exemplars outlined by your faculty or school.
Pass	50 - 64	Awarded when you demonstrate the learning outcomes for the unit at an acceptable standard, as defined by grade descriptors or exemplars outlined by your faculty or school.
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see sydney.edu.au/students/guide-to-grades.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

Assignments are due 11.59pm on the day outlined in Canvas. Submission after this time is deemed late. 5% is deducted from the mark for each day it is late. After 10 days the assignment is not marked. Any student unable to submit by the deadline should apply for Special Consideration. Further information can be found https://www.sydney.edu.au/policies/showdoc.aspx?recnum=PDOC2012/267&RendNum=0

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy 2023 reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy 2023. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	1. Introduction to Unit of Study; 2. Review of relevant anatomy and physiology knowledge	Lecture (3 hr)
Week 02	Working with children from Indigenous communities I	Lecture (2 hr)
Week 02	Working with children from Indigenous communities I	Tutorial (1 hr)
Week 03	Working with children from Indigenous communities II	Lecture (2 hr)
Week 03	Interdisciplinarity with audiology I	Tutorial (1 hr)
Week 04	Working with children from Indigenous communities III	Lecture (2 hr)
	SLP & children from Indigenous communities	Tutorial (1 hr)
	Interdisciplinarity with audiology II	Tutorial (1 hr)
Week 05	Working with children who have/might have HL I	Lecture (2 hr)
Week 05	SLP & children who have/might have HL I	Tutorial (1 hr)
Week 06	Working with children who have/might have HL II	Lecture (2 hr)
Week 06	SLP & children who have/might have HL II	Tutorial (1 hr)
Week 07	Working with children who have/might have HL III	Lecture (2 hr)
	Hard of hearing children - service decisions and planning intervention	Tutorial (1 hr)
	Technologies and strategies for hard-of-hearing children	Tutorial (1 hr)
Week 08	SLP and complex cases	Lecture (2 hr)
Week 08	Integrating information for complex SLP cases	Tutorial (1 hr)
Week 09	Craniofacial anomalies I	Lecture (2 hr)
Week 09	Cleft palate -OMA	Tutorial (1 hr)
Week 10	Craniofacial anomalies II	Lecture (2 hr)
Week 10	Cleft palate tutorial II	Tutorial (1 hr)
Week 11	Craniofacial anomalies III	Lecture (2 hr)
Week 11	Cleft palate tutorial III	Tutorial (1 hr)
Week 12	Paediatric feeding I	Lecture (2 hr)
	Paediatric feeding tutorial I	Tutorial (1 hr)
	SLP and craniofacial anomalies IIII	Tutorial (1 hr)
Week 13	Paediatric feeding II	Lecture (2 hr)
Week 13	Paediatric feeding tutorial II	Tutorial (1 hr)

Attendance and class requirements

It is highly recommended that students attend all lectures and tutorials, and at their allocated time. Relevant guidance, practice and feedback will be provided during the classes. The afternoon tutorials assume the students attended the morning lectures.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Recommended readings will be provided on Canvas during the semester to support specific learning content. You can also refer to:

Welling, D. & Ukstins, C. (2022) Fundamentals of Audiology for the Speech-Language Pathologist. Burlington, MA. Jones & Bartlett Learning.

Kummer, A. W. (2018) Cleft Palate and Craniofacial Anomalies: Effects on Speech and Resonance. San Diego, NY. Cenage Learning.

Arvedson, J. C., & Lefton-Greif, M. A. (2020). Pediatric swallowing and feeding : assessment and management (L. Brodsky, Ed.; Third edition.). Plural Publishing.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. analyse and explain audiological reports, and contrast different intervention options including communication approaches and hearing devices for Aboriginal and non-Aboriginal children in the context of speech pathology practice
LO2. describe the factors impacting the communication of Aboriginal children with hearing loss and apply culturally responsive and safe practice with these children and their families
LO3. critically evaluate craniofacial and oral structures of young children to inform intervention and service provision
LO4. demonstrate an understanding of typical and disordered swallowing in infants and children to inform intervention and service provision
LO5. hypothesise possible communication or swallowing needs as a result of different types and degrees of hearing loss, degrees of craniofacial anomalies, and syndromes, using broader knowledge to determine best interventions for these children
LO6. apply culturally responsive and safe practice with children with communication needs and their families within all cultural and linguistic contexts
LO7. demonstrate an understanding of ethical and interprofessional collaborative practice working children across a range of communication and swallowing needs and their families
LO8. Apply the principles of evidence-based practice, the ICF framework and family/child-centred care in planning individual and service level interventions for children with communication and swallowing needs as a result of hearing loss, cranio-facial and other syndromes
LO9. demonstrate competent professional written/ oral English communication

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 1.2. Comply with legislation, standards, policies and protocols 1.3. Provide safe and quality services 1.4. Collaborate with individuals, their supports, our colleagues and the community 1.5. Maintain high standards of communication, information sharing and record keeping 1.6. Consider the needs of individuals and communities in clinical decision-making and practice 1.7. Advocate for optimal communication and swallowing 2.1. Demonstrate self-awareness 2.5. Acquire, critique and integrate knowledge from a range of sources 3.1. Develop shared understanding of speech pathology 3.2. Assess communication and swallowing needs 3.3. Interpret, diagnose and report on assessments
	Speech Pathology Australia Professional Standards (2021) - 1.7.e. We collaborate with Aboriginal and Torres Strait Islander individuals and communities to advocate for and work towards equitable outcomes and development and delivery of speech pathology services that respond to contemporary needs, recognising community and cultural strengths and the ongoing impacts of colonisation and intergenerational trauma that may affect health and well-being. 2.2.c. We reflect on and integrate insights into our practice regarding • the social, political, legal, cultural and organisational context of our work • the influence of culture, language and social background on experiences of communication and swallowing goals and needs • the impact of historical and current injustices, culture and language in our practice with Aboriginal and Torres Strait Islander peoples and communities. 2.5. Acquire, critique and integrate knowledge from a range of sources
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 1.3. Provide safe and quality services 1.4. Collaborate with individuals, their supports, our colleagues and the community 1.6. Consider the needs of individuals and communities in clinical decision-making and practice 1.7. Advocate for optimal communication and swallowing 3.1. Develop shared understanding of speech pathology 3.3. Interpret, diagnose and report on assessments 3.4. Plan speech pathology intervention or service response
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 1.2. Comply with legislation, standards, policies and protocols 1.3. Provide safe and quality services 1.4. Collaborate with individuals, their supports, our colleagues and the community 1.6. Consider the needs of individuals and communities in clinical decision-making and practice 1.7. Advocate for optimal communication and swallowing 3.1. Develop shared understanding of speech pathology 3.2. Assess communication and swallowing needs 3.3. Interpret, diagnose and report on assessments 3.4. Plan speech pathology intervention or service response
	Speech Pathology Australia Professional Standards (2021) - 2.5. Acquire, critique and integrate knowledge from a range of sources 3.3. Interpret, diagnose and report on assessments 3.4. Plan speech pathology intervention or service response
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 1.4. Collaborate with individuals, their supports, our colleagues and the community 1.5. Maintain high standards of communication, information sharing and record keeping 1.6. Consider the needs of individuals and communities in clinical decision-making and practice 2.1. Demonstrate self-awareness 2.5. Acquire, critique and integrate knowledge from a range of sources 3.1. Develop shared understanding of speech pathology
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 1.2. Comply with legislation, standards, policies and protocols 1.4. Collaborate with individuals, their supports, our colleagues and the community 1.5. Maintain high standards of communication, information sharing and record keeping 1.6. Consider the needs of individuals and communities in clinical decision-making and practice 1.7. Advocate for optimal communication and swallowing 3.1. Develop shared understanding of speech pathology
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 1.4. Collaborate with individuals, their supports, our colleagues and the community 1.6. Consider the needs of individuals and communities in clinical decision-making and practice 1.7. Advocate for optimal communication and swallowing 3.4. Plan speech pathology intervention or service response
	Speech Pathology Australia Professional Standards (2021) - 1.5. Maintain high standards of communication, information sharing and record keeping

Speech Pathology Australia Professional Standards (2021) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1		Provide ethical and evidence-based practice
1.2		Comply with legislation, standards, policies and protocols
1.3		Provide safe and quality services
1.4		Collaborate with individuals, their supports, our colleagues and the community
1.5		Maintain high standards of communication, information sharing and record keeping
1.6		Consider the needs of individuals and communities in clinical decision-making and practice
1.7		Advocate for optimal communication and swallowing
2.5		Acquire, critique and integrate knowledge from a range of sources
3.2		Assess communication and swallowing needs
3.3		Interpret, diagnose and report on assessments
3.4		Plan speech pathology intervention or service response

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

For 2024, we've further integrated the content across speciality areas. We also chose to use the first lecture to review relevant knowledge of anatomy and physiology. Finally, we've combined assessment tasks for a total of 3 instead of 5.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

CSCD3074: Specialist Studies

Semester 1, 2024 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect