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Unit of study_
CSCD3082: Phonology, Language and Literacy
Students will acquire in-depth knowledge in the study of language and literacy as they relate to children and adolescents with communication needs. This unit will cover the interactions between phonology, language and literacy in both acquisition and impairment. Students will study older school age children/adolescent language and collaborative partnerships relating to individual and service level responses to language and literacy development in the primary and high school settings.
| Code | CSCD3082 |
|---|---|
| Academic unit | Communication Sciences |
| Credit points | 6 |
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Prerequisites:
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CSCD2057 and CSCD2068 and (CSCD2066 or CSCD2067) |
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Corequisites:
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None |
| Prohibitions:
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None |
At the completion of this unit, you should be able to:
- LO1. describe the development, nature, and relationship of spoken and written language impairments in school-age children and young people with or at-risk of Developmental Language Disorder (DLD) as well as associated neurodevelopmental conditions such as ADHD, intellectual disabilities and Autism.
- LO2. integrate knowledge from CSCD 2068 Speech Sound Disorders with CSCD 2057 Child Language to develop written assessment and intervention of complex cases of concomitant phonological processing, language and literacy difficulties in primary school-age children and young people.
- LO3. describe health information regarding DLD in terms understood by individuals, families and interprofessional staff.
- LO4. exercise critical judgement in the interpretation of assessment results and select and justify evidence-based approaches related to a child’s language/communication needs, cultural and social practices, school curricular stages, health, and family centred practice.
- LO5. consolidate knowledge of best practices for the provision of culturally responsive and safe services and modify or and create innovative, engaging and culturally safe and responsive resources to multilingual children with or at risk of with DLD, and their teachers.
- LO6. identify factors for planning speech pathology services to optimise activity and participation for children and young people with DLD or language disorder associated with comorbid conditions such as ADHD and autism.
- LO7. explain the importance of interprofessional team models, the speech pathologist’s role within those teams, and develop collaborative service delivery partnership plans for school settings and with families in relation to response to intervention models for children and young people at-risk or diagnosed with DLD.
Unit outlines
Unit outlines will be available 2 weeks before the first day of teaching for the relevant session.
- Semester 2, 2024 [Normal day] - Camperdown/Darlington, Sydney
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