Outline

Overview

This unit introduces students to language development disorders from birth to the end of preschool. The nature of language difficulties, disorders and differences together with principles and practices for assessment, diagnosis, planning, intervention and different levels of service support are covered for the following paediatric populations: pre-linguistic infants, toddlers and preschoolers.

Unit details and rules

Academic unit	Communication Sciences
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	An understanding of basic linguistics including traditional grammatical analysis
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Anita MY Wong, anitamy.wong@sydney.edu.au

Assessment

The census date for this unit availability is 31 March 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Case studies	Child Language Intervention Plan Part A Case Study and written task	35%	Formal exam period Due date: 08 Jun 2026 at 23:59	1500 words not including references	AI allowed
Outcomes assessed:
Written work	Child language intervention plan part B: individual reflection Reflective essay	10%	Formal exam period Due date: 12 Jun 2026 at 23:59	400 words	AI allowed
Outcomes assessed:
In-person practical, skills, or performance task or test	Child communication development quiz Online quiz on Canvas: Multiple-choice and or short answer questions	10%	Week -03	15 minutes	AI prohibited
Outcomes assessed:
In-person practical, skills, or performance task or test	Grammar test Competency assessment	0%	Week 01	30 minutes	AI prohibited
Outcomes assessed:
Evaluation	Cultural competence online module 1: Journey of Self Discovery the module 1 and submission of a 200 word discussion post	5%	Week 05 Due date: 27 Mar 2026 at 23:59	200 word discussion post on canvas	AI allowed
Outcomes assessed:
Case studies	Child language assessment plan Case study and written task	40%	Week 08 Due date: 24 Apr 2026 at 23:59	1500 words not including references	AI allowed
Outcomes assessed:
= hurdle task ? = group assignment ?

Assessment summary

Grammar test: Students will be examined on the grammatical analysis of a language sample from a preschool child. Competence in quantitative as well as qualitative language sample analysis will prepare them for clinical practice units-of-study.

Child communication development quiz: Students will be examined on their knowledge of developmental theories and language and communication development in typically developing children. The quiz will ensure that all students have adequate foundation knowledge before they learn how to apply this knowledge in the assessment and intervention of children with language disorders, including those with Developmental Language Disorder (DLD)

Child language assessment plan (individual): Students are examined on their ability to make evidence-based decisions on the appropriate assessment of clients taking individual differences and the ICF framework into consideration. A child language case and an assessment plan template will be provided to students a few weeks before the assignment is due.

Child language intervention plan: Part A-group work:
Students are examined on their ability to integrate all assessment information provided and make use of their theoretical knowledge, the ICF framework, and the three sources of evidence to make intervention decisions on a case at the 0-5 year level of development. Students will develop a intervention or service plan for this case and provide

justification of their selection and prioritization of goals, and intervention approaches or service levels.
Justification of their choice of the intervention approach or service level
Description of the different components of intervention
Description of their data collection plan to document progress

Students from the same tutorial will form into groups for this assignment. There should be between three and four students in each group. In each small group, students are required to develop an intervention plan for the provided case. Based on evidence-based practice, students are required to justify decisions in their intervention plan as they relate to the needs of the case. Students also need to illustrate culturally and socially responsive practices and family-centred practice and considerations of the ICF framework.

Child language intervention plan part B: Students will be evaluated on a 400-word reflection of their group work for this intervention plan. Students are required to reflect upon their contribution to the plan and to evaluate their role within the group and group dynamics. This individual reflection supports students to identify their personal and professional strengths as a team member. Furthermore, the reflection provides the opportunity for students to receive feedback and advice from the UOS coordinator if they have concerns about the assignment or group processes. Hence, the process of reflection may lead to improved learning and skills in professional project management and teamwork.

Cultural competence online module 1: Online modules to be completed by week 5. Students are then required to post a discussion on Canvas integrating knowledge from the online modules with lecture/tutorial content about child language development and/or disorders during the semester.

Detailed information for each assessment can be found on Canvas.

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
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

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.

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

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 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. 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 -02	Grammar Essentials (Bootcamp)	Lecture (2 hr)
Week 02	Overview of unit and introduction to theories and milestones of language and communication development	Lecture (2 hr)
Week 02	case-based application of language and communication milestones	Tutorial (1 hr)
Week 03	Introduction to language disorders and a biopsychosocial view of human functioning (the ICF)	Lecture (2 hr)
Week 03	case-based discussion of risk factors and red flags; identifying language disorders	Tutorial (1 hr)
Week 04	Language and communication assessment: an overview of purposes, tools, ethics and evidence-based practice	Lecture (2 hr)
Week 04	case-based discussion of family-centred, linguistically and culturally responsive, functional and evidence-based assessment	Tutorial (1 hr)
Week 05	language intervention: an overview of the three-tier support framework, procedures, approaches and goals	Lecture (2 hr)
Week 05	case-based discussion of family-centred, linguistically and culturally responsive, functional and evidence-based intervention	Tutorial (1 hr)
Week 07	Assessment and intervention of children in the prelinguistic communication stage	Lecture (2 hr)
Week 07	case-based assessment and intervention planning for children in the prelinguistic communication stage; Helpdesk for Assessment assignment	Tutorial (1 hr)
Week 08	Assessment and intervention of children in the emerging language stage	Lecture (2 hr)
Week 08	case-based assessment and intervention planning for children in the emerging language stage	Tutorial (1 hr)
Week 09	Assessment and intervention of children in the developing language stage across language modalities and domains	Lecture (2 hr)
	case-based assessment and intervention planning for children in the developing language stage; design of outcome measure probes	Tutorial (1 hr)
	Reflection and consolidation week	Lecture (2 hr)
	Reflection and consolidation week	Tutorial (1 hr)
Week 10	Assessment and intervention of children with a biomedical condition	Lecture (2 hr)
Week 10	case-based assessment and intervention planning for children with a biomedical condition	Tutorial (1 hr)
Week 11	Coaching of parents and teachers in early intervention	Lecture (2 hr)
Week 11	case-based discussion of a coaching plan for parents/teachers; Helpdesk for intervention assignment	Tutorial (1 hr)
Week 12	Preliteracy development and preventive support	Lecture (2 hr)
Week 12	case-based discussion of assessment and preventive support for preliteracy development	Tutorial (1 hr)
Week 13	DLD and transition to school	Lecture (2 hr)
Week 13	Review of unit and learning outcomes	Tutorial (1 hr)

Attendance and class requirements

Students are expected to attend all timetabled learning activities. Please do not schedule clinic activities during these times.

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

This is the recommended text book. It contains substantial information that will be useful for you in these two years and the next three yearsand beyond.

Paul, R, Norbury, C. and Gosse, C. (2025) Language Disorders: From infancy through adolescence (6th Ed) Mosby; NY.

Unfortunately, the library provides no access to the e-version of this edition of the book.

Five hard copies are available in the library. Plans are being made to put at least one copy on short-term loan in the Susan Wakil Library and the Fisher Library.

The 5th edition of the same book published in 2018 is however available in e-format. We will try to provide the relevant info in both editions if applicable,

We will also refer you to chapters and references from other books as well.

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. Critically apply knowledge of communication development, developmental theories and the International Classification of Functioning, Disability and Health to the assessment and intervention of children 0-5 years old.
LO2. Demonstrate an understanding of standardised and non-standardised assessment techniques and analysis tools to assess and interpret language strengths and needs for children within the cultural and social context of individuals, families and communities.
LO3. Use oral and written communication to develop relationships and explain health information to children, families and/ or health and education professionals.
LO4. Select and justify goals, plan intervention and measure outcomes for children related to their language skills, cultural and social practices, family or community centred practice and evidence-based practice using innovative and engaging resources.
LO5. Demonstrate knowledge of the recommended best practices for the provision of culturally safe and responsive services for Aboriginal or Torres Strait Islander people and other linguistically and culturally diverse children, and the importance of recognising the role of one’s own culture.
LO6. Demonstrate the capacity to collaborate effectively and ethically as a team member in a range of roles across student learning activities, and assessment tasks and interprofessional team contexts within the scope of speech pathology practice.

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 2.5.a. We acquire, critique and integrate knowledge from different sources to develop and inform our practice, including • contemporary theory • research, practice, evidence, outcomes, knowledges and experiences of individuals and their supports, and community members, leaders and Elders • speech pathology colleagues and colleagues from other disciplines • cultural, ethical, legal, policy and organisational knowledge and requirements. 2.6.a. We participate in reciprocal learning with our speech pathology colleagues, colleagues from other disciplines, students, service users, their families and social networks, and community members, leaders and Elders. 3.1.a. We work with individuals, communities and professionals to develop knowledge and shared understanding of • the scope of speech pathology practice • the anticipated functional, activity and participation outcomes of speech pathology services • ways to support optimal communication and swallowing for every individual. 3.2.a. We seek information (within the bounds of informed consent) from a range of sources to understand • the individual’s or community’s strengths and reasons and goals for seeking speech pathology services • the history and current status of communication and/or swallowing needs and concerns.
	Speech Pathology Australia Professional Standards (2021) - 1.6. Consider the needs of individuals and communities in clinical decision-making and practice 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. 2.5. Acquire, critique and integrate knowledge from a range of sources 2.5.a. We acquire, critique and integrate knowledge from different sources to develop and inform our practice, including • contemporary theory • research, practice, evidence, outcomes, knowledges and experiences of individuals and their supports, and community members, leaders and Elders • speech pathology colleagues and colleagues from other disciplines • cultural, ethical, legal, policy and organisational knowledge and requirements. 2.6.a. We participate in reciprocal learning with our speech pathology colleagues, colleagues from other disciplines, students, service users, their families and social networks, and community members, leaders and Elders. 3. Speech pathology practice 3.1.a. We work with individuals, communities and professionals to develop knowledge and shared understanding of • the scope of speech pathology practice • the anticipated functional, activity and participation outcomes of speech pathology services • ways to support optimal communication and swallowing for every individual. 3.2. Assess communication and swallowing needs 3.2.a. We seek information (within the bounds of informed consent) from a range of sources to understand • the individual’s or community’s strengths and reasons and goals for seeking speech pathology services • the history and current status of communication and/or swallowing needs and concerns. 3.3. Interpret, diagnose and report on assessments 3.5.d. We provide counselling within the scope of the speech pathology role in relation to communication and swallowing and refer to other professionals as required.
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 1.4.c. We develop partnerships with individuals, communities, leaders and Elders to plan, develop, implement and monitor speech pathology practice. 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.a. We advocate for the role of the speech pathology profession and the needs of individuals and communities to employers, the community, legislators, policymakers and funders. 1.7.d. We collaborate with those experiencing vulnerability and disadvantage, individuals and communities to advocate for speech pathology services. 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. 2.6.a. We participate in reciprocal learning with our speech pathology colleagues, colleagues from other disciplines, students, service users, their families and social networks, and community members, leaders and Elders. 3.1.a. We work with individuals, communities and professionals to develop knowledge and shared understanding of • the scope of speech pathology practice • the anticipated functional, activity and participation outcomes of speech pathology services • ways to support optimal communication and swallowing for every individual. 3.2.a. We seek information (within the bounds of informed consent) from a range of sources to understand • the individual’s or community’s strengths and reasons and goals for seeking speech pathology services • the history and current status of communication and/or swallowing needs and concerns. 3.3. Interpret, diagnose and report on assessments 3.4. Plan speech pathology intervention or service response 3.5.d. We provide counselling within the scope of the speech pathology role in relation to communication and swallowing and refer to other professionals as required. 3.6.a. We participate in activities and provide education and/or practice-based learning opportunities to develop and advance the future speech pathology workforce and profession.
	Speech Pathology Australia Professional Standards (2021) - 1.4.a. We use person-centred, family-centred and community-centred approaches, as relevant to the context. 1.4.b. We engage in interprofessional collaborative practice to achieve respectful partnerships across disciplines and provide safe, high-quality, coordinated services. 1.5.f. We maintain accurate, timely, complete and secure records of practice. 1.6.a. We provide culturally safe and responsive services that acknowledge cultural and linguistic diversity in the communities and of the individuals we serve. 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. 3. Speech pathology practice 3.1.a. We work with individuals, communities and professionals to develop knowledge and shared understanding of • the scope of speech pathology practice • the anticipated functional, activity and participation outcomes of speech pathology services • ways to support optimal communication and swallowing for every individual. 3.3.c. We integrate the input of the individual, family and community members, leaders and Elders, other colleagues, other disciplines and organisations as needed. 3.4. Plan speech pathology intervention or service response 3.4.a. We identify communication and/or swallowing intervention or service response options relevant to the identified goals. 3.4.b. We design an intervention or service response plan informed by a range of options, such as • delivering individual, community, targeted, and/or universal/systemic intervention or service responses • developing the knowledge and skills of communication and mealtime partners within families, social networks, services and the community • implementing prevention and promotion strategies and initiatives • considering enablers and barriers in the social and/or physical environment • using a multidisciplinary, interdisciplinary, or transdisciplinary practice approach • delegating to and liaising with support workers • providing consultative support to other colleagues and services • providing face-to-face service delivery and synchronous and asynchronous telepractice • advocating for and implementing change in the social and physical environment, including political and systemic advocacy • working with services, community groups and organisations. 3.4.c. We identify how intervention or service response outcomes will be measured. 3.4.d. We adjust plans over time informed by assessments, changing goals, current needs and outcomes of interventions or service responses. 3.5. Implement and evaluate intervention or service response 3.5.a. We implement the agreed intervention or service response that is responsive to the capability and progress of the individual or community. 3.5.b. We collect, record, analyse and share data to evaluate • the fidelity of the intervention or service response • the appropriateness of the goals, plans and approaches being used • the progress towards and acquisition of individual and community goals • the timing of and engagement with other services and supports as needed • when the intervention or service response will be complete. 3.5.c. We continually refine goals and modify the implementation of the intervention or service response to meet the needs of the individual or community.
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 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 2.5. 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
	Speech Pathology Australia Professional Standards (2021) - 1.4. Collaborate with individuals, their supports, our colleagues and the community 1.5. Maintain high standards of communication, information sharing and record keeping 1.7.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. 2.1. Demonstrate self-awareness 2.2. Use critical reflection to inform professional development and practice 2.3. Plan personal development goals 2.6. Engage in learning with colleagues, students and the community 2.6.a. We participate in reciprocal learning with our speech pathology colleagues, colleagues from other disciplines, students, service users, their families and social networks, and community members, leaders and Elders. 3.1.a. We work with individuals, communities and professionals to develop knowledge and shared understanding of • the scope of speech pathology practice • the anticipated functional, activity and participation outcomes of speech pathology services • ways to support optimal communication and swallowing for every individual. 3.2.a. We seek information (within the bounds of informed consent) from a range of sources to understand • the individual’s or community’s strengths and reasons and goals for seeking speech pathology services • the history and current status of communication and/or swallowing needs and concerns. 3.6.a. We participate in activities and provide education and/or practice-based learning opportunities to develop and advance the future speech pathology workforce and profession.

Speech Pathology Australia Professional Standards (2021) -

Competency code	Taught, Practiced or Assessed	Competency standard
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
2.2		Use critical reflection to inform professional development and practice
2.3		Plan personal development goals
2.5		Acquire, critique and integrate knowledge from a range of sources
2.6		Engage in learning with colleagues, students and the community
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

Responding to student feedback

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

Feedback from 2025 has been integrated into this Unit. In 2026, we will 1. further improve course structure and clarity 2. scaffold assessment more effectively 3. streamline content and resources

Disclaimer

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

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

Use of generative artificial intelligence (AI)

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

CSCD5060: Language 1: Early Development and Disorders

Semester 1, 2026 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

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