Outline

Overview

This unit continues on from CSCD5060 Language 1 - Developmental Disorders and introduces students to spoken and written reading, learning and language impairments in school-aged children and adolescents. Students will learn the principles and practices for assessment, diagnosis, management planning and treatment of spoken and written reading, learning and language impairments for school-aged children (K-6) and adolescents (Grade 7-12) that occur as a result of a variety of aetiologies.

Unit details and rules

Unit code	CSCD5064
Academic unit	Communication Sciences
Credit points	6
Prohibitions ?	None
Prerequisites ?	CSCD5060
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Kimberley Docking, kimberley.docking@sydney.edu.au
Lecturer(s)	Lauren Chaitow, lauren.chaitow@sydney.edu.au
Tutor(s)	Elizabeth Duffy, elizabeth.duffy@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Group school-based language program assignment part B Written assignment	35%	Formal exam period	6 pages
Outcomes assessed:
Online task	Cultural competence modules 2 and 3 Competency assessment	0%	Formal exam period	30 minutes
Outcomes assessed:
Assignment	Poster presentation for a classroom teacher workshop (individual) Develop a conference poster targeting teachers	45%	Week 08	1x PowerPoint slide with A2 dimensions
Outcomes assessed:
Presentation	Group school-based language program assignment part A Oral presentation	20%	Week 12	15 minutes
Outcomes assessed:
= group assignment ?

Assessment summary

Workshop poster: Students will develop a poster in PowerPoint for a classroom teacher workshop on language and literacy in school-age children.
Group presentation: Students are required to present a school-aged language program to their peers and the unit of study coordinator.
Group written assignment: Students are required to develop a 4-week school-based small group language program for a whole class of children or adolescents that will also include children identified at-risk for communication difficulties.
Cultural competence modules: Online modules to be completed via Canvas.

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 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:

All assessments tasks are compulsory and must be submitted to pass the unit of study. Assignments have a specific due date. The faculty specifies the following penalty for late assignment submissions. • If your assignment is submitted after the due date and time it will be considered a late submission. • For every calendar day up to and including ten calendar days after the due date, a penalty of 5% of the maximum awardable marks will be applied to late work. • The penalty will be calculated by first marking the work, and then subtracting 5% of the maximum awardable mark for each calendar day after the due date. • For work submitted more than ten calendar days after the due date a mark of zero will be awarded. The marker may elect to, but is not required to, provide feedback on such work. You are responsible for ensuring that your assignment is submitted on time. This includes planning to submit your assignment sufficiently before the time it is due. In the event that you have technical difficulties, you MUST email a copy of the assignment to the unit of study coordinator and continue to attempt to upload it. As long as the version you upload is identical to the one you emailed, a penalty will not be applied. All submitted assignments must be submitted via Canvas.

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.

Weekly schedule

WK	Topic	Learning activity
Week 02	UOS Introduction; Developmental Language Disorder (DLD): interaction of oral and written language; School-age language disorder: nature and impact	Lecture (2 hr)
Week 02	Case-based: moving from oral to written language	Tutorial (1 hr)
Week 03	Models of reading and school-age literacy impairment	Lecture (2 hr)
Week 03	Case-based: Identifying the impacts of DLD in school	Tutorial (1 hr)
Week 04	School-age language & literacy impairment: assessment and diagnosis	Lecture (2 hr)
Week 04	Getting hands-on with school-age language assessments	Tutorial (1 hr)
Week 05	Adolescent language and literacy impairment	Lecture (2 hr)
Week 05	Case based: Identifying impacts of DLD in high school context and beyond.	Tutorial (1 hr)
Week 06	Adolescent language and literacy impairment: assessment and diagnosis	Lecture (2 hr)
Week 06	Getting hands-on with adolescent language assessments	Tutorial (1 hr)
Week 07	Intervention and models of service delivery 1	Lecture (2 hr)
Week 07	Management planning	Tutorial (1 hr)
Week 08	Intervention and models of service delivery 2	Lecture (2 hr)
Week 08	Management planning	Tutorial (1 hr)
Week 09	Speech Pathologist working schools: literacy and advocacy	Lecture (2 hr)
Week 09	Presentation workshop for assessment 2: school-based language program	Tutorial (1 hr)
Week 10	CALD populations: considerations for assessment	Lecture (2 hr)
Week 10	Practicalities of using assessments with CALD populations	Tutorial (1 hr)
Week 11	Working with high school students with communication and behavioural difficulties	Lecture (2 hr)
Week 11	Case studies of high school students with communication and behavioural difficulties	Tutorial (1 hr)
Week 12	Group presentations: school-based language programs	Lecture (2 hr)
Week 12	Group presentations: school-based language programs	Tutorial (1 hr)
Week 13	Childhood acquired brain injury and language disorders	Lecture (2 hr)
Week 13	Case-based: childhood ABI and language	Tutorial (1 hr)

Attendance and class requirements

Classes for CSCD5064 commence in Week 2 Semester 2. Students are required to attend all lectures and tutorials for the duration of the semester.

There is a Learning Management System (LMS) site for this unit of study. Students are expected to frequently access the Learning Management System site for copies of the slides used in lectures, and for other purposes such as accessing the discussion board and access to practice exam questions.

It is your responsibility to catch up if you are unable to attend a class. This could involve reading relevant information for that session via the Canvas Learning Management System site.

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

The textbook for this Unit of Study is available as an eBook via the University library:

Paul, R., Norbury, C., & Gosse, C. (2017). Language disorders from infancy through adolescence: Listening, speaking, reading, writing, and communicating (5th ed.). Maryland Heights, MO: Elsevier/Mosby.

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. 1.1 Consolidate knowledge of language and literacy development.
LO2. 1.2 Describe the nature and prognosis of literacy and language impairments in school-aged children and in adolescents, resulting from a range of aetiologies in this age group.
LO3. 1.3 Consider cognitive theories to inform the nature of the impairment and, where relevant, to determine aetiology, assessment and intervention for school-aged children and adolescents with language impairment.
LO4. 1.4 Identify assessment strategies for school-aged children and adolescents with suspected/diagnosed language impairments by: • considering the recommended E3BP (Evidence 3 Based Practice) for speech pathology practice in regards to this population • applying the ICF (WHO, 2001) to incorporate the diagnosis of impairment (body function and structure), the activity and participation of the individual, as well as the environmental and personal contextual factors, such as physical well-being, developmental and cognitive abilities, cultural and linguistic background, social circumstances, mental health status, educational or employment, significant others/caregivers, and other professionals
LO5. 1.5 Plan appropriate speech pathology intervention and service delivery for school-aged and adolescent populations across different workplace contexts, including the school community and acute and rehabilitation health settings, by considering the recommended E3BP and the ICF (WHO, 2001) for speech pathology practices in regards to this population.
LO6. 2.1 Develop assessment plans for the systematic evaluation and diagnosis of school-age and adolescents with language impairments.
LO7. 2.2 Develop management plans relating to management and treatment of school-age and adolescents with developmental language disorder.
LO8. 2.3 Demonstrate the ability to communicate with children with DLD, through suitable play-based activities and appropriate verbal therapeutic dialogue.
LO9. 2.4 Demonstrate family-centred and client-led speech pathology practices across a range of clinical settings and service delivery options by considering the impact of a range of environmental and personal contextual factors, such as physical well-being, developmental and cognitive abilities, cultural and linguistic background, social circumstances, mental health status, educational or employment, significant others/caregivers, and other professionals.
LO10. 2.5 Select and justify clinical procedures (e.g. assessments, goal setting, intervention) related to the child’s language/communication status, his/her cultural and social practices, family-centred practice and evidence-based practice.
LO11. 2.6 Exercise critical judgement in the interpretation of assessment results including selecting appropriate norms and health information considering normal communication development, determining gaps in information and integrating information from a range of sources.
LO12. 2.7 Use information technology to locate peer reviewed research evidence; locate and create clinical resources for children with DLD; and interact with public awareness resources about DLD (e.g., RADLD, twitter).
LO13. 2.8 Create innovative, engaging and culturally appropriate clinical resources for children with DLD.
LO14. 3.1 Develop knowledge of the recommended best practices for the provision of culturally competent and safe services to multilingual children with DLD.
LO15. 3.2 Develop awareness of cultural and linguistic difference in communication development in cultures relevant to the Australian context and differentiate this from DLD.
LO16. 4.1 List the health and education professionals that may be involved in working with children with DLD.
LO17. 4.2 Outline the issues, importance and impact of early brain development, screening, intervention and family centred practice on children with DLD within a broader community of practice.
LO18. 4.3 Demonstrate an understanding of the importance of appropriate advocacy for speech pathology services for school-aged children and adolescents with language impairment across a range of community and work place contexts, reflecting appreciation for the social, financial and environmental vulnerabilities that this population may be facing in their lives.
LO19. 5.1 Operate effectively and ethically as a team member for teaching/learning activities and assessment tasks.
LO20. 5.2 Learn to identify yourself as a speech pathologist when working in a variety of contexts including schools, clinics, teams with multiple disciplines, and other community contexts.
LO21. 6.1 List professional bodies, organisations (e.g. RADLD), and community activities through which SLPs can enhance public awareness of DLD in children, the prevalence and impact of SSD, and value of SLP intervention for school-aged children.
LO22. 7.1 Demonstrates the capacity to play a range of roles within a team including being a leader, and a valuable member of a team.

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

Competency-based Occupational Standards for Speech Pathologists -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1		Investigate and document the client’s communication and/or swallowing condition and explore the primary concerns of the client.
1.2		Identify the communication and/or swallowing conditions requiring investigation and use the best available scientific and clinical evidence to determine the most suitable assessment procedures in partnership with the client.
2.1		Analyse and interpret speech pathology assessment data.
2.2		Identify gaps in information required to understand the client’s communication and swallowing issues and seek information to fill those gaps.
2.3		Determine the basis for or diagnosis of the communication and/or swallowing condition and determine the possible outcomes.
2.4		Report on analysis and interpretation.
2.5		Provide feedback on results of interpreted speech pathology assessments to the client and/or significant others and referral sources, and discuss management.
3.1		Use integrated and interpreted information (outlined in Unit 2) relevant to the communication and/or swallowing condition, and/or the service provider’s policies and priorities to plan evidence-based speech pathology practice.
3.2		Seek additional information required to plan evidence-based speech pathology practice.
3.4		Establish goals for intervention in collaboration with the client and significant others.
3.5		Select an evidence-based speech pathology approach or intervention in collaboration with the client and significant others.
3.6		Define roles and responsibilities for the management of the client’s swallowing and/ or communication condition.
3.7		Document speech pathology intervention plans, goals and outcome measurement.
4.2		Implement an evidence-based speech pathology intervention according to the information obtained from speech pathology assessment, interpretation and planning (see Units 1, 2, and 3).
4.5		Identify the scope and nature of speech pathology practice in a range of community and work place contexts.
4.6		Undertake preventative, educational and/or promotional projects or programs on speech pathology and other related topics as part of a team with other professionals.
5.1		Respond to service provider’s policies.
5.4		Update, acquire and/or develop resources.
5.5		Consult and coordinate with professional groups and services.
5.6		Adhere to professionally accepted scientific principles in work practices.
5.8		Participate in and collaborate on the evaluation of speech pathology services.
6.1		Develop, contribute to, and maintain professional and team based relationships in practice contexts.
7.1		Uphold the Speech Pathology Australia Code of Ethics and work within all the relevant legislation and legal constraints, including medico-legal responsibilities.
7.2		Participate in professional development and continually reflect on practice.
7.3		Demonstrate an awareness of formal and informal networks for professional development and support.
7.4		Advocate for self, client and the speech pathology profession.

Responding to student feedback

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

End of semester exam removed, and literacy quiz in Week 5 removed. Poster presentation assignment added to respond to more practical relevant assessment tasks.

Additional information

Work, health and safety

Online delivery

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

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

CSCD5064: Language 2: Literacy and Language

Semester 2, 2021 [Normal day] - Remote

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

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect