Outline

Overview

This unit continues on from CSCD5060 Language 1 - Developmental Disorders and introduces students to spoken and written reading, learning and language disorders in school-aged children and adolescents. Students will learn the principles and practices for assessment, diagnosis, planning, and intervention or service response for spoken and written reading, learning and language- based communication needs in school-aged children (K-6) and adolescents (Grade 7-12).

Unit details and rules

Academic unit	Communication Sciences
Credit points	6
Prerequisites ?	CSCD5060
Corequisites ?	None
Prohibitions ?	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)	Emily Yun, emily.yun@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Group school-based language program assignment part B Written assignment	35%	Formal exam period Due date: 18 Nov 2024 at 23:59	6 pages
Outcomes assessed:
Assignment	Cultural competence modules 2 and 3 Complete modules 2 and 3	0%	Week 04 Due date: 23 Aug 2024 at 23:59	1.5 hours
Outcomes assessed:
Assignment	Poster presentation for a classroom teacher workshop (individual) Develop a professional development poster targeting teachers	40%	Week 08 Due date: 20 Sep 2024 at 23:59	1x PowerPoint slide (A2) + 2 page doc
Outcomes assessed:
Presentation	Group school-based language program assignment part A Oral presentation	20%	Week 12 Due date: 25 Oct 2024 at 17:00	15 minutes
Outcomes assessed:
Assignment	Discussion post about language/literacy and cultural competence Write a discussion post on Canvas	5%	Week 13 Due date: 01 Nov 2024 at 23:59	200 - 250 words
Outcomes assessed:
= hurdle task ? = 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 teaching team.
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. Students are then required to post a discussion on Canvas integrating knowledge from the online modules with lecture/tutorial content about language and literacy development and/or disorders.

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.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

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	UOS Introduction; Interaction of oral and written language	Lecture (2 hr)
Week 02	Case-based: Moving from oral to written language	Tutorial (1 hr)
Week 03	School-age language and literacy disorders: Nature and impact	Lecture (2 hr)
Week 03	Case-based: Identifying the impacts of language and literacy disorders in school	Tutorial (1 hr)
Week 04	Adolescent language & literacy disorders: Nature and impact	Lecture (2 hr)
Week 04	Case based: Identifying impacts of language disorders in high school context and beyond	Tutorial (1 hr)
Week 05	School-age language and literacy disorders: Assessment and interpretation	Lecture (2 hr)
Week 05	Identifying language difference and disorder in bilingual children	Tutorial (1 hr)
Week 06	Adolescent language and literacy disorders: Assessment and interpretation	Lecture (2 hr)
Week 06	Critiquing adolescent language assessment resources	Tutorial (1 hr)
Week 07	Language intervention research: Evaluating study designs, applying findings, and producing research in clinical practice	Lecture (2 hr)
Week 07	Appraising current language intervention research	Tutorial (1 hr)
Week 08	Language and literacy service delivery: Public health and collaborative approaches	Lecture (2 hr)
Week 08	Case-based: Classroom conversations to improve language and literacy	Tutorial (1 hr)
Week 09	School-age language intervention: Direct approaches	Lecture (2 hr)
Week 09	Help desk for Assessment 2	Tutorial (1 hr)
Week 10	Literacy interventions: Phonics and beyond	Lecture (2 hr)
Week 10	Case-based: Designing literacy interventions for different reader profiles	Tutorial (1 hr)
Week 11	Adolescent language intervention: Direct approaches	Lecture (2 hr)
Week 11	Help desk for Assessment 2	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	DLD with co-occurring conditions: Customising support for emotional difficulties, ADHD, dyslexia, and autism	Lecture (2 hr)
Week 13	Case-based: Supporting students with co-occurring DLD	Tutorial (1 hr)

Attendance and class requirements

Classes for CSCD5064 commence in Week 2 Semester 2. Students are expected to attend all lectures and tutorials for the duration of the semester. Students are also expected to actively participate in and prepare for weekly lectures and tutorials, and to complete the provided activities to consolidate learning and increase understanding.

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:

Newly released 2024 edition: Paul, R., Norbury, C., & Gosse, C. (2024). Language disorders from infancy through adolescence: Listening, speaking, reading, writing, and communicating (6th ed.). Elsevier.

Previous edition: Paul, R., Norbury, C., & Gosse, C. (2018). Language disorders from infancy through adolescence: Listening, speaking, reading, writing, and communicating (5th ed.). 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. Consolidate knowledge of language and literacy development and 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.
LO2. Identify and plan culturally safe and responsive assessment approaches and strategies for school-aged children and adolescents with possible language impairments by considering the recommended E3BP (Dollaghan, 2007), NSW school curriculum, ICF (WHO, 2001), the activity and participation of the individual, as well as the environmental and personal contextual factors (e.g. developmental and cognitive abilities, mental health status, family context or involvement of other professionals).
LO3. Plan appropriate student and family- centred speech pathology intervention and service delivery for school-aged children and adolescents across different contexts, by considering the recommended E3BP, NSW school curriculum and the ICF (WHO, 2001) for culturally responsive speech pathology practices to address communication needs in this population.
LO4. Create innovative, engaging and culturally appropriate clinical, school or health resources for children and young people with developmental language disorder (DLD).
LO5. Appraise speech pathology practices for their provision of culturally responsive and safe services to multilingual children and young people with DLD.
LO6. Develop advocacy knowledge and strategies to support speech pathology services for school-aged children and adolescents with language disorder across a range of community and workplace contexts, reflecting appreciation for the social, health, educational, financial and environmental vulnerabilities that this population may experience.
LO7. Understand team roles including the role of a speech pathologist when working in a variety of workplace or community contexts including schools, clinics, and work effectively within learning and assessment tasks.

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 1.5. Maintain high standards of communication, information sharing and record keeping 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 1.2. 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 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 1.2.a. We comply with government legislation, regulations and codes of conduct. 2.5. Acquire, critique and integrate knowledge from a range of sources 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 2.5. Acquire, critique and integrate knowledge from a range of sources 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 1.6. 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
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 1.7. Advocate for optimal communication and swallowing 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 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) -

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
2.1		Demonstrate self-awareness
2.2		Use critical reflection to inform professional development and practice
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
3.4		Plan speech pathology intervention or service response
3.5		Implement and evaluate intervention or service response
3.6		Support development of the profession

Responding to student feedback

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

Review of lecture content from 2023 completed to ensure the first half of semester less dense & relevant topics are covered prior to assessments. Any repetition of information from Language 1 removed. More case-based tutorials as requested by students.

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

CSCD5064: Language 2: Literacy and Language

Semester 2, 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