Outline

Overview

This course builds on skills and knowledge from CSCD5062 – Voice and Resonance. Students will acquire the knowledge and skills to conduct clinical assessment and intervention or service response for swallowing needs amongst children and adults. This unit of study enables students to describe, analyse and apply their understanding to authentic clinical cases and contexts with emphasis on evidenced-based practice.

Unit details and rules

Academic unit	Communication Sciences
Credit points	6
Prerequisites ?	CSCD5062
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	Anatomy and neurology of the speech system including head, neck, nervous system and speech motor control
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Katrina Blyth, katrina.blyth@sydney.edu.au

Assessment

The census date for this unit availability is 1 September 2025

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Out-of-class quiz	Assessment of Swallowing Disorders Case-based swallowing assessment interpretation	20%	Week 07 Due date: 16 Sep 2025 at 23:59	1 hour timed Quiz	AI allowed
Outcomes assessed:
Practical skill	Video Assessment - Paediatric Video upload Students will work in pairs but marked individually	15%	Week 09 Due date: 07 Oct 2025 at 23:59	3-minute video	AI allowed
Outcomes assessed:
In-person practical, skills, or performance task or test	Simulated assessment and interview Simulated Hospital Scenario with patient interaction Students will work in pairs but marked individually	30%	Week 11 Due date: 23 Oct 2025 at 11:00 Closing date: 23 Oct 2025	15 minutes per pair	AI prohibited
Outcomes assessed:
Practical skill	Video Assessment - Adult Video upload & 250 word rationale	15%	Week 12 Due date: 31 Oct 2025 at 23:59	2-minute video & 250 word rationale	AI allowed
Outcomes assessed:
Practical skill	ISBAR & Progress Notes Video upload (ISBAR) & submitted case notes	20%	Week 13 Due date: 07 Nov 2025 at 23:59	2-min ISBAR video & 1-page case notes	AI allowed
Outcomes assessed:
= hurdle task ?

Assessment summary

Assessment Summary:

Detailed information for each assessment, including instructions and marking criteria, can be found on Canvas.

Late Penalties:

Assignments have a specific due date. This is to allow marked work to be returned to you in a time frame that allows you to continue to the next assignment. 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 late.
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 assignments must be submitted via the required LMS. Assignments that are emailed will not be marked.

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.

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.

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:

Standard penalties will be applied.

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	1. Introduction; 2. Dysphagia	Lecture (2 hr)
Week 02	PROMS, Case history	Tutorial (1 hr)
Week 03	Clinical Assessment	Lecture (2 hr)
Week 03	Clinical bedside assessment including OMA	Tutorial (1 hr)
Week 04	Aspiration pneumonia, 'red flags'	Lecture (2 hr)
Week 04	Gathering information, ISBAR	Tutorial (1 hr)
Week 05	1. Modified barium swallow; 2. Flexible endoscopic evaluation of swallowing	Lecture (2 hr)
Week 05	Instrumental assessment	Tutorial (1 hr)
Week 06	Paediatric feeding and swallowing	Lecture (2 hr)
Week 06	Paediatric feeding	Tutorial (1 hr)
Week 07	Paediatric Feeding	Lecture (2 hr)
Week 07	Paediatric Feeding	Tutorial (1 hr)
Week 08	Dysphagia management - Compensatory strategies	Lecture (2 hr)
Week 08	Compensatory strategies	Tutorial (1 hr)
Week 09	Dysphagia management - Texture modification, IDDSI	Lecture (2 hr)
Week 09	Management - texture modification, free water protocol	Tutorial (1 hr)
Week 10	Management - Rehabilitation exercises, E3BP	Lecture (2 hr)
Week 10	Principles of therapy, practice exercises	Tutorial (1 hr)
Week 11	Ethics in dysphagia & decision-making	Lecture (2 hr)
Week 11	Ethics, advocacy & MDT	Tutorial (1 hr)
Week 12	Chronic and progressive dysphagia	Lecture (2 hr)
Week 12	Applying SMART goals, prioritising goals	Tutorial (1 hr)
Week 13	Dysphagia in head and neck cancer patients	Lecture (2 hr)
Week 13	Assignment support, Q&A	Tutorial (1 hr)

Attendance and class requirements

Attendance: It is highly recommended that students attend lectures where possible or watch recordings in order to pass this unit. Tutorials are not recorded, so attendance is highly recommended to understand and practice content covered in the 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

All readings for this unit can be accessed via links provided on Canvas.

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. Describe the anatomy and physiology of normal swallowing in adults and the developmental stages of swallowing and feeding in infants
LO2. Critically analyse appropriate assessment and outcome measures required to assist diagnoses as well as change in a feeding and/or swallowing disorder
LO3. Analyse and report critical information from a case history, clinical swallowing evaluation and instrumental assessment to identify the underlying nature of swallowing and/or feeding impairment and make reliable diagnoses
LO4. Apply findings from a case history, clinical swallowing evaluation and instrumental swallowing assessment to the ethical management of an individual with dysphagia, considering autonomy, personal preferences, cultural, linguistic, and social contexts
LO5. Accurately demonstrate appropriate compensatory and rehabilitation approaches to manage swallowing and/or feeding impairments
LO6. Demonstrate awareness of the speech pathologist’s role within multi-disciplinary team/s in order to prevent or manage swallowing and/or feeding impairment
LO7. Incorporate the principles of E3BP (Dollaghan, 2007) and ICF (WHO, 2001) to SMART goals when managing a client with swallowing and/or feeding impairment, balancing the evidence from the literature, clinical skills, and individuals’ values and wishes.

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) - 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 2.2. Use critical reflection to inform professional development 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 3.5. Implement and evaluate 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 1.5. Maintain high standards of communication, information sharing and record keeping 3.3. Interpret, diagnose and report on assessments
	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 1.6. 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 3.3. 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 3.5. Implement and evaluate intervention or service response
	Speech Pathology Australia Professional Standards (2021) - 1.2. Comply with legislation, standards, policies and protocols 1.7. Advocate for optimal communication and swallowing 2.5. Acquire, critique and integrate knowledge from a range of sources 2.6. Engage in learning with colleagues, students and the community
	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 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) -

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
2.5		Acquire, critique and integrate knowledge from a range of sources
2.6		Engage in learning with colleagues, students and the community
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.

Tutorial time in the simulation studio has been retained to formatively support the assessment task in week 11.

Additional information

More information can be found on Canvas and will be provided in class

This unit of study may require you to attend a teaching activity timetabled in teaching venues installed with the University’s Clinical Recording and Observation System (CROS) in the Susan Wakil Health Building. Students should be aware of the privacy and information management implications of this system. For more information, please refer to the University’s Privacy Statement.

Additional costs

There are no additional costs for this unit

Site visit guidelines

There are no site visit guidelines for this unit

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

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

Additional information

Additional information

Additional costs

Site visit guidelines

Disclaimer

On this page

Useful links

CSCD5066: Feeding and Swallowing Across the Lifespan

Semester 2, 2025 [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

Additional information

Additional information

Additional costs

Site visit guidelines

Disclaimer

On this page

Useful links