Outline

Overview

In this unit, students will learn about the range of hearing issues and the impact on communication needs across the lifespan. Students will learn how to investigate hearing loss and manage associated communication needs, working with a range of health professionals to provide intervention or service responses. The impact of hearing loss across culturally and linguistically diverse backgrounds will be explored, with a focus on working providing culturally safe and responsive services with Aboriginal families and communities.

Unit details and rules

Academic unit	Communication Sciences
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	Anatomy and neurology of the auditory system
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Sarah Nash, sarah.nash@sydney.edu.au
Lecturer(s)	Maree Doble, maree.doble@sydney.edu.au
Lecturer(s)	Isabelle Boisvert, isabelle.boisvert@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
Written work	Assignment Communication across the lifespan Written case study assignment addressing aural habilitation and speech pathology management for an individual across the lifespan.	35%	Formal exam period Due date: 21 Nov 2025 at 23:59	1500 words	AI allowed
Outcomes assessed:
Conversation	Audiology Management Plan Video recording of simulated conversation with the carer of an individual, discussing results and recommendations post-audiogram	25%	Week 04 Due date: 29 Aug 2025 at 23:59	3 minute video	AI allowed
Outcomes assessed:
Written work	Education & Service Plan for an Aboriginal Community Paired assignment: Written service level plan	30%	Week 08 Due date: 26 Sep 2025 at 23:59	1800 words	AI allowed
Outcomes assessed:
Conversation	Reflective dialogue Paired assignment: individual completion of NCCC Module 4, and 5 min paired audio recording of reflective dialogue	10%	Week 08 Due date: 26 Sep 2025 at 23:59	5 minute audio recording	AI allowed
Outcomes assessed:
= group assignment ?

Assessment summary

Video - Audiology Management Plan: Students create a video outlining a management plan for an individual with hearing loss.
Service Plan: Students work in pairs to create a service-level response to the needs of school-aged children in an Aboriginal community.
Reflective dialogue: Students must individually complete Cultural Competence Module #4 (from the NCCC), attain a completion certificate, and then working with their assignment pair, reflect together in an audio-recorded dialogue on how their learning impacted decisions made when creating their hypothetical service for the Service Plan assignment.
Hearing Loss across the Lifespan: Students read a case study, watch a video of a person with hearing loss and respond to questions relevant to that individual's journey across the lifespan and the role of the speech pathologist in supporting them at each stage.

Detailed information for each assessment can be found on Canvas.

Students must complete all tasks to pass this unit of study. Failure to complete all assessments will result in a Fail grade, regardless of the cumulative total of marks

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	Exceptional standard of work in the field of audiology and aural habilitation.
Distinction	75 - 84	High standard of work in the field of audiology and aural habilitation.
Credit	65 - 74	Good standard of work in the field of audiology and aural habilitation
Pass	50 - 64	Acceptable standard of work in the field of audiology and aural habilitation
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:

Assignments are due 11.59pm on the day outlined in Canvas. Submission after this time is deemed late. 5% is deducted from the mark for each day it is late. After 10 days the assignment is not marked. Any student unable to submit by the deadline should apply for Special Consideration. Further information can be found https://www.sydney.edu.au/policies/showdoc.aspx?recnum=PDOC2012/267&RendNum=0

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 01	Intro to Unit & Audiology Basics I	Lecture (2 hr)
Week 01	Audiology Tutorial I	Tutorial (1 hr)
Week 02	Audiology basics II	Lecture (2 hr)
Week 02	Audiology Tutorial II	Tutorial (1 hr)
Week 03	Audiology Basics III	Lecture (2 hr)
Week 03	Audiology tutorial III	Tutorial (1 hr)
Week 04	Aboriginal communities I	Lecture (2 hr)
Week 04	Aboriginal communities - managing HL	Tutorial (1 hr)
Week 05	Aboriginal communities II	Lecture (2 hr)
Week 05	Case studies - Culturally safe Aasessment	Tutorial (1 hr)
Week 06	Aboriginal communities III	Lecture (2 hr)
Week 06	Cultural safety & service delivery	Tutorial (1 hr)
Week 07	Managing Populations & Measuring Outcomes in Service-Level Interventions	Lecture (2 hr)
Week 07	Measuring outcomes: Service-level case studies	Tutorial (1 hr)
Week 08	Sensorineural HL diagnosis and early intervention	Lecture (2 hr)
Week 08	Impact of hearing loss I: speech perception	Tutorial (1 hr)
Week 09	Hearing loss and school aged children/teens	Lecture (2 hr)
Week 09	Writing sessions plans for children	Tutorial (1 hr)
Week 10	Evaluating progress	Lecture (2 hr)
Week 10	Case studies - making progress	Tutorial (1 hr)
Week 11	Consolidation: planning and managing intervention	Lecture (2 hr)
Week 11	Complex case studies	Tutorial (1 hr)
Week 12	Sensorineural HL - Adults	Lecture (2 hr)
Week 12	Case studies - adults	Tutorial (1 hr)
Week 13	Consolidation - hearing loss across the lifespan	Lecture (2 hr)
Week 13	Consolidation - case studies across the lifespan	Tutorial (1 hr)

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 through the Library eReserve, available on Canvas.

Welling, D. & Ukstins, C. (2017) Fundamentals of Audiology for the Speech-Language Pathologist (2nd Ed). Burlington, MA. Jones & Bartlett Learning.

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. Develop an understanding of ear conditions and communicate the characteristics of the hearing loss and its impact on the individual.
LO2. Demonstrate the ability to develop a plan for Aboriginal and non-Aboriginal children at an individual and service level within a multidisciplinary context.
LO3. Demonstrate culturally safe, responsive, and ethical practice within the context of people who are Deaf or have/may have a hearing loss.
LO4. Explain the factors impacting Aboriginal people with hearing loss, and apply culturally safe and appropriate practice with Aboriginal clients, their families, and their communities
LO5. Demonstrate an understanding of interprofessional collaborative practice when working with adults, and children who may have, or be at risk of hearing loss, at an individual and service level.
LO6. Use rigorous independent thinking in the assessment and future management of communication needs in the context of hearing loss across the lifespan.

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 1.4. 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 3.1. Develop shared understanding of speech pathology 3.2. Assess communication and swallowing needs 3.3. Interpret, diagnose and report on assessments
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 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 2.6. 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
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 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 3.3. 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 1.3. 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 2.6. 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
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 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 2.5. 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 3.3. Interpret, diagnose and report on assessments
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 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 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 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

Speech Pathology Australia Professional Standards (2021) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1		Provide ethical and evidence-based practice
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		Reflective practice and life-long learning
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
3.3		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.

In response to student feedback, the assignment instructions for all assignments have been reviewed.

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

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

CSCD5068: Audiology and Aural Habilitation

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

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