Outline

Overview

Students will extend and deepen their knowledge about the multifaceted communication and swallowing needs that occur for clients with complex impairments across the lifespan. They will also extend their knowledge of interprofessional care and demonstrate their knowledge of collaboration with individuals, colleagues and services. In these teams they will also consider ethical issues and apply their knowledge of advocating for the role of the speech pathologist as well as advance the skills of other professionals to provide safe, high quality and coordinated services for communication and swallowing needs.

Unit details and rules

Academic unit	Communication Sciences
Credit points	6
Prerequisites ?	CSCD5068 and CSCD5069 and CSCD5070 and CSCD5075
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Kate Short, kate.short@sydney.edu.au

Assessment

The census date for this unit availability is 13 March 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Presentation	Healthcare Collaboration Challenge - Sem 2 Students participate in the HCC day, date TBC, submission of work and peer marking	0%	Multiple weeks	1 day - see HCC Information in Sem 2	AI allowed
Outcomes assessed:
Written work	Reflection on a hearing case 500 word reflection on a hearing case, based on in-class discuss	0%	Week 01 Due date: 23 Feb 2026 at 23:59	500 words	AI allowed
Outcomes assessed:
Case studies	Case Snapshot Submitted work	50%	Week 02 Due date: 06 Mar 2026 at 23:00	1200 words	AI allowed
Outcomes assessed:
Presentation	Grand Rounds conference Oral presentation, slides, peer evaluation Slides due at 1pm, presentation 3pm	50%	Week 04 Due date: 20 Mar 2026 at 13:00	5 minutes, 8-10 slides	AI allowed
Outcomes assessed:
= hurdle task ? = group assignment ?

Assessment summary

Online, in-class reflection (0%)

Case snapshot (50%)

Hearing assessments (required activity)

Skills-based assessment (0%) - HCC day

Grand rounds (50%)

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.

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:

5% of the total available mark per day. Students should discuss any issues with the unit coordinator in the first instance. See information about the HCC for special consideration information.

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
-	Hearing Assessment - Groups Required task	Practical (3 hr)
Week 01	Interdisciplinary care and cleft lip and palate	Lecture (3 hr)
	Interdisciplinary care and cleft lip and palate	Tutorial (1 hr)
	Hearing workshop, discussion	Workshop (3 hr)
Week 02	Interdisciplinary care supporting communication and swallowing for adults with dementia and hearing loss	Tutorial (1 hr)
Week 02	Interdisciplinary care for adults with dementia, hearing loss, and feeding/swallowing concerns	Lecture (3 hr)
Week 03	Interdisciplinary care - trauma	Lecture (3 hr)
Week 03	Interdisciplinary care for children with complex presentations	Tutorial (1 hr)
Week 04	Ethics, lived experience and complex cases involving hearing	Workshop (3 hr)
	Grand round conference	Assessment (2 hr)
	Interdisciplinary care - adolescents, behaviour support and autism	Lecture (3 hr)
	Interdisciplinary care - adolescents, behaviour support and autism	Tutorial (1 hr)

Attendance and class requirements

Attendance: This unit is taught in the first four weeks of semester 1. Each week students will attend 3 hours of lectures and 2 hour of tutorials for 4 weeks, plus 3 hours of tutorial/workshops in weeks 1 and 4 regarding hearing and audiology.

You will also gain experience with regarding audiology to extend your skills in conducting hearing assessments in preparation for 3 hours of practical experience in a hearing diagnostic clinic in the SPEECH clinic on level 5 of the SWHB, Camperdown plus tutorial sessions and discussions

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

As these are complex cases specific research articles are provided for each complex case.

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. Identify and synthesise the multifaceted communication (including speech, language, hearing, fluency) and swallowing issues that occur for people with complex impairments (e. g. prenatal genetic disorder, progressive neurological disease, mental health difficulties)
LO2. Critically reflect on the range of issues facing people with complex communication and swallowing needs, and develop plans to support the needs of individuals and their support people, as well as community and service providers
LO3. Design an appropriate interdisciplinary team based on the client’s complex needs, demonstrating an understanding of the roles of different professionals and considering training for interdisciplinary team members relating to speech pathology practices for people with complex needs
LO4. Demonstrate a high standard of oral and written professional communication skills when collaborating and learning with peers, colleagues, and other interdisciplinary professionals
LO5. Create and deliver new knowledge on the importance of speech pathology practice in optimising communication or swallowing for people with complex needs, demonstrating culturally safe and responsive, evidence based, professional and ethical conduct
LO6. Demonstrate an ability to advocate for the role of the speech pathology profession with people with complex needs as well as their support people, community and service providers

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.b. We exercise informed ethical judgement consistent with the Speech Pathology Australia Code of Ethics. 1.2.b. We adhere to Speech Pathology Australia standards, policies and practice guidelines. 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. 2.7. Contribute to the speech pathology evidence base
	Speech Pathology Australia Professional Standards (2021) - 1.1.b. We exercise informed ethical judgement consistent with the Speech Pathology Australia Code of Ethics. 1.2.b. We adhere to Speech Pathology Australia standards, policies and practice guidelines. 1.4.c. We develop partnerships with individuals, communities, leaders and Elders to plan, develop, implement and monitor speech pathology practice. 2.5.b. We recognise limitations in the speech pathology evidence base relevant to our areas of practice. 3.4. Plan speech pathology intervention or service response
	Speech Pathology Australia Professional Standards (2021) - 1.4.c. We develop partnerships with individuals, communities, leaders and Elders to plan, develop, implement and monitor speech pathology 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. 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. 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. 3.4. Plan speech pathology intervention or service response
	Speech Pathology Australia Professional Standards (2021) - 1.2.b. We adhere to Speech Pathology Australia standards, policies and practice guidelines.
	Speech Pathology Australia Professional Standards (2021) - 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. 3.1. Develop shared understanding of speech pathology 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.
	Speech Pathology Australia Professional Standards (2021) - 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. 3.1. Develop shared understanding of speech pathology 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. 3.4. Plan speech pathology intervention or service response

Speech Pathology Australia Professional Standards (2021) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1.b		We exercise informed ethical judgement consistent with the Speech Pathology Australia Code of Ethics.
1.2.b		We adhere to Speech Pathology Australia standards, policies and practice guidelines.
1.4.c		We develop partnerships with individuals, communities, leaders and Elders to plan, develop, implement and monitor speech pathology 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.
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.
2.5.b		We recognise limitations in the speech pathology evidence base relevant to our areas of practice.
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.
2.7		Contribute to the speech pathology evidence base
3.1		Develop shared understanding of speech pathology
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.
3.4		Plan speech pathology intervention or service response

Responding to student feedback

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

The content and assignments remain broadly the same, with adjustments at the lecturer level around communication and minor adjustments to the requirements.

Additional information

Case-based materials and the Australian Privacy Legislation

In this unit-of-study you will be working with case study materials provided by real life clients and their families. The University has gained permission to use these materials in this unit of study. The Australian Government Privacy Act and Speech Pathology Australia Code of Ethics must be observed for each case and images that are shared with you in this unit. The act prohibits students from providing other people not enrolled in this unit of study, advertently or inadvertently with access to the materials e.g. by copying and sharing on web pages for future students, selling them in student notes, watching lecture recordings in open, public venues, discussing details of the case with friends and/or family members, etc.

Work, health and safety

As you may be working with clients in the Hearing Diagnostic Clinic all NSW Health Compliance requirments will need to have been verified to complete this unit of study.

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

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links

CSCD5071: Interdisciplinary Practice: Complex Cases

Semester 1a, 2026 [Block mode] - 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

Work, health and safety

Disclaimer

On this page

Useful links