Outline

Academic unit	Communication Sciences
Credit points	6
Prerequisites ?	CSCD5064 and CSCD5067
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	Brain anatomy, neurology, and physiology
Available to study abroad and exchange students	No

Coordinator	Elise Bogart, elise.bogart@sydney.edu.au

Type	Description	Weight	Due	Length	Use of AI
Written exam	Final Supervised Exam Short answer format: case-based, service-level provision.	40%	Formal exam period	2 hours	AI prohibited
Outcomes assessed:
Written work	Assignment 1 Aphasia/Cognition Assessment Plan	20%	Week 06 Due date: 02 Apr 2026 at 23:59	3 pages	AI allowed
Outcomes assessed:
Case studies	Group Assignment 2 Aphasia/Cognition report with management plan, video and reflection	40%	Week 11 Due date: 14 May 2026 at 23:59	5 pages; 2 x 3 minutes; 250 words	AI allowed
Outcomes assessed:
= group assignment ?

Result name	Mark range	Description
High distinction	85 - 100	A high distinction indicates work of an exceptional standard.
Distinction	75 - 84	A distinction indicates work of a very high standard.
Credit	65 - 74	A credit indicates work of a good standard.
Pass	50 - 64	A pass indicates work of an acceptable standard.
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

WK	Topic	Learning activity
Week 01	Bootcamp	Lecture (3 hr)
Week 02	Introduction to aphasia	Lecture (2 hr)
Introduction to aphasia	Tutorial (1 hr)
Week 03	Aphasia Assessment 1	Lecture (2 hr)
Aphasia Assessment 1	Tutorial (1 hr)
Week 04	Aphasia Assessment 2	Lecture (2 hr)
Aphasia Assessment 2	Tutorial (1 hr)
Week 05	Aphasia Treatment 1	Lecture (2 hr)
Aphasia Treatment 1	Tutorial (1 hr)
Week 06	Aphasia Treatment 2	Lecture (2 hr)
Aphasia Treatment 2	Tutorial (1 hr)
Week 07	Clinical Application in Aphasia	Lecture (2 hr)
Clinical Application in Aphasia	Tutorial (1 hr)
Week 08	Introduction to cognitive-communication disorders	Lecture (2 hr)
Introduction to cognitive-communication disorders	Tutorial (1 hr)
Week 09	Assessment for cognitive-communication disorders 1	Lecture (2 hr)
Assessment for cognitive-communication disorders 1	Tutorial (1 hr)
Week 10	Assessment for cognitive-communication disorders 2	Lecture (2 hr)
Assessment for cognitive-communication disorders 2	Tutorial (1 hr)
Week 11	Treatment for cognitive-communication disorders 1	Lecture (2 hr)
Treatment for cognitive-communication disorders 1	Tutorial (1 hr)
Week 12	Treatment for cognitive-communication disorders 2	Lecture (2 hr)
Treatment for cognitive-communication disorders 2	Tutorial (1 hr)
Week 13	Clinical Application in Cognitive-Communication Disorder	Lecture (2 hr)
Clinical Application in Cognitive-Communication Disorder	Tutorial (1 hr)

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. Analyse the causes and characteristics of neurogenic communication disorders and their consequences for individuals, families and communities
LO2. Integrate knowledge to develop safe, quality, evidence-based and person-centred assessments with services or people with possible neurogenic communication disorders
LO3. Critically interpret assessment results in relation to the needs of people with possible neurogenic communication disorders or services and report findings and recommendations to facilitate wellbeing, life participation and/or social inclusion.
LO4. Critique and integrate knowledge from a range of sources to create, implement and evaluate evidence-based intervention or service responses in partnership with services or people with neurogenic communication disorders and their families.
LO5. Ethically and effectively collaborate with a range of stakeholders to communicate assessment and intervention plans, provide rationales, develop recommendations and advocate for services, using tailored and accessible formats.

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) - 1.6. Consider the needs of individuals and communities in clinical decision-making and practice 1.6.a. We provide culturally safe and responsive services that acknowledge cultural and linguistic diversity in the communities and of the individuals we serve. 1.6.b. We adapt our practice to respond to the influence of personal history, culture, language and social background on optimising the communication and swallowing goals of individuals and communities. 1.6.c. We are guided by Aboriginal and Torres Strait Islander peoples and communities to respond to their shared identity as well as the differences in history, culture, language and traditions across nations, communities, families and individuals. 3.2. Assess communication and swallowing needs 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. 3.2.b. We use each contact with the individual and/or community to contribute to ongoing individual assessment or community needs assessment. 3.2.c. We assess and consider the communication and swallowing goals and needs of the individual and/or community with respect to • body structures and functions, and/or • performance and capacity in activities and participation • opportunities for prevention and promotion strategies and initiatives • facilitators and barriers in the social and physical environment. 3.2.d. We assess the needs of the individual, the individual’s community and/or the community in partnership with colleagues, other services and supports, and/or community members, leaders and Elders. 3.3. Interpret, diagnose and report on assessments 3.3.a. We use clinical reasoning to synthesise assessment findings and formulate a diagnosis or description. 3.3.b. We use evidence to inform our understanding of why a need exists and to identify factors that may contribute to possible outcomes. 3.3.c. We integrate the input of the individual, family and community members, leaders and Elders, other colleagues, other disciplines and organisations as needed.
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 1.1.a. We practise competently within the limits of our scope of practice. 1.1.b. We exercise informed ethical judgement consistent with the Speech Pathology Australia Code of Ethics. 1.1.c. We use evidence-based practice principles and processes. 1.1.d. We practise as autonomous professionals, using independent judgement in accordance with the profession’s knowledge base, Code of Ethics and our individual scope of practice. 1.1.e. We provide the individual, substitute decision makers or community with information on service options, their costs, evidence base and potential risks, benefits and outcomes to obtain informed consent. 1.1.f. We substantiate our decisions and take responsibility for our actions. 1.1.g. We monitor and maintain our health and well-being for safe and effective practice. 1.3. Provide safe and quality services 1.3.a. We use continuous improvement processes to guide systematic improvements to service safety and quality. 1.3.b. We identify, evaluate and manage risks that may result in damage, harm, liability or loss. 1.3.c. We use clinical governance frameworks to ensure safe and quality practice when we delegate tasks. 1.5.c. We gain informed consent from individuals, substitute decision-makers, family or extended family for information sharing and practice. 1.5.d. We maintain the confidentiality and privacy of individuals and communities in accordance with our professional duties and the law. 1.5.e. We recognise and respond when it is necessary to share information to safeguard individuals and the community in accordance with our professional duties and the law. 3.2. Assess communication and swallowing needs 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. 3.2.b. We use each contact with the individual and/or community to contribute to ongoing individual assessment or community needs assessment. 3.2.c. We assess and consider the communication and swallowing goals and needs of the individual and/or community with respect to • body structures and functions, and/or • performance and capacity in activities and participation • opportunities for prevention and promotion strategies and initiatives • facilitators and barriers in the social and physical environment. 3.2.d. We assess the needs of the individual, the individual’s community and/or the community in partnership with colleagues, other services and supports, and/or community members, leaders and Elders. 3.3. Interpret, diagnose and report on assessments 3.3.a. We use clinical reasoning to synthesise assessment findings and formulate a diagnosis or description. 3.3.b. We use evidence to inform our understanding of why a need exists and to identify factors that may contribute to possible outcomes. 3.3.c. We integrate the input of the individual, family and community members, leaders and Elders, other colleagues, other disciplines and organisations as needed.
	Speech Pathology Australia Professional Standards (2021) - 1.4. Collaborate with individuals, their supports, our colleagues and the community 1.4.a. We use person-centred, family-centred and community-centred approaches, as relevant to the context. 1.4.b. We engage in interprofessional collaborative practice to achieve respectful partnerships across disciplines and provide safe, high-quality, coordinated services. 1.4.c. We develop partnerships with individuals, communities, leaders and Elders to plan, develop, implement and monitor speech pathology practice. 1.4.d. We address conflict and respond to differences in perspectives in a proactive, respectful and timely manner. 1.5. Maintain high standards of communication, information sharing and record keeping 1.5.a. We use accurate, accessible communication to respond to the needs of individuals and communities in all circumstances. 1.5.b. We work with interpreters, translators and support workers, including cultural support workers, to facilitate service delivery for individuals and communities in their preferred language and mode of communication. 1.5.c. We gain informed consent from individuals, substitute decision-makers, family or extended family for information sharing and practice. 1.5.f. We maintain accurate, timely, complete and secure records of practice. 1.6. Consider the needs of individuals and communities in clinical decision-making and practice 1.6.a. We provide culturally safe and responsive services that acknowledge cultural and linguistic diversity in the communities and of the individuals we serve. 1.6.b. We adapt our practice to respond to the influence of personal history, culture, language and social background on optimising the communication and swallowing goals of individuals and communities. 1.6.c. We are guided by Aboriginal and Torres Strait Islander peoples and communities to respond to their shared identity as well as the differences in history, culture, language and traditions across nations, communities, families and individuals. 1.7. Advocate for optimal communication and swallowing 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. 1.7.b. We promote the human right to freedom of opinion and expression as stated in Article 19 of The Universal Declaration of Human Rights4 and Article 21 of The Convention on the Rights of Persons with Disabilities. 1.7.c. We partner with individuals and communities to advocate for the rights of all people to optimise their communication and swallowing. 1.7.d. We collaborate with those experiencing vulnerability and disadvantage, individuals and communities to advocate for speech pathology services. 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. 3.2. Assess communication and swallowing needs 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. 3.2.b. We use each contact with the individual and/or community to contribute to ongoing individual assessment or community needs assessment. 3.2.c. We assess and consider the communication and swallowing goals and needs of the individual and/or community with respect to • body structures and functions, and/or • performance and capacity in activities and participation • opportunities for prevention and promotion strategies and initiatives • facilitators and barriers in the social and physical environment. 3.2.d. We assess the needs of the individual, the individual’s community and/or the community in partnership with colleagues, other services and supports, and/or community members, leaders and Elders. 3.3. Interpret, diagnose and report on assessments 3.3.a. We use clinical reasoning to synthesise assessment findings and formulate a diagnosis or description. 3.3.b. We use evidence to inform our understanding of why a need exists and to identify factors that may contribute to possible outcomes. 3.3.c. We integrate the input of the individual, family and community members, leaders and Elders, other colleagues, other disciplines and organisations as needed. 3.4. Plan speech pathology intervention or service response 3.4.a. We identify communication and/or swallowing intervention or service response options relevant to the identified goals. 3.4.b. We design an intervention or service response plan informed by a range of options, such as • delivering individual, community, targeted, and/or universal/systemic intervention or service responses • developing the knowledge and skills of communication and mealtime partners within families, social networks, services and the community • implementing prevention and promotion strategies and initiatives • considering enablers and barriers in the social and/or physical environment • using a multidisciplinary, interdisciplinary, or transdisciplinary practice approach • delegating to and liaising with support workers • providing consultative support to other colleagues and services • providing face-to-face service delivery and synchronous and asynchronous telepractice • advocating for and implementing change in the social and physical environment, including political and systemic advocacy • working with services, community groups and organisations. 3.5.d. We provide counselling within the scope of the speech pathology role in relation to communication and swallowing and refer to other professionals as required.
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 1.1.a. We practise competently within the limits of our scope of practice. 1.1.b. We exercise informed ethical judgement consistent with the Speech Pathology Australia Code of Ethics. 1.1.c. We use evidence-based practice principles and processes. 1.1.d. We practise as autonomous professionals, using independent judgement in accordance with the profession’s knowledge base, Code of Ethics and our individual scope of practice. 1.1.e. We provide the individual, substitute decision makers or community with information on service options, their costs, evidence base and potential risks, benefits and outcomes to obtain informed consent. 1.1.f. We substantiate our decisions and take responsibility for our actions. 1.2. Comply with legislation, standards, policies and protocols 1.2.a. We comply with government legislation, regulations and codes of conduct. 1.2.b. We adhere to Speech Pathology Australia standards, policies and practice guidelines. 1.3. Provide safe and quality services 1.3.a. We use continuous improvement processes to guide systematic improvements to service safety and quality. 1.3.b. We identify, evaluate and manage risks that may result in damage, harm, liability or loss. 1.3.c. We use clinical governance frameworks to ensure safe and quality practice when we delegate tasks. 1.3.d. We benchmark our practice, processes and outcomes against practice guidelines and the performance of other services. 1.3.e. We contribute to evaluating service provision outcomes against service goals. 1.3.f. We contribute to a learning environment in which our colleagues and students feel safe and supported to develop their skills, innovate and practise new approaches. 1.3.g. We demonstrate digital literacy across practice areas and tasks. 1.4. Collaborate with individuals, their supports, our colleagues and the community 1.4.a. We use person-centred, family-centred and community-centred approaches, as relevant to the context. 1.4.b. We engage in interprofessional collaborative practice to achieve respectful partnerships across disciplines and provide safe, high-quality, coordinated services. 1.4.c. We develop partnerships with individuals, communities, leaders and Elders to plan, develop, implement and monitor speech pathology practice. 1.4.d. We address conflict and respond to differences in perspectives in a proactive, respectful and timely manner. 1.6. Consider the needs of individuals and communities in clinical decision-making and practice 1.6.a. We provide culturally safe and responsive services that acknowledge cultural and linguistic diversity in the communities and of the individuals we serve. 1.6.b. We adapt our practice to respond to the influence of personal history, culture, language and social background on optimising the communication and swallowing goals of individuals and communities. 1.6.c. We are guided by Aboriginal and Torres Strait Islander peoples and communities to respond to their shared identity as well as the differences in history, culture, language and traditions across nations, communities, families and individuals. 1.7. Advocate for optimal communication and swallowing 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. 1.7.b. We promote the human right to freedom of opinion and expression as stated in Article 19 of The Universal Declaration of Human Rights4 and Article 21 of The Convention on the Rights of Persons with Disabilities. 1.7.c. We partner with individuals and communities to advocate for the rights of all people to optimise their communication and swallowing. 1.7.d. We collaborate with those experiencing vulnerability and disadvantage, individuals and communities to advocate for speech pathology services. 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. 2.5. Acquire, critique and integrate knowledge from a range of sources 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. Engage in learning with colleagues, students and the community 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. 3.4. Plan speech pathology intervention or service response 3.4.a. We identify communication and/or swallowing intervention or service response options relevant to the identified goals. 3.4.b. We design an intervention or service response plan informed by a range of options, such as • delivering individual, community, targeted, and/or universal/systemic intervention or service responses • developing the knowledge and skills of communication and mealtime partners within families, social networks, services and the community • implementing prevention and promotion strategies and initiatives • considering enablers and barriers in the social and/or physical environment • using a multidisciplinary, interdisciplinary, or transdisciplinary practice approach • delegating to and liaising with support workers • providing consultative support to other colleagues and services • providing face-to-face service delivery and synchronous and asynchronous telepractice • advocating for and implementing change in the social and physical environment, including political and systemic advocacy • working with services, community groups and organisations. 3.4.c. We identify how intervention or service response outcomes will be measured. 3.4.d. We adjust plans over time informed by assessments, changing goals, current needs and outcomes of interventions or service responses. 3.5. Implement and evaluate intervention or service response 3.5.a. We implement the agreed intervention or service response that is responsive to the capability and progress of the individual or community. 3.5.b. We collect, record, analyse and share data to evaluate • the fidelity of the intervention or service response • the appropriateness of the goals, plans and approaches being used • the progress towards and acquisition of individual and community goals • the timing of and engagement with other services and supports as needed • when the intervention or service response will be complete. 3.5.c. We continually refine goals and modify the implementation of the intervention or service response to meet the needs of the individual or community. 3.5.d. We provide counselling within the scope of the speech pathology role in relation to communication and swallowing and refer to other professionals as required.
	Speech Pathology Australia Professional Standards (2021) - 1. Professional Conduct 1.1. Provide ethical and evidence-based practice 1.1.a. We practise competently within the limits of our scope of practice. 1.1.b. We exercise informed ethical judgement consistent with the Speech Pathology Australia Code of Ethics. 1.1.c. We use evidence-based practice principles and processes. 1.1.d. We practise as autonomous professionals, using independent judgement in accordance with the profession’s knowledge base, Code of Ethics and our individual scope of practice. 1.1.e. We provide the individual, substitute decision makers or community with information on service options, their costs, evidence base and potential risks, benefits and outcomes to obtain informed consent. 1.1.f. We substantiate our decisions and take responsibility for our actions. 1.4. Collaborate with individuals, their supports, our colleagues and the community 1.4.a. We use person-centred, family-centred and community-centred approaches, as relevant to the context. 1.4.b. We engage in interprofessional collaborative practice to achieve respectful partnerships across disciplines and provide safe, high-quality, coordinated services. 1.4.c. We develop partnerships with individuals, communities, leaders and Elders to plan, develop, implement and monitor speech pathology practice. 1.4.d. We address conflict and respond to differences in perspectives in a proactive, respectful and timely manner. 1.5. Maintain high standards of communication, information sharing and record keeping 1.5.a. We use accurate, accessible communication to respond to the needs of individuals and communities in all circumstances. 1.5.b. We work with interpreters, translators and support workers, including cultural support workers, to facilitate service delivery for individuals and communities in their preferred language and mode of communication. 1.5.c. We gain informed consent from individuals, substitute decision-makers, family or extended family for information sharing and practice. 1.5.d. We maintain the confidentiality and privacy of individuals and communities in accordance with our professional duties and the law. 1.5.e. We recognise and respond when it is necessary to share information to safeguard individuals and the community in accordance with our professional duties and the law. 1.5.f. We maintain accurate, timely, complete and secure records of practice. 1.6. Consider the needs of individuals and communities in clinical decision-making and practice 1.6.a. We provide culturally safe and responsive services that acknowledge cultural and linguistic diversity in the communities and of the individuals we serve. 1.6.b. We adapt our practice to respond to the influence of personal history, culture, language and social background on optimising the communication and swallowing goals of individuals and communities. 1.6.c. We are guided by Aboriginal and Torres Strait Islander peoples and communities to respond to their shared identity as well as the differences in history, culture, language and traditions across nations, communities, families and individuals. 1.7. Advocate for optimal communication and swallowing 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. 1.7.b. We promote the human right to freedom of opinion and expression as stated in Article 19 of The Universal Declaration of Human Rights4 and Article 21 of The Convention on the Rights of Persons with Disabilities. 1.7.c. We partner with individuals and communities to advocate for the rights of all people to optimise their communication and swallowing. 1.7.d. We collaborate with those experiencing vulnerability and disadvantage, individuals and communities to advocate for speech pathology services. 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. 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. 3.2.b. We use each contact with the individual and/or community to contribute to ongoing individual assessment or community needs assessment. 3.2.c. We assess and consider the communication and swallowing goals and needs of the individual and/or community with respect to • body structures and functions, and/or • performance and capacity in activities and participation • opportunities for prevention and promotion strategies and initiatives • facilitators and barriers in the social and physical environment. 3.2.d. We assess the needs of the individual, the individual’s community and/or the community in partnership with colleagues, other services and supports, and/or community members, leaders and Elders. 3.3.c. We integrate the input of the individual, family and community members, leaders and Elders, other colleagues, other disciplines and organisations as needed. 3.4.b. We design an intervention or service response plan informed by a range of options, such as • delivering individual, community, targeted, and/or universal/systemic intervention or service responses • developing the knowledge and skills of communication and mealtime partners within families, social networks, services and the community • implementing prevention and promotion strategies and initiatives • considering enablers and barriers in the social and/or physical environment • using a multidisciplinary, interdisciplinary, or transdisciplinary practice approach • delegating to and liaising with support workers • providing consultative support to other colleagues and services • providing face-to-face service delivery and synchronous and asynchronous telepractice • advocating for and implementing change in the social and physical environment, including political and systemic advocacy • working with services, community groups and organisations. 3.5.c. We continually refine goals and modify the implementation of the intervention or service response to meet the needs of the individual or community. 3.5.d. We provide counselling within the scope of the speech pathology role in relation to communication and swallowing and refer to other professionals as required.

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
2.2		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
3.2		Assess communication and swallowing needs
3.3		Interpret, diagnose and report on assessments
3.4		Plan speech pathology intervention or service response
3.5		Implement and evaluate intervention or service response

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

Additional information

Additional information

Disclaimer

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CSCD5075: Language 3: Aphasia and Cognition

Semester 1, 2026 [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

Additional information

Additional information

Disclaimer

On this page

Useful links