Outline

Overview

DENT6041 Special Needs Dentistry I provides students with an opportunity to expand their understanding of preventive dentistry in more challenging clinical settings including in community settings for people with mild-moderate disability and residents in Residential Aged care Facilities (RACFs). Students will develop an improved understanding of the epidemiology, aetiology, pathogenesis, and preventive management strategies for dental disease, including caries, periodontal disease and oral cancer, appropriate to an early trainee in Special Needs Dentistry.

Unit details and rules

Academic unit	Discipline of Population Oral Health
Credit points	18
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Archana Pradhan, archana.pradhan@sydney.edu.au
Practitioner(s)	Avanti Karve, avanti.karve@sydney.edu.au
	Suma Sukumar, suma.sukumar@sydney.edu.au
	Archana Pradhan, archana.pradhan@sydney.edu.au
	Ying Gu, ying.gu1@sydney.edu.au

Assessment

The census date for this unit availability is 31 March 2025

Details
Criteria

Type	Description	Weight	Due	Length
Oral exam ?	Viva General questions for all topics covered in Sem 1 and submitted Case Report	30%	Formal exam period	1 hour
Outcomes assessed:
Small continuous assessment	Clinic sessions Continuous sessional assessment throughout semester	0%	Multiple weeks	Multiple weeks
Outcomes assessed:
Participation	Tutorial/Seminar/MDT Meetings Tutorial/Seminar/MDT Meetings	0%	Multiple weeks	Mulitple weeks
Outcomes assessed:
Assignment	Audit clinic logbook Audit clinic logbook	0%	Week 03 Due date: 14 Mar 2025 at 23:59	30 mins
Outcomes assessed:
Skills-based evaluation	Case presentation (oral) Case presentation of care of a patient with intellectual disability.	10%	Week 13 Due date: 29 May 2025 at 00:00	20 minutes
Outcomes assessed:
Assignment	Clinical Logbooks Record of clinical cases throughout the semester	30%	Week 13 Due date: 30 May 2025 at 23:59	Multiple weeks
Outcomes assessed:
Assignment	Case presentation Case presentation of care of a patient with intellectual disability	30%	Week 13 Due date: 30 May 2025 at 23:59	3000 words
Outcomes assessed:
Assignment	Self-reflection portfolio Reflective journal	0%	Week 13 Due date: 30 May 2025 at 23:59	30 mins
Outcomes assessed:
= hurdle task ? = AI allowed ? = early feedback task ?

Assessment summary

Clinic sessions: You will be assessed on attendance, professionalism/communication, clinical procedures performed and documentation.
Tutorial/Seminar/MDT Meetings: You will be assessed on attendance and participation.
Case presentation (written and oral): You will be assessed on case selection, diagnosis, treatment planning and prognosis.
Clinical Logbooks: You must hava a complete record of all the patients seen.
Self-reflection portfolio: This will be your reflective journal.
Final exam: The exam will be a viva that covers all topics covered in Sem 1) lectures, meetings and clinics) and submitted Case Report.

Assessment criteria

Result code	Result name	Mark range	Description
HD	High distinction	85 - 100	Awarded when you demonstrate the learning outcomes for the unit at an exceptional standard, as defined by grade descriptors or exemplars outlined by your faculty or school.
DI	Distinction	75 - 84	Awarded when you demonstrate the learning outcomes for the unit at a very high standard, as defined by grade descriptors or exemplars outlined by your faculty or school.
CR	Credit	65 - 74	Awarded when you demonstrate the learning outcomes for the unit at a good standard, as defined by grade descriptors or exemplars outlined by your faculty or school.
PS	Pass	50 - 64	Awarded when you demonstrate the learning outcomes for the unit at an acceptable standard, as defined by grade descriptors or exemplars outlined by your faculty or school.
FA	Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.
AF	Absent fail	0 - 49	When you haven’t completed all assessment tasks or met the attendance requirements.
CN	Cancelled	No mark	When your enrolment has been cancelled.
DC	Discontinued not to count as failure	No mark or 0	When you discontinue a unit under special circumstances (outlined in clause 92 of the Coursework Policy), after the relevant census date.
DF	Discontinue – fail	No mark or 0	When you discontinue a unit after the relevant census date but before the DF deadline, and you have not been granted a discontinuation under special circumstances.
FR	Failed requirements	No mark	When you don’t meet the learning outcomes to a satisfactory standard, for units which are marked as either Satisfied requirements or Failed requirements.
SR	Satisfied requirements	No mark	When you meet the learning outcomes to a satisfactory standard, for units which are marked as either Satisfied requirements or Failed requirements.
WD	Withdrawn	No mark	When you discontinue a unit before the relevant census date. WD grades do not appear on your academic transcript.
NE	Not examinable	No mark or 0	When you have exhausted your options to sit replacement exams or replacement assessment tests. An NE does not count as a fail on your transcript and won’t be included in your weighted average mark (WAM).

For more information see guide to grades.

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

Except for supervised exams or in-semester tests, you may use generative AI and automated writing tools in assessments unless expressly prohibited by your unit coordinator.

For exams and in-semester tests, the use of AI and automated writing tools is not allowed unless expressly permitted in the assessment instructions.

The icons in the assessment table above indicate whether AI is allowed – whether full AI, or only some AI (the latter is referred to as “AI restricted”). If no icon is shown, AI use is not permitted at all for the task. Refer to Canvas for full instructions on assessment tasks for this unit.

Your final submission must be your own, original work. You must acknowledge any use of automated writing tools or generative AI, and any material generated that you include in your final submission must be properly referenced. You may be required to submit generative AI inputs and outputs that you used during your assessment process, or drafts of your original work. Inappropriate use of generative AI is considered a breach of the Academic Integrity Policy and penalties may apply.

The Current Students website provides information on artificial intelligence in assessments. For help on how to correctly acknowledge the use of AI, please refer to the  AI in Education Canvas site.

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:

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.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

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 04	Overview of Special Needs Dentistry- Classification, consent	Presentation (1 hr)
Week 05	Intellectual and developmental disabilities: Down syndrome	Presentation (1 hr)
Week 06	Developmental disabilities: Cerebral Palsy, Autism Spectrum Disorder	Presentation (1 hr)
Week 07	Dental anxiety and dental phobia	Presentation (1 hr)
Week 08	Oral surgery considerations and special needs dentistry	Presentation (1 hr)
Week 08	Non-pharmacological behaviour management strategies	Presentation (1 hr)
Week 09	Brain Injury and stroke	Presentation (1 hr)
Week 10	Neurodegenerative Disease: Parkinson's disease, Multiple Sclerosis	Presentation (1 hr)
Week 11	Physical disabilities: musculoskeletal (arthritis, osteoporosis)	Presentation (1 hr)
Weekly	Disability	Placement (8 hr)
	Aged Care	Placement (8 hr)
	medically complex	Placement (16 hr)

Attendance and class requirements

Attendance: Attendance is a professional responsibility required of all students admitted to academic programs within the Sydney Dental School. All programs in the Sydney Dental School have a 90% attendance policy, for all compulsory components of Units of Study, as detailed in the Faculty of Dentistry Attendance Provisions 2015. This includes all clinical and practical sessions. The course requirements cannot be satisfied if more than 10% of any section of a course is missed for any reason.
Professionalism: Students in all Sydney Dental School programs are subject to the Faculty of Medicine and Health Professionalism Requirements 2019 and the Faculty of Medicine and Health Professionalism Provisions 2019. Professionalism is an essential component of developing competency to practice. It is important for students to demonstrate professional behaviour in all contexts and environments. In accordance with these local provisions: candidates who demonstrate serious or repeated unprofessional behaviour may be required to show cause as to why their enrolment should be continued. Failure to show cause may result in exclusion from the course.

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 18 credit point unit, this equates to roughly 360-450 hours of student effort in total.

Required readings

Medical problems in dentistry- Scully, Crispian: 2014

Handbook of Medical Problems in Dentistry- Scully, Crispian: 2016

A Practical Approach to Special Care in Dentistry- Pedro Diz Dios and Navdeep Kumar: 2022

Handbook of Dental Therapeutics- Leanne Teo, Geraldine Moses, Michael McCullough: 2024

Dental Therapeutic Guidelines Version 3

Dental journals: Special Care in Dentistry

'All readings for this unit can be accessed through the Library’s reading list system Leganto, available 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 need for and growth of the emerging specialty of SND
LO2. Apply theoretical knowledge in clinical settings to provide appropriate care to the wide range of patients with special needs in varying environments to cater for the patient’s unique circumstances: mild-moderate disability and residents in Residential Aged care Facilities (RACFs) involving multidisciplinary consultations.
LO3. Effectively communicate with patients, their family and carers, using appropriate language and methods of communication as required by people with cognitive, sensory and/or other communication impairments for meaningful interaction with people according to their specific needs, and obtain adequate medical and social history.
LO4. Explain the social, legal, ethical issues and demonstrate competency in assessing an individual’s capacity to consent and understand the role of the family, carers and the Office of the Public Advocate in assisted decision-making, and obtaining informed consent from patients, and for those who are unable to consent for themselves.
LO5. Explore barriers and facilitators to accessing oral health for people with disabilities - Demonstrate safe transfer techniques and appropriate aids where necessary, for people with disabilities
LO6. Have an awareness of your own culture and how you relate to Aboriginal and Torres Strait Islander communities, families and individuals.

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
	Professional competencies of the newly qualified dentist - 4. Health Promotion (covers health education and the promotion of health in the community) - On graduation a dentist must be able to: 5. Scientific and Clinical Knowledge (covers the underlying knowledge base required by dental practitioners) - On graduation a dentist must be able to: 6.1. Clinical Information Gathering (covers the collection and recording of information that is necessary and relevant) - On graduation a dentist must be able to: Special Needs Dentistry - 1.a. recognising the personal limitations and scope of the specialty and knowing when to refer or seek advice appropriately 1.d. understanding and applying the moral, cultural, ethical principles and legal responsibilities involved in the provision of specialist dental care to individual patients, to communities and populations 1.e. displaying appropriate professional behaviour and communication towards all members of the dental team and referring health practitioner/s 1.h. supporting the professional development and education for all members of the dental and/or health community, and 4.1.b. the scientific basis of dentistry including the relevant biological, medical and psychosocial sciences 5.2.a. providing oral health care to patients with special needs 5.2.e. advising other practitioners who are providing oral health care to patients with special needs, and 5.2.f. advocating for provisions of oral health services for patients with special needs.
	Special Needs Dentistry - 1. Professionalism - A graduate specialist is expected to be competent in the following, as relevant to the specialty: 1.a. recognising the personal limitations and scope of the specialty and knowing when to refer or seek advice appropriately 1.b. practising with personal and professional integrity, honesty and trustworthiness 1.c. providing patient-centred care, including selecting and prioritising treatment options that are compassionate and respectful of patients’ best interests, dignity and choices and which seek to improve community oral health 1.d. understanding and applying the moral, cultural, ethical principles and legal responsibilities involved in the provision of specialist dental care to individual patients, to communities and populations 1.e. displaying appropriate professional behaviour and communication towards all members of the dental team and referring health practitioner/s 1.f. understanding and applying legislation including that related to record-keeping 2. Communication and social skills - A graduate specialist is expected to be competent in the following, as relevant to the specialty: 2.a. identifying and understanding a patient’s, or their parent’s, guardian’s or carer’s expectations, desires and attitudes when planning and delivering specialist treatment 2.b. communicating effectively with patients, their families, relatives and carers in a manner that takes into account factors such as their age, intellectual development, social and cultural background 2.c. use of technological and telecommunication aids in planning and delivering specialist treatment 2.d. communicating effectively in all forms of health and legal reporting, and 2.e. interpreting and communicating knowledge, skills and ideas. 3. Critical thinking - A graduate specialist is expected to be competent in the following, as relevant to the specialty: 3.a. critically evaluating scientific research and literature, products and techniques to inform evidence-based specialist practice, and 3.b. synthesising complex information, problems, concepts and theories. 4. Scientific and clinical knowledge 4.1. Generic - A graduate specialist is expected to be competent in the following areas of knowledge, as relevant to the specialty: 4.1.d. the range of investigative, technical and clinical procedures, and 4.1.e. management and treatment planning with multidisciplinary engagement for complex cases, including compromised patients. 4.2. Specific - A graduate specialist is expected to be competent in the following areas of knowledge, as relevant to the specialty: 4.2.a. guardianship, fostering and medical power of attorney 4.2.b. complex medical, psychological and physical conditions 4.2.c. assessment and management of orofacial pain 4.2.d. the application of psychological development and behavioural management techniques 4.2.e. the principles and application of pharmacology, and 4.2.f. the appropriate use of sedation and anaesthetic techniques. 5. Patient care 5.1. Generic - A graduate specialist is expected to be competent in the following, as relevant to the specialty: 5.1.a. applying decision-making, clinical reasoning and judgement to develop a comprehensive diagnosis and treatment plan by interpreting and correlating findings from the history, clinical examinations, imaging and other diagnostic tests 5.1.b. managing complex cases, including compromised patients with multidisciplinary management, and 5.1.c. managing complications. 5.2. Specific - A graduate specialist is expected to be competent in the following, as relevant to the specialty: 5.2.a. providing oral health care to patients with special needs 5.2.b. applying psychological and behaviour modification techniques 5.2.c. identifying the need for sedation and/or general anaesthesia 5.2.d. assessing and managing orofacial pain 5.2.e. advising other practitioners who are providing oral health care to patients with special needs, and 5.2.f. advocating for provisions of oral health services for patients with special needs.
	Special Needs Dentistry - 1. Professionalism - A graduate specialist is expected to be competent in the following, as relevant to the specialty: 1.a. recognising the personal limitations and scope of the specialty and knowing when to refer or seek advice appropriately 1.b. practising with personal and professional integrity, honesty and trustworthiness 1.e. displaying appropriate professional behaviour and communication towards all members of the dental team and referring health practitioner/s 1.i. demonstrating leadership in the profession. 2.b. communicating effectively with patients, their families, relatives and carers in a manner that takes into account factors such as their age, intellectual development, social and cultural background 2.c. use of technological and telecommunication aids in planning and delivering specialist treatment 2.e. interpreting and communicating knowledge, skills and ideas. 5.2.a. providing oral health care to patients with special needs 5.2.e. advising other practitioners who are providing oral health care to patients with special needs, and 5.2.f. advocating for provisions of oral health services for patients with special needs.
	Special Needs Dentistry - 1.b. practising with personal and professional integrity, honesty and trustworthiness 1.d. understanding and applying the moral, cultural, ethical principles and legal responsibilities involved in the provision of specialist dental care to individual patients, to communities and populations 1.f. understanding and applying legislation including that related to record-keeping 2.b. communicating effectively with patients, their families, relatives and carers in a manner that takes into account factors such as their age, intellectual development, social and cultural background 2.c. use of technological and telecommunication aids in planning and delivering specialist treatment 2.d. communicating effectively in all forms of health and legal reporting, and 2.e. interpreting and communicating knowledge, skills and ideas. 4.2.a. guardianship, fostering and medical power of attorney
	Special Needs Dentistry - 1.c. providing patient-centred care, including selecting and prioritising treatment options that are compassionate and respectful of patients’ best interests, dignity and choices and which seek to improve community oral health 5. Patient care
	Special Needs Dentistry - 1. Professionalism - A graduate specialist is expected to be competent in the following, as relevant to the specialty: 1.b. practising with personal and professional integrity, honesty and trustworthiness 1.d. understanding and applying the moral, cultural, ethical principles and legal responsibilities involved in the provision of specialist dental care to individual patients, to communities and populations 1.e. displaying appropriate professional behaviour and communication towards all members of the dental team and referring health practitioner/s 1.i. demonstrating leadership in the profession. 2. Communication and social skills - A graduate specialist is expected to be competent in the following, as relevant to the specialty: 2.a. identifying and understanding a patient’s, or their parent’s, guardian’s or carer’s expectations, desires and attitudes when planning and delivering specialist treatment 2.b. communicating effectively with patients, their families, relatives and carers in a manner that takes into account factors such as their age, intellectual development, social and cultural background 2.d. communicating effectively in all forms of health and legal reporting, and 2.e. interpreting and communicating knowledge, skills and ideas. 5. Patient care 5.2.b. applying psychological and behaviour modification techniques

Special Needs Dentistry -

Competency code	Taught, Practiced or Assessed	Competency standard
1		Professionalism - A graduate specialist is expected to be competent in the following, as relevant to the specialty:
1.a		recognising the personal limitations and scope of the specialty and knowing when to refer or seek advice appropriately
1.b		practising with personal and professional integrity, honesty and trustworthiness
1.c		providing patient-centred care, including selecting and prioritising treatment options that are compassionate and respectful of patients’ best interests, dignity and choices and which seek to improve community oral health
1.d		understanding and applying the moral, cultural, ethical principles and legal responsibilities involved in the provision of specialist dental care to individual patients, to communities and populations
1.e		displaying appropriate professional behaviour and communication towards all members of the dental team and referring health practitioner/s
1.f		understanding and applying legislation including that related to record-keeping
1.g		demonstrating specialist professional growth and development through research and learning
1.h		supporting the professional development and education for all members of the dental and/or health community, and
1.i		demonstrating leadership in the profession.
2		Communication and social skills - A graduate specialist is expected to be competent in the following, as relevant to the specialty:
2.a		identifying and understanding a patient’s, or their parent’s, guardian’s or carer’s expectations, desires and attitudes when planning and delivering specialist treatment
2.b		communicating effectively with patients, their families, relatives and carers in a manner that takes into account factors such as their age, intellectual development, social and cultural background
2.c		use of technological and telecommunication aids in planning and delivering specialist treatment
2.d		communicating effectively in all forms of health and legal reporting, and
2.e		interpreting and communicating knowledge, skills and ideas.
3		Critical thinking - A graduate specialist is expected to be competent in the following, as relevant to the specialty:
3.a		critically evaluating scientific research and literature, products and techniques to inform evidence-based specialist practice, and
3.b		synthesising complex information, problems, concepts and theories.
4		Scientific and clinical knowledge
4.1		Generic - A graduate specialist is expected to be competent in the following areas of knowledge, as relevant to the specialty:
4.1.a		historical and contemporary literature
4.1.b		the scientific basis of dentistry including the relevant biological, medical and psychosocial sciences
4.1.c		development, anatomy, physiology and pathology of hard and soft tissues of the head and neck
4.1.d		the range of investigative, technical and clinical procedures, and
4.1.e		management and treatment planning with multidisciplinary engagement for complex cases, including compromised patients.
4.2		Specific - A graduate specialist is expected to be competent in the following areas of knowledge, as relevant to the specialty:
4.2.a		guardianship, fostering and medical power of attorney
4.2.b		complex medical, psychological and physical conditions
4.2.c		assessment and management of orofacial pain
4.2.d		the application of psychological development and behavioural management techniques
4.2.e		the principles and application of pharmacology, and
4.2.f		the appropriate use of sedation and anaesthetic techniques.
5		Patient care
5.1		Generic - A graduate specialist is expected to be competent in the following, as relevant to the specialty:
5.1.a		applying decision-making, clinical reasoning and judgement to develop a comprehensive diagnosis and treatment plan by interpreting and correlating findings from the history, clinical examinations, imaging and other diagnostic tests
5.1.b		managing complex cases, including compromised patients with multidisciplinary management, and
5.1.c		managing complications.
5.2		Specific - A graduate specialist is expected to be competent in the following, as relevant to the specialty:
5.2.a		providing oral health care to patients with special needs
5.2.b		applying psychological and behaviour modification techniques
5.2.c		identifying the need for sedation and/or general anaesthesia
5.2.d		assessing and managing orofacial pain
5.2.e		advising other practitioners who are providing oral health care to patients with special needs, and
5.2.f		advocating for provisions of oral health services for patients with special needs.

Responding to student feedback

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

This is the first time this unit has been offered.

Additional information

Work, health and safety

Students must comply with work health and safety, infection control and dress standard policies of all laboratories, placement sites and Local Health Districts (LHDs). Students must have valid Working with children check NDIS worker check.

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) and automated writing tools

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

DENT6041: Special Needs Dentistry I

Semester 1, 2025 [Normal day] - Westmead, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

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

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