Outline

Overview

Communication is an essential factor for learning and good qualify life. Supporting the needs and development of individuals with communication challenges is central to the work of special educators. This unit examines a range of issues regarding human language and communication development with an emphasis on key theories, research and skills in communication assessment and interventions. Strategies that involve use of augmentative and alternative communication will be given specific consideration, along with the implications for individuals with autism and other complex support needs.

Unit details and rules

Unit code	EDPD5005
Academic unit	Education
Credit points	6
Prohibitions ?	None
Prerequisites ?	None
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Jessica Zanuttini, jessica.zanuttini@sydney.edu.au

Type	Description	Weight	Due	Length
Presentation	Communication strategy group presentation n/a	20%	Multiple weeks	1000 words
Outcomes assessed:
Assignment	Student profile with goals n/a	10%	Week 05	500 words
Outcomes assessed:
Creative assessment / demonstration	Designing a functional communication assessment n/a	30%	Week 07	2000 words
Outcomes assessed:
Assignment	Communication assessment with recommendations report n/a	40%	Week 13	2500 words
Outcomes assessed:
= group assignment ?

Assessment summary

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see sydney.edu.au/students/guide-to-grades

For more information see guide to grades.

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.

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.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

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.

Weekly schedule

WK	Topic	Learning activity
Week 01	1. Overview of course; 2. Defining speech, language, and communication	Seminar (2 hr)
Week 02	1. Typical language development; 2. Features of language disorders and communication impairments; 3. Language/communication development in the context of disability; 4. Pre-intentional and intentional behaviour	Seminar (2 hr)
Week 03	1. Identification and assessment of speech, language, and communication disorders; 2. Functional assessment of communication skills	Seminar (2 hr)
Week 04	1. Prioritising communication needs; 2. Writing individualised communication objectives; 3. Introduction to developing communication interventions	Seminar (2 hr)
Week 05	1. Completing assessment Task 1 - Student Profile with Goals	Seminar (2 hr)
Week 06	1. Planning for instruction; 2. Using systematic instructional approaches; 3. Introduction to promoting communication and literacy in school/community settings and links to the group presentations	Seminar (2 hr)
Week 07	Promoting communication and literacy in school/community settings: behaviour and self-determination	Seminar (2 hr)
Week 08	Promoting communication and literacy in school/community settings: social skills and sexuality	Seminar (2 hr)
Week 09	Promoting communication and literacy in school/community settings: academic instruction	Seminar (2 hr)
Week 10	Promoting communication and literacy in school/community settings: vocational preparation and transition	Seminar (2 hr)
Week 11	Promoting communication and literacy in school/community settings: Assistive Technology (AT)	Seminar (2 hr)
Week 12	1. Personalised planning to support communication needs; 2. Communication assessment with recommendations report	Seminar (2 hr)

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

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

Weekly readings are available through the Reading List tab 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. demonstrate the learning of a broad base of knowledge about models of communication, language and literacy development, including understanding the range of influences on language and communication development and social behaviour
LO2. demonstrate an understanding of both typical and atypical language development
LO3. demonstrate knowledge of the importance of identification, subsequent specific programming and general intervention for learners experiencing difficulties in communication and language learning
LO4. choose, implement, and interpret appropriate observational and functional assessment methods to determine students' communication skills and strategies
LO5. analyse syllabus outcomes/learning framework in planning and designing assessments for communication and language needs of learners with disabilities
LO6. design appropriate individual programs based on assessments, including the selection of appropriate strategies to enhance communication for learners with language and communication delays, difficulties and disorders, and sensory impairments
LO7. design and implement alternate and augmentative communication strategies, including visual communication systems, and assistive technologies
LO8. demonstrate skills and knowledge in reviewing, critiquing and synthesising professional literature, policy and information
LO9. apply knowledge, skills and values in accordance with appropriate aims and outcomes of the University of Sydney: Generic Attributes of Graduates policy.

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
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 1. Professional Knowledge: Standard 1 - Know students and how they learn 1.1. Physical, social and intellectual development and characteristics of students. 1.1.2. (Proficient) Use teaching strategies based on knowledge of students’ physical, social and intellectual development and characteristics to improve student learning. 1.2. Understand how students learn. 1.3. Students with diverse linguistic, cultural, religious and socioeconomic backgrounds.
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 1. Professional Knowledge: Standard 1 - Know students and how they learn 1.1. Physical, social and intellectual development and characteristics of students. 1.2. Understand how students learn. 1.3. Students with diverse linguistic, cultural, religious and socioeconomic backgrounds.
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 1.1. Physical, social and intellectual development and characteristics of students. 1.2. Understand how students learn. 1.3. Students with diverse linguistic, cultural, religious and socioeconomic backgrounds. 1.5. Differentiate teaching to meet the specific learning needs of students across the full range of abilities. 1.6. Strategies to support full participation of students with disability. 3.1. Establish challenging learning goals 3.4. Select and use resources 3.6. Evaluate and improve teaching programs 3.7. Engage parents / carers in the educative process 5.1. Assess student learning 5.4. Interpret student data
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 5.1. Assess student learning 5.1.2. (Proficient) Develop, select and use informal and formal, diagnostic, formative and summative assessment strategies to assess student learning. 5.1.3. (Highly Accomplished) Develop and apply a comprehensive range of assessment strategies to diagnose learning needs, comply with curriculum requirements and support colleagues to evaluate the effectiveness of their approaches to assessment. 5.2. Provide feedback to students on their learning 5.3. Make consistent and comparable judgements 5.4. Interpret student data 5.4.2. (Proficient) Use student assessment data to analyse and evaluate student understanding of subject/content, identifying interventions and modifying teaching practice. 5.5. Report on student achievement 5.5.2. (Proficient) Report clearly, accurately and respectfully to students and parents/carers about student achievement, making use of accurate and reliable records.
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 5.1. Assess student learning 5.1.2. (Proficient) Develop, select and use informal and formal, diagnostic, formative and summative assessment strategies to assess student learning. 5.3. Make consistent and comparable judgements 5.3.3. (Highly Accomplished) Organise assessment moderation activities that support consistent and comparable judgements of student learning.
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 1. Professional Knowledge: Standard 1 - Know students and how they learn 1.1. Physical, social and intellectual development and characteristics of students. 1.1.2. (Proficient) Use teaching strategies based on knowledge of students’ physical, social and intellectual development and characteristics to improve student learning. 1.1.3. (Highly Accomplished) Select from a flexible and effective repertoire of teaching strategies to suit the physical, social and intellectual development and characteristics of students. 1.2. Understand how students learn. 1.2.2. (Proficient) Structure teaching programs using research and collegial advice about how students learn. 1.3. Students with diverse linguistic, cultural, religious and socioeconomic backgrounds. 1.3.2. (Proficient) Design and implement teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. 1.6. Strategies to support full participation of students with disability. 1.6.2. (Proficient) Design and implement teaching activities that support the participation and learning of students with disability and address relevant policy and legislative requirements. 1.6.3. (Highly Accomplished) Work with colleagues to access specialist knowledge, and relevant policy and legislation, to develop teaching programs that support the participation and learning of students with disability. 3.1. Establish challenging learning goals 3.1.2. (Proficient) Set explicit, challenging and achievable learning goals for all students. 3.2. Plan, structure and sequence learning programs 3.2.2. (Proficient) Plan and implement well-structured learning and teaching programs or lesson sequences that engage students and promote learning. 3.3. Use teaching strategies 3.3.2. (Proficient) Select and use relevant teaching strategies to develop knowledge, skills, problem-solving, and critical and creative thinking. 3.4. Select and use resources 3.4.2. (Proficient) Select and/or create and use a range of resources, including ICT, to engage students in their learning. 5.1. Assess student learning 5.1.2. (Proficient) Develop, select and use informal and formal, diagnostic, formative and summative assessment strategies to assess student learning. 5.1.3. (Highly Accomplished) Develop and apply a comprehensive range of assessment strategies to diagnose learning needs, comply with curriculum requirements and support colleagues to evaluate the effectiveness of their approaches to assessment. 5.4. Interpret student data 5.4.2. (Proficient) Use student assessment data to analyse and evaluate student understanding of subject/content, identifying interventions and modifying teaching practice.
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 1.3. Students with diverse linguistic, cultural, religious and socioeconomic backgrounds. 1.3.2. (Proficient) Design and implement teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. 1.5. Differentiate teaching to meet the specific learning needs of students across the full range of abilities. 1.5.2. (Proficient) Develop teaching activities that incorporate differentiated strategies to meet the specific learning needs of students across the full range of abilities. 1.6. Strategies to support full participation of students with disability. 1.6.2. (Proficient) Design and implement teaching activities that support the participation and learning of students with disability and address relevant policy and legislative requirements. 2.6. Information and Communication Technology (ICT) 2.6.2. (Proficient) Use effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful. 3.4. Select and use resources 3.4.2. (Proficient) Select and/or create and use a range of resources, including ICT, to engage students in their learning.

Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1.2		(Proficient) Use teaching strategies based on knowledge of students’ physical, social and intellectual development and characteristics to improve student learning.
1.1.3		(Highly Accomplished) Select from a flexible and effective repertoire of teaching strategies to suit the physical, social and intellectual development and characteristics of students.
1.1.4		(Lead) Lead colleagues to select and develop teaching strategies to improve student learning using knowledge of the physical, social and intellectual development and characteristics of students.
1.2.2		(Proficient) Structure teaching programs using research and collegial advice about how students learn.
1.3.2		(Proficient) Design and implement teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
1.4.2		(Proficient) Design and implement effective teaching strategies that are responsive to the local community and cultural setting, linguistic background and histories of Aboriginal and Torres Strait Islander students.
1.5.3		(Highly Accomplished) Evaluate learning and teaching programs, using student assessment data, that are differentiated for the specific learning needs of students across the full range of abilities.
1.6.2		(Proficient) Design and implement teaching activities that support the participation and learning of students with disability and address relevant policy and legislative requirements.
2.3.2		(Proficient) Design and implement learning and teaching programs using knowledge of curriculum, assessment and reporting requirements.
2.5.2		(Proficient) Apply knowledge and understanding of effective teaching strategies to support students’ literacy and numeracy achievement.
2.5.3		(Highly Accomplished) Support colleagues to implement effective teaching strategies to improve students’ literacy and numeracy achievement.
2.6.2		(Proficient) Use effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful.
2.6.3		(Highly Accomplished) Model high-level teaching knowledge and skills, and work with colleagues to use current ICT to improve their teaching practice and make content relevant and meaningful.
3.1.2		(Proficient) Set explicit, challenging and achievable learning goals for all students.
3.2.2		(Proficient) Plan and implement well-structured learning and teaching programs or lesson sequences that engage students and promote learning.
3.2.3		(Highly Accomplished) Work with colleagues to plan, evaluate and modify learning and teaching programs to create productive learning environments that engage all students.
3.3.3		(Highly Accomplished) Support colleagues to select and apply effective teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking.
3.4.2		(Proficient) Select and/or create and use a range of resources, including ICT, to engage students in their learning.
3.5.2		(Proficient) Use effective verbal and non-verbal communication strategies to support student understanding, participation, engagement and achievement.
3.5.3		(Highly Accomplished) Assist colleagues in selecting a wide range of verbal and non-verbal communication strategies to support students’ understanding, engagement and achievement.
3.6.3		(Highly Accomplished) Work with colleagues to review current teaching and learning programs using student feedback, student assessment data, knowledge of curriculum and workplace practices.
4.3.2		(Proficient) Manage challenging behaviour by establishing and negotiating clear expectations with students, and address discipline issues promptly, fairly and respectfully.
4.3.3		(Highly Accomplished) Develop and share with colleagues a flexible repertoire of behaviour management strategies using expert knowledge and workplace experience.
5.1.2		(Proficient) Develop, select and use informal and formal, diagnostic, formative and summative assessment strategies to assess student learning.
5.1.3		(Highly Accomplished) Develop and apply a comprehensive range of assessment strategies to diagnose learning needs, comply with curriculum requirements and support colleagues to evaluate the effectiveness of their approaches to assessment.
5.2.3		(Highly Accomplished) Select from an effective range of strategies to provide targeted feedback based on informed and timely judgements of each student’s current needs in order to progress learning.
5.4.2		(Proficient) Use student assessment data to analyse and evaluate student understanding of subject/content, identifying interventions and modifying teaching practice.
5.4.3		(Highly Accomplished) Work with colleagues to use data from internal and external student assessments for evaluating learning and teaching, identifying interventions and modifying teaching practice.
6.2.4		(Lead) Initiate collaborative relationships to expand professional learning opportunities, engage in research, and provide quality opportunities and placements for pre-service teachers.

Responding to student feedback

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

EDPD5005 addresses the key construct of communication, yet if you do not communicate 'verbally' you are often not seen as a learner or participant in learning activities (e.g., they are 'non-verbal'). This underlying belief system for many teachers, and members of our community, has been a barrier to participants engaging in this unit. Hence the unit of study has undergone a number of changes to address these attitudinal barriers - enhancing the applied nature of its content, and drawing in issues around language development and role of language and communication at all levels of education. This iteration of the unit will draw a stronger link to language and students who experience difficulties in developing a robust language base. We look forward to your feedback on this version of the unit.

Additional information

Site visit guidelines

If you are undertaking professional experience/field education placement as part of your enrolment in this unit of study, please assess your specific needs and requirements for the safe and successful completion of an external placement within a host organisation. You will be given the opportunity to disclose any health issues that have a work health and safety significance before arranging a placement so that your safety, and the safety of others, can be properly assessed. The Professional Experience Coordinator/Field Education Manager will work to ensure that the workplace assignment to you is appropriate for your needs and requirements. If you are experiencing disability, and require reasonable adjustments to be arranged, please contact Disability Services as early as possible prior to commencing the internship. Please note, in all cases, and for the purpose of organising reasonable adjustments, only the impact and not the nature, of your disability will be disclosed to the host organisation.

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

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

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

Site visit guidelines

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

EDPD5005: Communication for Learning

Semester 1, 2021 [Normal day] - Remote

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

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

Site visit guidelines

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect