Outline

Overview

Students will acquire knowledge of theoretical and practical issues related to working with individuals with complex communication needs across the lifespan and in a variety of residential, educational, employment, and community settings. Students will learn about common developmental disabilities including cerebral palsy, intellectual disability, and autism spectrum disorders, their impact on communication and the use of augmentative and alternative communication systems. This unit prepares students to work in a collaborative team and apply a client-focused functional approach to assessment and intervention for people with complex communication needs.

Unit details and rules

Academic unit	Communication Sciences
Credit points	6
Prerequisites ?	CSCD1032
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Andy Smidt, andy.smidt@sydney.edu.au

Type	Description	Weight	Due	Length
Small test	Online Quizzes Quiz (adult/child)	10%	Multiple weeks	5 in class quizzes, ten minutes each
Outcomes assessed:
Online task	Peer feedback Students will provide feedback to peers using an online feedback form	5%	Week 06 Due date: 28 Mar 2023 at 10:00	During lecture in week 6
Outcomes assessed:
Assignment	Intervention resource Written handout, presentation or website and peer review	25%	Week 06 Due date: 02 Apr 2023 at 23:59	Max 700 words or ten minute recording
Outcomes assessed:
Assignment	Paediatric feeding assignment Assessment summary of a child with feeding difficulties	20%	Week 09 Due date: 30 Apr 2023 at 23:59	1000 words
Outcomes assessed:
Assignment	Case study Assignment Recorded presentation (adult/child) or written report	40%	Week 13 Due date: 28 May 2023 at 23:59	15 min rec presentation/3000 word report
Outcomes assessed:

Assessment summary

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

Online quizzes will take place during lectures in weeks 2, 4, 8, 10 and 12.
Intervention resource and peer feedback – will involve students creating an information resource for parents about one intervention approach. The resource could be flyer, powerpoint presentation or a webpage. Students will also review a peers resource and submit a reflection. Each student will present their resource during the class in week 6 and give feedback to 2-3 peers.
Week 8 Paediatric Feeding Assignment This task involves describing your assessment approach to a paediatric feeding case.
Week 13 Case Study Assignment This group or individual task has three options. Option 1 is to create a ten minute powerpoint presentation about a case study. Option 2 is to present a video role play explaining the case to a supervisor, Option 3 is to present the case in a written report format.

Assessment criteria

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

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

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

For more information see guide to grades.

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:

• If your assignment is submitted after the submission time on the due date it will be considered to have been submitted late. • For every calendar day up to and including ten calendar days after the due date, a penalty of 5% of the maximum awardable marks will be applied to late work. • The penalty will be calculated by first marking the work, and then subtracting 5% of the maximum awardable mark for each calendar day after the due date. • For work submitted more than ten calendar days after the due date a mark of zero will be awarded. The marker may elect to, but is not required to, provide feedback on such work. Any student unable to submit by the deadline should apply for Special Consideration. Further information can be found https://www.sydney.edu.au/policies/showdoc.aspx?recnum=PDOC2012/267&RendNum=0

Academic integrity

The 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.

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

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

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	Introduction to lifelong disability and AAC: What is disability	Lecture (2 hr)
Week 01	Quality of life and disability	Tutorial (1 hr)
Week 02	Frameworks and intentionality	Lecture (2 hr)
Week 02	Intentionality	Tutorial (1 hr)
Week 03	Assessment of people with disability	Lecture (2 hr)
Week 03	Observational assessment tools - practical session	Tutorial (1 hr)
Week 04	Introduction to goal setting	Lecture (2 hr)
Week 04	Goal setting practical session	Tutorial (1 hr)
Week 05	Introduction to intervention	Lecture (2 hr)
Week 05	Intervention tools practical session	Tutorial (1 hr)
Week 06	In class assessment feedback to peers	Project (2 hr)
Week 06	Hands on session: AAC	Tutorial (1 hr)
Week 07	Case based learning Client 1	Lecture and tutorial (3 hr)
Week 08	Case based learning Client 2	Lecture and tutorial (3 hr)
Week 09	Case based learning Client 3	Lecture and tutorial (3 hr)
Week 10	Case based learning Client 4	Lecture and tutorial (3 hr)
Week 11	Case based learning Client 5	Lecture and tutorial (3 hr)
Week 12	Case based learning Client 6	Lecture and tutorial (3 hr)
Week 13	Key Word Sign workshop	Lecture and tutorial (3 hr)

Attendance and class requirements

Attendance: Students are expected to attend all weekly lectures and 1 group tutorial each week. Tutorials are compulsory and 80% attendance is expected. Tutorials will provide essential activities in smaller groups to facilitate student learning. Students will be allocated to a tutorial group and provided with dates of each required tutorial in the first week of the semester.
Other requirements: For assignments, it is expected that students participate in their groups at agreed meeting times outside of scheduled lecture times, and that students share the task of completing the group assignment.
Preparation Each student will need to do approximately 2 hours of preparation per week prior to attending lectures. Lectures will be interactive and will consolidate the material to be prepared each week. Students who do not prepare adequately may find themselves at a disadvantage during lectures.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

All readings for this unit can be accessed on the Library Readings link available in the Canvas site for this unit.

REQUIRED textbook

Da Fonte, A & Boesch, M (2019) Effective Augmentative and Alternative Communication Practices: A handbook for School-Based Practitioners. Routledge

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. define the nature and incidence of common intellectual and physical disabilities with reference to the International Classification of Function, Disability and Health (ICF and ICF-CY) model and data published by the Australian Bureau of Statistics
LO2. identify the intentionality of a person’s communication from observations and case interview data
LO3. identify possible barriers to the participation of individuals and communities with lifelong disability, including those relating to policy, adopted practices and attitudes, knowledge, and skills
LO4. define the scope of practice for speech pathologists in interprofessional collaborations, working with individuals and communities with a disability who have communication and swallowing needs
LO5. select appropriate assessment tools for persons with a lifelong disability, including those with challenging behaviours
LO6. evaluate the level of evidence for a range of communication and swallowing/feeding interventions for people with lifelong disabilities, including persons with challenging behaviours
LO7. construct communication goals for persons with lifelong disability that are culturally responsive and include consideration of role of SLP within interprofessional practice
LO8. describe the features of a particular communication or swallowing disorder in accessible language, including the likely communication implications
LO9. explain in accessible language key intervention approaches for with lifelong disabilities and their communities and relate these to the ICF, participation model (Beukelman and Mirenda 2013), Communication Needs model (Light 1989) and Communicative Competence in AAC model (Light, Beukelman and Reichle, 2003)
LO10. Describe and compare features of aided and unaided AAC systems and recommend appropriate systems for people with lifelong disability dependent on their abilities, and preferences, funding issues, and cultural appropriateness
LO11. analyse the communication needs of a person with lifelong disability within the framework of ICF and the participation model
LO12. Demonstrate the ability to utilise a range of technology in creating resources for a person with lifelong disability
LO13. plan intervention and service delivery across various environments including communication partner training

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) - 2.5. Acquire, critique and integrate knowledge from a range of sources
	Speech Pathology Australia Professional Standards (2021) - 2.5. Acquire, critique and integrate knowledge from a range of sources 3.3. Interpret, diagnose and report on assessments
	Speech Pathology Australia Professional Standards (2021) - 2.5. Acquire, critique and integrate knowledge from a range of sources
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 1.4. Collaborate with individuals, their supports, our colleagues and the community 3.1. Develop shared understanding of speech pathology
	Speech Pathology Australia Professional Standards (2021) - 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 2.5. Acquire, critique and integrate knowledge from a range of sources 3.2. Assess communication and swallowing needs
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 2.5. Acquire, critique and integrate knowledge from a range of sources
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 1.2. Comply with legislation, standards, policies and protocols 1.4. Collaborate with individuals, their supports, our colleagues and the community 1.6. Consider the needs of individuals and communities in clinical decision-making and practice 1.7. Advocate for optimal communication and swallowing 2.5. Acquire, critique and integrate knowledge from a range of sources 3.1. Develop shared understanding of speech pathology 3.4. Plan speech pathology intervention or service response
	Speech Pathology Australia Professional Standards (2021) - 1.5. Maintain high standards of communication, information sharing and record keeping 2.5. Acquire, critique and integrate knowledge from a range of sources
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 1.5. Maintain high standards of communication, information sharing and record keeping 2.5. Acquire, critique and integrate knowledge from a range of sources 3.1. Develop shared understanding of speech pathology
	Speech Pathology Australia Professional Standards (2021) - 1.6. Consider the needs of individuals and communities in clinical decision-making and practice 2.5. Acquire, critique and integrate knowledge from a range of sources
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 1.2. Comply with legislation, standards, policies and protocols 1.4. Collaborate with individuals, their supports, our colleagues and the community 3.2. Assess communication and swallowing needs
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 1.2. Comply with legislation, standards, policies and protocols 1.4. Collaborate with individuals, their supports, our colleagues and the community 2.5. Acquire, critique and integrate knowledge from a range of sources 3.4. Plan speech pathology intervention or service response

Speech Pathology Australia Professional Standards (2021) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1		Provide ethical and evidence-based practice
1.2		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
2.5		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

Responding to student feedback

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

This unit has been revised following delivering the material online in 2020 due to COVID-19. There were many aspects of delivering the unit online that worked well, they have been retained. Other aspects that work better in face-to-face mode have been modified. There is a good combination of online material and interactive class material which should make for a rich learning experience for all.

Additional information

Sydney School of Health Sciences home page

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

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

CSCD3076: Lifelong Disability and AAC

Semester 1, 2023 [Normal day] - Camperdown/Darlington, Sydney

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

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect