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Unit outline_

CSCD5064: Language 2: Literacy and Language

Semester 2 Early, 2020 [Normal day] - Cumberland, Sydney

This unit continues on from CSCD5060 Language 1 - Developmental Disorders and introduces students to spoken and written reading, learning and language impairments in school-aged children and adolescents. Students will learn the principles and practices for assessment, diagnosis, management planning and treatment of spoken and written reading, learning and language impairments for school-aged children (K-6) and adolescents (Grade 7-12) that occur as a result of a variety of aetiologies.

Unit details and rules

Academic unit Communication Sciences
Credit points 6
Prerequisites
? 
CSCD5060
Corequisites
? 
None
Prohibitions
? 
None
Assumed knowledge
? 

None

Available to study abroad and exchange students

No

Teaching staff

Coordinator Kimberley Docking, kimberley.docking@sydney.edu.au
Type Description Weight Due Length
Assignment group assignment Group school-based language program assignment part B
Written assignment
35% Formal exam period 6 pages
Online task Cultural competence modules 2 and 3
Competency assessment
0% Formal exam period 30 minutes
Outcomes assessed: LO14 LO15
Assignment Poster presentation for a classroom teacher workshop (individual)
Develop a conference poster targeting teachers
45% Week 08 1x PowerPoint slide with A2 dimensions
Assignment group assignment Group school-based language program assignment part A
Oral presentation
20% Week 12 15 minutes
Outcomes assessed: LO6 LO22 LO20 LO19 LO13 LO12 LO11 LO10 LO9 LO8 LO7
group assignment = group assignment ?

Assessment summary

  • Workshop poster: Students will develop a poster in PowerPoint for a classroom teacher workshop on language and literacy in school-age children.
  • Group presentation: Students are required to present a school-aged language program to their peers and the unit of study coordinator.
  • Group written assignment: Students are required to develop a 4-week school-based small group language program for a whole class of children or adolescents that will also include children identified at-risk for communication difficulties.
  • Cultural competence modules: Online modules to be completed via Canvas.

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 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:

All assessments tasks are compulsory and must be submitted to pass the unit of study. Assignments have a specific due date. The faculty specifies the following penalty for late assignment submissions. • If your assignment is submitted after the due date and time it will be considered a late submission. • 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. You are responsible for ensuring that your assignment is submitted on time. This includes planning to submit your assignment sufficiently before the time it is due. In the event that you have technical difficulties, you MUST email a copy of the assignment to the unit of study coordinator and continue to attempt to upload it. As long as the version you upload is identical to the one you emailed, a penalty will not be applied. All submitted assignments must be submitted via Canvas.

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.

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.

WK Topic Learning activity Learning outcomes
Week 02 UOS Introduction; Developmental Language Disorder (DLD): interaction of oral and written language; School-age language disorder: nature and impact Lecture (2 hr)  
Case-based: moving from oral to written language Tutorial (1 hr)  
Week 03 Models of reading and school-age literacy impairment Lecture (2 hr)  
Case-based: Identifying the impacts of DLD in school Tutorial (1 hr)  
Week 04 School-age language & literacy impairment: assessment and diagnosis Lecture (2 hr)  
Getting hands-on with school-age language assessments Tutorial (1 hr)  
Week 05 Adolescent language and literacy impairment Lecture (2 hr)  
Case based: Identifying impacts of DLD in high school context and beyond. Tutorial (1 hr)  
Week 06 Adolescent language and literacy impairment: assessment and diagnosis Lecture (2 hr)  
Getting hands-on with adolescent language assessments Tutorial (1 hr)  
Week 07 Intervention and models of service delivery 1 Lecture (2 hr)  
Management planning Tutorial (1 hr)  
Week 08 Intervention and models of service delivery 2 Lecture (2 hr)  
Management planning Tutorial (1 hr)  
Week 09 Speech Pathologist working schools: literacy and advocacy Lecture (2 hr)  
Presentation workshop for assessment 2: school-based language program Tutorial (1 hr)  
Week 10 CALD populations: considerations for assessment Lecture (2 hr)  
Practicalities of using assessments with CALD populations Tutorial (1 hr)  
Week 11 Working with high school students with communication and behavioural difficulties Lecture (2 hr)  
Case studies of high school students with communication and behavioural difficulties Tutorial (1 hr)  
Week 12 Group presentations: school-based language programs Lecture (2 hr)  
Group presentations: school-based language programs Tutorial (1 hr)  
Week 13 Childhood acquired brain injury and language disorders Lecture (2 hr)  
Case-based: childhood ABI and language Tutorial (1 hr)  

Attendance and class requirements

Lecture:           Wednesdays 9-11am (starting Week 2)               Online via Canvas

 

Tutorials:        

Group 1:           Wednesdays 2pm – 3pm                                   Online via Canvas                                    

Group 2:           Wednesdays 3pm – 4pm                                   Online via Canvas

Group 3:           Wednesdays 4pm – 5pm                                   Online via Canvas

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

The textbook for this Unit of Study is availbale as an eBook through the library:

  • Paul, R., Norbury, C., & Gosse, C. (2017). Language disorders from infancy through adolescence: Listening, speaking, reading, writing, and communicating (5th ed.). Maryland Heights, MO: Elsevier/Mosby.

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. 1.1 Consolidate knowledge of language and literacy development.
  • LO2. 1.2 Describe the nature and prognosis of literacy and language impairments in school-aged children and in adolescents, resulting from a range of aetiologies in this age group.
  • LO3. 1.3 Consider cognitive theories to inform the nature of the impairment and, where relevant, to determine aetiology, assessment and intervention for school-aged children and adolescents with language impairment.
  • LO4. 1.4 Identify assessment strategies for school-aged children and adolescents with suspected/diagnosed language impairments by: • considering the recommended E3BP (Evidence 3 Based Practice) for speech pathology practice in regards to this population • applying the ICF (WHO, 2001) to incorporate the diagnosis of impairment (body function and structure), the activity and participation of the individual, as well as the environmental and personal contextual factors, such as physical well-being, developmental and cognitive abilities, cultural and linguistic background, social circumstances, mental health status, educational or employment, significant others/caregivers, and other professionals
  • LO5. 1.5 Plan appropriate speech pathology intervention and service delivery for school-aged and adolescent populations across different workplace contexts, including the school community and acute and rehabilitation health settings, by considering the recommended E3BP and the ICF (WHO, 2001) for speech pathology practices in regards to this population.
  • LO6. 2.1 Develop assessment plans for the systematic evaluation and diagnosis of school-age and adolescents with language impairments.
  • LO7. 2.2 Develop management plans relating to management and treatment of school-age and adolescents with developmental language disorder.
  • LO8. 2.3 Demonstrate the ability to communicate with children with DLD, through suitable play-based activities and appropriate verbal therapeutic dialogue.
  • LO9. 2.4 Demonstrate family-centred and client-led speech pathology practices across a range of clinical settings and service delivery options by considering the impact of a range of environmental and personal contextual factors, such as physical well-being, developmental and cognitive abilities, cultural and linguistic background, social circumstances, mental health status, educational or employment, significant others/caregivers, and other professionals.
  • LO10. 2.5 Select and justify clinical procedures (e.g. assessments, goal setting, intervention) related to the child’s language/communication status, his/her cultural and social practices, family-centred practice and evidence-based practice.
  • LO11. 2.6 Exercise critical judgement in the interpretation of assessment results including selecting appropriate norms and health information considering normal communication development, determining gaps in information and integrating information from a range of sources.
  • LO12. 2.7 Use information technology to locate peer reviewed research evidence; locate and create clinical resources for children with DLD; and interact with public awareness resources about DLD (e.g., RADLD, twitter).
  • LO13. 2.8 Create innovative, engaging and culturally appropriate clinical resources for children with DLD.
  • LO14. 3.1 Develop knowledge of the recommended best practices for the provision of culturally competent and safe services to multilingual children with DLD.
  • LO15. 3.2 Develop awareness of cultural and linguistic difference in communication development in cultures relevant to the Australian context and differentiate this from DLD.
  • LO16. 4.1 List the health and education professionals that may be involved in working with children with DLD.
  • LO17. 4.2 Outline the issues, importance and impact of early brain development, screening, intervention and family centred practice on children with DLD within a broader community of practice.
  • LO18. 4.3 Demonstrate an understanding of the importance of appropriate advocacy for speech pathology services for school-aged children and adolescents with language impairment across a range of community and work place contexts, reflecting appreciation for the social, financial and environmental vulnerabilities that this population may be facing in their lives.
  • LO19. 5.1 Operate effectively and ethically as a team member for teaching/learning activities and assessment tasks.
  • LO20. 5.2 Learn to identify yourself as a speech pathologist when working in a variety of contexts including schools, clinics, teams with multiple disciplines, and other community contexts.
  • LO21. 6.1 List professional bodies, organisations (e.g. RADLD), and community activities through which SLPs can enhance public awareness of DLD in children, the prevalence and impact of SSD, and value of SLP intervention for school-aged children.
  • LO22. 7.1 Demonstrates the capacity to play a range of roles within a team including being a leader, and a valuable member of a team.

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
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

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

End of semester exam removed, and literacy quiz in Week 5 removed. Poster presentation assignment added to respond to more practical relevant assessment tasks.

Work, health and safety

Online delivery

Disclaimer

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