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Unit outline_

CSCD5068: Audiology and Aural Habilitation

Semester 1, 2021 [Normal day] - Remote

In this unit students will learn about the different varieties of hearing impairment. Students will understand the impact of hearing impairment on communication and learn how to investigate and manage these types of communication impairments. The impact of hearing loss across different culturally and linguistically diverse backgrounds with a focus on Aboriginal families will also be explored.

Unit details and rules

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

Anatomy and neurology of the auditory system

Available to study abroad and exchange students

No

Teaching staff

Coordinator Maree Doble, maree.doble@sydney.edu.au
Type Description Weight Due Length
Tutorial quiz Online Quiz
Child/Adult
20% Week 05 60 minutes
Outcomes assessed: LO1 LO4 LO3 LO2
Assignment group assignment Case Based Aboriginal Assignment
Child
40% Week 11 1500 words
Outcomes assessed: LO3 LO6 LO7 LO8
Online task hurdle task Cultural competence module #4
Child/Adult
0% Week 13 30 minutes
Outcomes assessed: LO6
Assignment Assignment Case Studies
Child & Adult
40% Week 13 1500 words
Outcomes assessed: LO1 LO3 LO4 LO5 LO8 LO9
hurdle task = hurdle task ?
group assignment = group assignment ?

Assessment summary

  • Quiz: Students will complete an in-class quiz of multiple choice and short answer questions.
  • Case-based assignment: Students will work in pairs to complete this case-based assignment, where the task is to reduce hearing loss and improve communication outcomes in an aboriginal controlled Community Health Centre.
  • Assignment: Students will be provided with case studies with several short answer questions relating to each of them. Cases will focus on integration of information on hearing impairment for clients from a range of cultural contexts and ages.

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

Exceptional standard of work in the field of audiology and aural habilitation. 

Distinction

75 - 84

High standard of work in the field of audiology and aural habilitation. 

Credit

65 - 74

Good standard of work in the field of audiology and aural habilitation

Pass

50 - 64

Acceptable standard of work in the field of audiology and aural habilitation

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.

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 01 Bootcamp Lecture (2 hr)  
Week 02 Intro to Unit & Audiology Basics I Lecture (2 hr) LO1 LO3 LO4 LO8
Audiology Tutorial I Tutorial (1 hr) LO1 LO3 LO4 LO8
Week 03 Audiology basics II Lecture (2 hr) LO1 LO3 LO4 LO8
Audiology Tutorial II Tutorial (1 hr) LO1 LO3 LO4 LO8
Week 04 Audiology Basics III Lecture (2 hr) LO1 LO3 LO4
Audiology tutorial III Tutorial (1 hr) LO1 LO3 LO4
Week 05 Aboriginal communities I Lecture (2 hr) LO3 LO5 LO6 LO9
Aboriginal communities - managing HL Tutorial (1 hr) LO3 LO5 LO8
Week 06 Aboriginal communities II Lecture (2 hr) LO3 LO6 LO9
Cultural safety Tutorial (1 hr) LO8
Week 07 Aboriginal communities III Lecture (2 hr) LO4 LO8 LO9
Case studies - Assessment of Aboriginal children Tutorial (1 hr) LO3 LO6 LO9
Week 08 Sensorineural HL diagnosis and early intervention Lecture (2 hr) LO1 LO5 LO8
Impact of hearing loss I Tutorial (1 hr) LO3 LO5 LO8 LO9
Week 09 Impact of hearing loss II Lecture (2 hr) LO3 LO8 LO9
Impact of hearing loss - case studies Tutorial (1 hr) LO3 LO5 LO8 LO9
Week 10 Sensorineural HL - School aged Lecture (2 hr) LO5 LO8
Case studies - school aged children Tutorial (1 hr) LO8 LO9
Week 11 Making progress Lecture (2 hr) LO5 LO8 LO9
Case studies - making progress Tutorial (1 hr) LO5 LO8 LO9
Week 12 Sensorineural HL - Adults Lecture (2 hr) LO3 LO8 LO9
Case studies - adults Tutorial (1 hr) LO3 LO5 LO8 LO9
TBAd Tutorial (1 hr)  
Week 13 Therapy masterclass & exam prep Lecture (2 hr)  

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 through the Library eReserve, available on Canvas.

  • Welling, D. & Ukstins, C. (2013) Fundementals of Audiology for the Speech-Langauge Pathologist. Burlington, MA. Jones & Bartlett Learning.

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. Develop an understanding of ear diseases and identify the hearing impairment including the degree, severity, type, and configuration of the hearing loss
  • LO2. Understanding assessment results and develop appropriate management plans to improve communication ability in Aboriginal and non-Aboriginal clients with hearing loss.
  • LO3. Demonstrate the ability to analyse and explain audiological results (degree of loss, type, configuration, and the implications) in a way that is easily understood for Aboriginal and non-Aboriginal children for professional practice
  • LO4. Use audiological equipment to conduct hearing assessments and interpret the results, and contrast hearing device options
  • LO5. Demonstrate generic professional competencies of ethical management of cases, and professionalism
  • LO6. Understand the factors impacting Aboriginal people with hearing loss, and apply culturally safe and appropriate practice with Aboriginal clients and their families
  • LO7. Apply culturally appropriate practice with clients with hearing loss and communication impairments from non-dominant cultural contexts.
  • LO8. Demonstrate an understanding of the scope of other professionals in the management of children with hearing loss
  • LO9. Use rigorous independent thinking before diagnosing a hearing or communication problem, and hypothesise possible communication impairment and future management as a result of different types and degrees of hearing loss.

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

Alignment with Competency standards

Outcomes Competency standards
LO1
Competency-based Occupational Standards for Speech Pathologists - SPA
1.2. Identify the communication and/or swallowing conditions requiring investigation and use the best available scientific and clinical evidence to determine the most suitable assessment procedures in partnership with the client.
2.1. Analyse and interpret speech pathology assessment data.
2.2. Identify gaps in information required to understand the client’s communication and swallowing issues and seek information to fill those gaps.
2.3. Determine the basis for or diagnosis of the communication and/or swallowing condition and determine the possible outcomes.
2.4. Report on analysis and interpretation.
LO2
Competency-based Occupational Standards for Speech Pathologists - SPA
2.1. Analyse and interpret speech pathology assessment data.
2.2. Identify gaps in information required to understand the client’s communication and swallowing issues and seek information to fill those gaps.
2.3. Determine the basis for or diagnosis of the communication and/or swallowing condition and determine the possible outcomes.
2.4. Report on analysis and interpretation.
2.5. Provide feedback on results of interpreted speech pathology assessments to the client and/or significant others and referral sources, and discuss management.
3.1. Use integrated and interpreted information (outlined in Unit 2) relevant to the communication and/or swallowing condition, and/or the service provider’s policies and priorities to plan evidence-based speech pathology practice.
3.2. Seek additional information required to plan evidence-based speech pathology practice.
LO3
Competency-based Occupational Standards for Speech Pathologists - SPA
2.1. Analyse and interpret speech pathology assessment data.
2.2. Identify gaps in information required to understand the client’s communication and swallowing issues and seek information to fill those gaps.
2.3. Determine the basis for or diagnosis of the communication and/or swallowing condition and determine the possible outcomes.
2.4. Report on analysis and interpretation.
2.5. Provide feedback on results of interpreted speech pathology assessments to the client and/or significant others and referral sources, and discuss management.
LO4
Competency-based Occupational Standards for Speech Pathologists - SPA
2.4. Report on analysis and interpretation.
2.5. Provide feedback on results of interpreted speech pathology assessments to the client and/or significant others and referral sources, and discuss management.
LO5
Competency-based Occupational Standards for Speech Pathologists - SPA
5.6. Adhere to professionally accepted scientific principles in work practices.
7.1. Uphold the Speech Pathology Australia Code of Ethics and work within all the relevant legislation and legal constraints, including medico-legal responsibilities.
LO6
Competency-based Occupational Standards for Speech Pathologists - SPA
1.1. Investigate and document the client’s communication and/or swallowing condition and explore the primary concerns of the client.
1.2. Identify the communication and/or swallowing conditions requiring investigation and use the best available scientific and clinical evidence to determine the most suitable assessment procedures in partnership with the client.
2.1. Analyse and interpret speech pathology assessment data.
2.2. Identify gaps in information required to understand the client’s communication and swallowing issues and seek information to fill those gaps.
2.3. Determine the basis for or diagnosis of the communication and/or swallowing condition and determine the possible outcomes.
2.4. Report on analysis and interpretation.
2.5. Provide feedback on results of interpreted speech pathology assessments to the client and/or significant others and referral sources, and discuss management.
LO7
Competency-based Occupational Standards for Speech Pathologists - SPA
2.5. Provide feedback on results of interpreted speech pathology assessments to the client and/or significant others and referral sources, and discuss management.
3.1. Use integrated and interpreted information (outlined in Unit 2) relevant to the communication and/or swallowing condition, and/or the service provider’s policies and priorities to plan evidence-based speech pathology practice.
3.2. Seek additional information required to plan evidence-based speech pathology practice.
3.3. Discuss long-term outcomes and collaborate with the client and/or significant others to decide whether or not speech pathology strategies are suitable and/or required.
3.4. Establish goals for intervention in collaboration with the client and significant others.
3.5. Select an evidence-based speech pathology approach or intervention in collaboration with the client and significant others.
3.6. Define roles and responsibilities for the management of the client’s swallowing and/ or communication condition.
4.1. Establish rapport and facilitate participation in speech pathology intervention.
4.6. Undertake preventative, educational and/or promotional projects or programs on speech pathology and other related topics as part of a team with other professionals.
LO8
Competency-based Occupational Standards for Speech Pathologists - SPA
3.2. Seek additional information required to plan evidence-based speech pathology practice.
3.6. Define roles and responsibilities for the management of the client’s swallowing and/ or communication condition.
4.6. Undertake preventative, educational and/or promotional projects or programs on speech pathology and other related topics as part of a team with other professionals.
6.1. Develop, contribute to, and maintain professional and team based relationships in practice contexts.
6.2. Demonstrate an understanding of the principles and practices of supervision applied to allied health/teaching assistants and in parent/caregiver education programs.
7.2. Participate in professional development and continually reflect on practice.
7.3. Demonstrate an awareness of formal and informal networks for professional development and support.
LO9
Competency-based Occupational Standards for Speech Pathologists - SPA
1.1. Investigate and document the client’s communication and/or swallowing condition and explore the primary concerns of the client.
1.2. Identify the communication and/or swallowing conditions requiring investigation and use the best available scientific and clinical evidence to determine the most suitable assessment procedures in partnership with the client.
2.2. Identify gaps in information required to understand the client’s communication and swallowing issues and seek information to fill those gaps.
2.3. Determine the basis for or diagnosis of the communication and/or swallowing condition and determine the possible outcomes.
3.1. Use integrated and interpreted information (outlined in Unit 2) relevant to the communication and/or swallowing condition, and/or the service provider’s policies and priorities to plan evidence-based speech pathology practice.
3.2. Seek additional information required to plan evidence-based speech pathology practice.
3.3. Discuss long-term outcomes and collaborate with the client and/or significant others to decide whether or not speech pathology strategies are suitable and/or required.
3.5. Select an evidence-based speech pathology approach or intervention in collaboration with the client and significant others.
5.5. Consult and coordinate with professional groups and services.
5.6. Adhere to professionally accepted scientific principles in work practices.
7.1. Uphold the Speech Pathology Australia Code of Ethics and work within all the relevant legislation and legal constraints, including medico-legal responsibilities.

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

We are consolidating lectures from 2019 (first time offered and USS of 4.6) and aligning audiology content throughout

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.