Outline

Overview

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
Lecturer(s)	Alicia Dickson, alicia.dickson@sydney.edu.au
	Isabelle Boisvert, isabelle.boisvert@sydney.edu.au
	Stephanie Ruston, stephanie.ruston@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Audiology Management Plan Child/Adult	20%	Week 04 Due date: 26 Aug 2022 at 23:59	Video
Outcomes assessed:
Assignment	Education & Service Plan for an Aboriginal Community Child	40%	Week 09 Due date: 07 Oct 2022 at 23:59	1500 words
Outcomes assessed:
Online task	Cultural competence module #4 Child/Adult	0%	Week 13 Due date: 04 Nov 2022 at 23:59	30 minutes
Outcomes assessed:
Assignment	Assignment Case Studies Child & Adult	40%	Week 13 Due date: 04 Nov 2022 at 23:59	1500 words
Outcomes assessed:
= hurdle task ? = group assignment ?

Assessment summary

Audiology Management Plan Video: Students will create a video outlining a management plan for a client
Education & Service Plan: Students will work in pairs to complete this case-based assignment. The task requires students to create an education / screening plan to reduce hearing loss and improve communication outcomes in an Aboriginal Community.
Cultural Competence Module: Students complete an online cultural competence module. The module is designed to educate students on cultural safety and cultural competence, working with First Nations people and communities.
Case Studies: Students are provided with case studies and resopnd several short answer questions relating to each case. 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.

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

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.

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:

Assignments are due 11.59pm on the day outlined in Canvas. Submission after this time is deemed late. 5% is deducted from the mark for each day it is late. After 10 days the assignment is not marked. 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	Intro to Unit & Audiology Basics I	Lecture (2 hr)
Week 01	Audiology Tutorial I	Tutorial (1 hr)
Week 02	Audiology basics II	Lecture (2 hr)
Week 02	Audiology Tutorial II	Tutorial (1 hr)
Week 03	Audiology Basics III	Lecture (2 hr)
Week 03	Audiology tutorial III	Tutorial (1 hr)
Week 04	Aboriginal communities I	Lecture (2 hr)
Week 04	Aboriginal communities - managing HL	Tutorial (1 hr)
Week 05	Aboriginal communities II	Lecture (2 hr)
Week 05	Cultural safety	Tutorial (1 hr)
Week 06	Aboriginal communities III	Lecture (2 hr)
Week 06	Case studies - Culturally safe Aasessment	Tutorial (1 hr)
Week 07	Managing populations & assessing change	Lecture (2 hr)
Week 07	Managing clinical populations	Tutorial (1 hr)
Week 08	Sensorineural HL diagnosis and early intervention	Lecture (2 hr)
Week 08	Impact of hearing loss I	Tutorial (1 hr)
Week 09	Impact of hearing loss II	Lecture (2 hr)
Week 09	Impact of hearing loss - case studies	Tutorial (1 hr)
Week 10	Sensorineural HL - School aged	Lecture (2 hr)
Week 10	Case studies - school aged children	Tutorial (1 hr)
Week 11	Making progress	Lecture (2 hr)
Week 11	Case studies - making progress	Tutorial (1 hr)
Week 12	Sensorineural HL - Adults	Lecture (2 hr)
Week 12	Case studies - adults	Tutorial (1 hr)
Week 13	Therapy masterclass & exam prep	Lecture and tutorial (3 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-Language Pathologist. Burlington, MA. Jones & Bartlett Learning.

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. 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
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Competency-based Occupational Standards for Speech Pathologists - 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.
	Competency-based Occupational Standards for Speech Pathologists - 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.
	Competency-based Occupational Standards for Speech Pathologists - 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.
	Competency-based Occupational Standards for Speech Pathologists - 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.
	Competency-based Occupational Standards for Speech Pathologists - 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.
	Competency-based Occupational Standards for Speech Pathologists - 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.
	Competency-based Occupational Standards for Speech Pathologists - 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.
	Competency-based Occupational Standards for Speech Pathologists - 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.
	Competency-based Occupational Standards for Speech Pathologists - 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.

Competency-based Occupational Standards for Speech Pathologists -

Competency code	Taught, Practiced or Assessed	Competency standard
2.1		Analyse and interpret speech pathology assessment data.
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.
3.5		Select an evidence-based speech pathology approach or intervention in collaboration with the client and significant others.
3.7		Document speech pathology intervention plans, goals and outcome measurement.
4.5		Identify the scope and nature of speech pathology practice in a range of community and work place contexts.
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.
5.3		Manage own provision of speech pathology services and workload.
5.8		Participate in and collaborate on the evaluation of speech pathology services.
7.1		Uphold the Speech Pathology Australia Code of Ethics and work within all the relevant legislation and legal constraints, including medico-legal responsibilities.
7.4		Advocate for self, client and the speech pathology profession.

Responding to student feedback

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

Changes in the first assessment task timing.

Additional information

Student Administration Manual on the Faculty of Health Sciences

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

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

CSCD5068: Audiology and Aural Habilitation

Semester 2, 2022 [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

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