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Unit outline_

CSCD5068: Audiology and Aural Habilitation

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

In this unit, students will learn about the range of hearing issues and the impact on communication needs across the lifespan. Students will learn how to investigate hearing loss and manage associated communication needs, working with a range of health professionals to provide intervention or service responses. The impact of hearing loss across culturally and linguistically diverse backgrounds will be explored, with a focus on working providing culturally safe and responsive services with Aboriginal families and communities.

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) Bernadette Cantrall, bernadette.cantrall@sydney.edu.au
Isabelle Boisvert, isabelle.boisvert@sydney.edu.au
Alicia Dickson, alicia.dickson@sydney.edu.au
Type Description Weight Due Length
Assignment Assignment Communication across the lifespan
Child & Adult
35% Formal exam period
Due date: 09 Jun 2023 at 23:59
1500 words
Outcomes assessed: LO3 LO5 LO6
Assignment Audiology Management Plan
Child/Adult
20% Week 05
Due date: 24 Mar 2023 at 23:59
Video
Outcomes assessed: LO1 LO5
Assignment group assignment Education & Service Plan for an Aboriginal Community
Child
25% Week 08
Due date: 21 Apr 2023 at 23:59
1500 words
Outcomes assessed: LO2 LO3 LO4 LO5 LO6
Tutorial quiz Quiz: Speech Perception
In-class quiz
20% Week 11
Due date: 11 May 2023 at 10:00
45 minutes
Outcomes assessed: LO1
Online task hurdle task Cultural competence module #4
Child/Adult
0% Week 13
Due date: 26 May 2023 at 23:59
30 minutes video + 1 page reflection
Outcomes assessed: LO3
hurdle task = hurdle task ?
group assignment = 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.
  • Speech Perception Quiz: students complete an in-class quiz on speech perception relating to audiograms, and speech outcomes
  • 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. Students complete a 1 page reflection.
  • 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.

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 Intro to Unit & Audiology Basics I Lecture (2 hr) LO1
Audiology Tutorial I Tutorial (1 hr) LO1
Week 03 Audiology basics II Lecture (2 hr) LO1
Audiology Tutorial II Tutorial (1 hr) LO1
Week 04 Audiology Basics III Lecture (2 hr) LO1
Audiology tutorial III Tutorial (1 hr) LO1
Week 05 Aboriginal communities I Lecture (2 hr) LO2 LO3 LO4
Aboriginal communities - managing HL Tutorial (1 hr) LO2 LO3 LO4 LO5
Week 06 Aboriginal communities II Lecture (2 hr) LO2 LO3 LO4 LO5 LO6
Cultural safety & service delivery Tutorial (1 hr) LO2 LO3 LO4 LO5
Week 07 Aboriginal communities III Lecture (2 hr) LO1 LO2 LO3 LO4 LO5 LO6
Case studies - Culturally safe Aasessment Tutorial (1 hr) LO1 LO2 LO3 LO4 LO5 LO6
Week 08 Sensorineural HL diagnosis and early intervention Lecture (2 hr) LO1 LO3 LO5 LO6
Impact of hearing loss I: speech perception Tutorial (1 hr) LO1 LO3 LO5 LO6
Week 09 Hearing loss and school aged children Lecture (2 hr) LO1 LO3 LO5 LO6
Lesson plans Tutorial (1 hr) LO3 LO5 LO6
Week 10 Conducting sessions for children with hearing loss Lecture (2 hr) LO3 LO5 LO6
Impact of hearing loss II: Case studies Tutorial (1 hr) LO3 LO5 LO6
Week 11 Making progress Lecture (2 hr) LO3 LO5 LO6
Case studies - making progress Tutorial (1 hr) LO3 LO5 LO6
Week 12 Sensorineural HL - Adults Lecture (2 hr) LO3 LO5 LO6
Case studies - adults Tutorial (1 hr) LO3 LO5 LO6
Week 13 Considerations across the lifespan Lecture and tutorial (3 hr) LO1 LO3 LO5 LO6

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. (2017) Fundamentals of Audiology for the Speech-Language Pathologist (2nd Ed). 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 conditions and communicate the characteristics of the hearing loss and its impact on the individual.
  • LO2. Demonstrate the ability to develop a plan for Aboriginal and non-Aboriginal children at an individual and service level within a multidisciplinary context.
  • LO3. Demonstrate culturally safe, responsive, and ethical practice within the context of people who are Deaf or have/may have a hearing loss.
  • LO4. Explain the factors impacting Aboriginal people with hearing loss, and apply culturally safe and appropriate practice with Aboriginal clients, their families, and their communities
  • LO5. Demonstrate an understanding of interprofessional collaborative practice when working with adults, and children who may have, or be at risk of hearing loss, at an individual and service level.
  • LO6. Use rigorous independent thinking in the assessment and future management of communication needs in the context of hearing loss across the lifespan.

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
Speech Pathology Australia Professional Standards (2021) - SPA
1.1. Provide ethical and evidence-based practice
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
3.1. Develop shared understanding of speech pathology
3.2. Assess communication and swallowing needs
3.3. Interpret, diagnose and report on assessments
3.4. Plan speech pathology intervention or service response
LO2
Speech Pathology Australia Professional Standards (2021) - SPA
1.1. Provide ethical and evidence-based practice
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
2.6. Engage in learning with colleagues, students and the community
3.1. Develop shared understanding of speech pathology
3.2. Assess communication and swallowing needs
3.3. Interpret, diagnose and report on assessments
3.4. Plan speech pathology intervention or service response
LO3
Speech Pathology Australia Professional Standards (2021) - SPA
1.1. Provide ethical and evidence-based practice
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
2.1. Demonstrate self-awareness
2.2. Use critical reflection to inform professional development and practice
2.5. Acquire, critique and integrate knowledge from a range of sources
2.6. Engage in learning with colleagues, students and the community
3.1. Develop shared understanding of speech pathology
3.2. Assess communication and swallowing needs
3.3. Interpret, diagnose and report on assessments
3.4. Plan speech pathology intervention or service response
LO4
Speech Pathology Australia Professional Standards (2021) - SPA
1.1. Provide ethical and evidence-based practice
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
2.6. Engage in learning with colleagues, students and the community
3.1. Develop shared understanding of speech pathology
3.2. Assess communication and swallowing needs
3.3. Interpret, diagnose and report on assessments
3.4. Plan speech pathology intervention or service response
LO5
Speech Pathology Australia Professional Standards (2021) - SPA
1.1. Provide ethical and evidence-based practice
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
3.1. Develop shared understanding of speech pathology
3.3. Interpret, diagnose and report on assessments
LO6
Speech Pathology Australia Professional Standards (2021) - SPA
1.1. Provide ethical and evidence-based practice
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
3.1. Develop shared understanding of speech pathology
3.2. Assess communication and swallowing needs
3.3. Interpret, diagnose and report on assessments
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.a A We practise competently within the limits of our scope of practice.
1.1.b A We exercise informed ethical judgement consistent with the Speech Pathology Australia Code of Ethics.
1.1.c A We use evidence-based practice principles and processes.
1.1.d A We practise as autonomous professionals, using independent judgement in accordance with the profession’s knowledge base, Code of Ethics and our individual scope of practice.
1.1.e A We provide the individual, substitute decision makers or community with information on service options, their costs, evidence base and potential risks, benefits and outcomes to obtain informed consent.
1.1.f A We substantiate our decisions and take responsibility for our actions.
1.1.g A We monitor and maintain our health and well-being for safe and effective practice.
1.3.a A We use continuous improvement processes to guide systematic improvements to service safety and quality.
1.3.b A We identify, evaluate and manage risks that may result in damage, harm, liability or loss.
1.3.c A We use clinical governance frameworks to ensure safe and quality practice when we delegate tasks.
1.3.d A We benchmark our practice, processes and outcomes against practice guidelines and the performance of other services.
1.3.e A We contribute to evaluating service provision outcomes against service goals.
1.3.f A We contribute to a learning environment in which our colleagues and students feel safe and supported to develop their skills, innovate and practise new approaches.
1.3.g A We demonstrate digital literacy across practice areas and tasks.
1.4.a A We use person-centred, family-centred and community-centred approaches, as relevant to the context.
1.4.b A We engage in interprofessional collaborative practice to achieve respectful partnerships across disciplines and provide safe, high-quality, coordinated services.
1.4.c A We develop partnerships with individuals, communities, leaders and Elders to plan, develop, implement and monitor speech pathology practice.
1.4.d A We address conflict and respond to differences in perspectives in a proactive, respectful and timely manner.
1.5.a A We use accurate, accessible communication to respond to the needs of individuals and communities in all circumstances.
1.5.b A We work with interpreters, translators and support workers, including cultural support workers, to facilitate service delivery for individuals and communities in their preferred language and mode of communication.
1.5.c A We gain informed consent from individuals, substitute decision-makers, family or extended family for information sharing and practice.
1.5.d A We maintain the confidentiality and privacy of individuals and communities in accordance with our professional duties and the law.
1.5.e A We recognise and respond when it is necessary to share information to safeguard individuals and the community in accordance with our professional duties and the law.
1.5.f A We maintain accurate, timely, complete and secure records of practice.
1.6.a A We provide culturally safe and responsive services that acknowledge cultural and linguistic diversity in the communities and of the individuals we serve.
1.6.b A We adapt our practice to respond to the influence of personal history, culture, language and social background on optimising the communication and swallowing goals of individuals and communities.
1.6.c A We are guided by Aboriginal and Torres Strait Islander peoples and communities to respond to their shared identity as well as the differences in history, culture, language and traditions across nations, communities, families and individuals.
1.7.a A We advocate for the role of the speech pathology profession and the needs of individuals and communities to employers, the community, legislators, policymakers and funders.
1.7.b A We promote the human right to freedom of opinion and expression as stated in Article 19 of The Universal Declaration of Human Rights4 and Article 21 of The Convention on the Rights of Persons with Disabilities.
1.7.c A We partner with individuals and communities to advocate for the rights of all people to optimise their communication and swallowing.
1.7.d A We collaborate with those experiencing vulnerability and disadvantage, individuals and communities to advocate for speech pathology services.
1.7.e A We collaborate with Aboriginal and Torres Strait Islander individuals and communities to advocate for and work towards equitable outcomes and development and delivery of speech pathology services that respond to contemporary needs, recognising community and cultural strengths and the ongoing impacts of colonisation and intergenerational trauma that may affect health and well-being.
2.1.a A We can describe our own cultural identity, values, and personal biases and the culture of the system in which we work.
2.1.b A We demonstrate awareness of our personal and professional abilities and limitations and how they develop and change over time and across contexts.
2.2.a A We use our awareness of our personal and professional abilities and limitations to inform our scope of practice, our professional development needs and our participation in professional supervision and mentoring.
2.2.b A We develop our reasoning and decision-making through critical reflection on our practice at an individual, team, organisational and policy level.
2.2.c A We reflect on and integrate insights into our practice regarding • the social, political, legal, cultural and organisational context of our work • the influence of culture, language and social background on experiences of communication and swallowing goals and needs • the impact of historical and current injustices, culture and language in our practice with Aboriginal and Torres Strait Islander peoples and communities.
2.5.a A We acquire, critique and integrate knowledge from different sources to develop and inform our practice, including • contemporary theory • research, practice, evidence, outcomes, knowledges and experiences of individuals and their supports, and community members, leaders and Elders • speech pathology colleagues and colleagues from other disciplines • cultural, ethical, legal, policy and organisational knowledge and requirements.
2.5.b A We recognise limitations in the speech pathology evidence base relevant to our areas of practice.
2.6.a A We participate in reciprocal learning with our speech pathology colleagues, colleagues from other disciplines, students, service users, their families and social networks, and community members, leaders and Elders.
3.1.a A We work with individuals, communities and professionals to develop knowledge and shared understanding of • the scope of speech pathology practice • the anticipated functional, activity and participation outcomes of speech pathology services • ways to support optimal communication and swallowing for every individual.
3.2.a A We seek information (within the bounds of informed consent) from a range of sources to understand • the individual’s or community’s strengths and reasons and goals for seeking speech pathology services • the history and current status of communication and/or swallowing needs and concerns.
3.2.b A We use each contact with the individual and/or community to contribute to ongoing individual assessment or community needs assessment.
3.2.c A We assess and consider the communication and swallowing goals and needs of the individual and/or community with respect to • body structures and functions, and/or • performance and capacity in activities and participation • opportunities for prevention and promotion strategies and initiatives • facilitators and barriers in the social and physical environment.
3.2.d A We assess the needs of the individual, the individual’s community and/or the community in partnership with colleagues, other services and supports, and/or community members, leaders and Elders.
3.3.a A We use clinical reasoning to synthesise assessment findings and formulate a diagnosis or description.
3.3.b A We use evidence to inform our understanding of why a need exists and to identify factors that may contribute to possible outcomes.
3.3.c A We integrate the input of the individual, family and community members, leaders and Elders, other colleagues, other disciplines and organisations as needed.
3.4.a A We identify communication and/or swallowing intervention or service response options relevant to the identified goals.
3.4.b A We design an intervention or service response plan informed by a range of options, such as • delivering individual, community, targeted, and/or universal/systemic intervention or service responses • developing the knowledge and skills of communication and mealtime partners within families, social networks, services and the community • implementing prevention and promotion strategies and initiatives • considering enablers and barriers in the social and/or physical environment • using a multidisciplinary, interdisciplinary, or transdisciplinary practice approach • delegating to and liaising with support workers • providing consultative support to other colleagues and services • providing face-to-face service delivery and synchronous and asynchronous telepractice • advocating for and implementing change in the social and physical environment, including political and systemic advocacy • working with services, community groups and organisations.
3.4.c A We identify how intervention or service response outcomes will be measured.
3.4.d A We adjust plans over time informed by assessments, changing goals, current needs and outcomes of interventions or service responses.

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

Changes in the first assessment task timing.

Disclaimer

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