Outline

Overview

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)	Isabelle Boisvert, isabelle.boisvert@sydney.edu.au
	Alicia Dickson, alicia.dickson@sydney.edu.au
	Bernadette Cantrall, bernadette.cantrall@sydney.edu.au
	Maree Doble, maree.doble@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Assignment Communication across the lifespan Child & Adult	35%	Formal exam period Due date: 13 Nov 2023 at 23:59	1500 words
Outcomes assessed:
Assignment	Audiology Management Plan Child/Adult	20%	Week 04 Due date: 25 Aug 2023 at 23:59	Video
Outcomes assessed:
Assignment	Education & Service Plan for an Aboriginal Community Child and service level response	25%	Week 08 Due date: 22 Sep 2023 at 23:59 Closing date: 22 Sep 2023	1500 words
Outcomes assessed:
Tutorial quiz	Quiz: Speech Perception In-class quiz	20%	Week 11 Due date: 19 Oct 2023 at 09:00	45 minutes
Outcomes assessed:
Online task	Cultural competence module #4 Child/Adult	0%	Week 13 Due date: 03 Nov 2023 at 23:59	30 minutes video + 1 page reflection
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.
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.

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 & service delivery	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	Lecture (2 hr)
Week 07	Managing Populations	Tutorial (1 hr)
Week 08	Sensorineural HL diagnosis and early intervention	Lecture (2 hr)
Week 08	Impact of hearing loss I: speech perception	Tutorial (1 hr)
Week 09	Hearing loss and school aged children	Lecture (2 hr)
Week 09	Lesson plans	Tutorial (1 hr)
Week 10	Conducting sessions for children with hearing loss	Lecture (2 hr)
Week 10	Impact of hearing loss II: Case studies	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	Considerations across the lifespan	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. (2017) Fundamentals of Audiology for the Speech-Language Pathologist (2nd Ed). 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 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
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	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 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
	Speech Pathology Australia Professional Standards (2021) - 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
	Speech Pathology Australia Professional Standards (2021) - 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
	Speech Pathology Australia Professional Standards (2021) - 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
	Speech Pathology Australia Professional Standards (2021) - 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 3.3. Interpret, diagnose and report on assessments
	Speech Pathology Australia Professional Standards (2021) - 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 1.6. 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		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
3.1.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		Assess communication and swallowing needs
3.3		Interpret, diagnose and report on assessments
3.3.a		We use clinical reasoning to synthesise assessment findings and formulate a diagnosis or description.
3.3.b		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		We integrate the input of the individual, family and community members, leaders and Elders, other colleagues, other disciplines and organisations as needed.
3.4		Plan speech pathology intervention or service response
3.4.a		We identify communication and/or swallowing intervention or service response options relevant to the identified goals.
3.4.b		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		We identify how intervention or service response outcomes will be measured.
3.4.d		We adjust plans over time informed by assessments, changing goals, current needs and outcomes of interventions or service responses.

Responding to student feedback

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

Changes in the first assessment task timing.

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

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

CSCD5068: Audiology and Aural Habilitation

Semester 2, 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

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect