Outline

Overview

Students will acquire knowledge of theoretical and practical issues related to working with individuals with lifelong disability. Students will learn how lifelong disability impacts communication and how to support communication accessibility including the use of augmentative and alternative communication systems. This unit prepares students to work in a collaborative team and apply a client-focused functional approach to assessment and intervention.

Unit details and rules

Academic unit	Communication Sciences
Credit points	6
Prerequisites ?	CSCD5064 and CSCD5065 and CSCD5066 and CSCD5067
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Alison Purcell, alison.purcell@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Case study assignment Assessment & intervention plan + practical resource (child or adult).	40%	Formal exam period Closing date: 24 Jun 2021	1500 words
Outcomes assessed:
Assignment	Case-based online written responses Written assignment (child and adult)	25%	Week 07 Closing date: 22 Apr 2021	24 hours
Outcomes assessed:
Presentation	Best practice in disability--what does the evidence suggest? Oral presentation (child and/or adult)	35%	Week 10 Due date: 13 May 2021 at 08:00	7 minutes
Outcomes assessed:
= group assignment ?

Assessment summary

Assessment 1: Case-based on-line quiz (25%). This task involves case-based online written responses and will be available from Thursday Week 7 at 10:00am (during the regular lecture time and closing at 11:59pm). Given case-based scenarios for three different people (children and adults) with a disability, you will be required to apply your knowledge and understanding of the NDIS and ability to write goals. In preparation for this in-class exam, practice questions will be provided and discussed during tutorials.

Assessment 2: Oral presentation“Best Practice in Disability: What does the evidence suggest?” (35%) In small groups of 4, students will present a concise synthesis of the research on best practice in the management of a selected population of people with a disability. As part of the presentation each group will provide a brief description of their selected population (e.g. nature of the problem, prevalence) plus an overview of strategies for assessment, goal setting, and intervention. The range of populations to select from will be provided in class. Presentations will occur during tutorial times in week 10. Groups need to be formed from peers within allocated tutorial times. Presentations will be strictly no longer than 7 minutes.

Assessment 3: Case study assignment (40%) This assignment comprises two parts. In part one, students are to work in small groups of 4 and write a detailed assessment and intervention plan for a person with a disability, addressing communication concerns and swallowing/feeding skills. The plan needs to be written in a way that considers the reasonable and necessary criteria for the person to receive NDIS funding. In part two, each member of the group is expected to create a 1-page infographic or flyer addressing one of the following, relevant to the case worked on in the group: communicating tips for family or support workers; mealtime tips for family or support workers; AAC tips for unfamiliar communication partners; and quick-access low tech AAC for mealtimes. Case history and background information for cases in addition to templates for parts one and two will be supplied via canvas.

More information about each assessment task can be found on the Canvas site for CSCD5069.

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. You display a sophisticated understanding of the field of disability, and excellent insight into how a speech pathologist works to support people with a disability who have communication difficulties and swallowing/feeding concerns.
Distinction	75 - 84	Very high standard of work. Your work reflects a thorough understanding of the field of disability, and how a speech pathologist works to support people with a disability who have communication difficulties and swallowing/feeding concerns.
Credit	65 - 74	Good standard of work. You have a solid understanding of the field of disability, and how a speech pathologist works to support people with a disability who have communication difficulties and swallowing/feeding concerns.
Pass	50 - 64	Acceptable standard across assessment tasks. Your work is consistent with an acceptable understanding of the field of disability, and how a speech pathologist works to support people with a disability who have communication difficulties and swallowing/feeding concerns.
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:

Written work submitted electronically after 11.59 pm on the due date will be considered to have been submitted late unless a simple extension or special consideration has been approved . For every calendar day up to and including ten calendar days after the due date, a penalty of 5% of the maximum awardable marks will be applied to late work. (a) The penalty will be calculated by first marking the work, and then subtracting 5% of the maximum awardable mark for each calendar day after the due date. For work submitted more than ten calendar days after the due date a mark of zero will be awarded. The marker may elect to, but is not required to, provide feedback on such work.

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	Disability frameworks and the NDIS	Lecture and tutorial (3 hr)
Week 02	NDIS - being a service provider	Lecture and tutorial (3 hr)
Week 03	NDIS - goal setting	Lecture and tutorial (3 hr)
Week 04	Outcome measurement and NDIS Report Writing	Lecture and tutorial (3 hr)
Week 05	Assessment - Part 1	Lecture and tutorial (3 hr)
Week 06	Assessment - Part 2	Lecture and tutorial (3 hr)
Week 07	Intervention	Lecture and tutorial (3 hr)
Week 08	Autism - Part 1	Lecture and tutorial (3 hr)
Week 09	Autism -Part 2	Lecture and tutorial (3 hr)
Week 10	Feeding, swallowing, and mealtime management	Lecture and tutorial (3 hr)
Week 11	Feeding, swallowing and mealtime management	Lecture and tutorial (3 hr)
Week 12	AAC - High and low tech	Lecture and tutorial (3 hr)
Week 13	Case-based integration	Lecture and tutorial (3 hr)

Attendance and class requirements

Attendance: Students are expected to attend all weekly lectures and their group tutorial each week. Tutorials are compulsory and 80% attendance is expected. If you are unable to attend class, please inform your lecturer – Dr. Lani Campbell.

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, via Canvas.

The required text is Da Fonte., A & Boesch, . M. (2019) Effective Augmentative and Alternative Communication Practices: A handbook for School‐Based Practitioners. New York, NY: Routledge Publishing.

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. Define the nature and incidence of common intellectual and physical disabilities with reference to the International Classification of Function, Disability and Health (ICF and ICF-CY) model and data published by the Australian Bureau of Statistics.
LO2. Apply a range of conceptual, organisational, and legal frameworks (including the Convention on the Rights of Persons with Disability, the ICF, NDIS) to speech pathology case-based scenarios involving with persons with disabilities.
LO3. Define the scope of practice for speech pathologists working with clients with lifelong disability including multi-modal communication within a team setting.
LO4. Identify possible barriers to the participation of persons with lifelong disability including those relating to policy, adopted practices and attitudes, knowledge and skills.
LO5. Describe current unaided and aided AAC systems including symbols, techniques for message transmission, and strategies for effective use of AAC to support expression and understanding.
LO6. Select appropriate assessment tools for persons with a lifelong disability including those with challenging behaviour.
LO7. Evaluate the level of evidence for a range of interventions for people with lifelong disabilities including persons with challenging behaviour.
LO8. Construct communication goals for persons with lifelong disability that include consideration of role of SLP within multidisciplinary team.
LO9. Describe outcome measures suitable for use when working with persons with a disability.
LO10. Describe the key elements of the NDIS process for a person with a disability who has communication and/or swallowing difficulties.
LO11. In the context of the NDIS, explain what it means that a support or service needs to be both reasonable and necessary, and apply your understanding of ‘reasonable and necessary’ to case-based examples relevant to speech pathology practice.
LO12. Describe the features of a particular disorder in lay language including the likely communication implication.
LO13. Explain key therapy approaches for people with lifelong disabilities and relate these to the ICF, participation model (Beukelman and Mirenda 2013), Communication needs model (Light 1989) and Communicative Competence in AAC model (Light, Beukelman and Reichle, 2003).
LO14. Summarise issues regarding quality of life for people with lifelong disability
LO15. Compare features of aided and unaided AAC systems and recommend appropriate systems for people with lifelong disability dependent on their abilities and preferences.
LO16. Analyse the communication of a person with lifelong disability within the framework of ICF and the participation model.
LO17. Consider the implications of the person’s communication needs on activity and participation within their everyday environment.
LO18. Design appropriate AAC system for persons with lifelong disability with reference to the participation model and with consideration of funding issues using low tech and high tech tools which are culturally appropriate.
LO19. Create culturally sensitive and appropriate goals, plans, and interventions suitable for people with disabilities and their carers and/or communication partners.
LO20. Demonstrate respect for different values arising from cultural and linguistic diversity and its impact on service provision for people with lifelong disability
LO21. Construct professional, ethical, and practical evidence-based recommendations for people with disabilities who have complex communication and swallowing /mealtime management needs.
LO22. Demonstrate a general understanding of the NDIS, professional bodies, organisations and support groups appropriate for people with a range of developmental disabilities.
LO23. Demonstrate the capacity to play a range of roles in teams (e.g. leader, member).

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 - 1.1. Investigate and document the client’s communication and/or swallowing condition and explore the primary concerns of the client. 2.3. Determine the basis for or diagnosis of the communication and/or swallowing condition and determine the possible outcomes.
	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. 1.4. Undertake assessment within the ethical guidelines of the profession and all relevant legislation and legal constraints, including medico-legal responsibilities. 2.3. Determine the basis for or diagnosis of the communication and/or swallowing condition and determine the possible outcomes. 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. 3.3. 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. 3.6. Define roles and responsibilities for the management of the client’s swallowing and/ or communication condition. 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 - 4.5. Identify the scope and nature of speech pathology practice in a range of community and work place contexts.
	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. 1.4. Undertake assessment within the ethical guidelines of the profession and all relevant legislation and legal constraints, including medico-legal responsibilities. 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. 3.3. 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. 7.4. Advocate for self, client and the speech pathology profession.
	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. 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. 5.4. Update, acquire and/or develop resources.
	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. 1.3. Administer speech pathology assessment relevant to the communication and/or swallowing condition. 1.4. Undertake assessment within the ethical guidelines of the profession and all relevant legislation and legal constraints, including medico-legal responsibilities.
	Competency-based Occupational Standards for Speech Pathologists - 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. 3.5. Select an evidence-based speech pathology approach or intervention in collaboration with the client and significant others. 5.6. Adhere to professionally accepted scientific principles in work practices.
	Competency-based Occupational Standards for Speech Pathologists - 3.4. Establish goals for intervention in collaboration with the client and significant others.
	Competency-based Occupational Standards for Speech Pathologists - 3.7. Document speech pathology intervention plans, goals and outcome measurement.
	Competency-based Occupational Standards for Speech Pathologists - 1.4. Undertake assessment within the ethical guidelines of the profession and all relevant legislation and legal constraints, including medico-legal responsibilities. 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. 4.5. Identify the scope and nature of speech pathology practice in a range of community and work place contexts.
	Competency-based Occupational Standards for Speech Pathologists - 1.4. Undertake assessment within the ethical guidelines of the profession and all relevant legislation and legal constraints, including medico-legal responsibilities. 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. 3.7. Document speech pathology intervention plans, goals and outcome measurement. 4.3. Undertake continuing evaluation of speech pathology intervention and modify as necessary. 4.4. Document progress and changes in the speech pathology intervention, including outcomes, decisions and discharge plans. 5.1. Respond to service provider’s policies. 5.5. Consult and coordinate with professional groups and services.
	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. 2.3. 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. 3.3. 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.
	Competency-based Occupational Standards for Speech Pathologists - 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. 3.5. Select an evidence-based speech pathology approach or intervention in collaboration with the client and significant others.
	Competency-based Occupational Standards for Speech Pathologists - 2.1. Analyse and interpret speech pathology assessment data. 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 - 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. 3.3. 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.
	Competency-based Occupational Standards for Speech Pathologists - 2.1. Analyse and interpret speech pathology assessment data. 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 - 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. 2.3. 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 - 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. 3.5. Select an evidence-based speech pathology approach or intervention in collaboration with the client and significant others. 4.2. Implement an evidence-based speech pathology intervention according to the information obtained from speech pathology assessment, interpretation and planning (see Units 1, 2, and 3).
	Competency-based Occupational Standards for Speech Pathologists - 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.
	Competency-based Occupational Standards for Speech Pathologists - 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.
	Competency-based Occupational Standards for Speech Pathologists - 1.4. Undertake assessment within the ethical guidelines of the profession and all relevant legislation and legal constraints, including medico-legal responsibilities. 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. 3.5. Select an evidence-based speech pathology approach or intervention in collaboration with the client and significant others. 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 - 5.1. Respond to service provider’s policies. 5.5. Consult and coordinate with professional groups and services. 7.3. Demonstrate an awareness of formal and informal networks for professional development and support. 7.4. Advocate for self, client and the speech pathology profession.
	Competency-based Occupational Standards for Speech Pathologists - 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. 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.

The assessment tasks and lecture sequence for this unit have been modified in response to student feedback.

Additional information

Teacher consultation guidelines: Please contact Dr. Lani Campbell via email.

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

Attendance and class requirements

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

CSCD5069: Functional Communication in Disabililty

Semester 1, 2021 [Normal day] - Remote

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

Attendance and class requirements

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