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 needs and how to support communication accessibility including the use of augmentative and alternative communication systems. This unit prepares students to work in collaborative teams and to apply evidence- based, person, family or community-centred practices to assessment and their planned intervention or service response.

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	Rebecca Sutherland, rebecca.sutherland@sydney.edu.au
Lecturer(s)	Rebecca Sutherland, rebecca.sutherland@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Recorded presentation + flyer 5 minute video presentation + 1 page flyer + reflection (30%)	30%	Week 04 Due date: 17 Mar 2023 at 23:59 Closing date: 31 Mar 2023	5 min video 1 page flyer reflection
Outcomes assessed:
Assignment	Assessment plan - case study Describe the current communication skills and needs, and plan assessment	30%	Week 09 Due date: 28 Apr 2023 at 23:59 Closing date: 19 May 2023	1500 words
Outcomes assessed:
Assignment	Intervention plan - case study Intervention plan plus resources/ AAC (group)	40%	Week 13 Due date: 26 May 2023 at 23:59 Closing date: 09 Jun 2023	2000 words + 3 resources
Outcomes assessed:
= group assignment ?

Assessment summary

Assessment 1: Video presentation and flyer (30%)

This assessment is a 5 minute video presentation + 1 page flyer + reflection (30%) in the style of a presentation to parents/carers/teachers (for paeds) or paid staff (e.g. group home or day program staff for adults)

Focus on one condition (CP, Retts, DS, Fragile X or other by negotiation)
Use the ICF framework to describe the condition – impact on body functions/structures, impairment, activity/participation
Describe incidence (ICF, Bureau of stats, other data), age group, diagnosis, potential impact on quality of life, common co-occuring conditions
Describe communication characteristics based on recent, relevant literature
Outline the role of the speech pathologist and other members of a multidisciplinary team
Design a 1 page flyer for your audience about the condition, that includes information in plain English and appropriate to the audience, and provides information about local and national services including support groups, peak bodies, research centres, websites and similar that may be useful to those with the condition, parents, family and community members
Include a 200-word reflection on n this assignment, including (for example) your learning, knowledge, attitudes, reactions, feelings, and how these may be transferred to other contexts

Assessment 2: Assessment plan – case study (30%)

Choice of case study – autism (pre-schooler), intellectual disability (adult). Based on information in the case study, describe the person’s apparent communication skills in terms of form, function, and content, including level of intentionality

Outline a plan for assessment, including:

Area to be assessed + rationale
Possible tools, including administration and analysis + rationale
Rationales should link to models of disability, NDIS, the ICF framework and high-quality literature
A summary of the plan and next steps, including any referrals to other team members

Include a 200-word reflection on n this assignment, including (for example) your learning, knowledge, attitudes, reactions, feelings, and how these may be transferred to other contexts

Assessment 3: Intervention plan – case study (40%, group)

Students will write goals and plan intervention based on a case study. Students will design and/or create low tech AAC supports associated with each strategy or goal. At least one mealtime goal to be addressed. Template provided, max 2000 words. Students will be required to work in small groups of 3. The focus will be on developing high quality goals that are related to the NDIS, and also draw on other sources including the TEAM model, and the ICF. An emphasis will be placed on developing functional communication and the design and use of AAC including boards, pictures, simple devices and Key Word Sign. Include a 200 word reflection about what you will take away from this assignment (e.g. your learning, knowledge, attitudes, reactions, feelings and potential future actions). Include a 200-word reflection on this assignment, including (for example) your learning, knowledge, attitudes, reactions, feelings, and how these may be transferred to other contexts.

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	Models of disability	Lecture and tutorial (3 hr)
Week 02	Introduction to complex communication needs and AAC	Lecture and tutorial (3 hr)
Week 03	Impairment, participation and activities - the ICF and Participation frameworks	Lecture and tutorial (3 hr)
Week 04	Introduction to autism	Lecture and tutorial (3 hr)
Week 05	Principles of assessment in CCN and AAC	Lecture and tutorial (3 hr)
Week 06	Assessment for AAC	Lecture and tutorial (3 hr)
Week 07	Intervention frameworks and goal setting	Lecture and tutorial (3 hr)
Week 08	Intervention - low tech AAC and partner tools	Lecture and tutorial (3 hr)
Week 09	Intervention - high tech AAC	Lecture and tutorial (3 hr)
Week 10	Lived experience	Lecture and tutorial (3 hr)
Week 11	Feeding, swallowing and mealtime management	Lecture and tutorial (3 hr)
Week 12	Mealtime management cont. NDIS revisited	Lecture and tutorial (3 hr)
Week 13	Review, EBP, case studies	Lecture and tutorial (3 hr)

Attendance and class requirements

Attendance: Students are strongly encouraged to attend all weekly lectures and their group tutorial each week. If you are unable to attend your tutorial, please email Dr Rebecca Sutherland as a professional courtesy.

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 Beukelman, D. & Light, J. (2020). Augmentative & Alternative Communication: Supporting children and adults with complex communication needs, Fifth Edition.

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. Describe the features of different disabling conditions with reference to the International Classification of Function, Disability and Health (ICF and ICF-CY) model, and participation barriers including likely communication implications
LO2. Apply a range of conceptual, organisational, and legal frameworks, standards, policies and protocols (including the Convention on the Rights of Persons with Disability, the ICF, NDIS) in speech pathology case-based scenarios involving people with disabilities.
LO3. Select appropriate assessment tools, with appropriate cultural considerations; analyse and interpret assessment data regarding the communication skills (including intentionality) of a person with lifelong disability
LO4. Demonstrate an understanding of the role of the speech pathologist, including scope of practice in working with people with disability, and those of the interprofessional team
LO5. Create culturally sensitive and appropriate goals with appropriate outcome measures for people with disabilities, their supports, communities and/or services, that consider the needs of individuals and their communities, and of role of SLP within interprofessional collaborations
LO6. Demonstrate an understanding of current funding systems, professional bodies, organisations and support groups appropriate for people with a range of developmental disabilities
LO7. Recommend, prioritise and utilise evidence based interventions and supports for people with lifelong disabilities, including both individual and service based recommendations, demonstrating your understanding of collaborating with individuals, their supports, and the community
LO8. Demonstrate the capacity to engage in learning with colleagues, and to work in teams to achieve an outcome
LO9. Design and create culturally appropriate, evidence-based, high and/or low tech AAC system/s for persons with lifelong disability with reference to the participation model and with consideration of funding issues
LO10. Demonstrate reflective skills to guide your future professional and personal development and practice

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 1.2. Comply with legislation, standards, policies and protocols 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 2.1. Demonstrate self-awareness 2.2. Use critical reflection to inform professional development and practice 2.3. Plan personal development goals 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 1.2. Comply with legislation, standards, policies and protocols 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 2.1. Demonstrate self-awareness 2.2. Use critical reflection to inform professional development and practice 2.3. Plan personal development goals 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 1.2. Comply with legislation, standards, policies and protocols 1.4. Collaborate with individuals, their supports, our colleagues and the community 2.1. Demonstrate self-awareness 2.2. Use critical reflection to inform professional development and practice 2.3. Plan personal development goals 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
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 1.2. Comply with legislation, standards, policies and protocols 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 2.1. Demonstrate self-awareness 2.2. Use critical reflection to inform professional development and practice 2.3. Plan personal development goals 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 1.2. Comply with legislation, standards, policies and protocols 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 2.1. Demonstrate self-awareness 2.2. Use critical reflection to inform professional development and practice 2.3. Plan personal development goals 3.1. Develop shared understanding of speech pathology 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 1.2. Comply with legislation, standards, policies and protocols 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 2.1. Demonstrate self-awareness 2.2. Use critical reflection to inform professional development and practice 2.3. Plan personal development goals 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 3.4. Plan speech pathology intervention or service response
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 1.2. Comply with legislation, standards, policies and protocols 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 2.1. Demonstrate self-awareness 2.2. Use critical reflection to inform professional development and practice 2.3. Plan personal development goals 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 3.4. Plan speech pathology intervention or service response
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 1.2. Comply with legislation, standards, policies and protocols 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 2.1. Demonstrate self-awareness 2.2. Use critical reflection to inform professional development and practice 2.3. Plan personal development goals 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 1.2. Comply with legislation, standards, policies and protocols 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 2.1. Demonstrate self-awareness 2.2. Use critical reflection to inform professional development and practice 2.3. Plan personal development goals 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 3.4. Plan speech pathology intervention or service response
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 1.2. Comply with legislation, standards, policies and protocols 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 2.1. Demonstrate self-awareness 2.2. Use critical reflection to inform professional development and practice 2.3. Plan personal development goals 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		We practise competently within the limits of our scope of practice.
1.1.b		We exercise informed ethical judgement consistent with the Speech Pathology Australia Code of Ethics.
1.1.c		We use evidence-based practice principles and processes.
1.1.d		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		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		We substantiate our decisions and take responsibility for our actions.
1.1.g		We monitor and maintain our health and well-being for safe and effective practice.
1.2.a		We comply with government legislation, regulations and codes of conduct.
1.2.b		We adhere to Speech Pathology Australia standards, policies and practice guidelines.
1.2.c		We carry out our roles and manage our workload in accordance with our workplace policies, priorities and protocols and subject to law.
1.3.a		We use continuous improvement processes to guide systematic improvements to service safety and quality.
1.3.b		We identify, evaluate and manage risks that may result in damage, harm, liability or loss.
1.3.c		We use clinical governance frameworks to ensure safe and quality practice when we delegate tasks.
1.3.d		We benchmark our practice, processes and outcomes against practice guidelines and the performance of other services.
1.3.e		We contribute to evaluating service provision outcomes against service goals.
1.3.f		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		We demonstrate digital literacy across practice areas and tasks.
1.4.a		We use person-centred, family-centred and community-centred approaches, as relevant to the context.
1.4.b		We engage in interprofessional collaborative practice to achieve respectful partnerships across disciplines and provide safe, high-quality, coordinated services.
1.4.c		We develop partnerships with individuals, communities, leaders and Elders to plan, develop, implement and monitor speech pathology practice.
1.4.d		We address conflict and respond to differences in perspectives in a proactive, respectful and timely manner.
1.6.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		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		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		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		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		We partner with individuals and communities to advocate for the rights of all people to optimise their communication and swallowing.
1.7.d		We collaborate with those experiencing vulnerability and disadvantage, individuals and communities to advocate for speech pathology services.
2.1.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		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		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		We develop our reasoning and decision-making through critical reflection on our practice at an individual, team, organisational and policy level.
2.2.c		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.
2.3.a		We establish, review and revise goals for our professional development, informed by insights from self-reflection; feedback from others; current and emerging evidence, policies and community priorities; and workplace practices and priorities.
2.3.b		We develop a plan to progress our professional development goals.
2.3.c		We advocate for our professional development needs.
2.5.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		We recognise limitations in the speech pathology evidence base relevant to our areas of practice.
2.6.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		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		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		We use each contact with the individual and/or community to contribute to ongoing individual assessment or community needs assessment.
3.2.c		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		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		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.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.

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 Rebecca Sutherland via email or during/after lectures or tutorials

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 Disability

Semester 1, 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

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