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

Assessment

The census date for this unit availability is 2 April 2024

Details
Criteria

Type	Description	Weight	Due	Length
Assignment	Recorded presentation + flyer 5 minute video presentation + 1 page flyer + reflection (30%)	30%	Week 04 Due date: 15 Mar 2024 at 23:59 Closing date: 31 Mar 2024	5 min video 1 page flyer reflection
Outcomes assessed:
Assignment	Assessment plan - case study Describe the current communication skills and needs, and plan assessment	35%	Week 09 Due date: 26 Apr 2024 at 23:59 Closing date: 10 May 2024	1500 words
Outcomes assessed:
Assignment	Intervention plan - case study Intervention plan plus resources/ AAC (group)	35%	Week 13 Due date: 24 May 2024 at 23:59 Closing date: 30 Jun 2024	2000 words + 3 resources
Outcomes assessed:
= group assignment ?

Assessment summary

Assessment 1: Video presentation and flyer (30%)

This assessment has three elements:

1) a 5 minute video presentation to members of a multidisciplinary team (OTs, physiotherapists, doctors, psychologists etc.)

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 roles of the speech pathologist and other members of a multidisciplinary team

2). Design a 1 page flyer for a general audience (e.g. parents, teachers) 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

3) 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 (35%)

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 (35%, 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.

Support for students

The Support for Students Policy 2023 reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy 2023. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

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 2.5. Acquire, critique and integrate knowledge from a range of sources 2.6. Engage in learning with colleagues, students and the community 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 2.5. 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 2.6. 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 1.5. 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 2.5. 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
	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 2.5. 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 1.7. Advocate for optimal communication and swallowing 2.1. Demonstrate self-awareness 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 2.5. 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 2.6. Engage in learning with colleagues, students and the community 3.1. Develop shared understanding of speech pathology 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
	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 1.5. 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) -

Competency code	Taught, Practiced or Assessed	Competency standard
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
1.5		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
2.3		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

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

Support for students

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, 2024 [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

Support for students

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