Outline

Overview

Students will learn about the multifaceted communication and swallowing needs that occur for clients with complex impairments across the lifespan. They will also extend their knowledge of interprofessional care and learn how to collaborate with individuals, colleagues and services. In these teams they will also consider ethical issues and learn how to advocate for the role of the speech pathologist as well as advance the skills of other professionals to provide safe, high quality and coordinated services for communication and swallowing needs.

Unit details and rules

Academic unit	Communication Sciences
Credit points	6
Prerequisites ?	CSCD5068 and CSCD5069 and CSCD5070 and CSCD5075
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

Assessment

The census date for this unit availability is 1 August 2024

Details
Criteria

Type	Description	Weight	Due	Length
Skills-based evaluation	Healthcare Collaboration Challenge - Sem 2 Students participate in the HCC day in Semester 2	0%	Multiple weeks Due date: 16 Aug 2024 at 12:33	1 day - see HCC Information
Outcomes assessed:
Online task	Reflection on a hearing case 500 word reflection on a hearing case, based on in-class discuss	0%	Week -01 Due date: 22 Jul 2024 at 23:59 Closing date: 30 Aug 2024	500 words
Outcomes assessed:
Assignment	Case Snapshot Submitted work	50%	Week 01 Due date: 02 Aug 2024 at 23:59 Closing date: 30 Aug 2024	1200 words
Outcomes assessed:
Assignment	Grand Rounds conference Oral presentation, slides, peer evaluation	50%	Week 03 Due date: 15 Aug 2024 at 13:00 Closing date: 30 Aug 2024	5 minutes, 8-10 slides,
Outcomes assessed:
= hurdle task ?

Assessment summary

Online, in-class reflection (0%) - July 22nd

Skills-based assessment (0%) - HCC day 16th August

Case snapshot (50%) - August 2nd

Grand rounds (50%) - August 15th

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
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
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:

5% of the total available mark per day. Students should discuss any issues with the unit coordinator in the first instance. See information about the HCC for special consideration information.

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
-	Hearing Assessment - Groups	Practical (3 hr)
Week -01	Interdisciplinary care and cleft lip and palate	Lecture (3 hr)
	Interdisciplinary care and cleft lip and palate	Tutorial (2 hr)
	Hearing workshop, discussion	Workshop (3 hr)
Week 01	Interdisciplinary care - trauma	Lecture (3 hr)
Week 01	Interdisciplinary care for children with complex presentations	Tutorial (2 hr)
Week 02	Interdisciplinary care for adults with dementia, hearing loss, and feeding/swallowing concerns	Lecture (3 hr)
Week 02	Interdisciplinary care supporting communication and swallowing for adults with dementia and hearing loss	Tutorial (2 hr)
Week 03	Ethics, lived experience and complex cases involving hearing	Workshop (3 hr)
	Grand round conference	Presentation (2 hr)
	Interdisciplinary care - adolescents, behaviour support and autism	Lecture (3 hr)
	Interdisciplinary care - adolescents, behaviour support and autism	Tutorial (2 hr)

Attendance and class requirements

Attendance: This unit is taught in the first four weeks of semester 1. Each week students will attend 3 hours of lectures and 2 hour of tutorials for 4 weeks, plus 3 hours of tutorial/workshops in weeks 1 and 4 regarding hearing and audiology.

You will also gain experience with regarding audiology to extend your skills in conducting hearing assessments in preparation for 3 hours of practical experience in a hearing diagnostic clinic in the SPEECH clinic on level 5 of the SWHB, Camperdown plus tutorial sessions and discussions

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

As these are complex cases specific research articles are provided for each complex case.

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. identify and synthesise the multifaceted communication (including speech, language, hearing, fluency) and swallowing issues that occur for people with complex impairments (e. g. prenatal genetic disorder, progressive neurological disease, mental health difficulties)
LO2. critically reflect on the range of issues facing people with complex communication and swallowing needs and their carers and/or service providers
LO3. design an appropriate interdisciplinary team based on the client’s complex needs, demonstrating an understanding of the roles of different professionals
LO4. plan appropriate training for interdisciplinary team members relating to speech pathology practices for people with complex needs
LO5. use a high standard of oral and written professional communication skills when collaborating with peers, colleagues, and other interdisciplinary professionals
LO6. create and deliver new knowledge on the importance of speech pathology practice in optimising communication or swallowing for people with complex needs
LO7. collaborate and communicate with culturally safe, professional and ethical conduct in all interactions
LO8. advocate for the role of the speech pathology profession with people with complex needs
LO9. collaborate with other professionals to plan intervention and engage in reciprocal learning including developing a shared understanding of the role of speech pathology for people with complex needs

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 1.3. 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 2.7. Contribute to the speech pathology evidence base 3.1. Develop shared understanding of speech pathology 3.4. Plan speech pathology intervention or service response 3.6. Support development of the profession
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 1.3. Provide safe and quality services 1.4. Collaborate with individuals, their supports, our colleagues and the community 1.5. Maintain high standards of communication, information sharing and record keeping 1.6. Consider the needs of individuals and communities in clinical decision-making and practice 1.7. Advocate for optimal communication and swallowing 2.1. Demonstrate self-awareness 2.2. Use critical reflection to inform professional development and practice 2.5. Acquire, critique and integrate knowledge from a range of sources 2.6. Engage in learning with colleagues, students and the community 2.7. Contribute to the speech pathology evidence base 3.1. Develop shared understanding of speech pathology 3.4. Plan speech pathology intervention or service response 3.6. Support development of the profession
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 1.3. Provide safe and quality services 1.4. Collaborate with individuals, their supports, our colleagues and the community 1.5. Maintain high standards of communication, information sharing and record keeping 1.6. Consider the needs of individuals and communities in clinical decision-making and practice 1.7. Advocate for optimal communication and swallowing 2.1. Demonstrate self-awareness 2.2. Use critical reflection to inform professional development and practice 2.5. Acquire, critique and integrate knowledge from a range of sources 2.6. Engage in learning with colleagues, students and the community 2.7. Contribute to the speech pathology evidence base 3.1. Develop shared understanding of speech pathology 3.4. Plan speech pathology intervention or service response 3.6. Support development of the profession
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 1.3. Provide safe and quality services 1.4. Collaborate with individuals, their supports, our colleagues and the community 1.6. Consider the needs of individuals and communities in clinical decision-making and practice 1.7. Advocate for optimal communication and swallowing 2.5. Acquire, critique and integrate knowledge from a range of sources 2.6. Engage in learning with colleagues, students and the community 2.7. Contribute to the speech pathology evidence base 3.1. Develop shared understanding of speech pathology 3.4. Plan speech pathology intervention or service response 3.6. Support development of the profession
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 1.3. Provide safe and quality services 1.4. Collaborate with individuals, their supports, our colleagues and the community 1.5. Maintain high standards of communication, information sharing and record keeping 1.6. Consider the needs of individuals and communities in clinical decision-making and practice 1.7. Advocate for optimal communication and swallowing 2.1. Demonstrate self-awareness 2.2. Use critical reflection to inform professional development and practice 2.5. Acquire, critique and integrate knowledge from a range of sources 2.6. Engage in learning with colleagues, students and the community 3.1. Develop shared understanding of speech pathology 3.4. Plan speech pathology intervention or service response 3.6. Support development of the profession
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 1.3. Provide safe and quality services 1.5. Maintain high standards of communication, information sharing and record keeping 1.6. Consider the needs of individuals and communities in clinical decision-making and practice 1.7. Advocate for optimal communication and swallowing 2.5. Acquire, critique and integrate knowledge from a range of sources 2.6. Engage in learning with colleagues, students and the community 2.7. Contribute to the speech pathology evidence base 3.1. Develop shared understanding of speech pathology 3.4. Plan speech pathology intervention or service response 3.5. Implement and evaluate intervention or service response
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 1.3. Provide safe and quality services 1.4. Collaborate with individuals, their supports, our colleagues and the community 1.5. Maintain high standards of communication, information sharing and record keeping 1.6. Consider the needs of individuals and communities in clinical decision-making and practice 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 3.4. Plan speech pathology intervention or service response 3.6. Support development of the profession
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 1.3. Provide safe and quality services 1.4. Collaborate with individuals, their supports, our colleagues and the community 1.5. Maintain high standards of communication, information sharing and record keeping 1.6. Consider the needs of individuals and communities in clinical decision-making and practice 1.7. Advocate for optimal communication and swallowing 2.5. Acquire, critique and integrate knowledge from a range of sources 2.6. Engage in learning with colleagues, students and the community 2.7. Contribute to the speech pathology evidence base 3.1. Develop shared understanding of speech pathology 3.6. Support development of the profession
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 1.3. Provide safe and quality services 1.4. Collaborate with individuals, their supports, our colleagues and the community 1.5. Maintain high standards of communication, information sharing and record keeping 1.6. Consider the needs of individuals and communities in clinical decision-making and practice 1.7. Advocate for optimal communication and swallowing 2.1. Demonstrate self-awareness 2.2. Use critical reflection to inform professional development and practice 2.5. Acquire, critique and integrate knowledge from a range of sources 2.6. Engage in learning with colleagues, students and the community 2.7. Contribute to the speech pathology evidence base 3.1. Develop shared understanding of speech pathology 3.4. Plan speech pathology intervention or service response 3.6. Support development of the profession

Responding to student feedback

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

The content and assignments remain broadly the same, with adjustments at the lecturer level around communication and minor adjustments to the requirements.

Additional information

Case-based materials and the Australian Privacy Legislation

In this unit-of-study you will be working with case study materials provided by real life clients and their families. The University has gained permission to use these materials in this unit of study. The Australian Government Privacy Act and Speech Pathology Australia Code of Ethics must be observed for each case and images that are shared with you in this unit. The act prohibits students from providing other people not enrolled in this unit of study, advertently or inadvertently with access to the materials e.g. by copying and sharing on web pages for future students, selling them in student notes, watching lecture recordings in open, public venues, discussing details of the case with friends and/or family members, etc.

Work, health and safety

As you may be working with clients in the Hearing Diagnostic Clinic all NSW Health Compliance requirments will need to have been verified to complete this unit of study.

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

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

CSCD5071: Interdisciplinary Practice: Complex Cases

Intensive August, 2024 [Block mode] - 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

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect