Unit Profile Correction added on 17-04-20
Assessment 2 has now been changed to an alternate form of assessment. Please see your Moodle site for details of the assessment.
The end of term exam has now been changed to an alternate form of assessment. Please see your Moodle site for details.
Overview
In this unit you will investigate the communication development of children in the first five years of life, the disorders and delays in all aspects of communication development in early childhood, and the potential management strategies for children with communication delays or disorders. You will also be introduced to the development of, and disorders in, swallowing and feeding skills. The International Classification of Functioning, Disability and Health framework, and the principles of evidence-based, reflective, and interprofessional practice will be applied throughout the unit.
Details
Pre-requisites or Co-requisites
Pre-requisites: ALLH11001 - Introduction to Allied Health Practice SPCH11001 - Introduction to Communication and Swallowing Disorders SPCH12006 - Linguistics PSYC11010 - Fundamentals of Psychology ALLH11006 - Life Course Development for Health Professionals Co-requisites: SPCH13005 - Acoustics and Phonetics
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 1 - 2020
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Have Your Say
The timeliness and constructiveness of the feedback on assessment and in-class tasks was met with positivity and enthusiasm by the students.
It is recommended that the unit coordinator continues to provide feedback in a timely and comprehensive manner to support students' learning.
Feedback from Have Your Say
The students responded positively to the interactive and creative ways to maintain engagement and motivation throughout the unit.
It is recommended that the unit coordinator continues to provide students with interactive learning and teaching experiences to maintain engagement with the content of the unit and the course as a whole.
Feedback from Have Your Say
Students appreciated the clarity and consistency with which the unit expectations and content were delivered to them.
It is recommended that the unit coordinator continues to present information to students in a clear, concise and consistent manner.
- Discuss the development of children’s communication, swallowing and feeding skills in the first 5 years of life
- Examine children’s global communication skills using informal and formal assessment measures and strategies
- Identify the impact of communication disorders within the context of the International Classification of Functioning Disability and Health framework
- Apply principles of evidence-based, reflective and interprofessional practice when planning management strategies for young children with communication disorders or delays.
The learning outcomes in this unit contribute to the development of clinical and professional competencies as outlined by Speech Pathology Australia.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Practical Assessment - 30% | ||||
| 2 - Written Assessment - 30% | ||||
| 3 - Examination - 40% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Communication | ||||
| 2 - Problem Solving | ||||
| 3 - Critical Thinking | ||||
| 4 - Information Literacy | ||||
| 5 - Team Work | ||||
| 6 - Information Technology Competence | ||||
| 7 - Cross Cultural Competence | ||||
| 8 - Ethical practice | ||||
| 9 - Social Innovation | ||||
| 10 - Aboriginal and Torres Strait Islander Cultures | ||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Practical Assessment - 30% | ||||||||||
| 2 - Written Assessment - 30% | ||||||||||
| 3 - Examination - 40% | ||||||||||
Textbooks
Articulatory and Phonological Impairment. A Clinical Focus. Pearson New International Edition (4th ed.)
Edition: 6th (2019)
Authors: Bauman-Waengler, J.
Pearson
Harlow Harlow , England
ISBN: 9780134990576
Binding: Paperback
Language Disorders from Infancy through Adolescence (5th ed.)
Edition: 5th (2017)
Authors: Paul, R., Norbury, C & Gosse, C.
Elsevier
USA
ISBN: 9780323442343
Binding: Hardcover
An Introduction to Language Development. (2nd Ed.)
Edition: 2nd (2019)
Authors: Levey, S.
Plural Publishing.
San Diego San Diego , Calfiornia , USA
ISBN: 9781944883430
Binding: Paperback
Additional Textbook Information
Copies are available for purchase at the CQUni Bookshop here: http://bookshop.cqu.edu.au (search on the Unit code)
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
c.conlon@cqu.edu.au
Module/Topic
SESSION 1:
INTRODUCTORY CONTENT:
- Introduction to the unit
- Expectations
- Assessments
- Class requirements
- Textbooks
- Conventions
- Reflective Practice
- Speech Pathology Australia terminology and standards
- Quiz – Early childhood development
SESSION 2:
Early childhood development and range of practice areas (ROPAs) for speech pathology:
- Early childhood development and relevance to speech pathology practice
- Communication development
- Anatomical and physiological basis for communication (and swallowing) disorders - revision
- Range of practice areas in young children
- Disability types and specific populations
- Scope of practice for speech pathologists in early childhood
- The National Disability Insurance Scheme (NDIS)
Chapter
Justice, L. & Redle, E. (2014). Communication Sciences and Disorders. A Clinical Evidence Based Approach (3rd ed.). Boston; USA: Pearson.
- Chapter 1 - Fundamentals of Communication Sciences and Disorders
- Chapter 2 (up to page 67) An Overview of Communication Development
- Chapter 3 Anatomical and Physiological Bases of Communication and Communication Disorders
Bauman-Waengler, J. (2016). Articulation and phonology in speech sound disorders. A clinical focus (6th ed.). Hoboken,NJ: Pearson.
- Chapter 1 Clinical Framework: Basic Terms and Concepts
Please note additional readings and other related articles will be provided on Moodle and/or in class.
Events and Submissions/Topic
Module/Topic
Early childhood development and range of practice areas (ROPAs) for speech pathology:
- Early childhood development and relevance to speech pathology practice
- Communication development
- Anatomical and physiological basis for communication (and swallowing) disorders - revision
- Range of practice areas in young children
- Disability types and specific populations
- Scope of practice for speech pathologists in early childhood
- The National Disability Insurance Scheme (NDIS)
SESSION 2:
- Speech development from infancy to early school age
Chapter
Bauman-Waengler, J. (2016). Articulation and phonology in speech sound disorders. A clinical focus (6th ed.). Hoboken,NJ: Pearson.
- Chapter 2 Articulatory Phonetics: Speech Sound Form
- Chapter 5 Normal Phonological Development
Events and Submissions/Topic
Module/Topic
SESSION 1 AND 2
Speech and language milestones in early childhood:
- Speech sound development continued
- Exploration of language development from infancy to early school age
- Brown’s grammatical morphemes and mean length of utterance calculations
- Integrating linguistics to clinical practice
Chapter
Hoffnung, M., Hoffnung, R., Seifert, K., Hine, A., Pause, C., Ward, L., Signal, T., Swabey, K., Yates, K. & Smith, R. (2019). Lifespan development (4th Australasian ed.). Milton, QLD: John Wiley & Sons
- Chapter 2: Theories of Development pp. 63-74
Events and Submissions/Topic
Module/Topic
SESSION 1 AND 2
The whole child developmental perspective:
- Theories relating to the development of language and cognition
- Development of play skills
- Case study focusing on ICF and Interprofessional Practice
Chapter
Hoffnung, M., Hoffnung, R., Seifert, K., Hine, A., Pause, C., Ward, L., Signal, T., Swabey, K., Yates, K. & Smith, R. (2019). Lifespan development (4th Australasian ed.). Milton, QLD: John Wiley & Sons
- Chapter 6: Physical and cognitive development in early childhood
- Chapter 7: Psychosocial development in early childhood
Paul, R. & Norbury, C; (2017). Language Disorders from Infancy through Adolescence (5th ed.). USA: Elsevier.
- Chapter 5 Developmental Language Disorders in a Pluralistic Society
Events and Submissions/Topic
Module/Topic
SESSION 1:
Assessment of language disorders:
- Specific LD (SLI)
- Language delay
- Secondary language disorders
- Hearing impairment and language development/disorders
SESSION 2: Replaced by 13005 Lecture
Chapter
Paul, R. & Norbury, C; (2017). Language Disorders from Infancy through Adolescence (5th ed.). USA: Elsevier.
- Chapter 1 Topics in Childhood Language Disorders
- Chapter 2 Evaluation and Assessment
Justice, L. & Redle, E. (2014). Communication Sciences and Disorders. A Clinical Evidence Based Approach (3rd ed.). Boston; USA: Pearson.
- Chapter 6 - Communication Assessment and Intervention: Evidence-Based Practices
- Chapter 7 Language Disorders in Early and Later Childhood
Events and Submissions/Topic
Module/Topic
Chapter
Ensure you have your readings completed for Week 6.
Events and Submissions/Topic
Module/Topic
SESSION 1 AND 2:
Assessment of language disorders:
- Revision
- Dynamic assessments
- Administration of the Preschool Language Scales – 5th edition
- Administration of the Clinical Evaluation of Language Fundamentals – Preschool 2nd edition (CELF-P2)
Chapter
Paul, R. & Norbury, C; (2017). Language Disorders from Infancy through Adolescence (5th ed.). USA: Elsevier.
- Chapter 4 Special Considerations for Special Populations
- Chapter 6 Assessment and Intervention in the Prelinguistic Period
- Chapter 7 Assessment and Intervention for Emerging Language
- Chapter 8 Assessment of Developing Language
- Chapter 9 Intervention for Developing Language
Events and Submissions/Topic
Module/Topic
SESSION 1:
LANGUAGE DISORDERS - INTERVENTION PRINCIPLES
- Evidence based practice intervention principles
- Integration of assessment and therapy
Chapter
Continue with
Paul, R. & Norbury, C; (2017). Language Disorders from Infancy through Adolescence (5th ed.). USA: Elsevier.
- Chapter 6 Assessment and Intervention in the Prelinguistic Period
- Chapter 7 Assessment and Intervention for Emerging Language
- Chapter 9 Intervention for Developing Language
Events and Submissions/Topic
Module/Topic
GUEST LECTURE (5th of May, 9am-11am, instead of SPCH13005)
- Deadly Ears
SESSIONS 1 AND 2:
Assessment of speech sound disorders
- Types of SSDs
- Assessments of SSDs
- Analysis of speech samples
- Speech sound profiles
- Administration of the DEAP, PACs, Goldman Fristoe
- Integration of assessment and intervention
Chapter
Bowen, C. (2019). Classification of children’s speech sound disorders. Retrieved from https://www.speech-language-therapy.com/index.php?option=com_content&view=article&id=45:classification&catid=11:admin&Itemid=121
Justice, L. & Redle, E. (2014). Communication Sciences and Disorders. A Clinical Evidence Based Approach (3rd ed.). Boston; USA: Pearson.
- Chapter 9 Speech Sound Disorders in Children
- Chapter 12 Motor Speech Disorders
Bauman-Waengler, J. (2016). Articulation and phonology in speech sound disorders. A clinical focus (6th ed.). Hoboken,NJ: Pearson.
- Chapter 6 Assessment and appraisal: collection of data
- Chapter 9 Therapy for articulation disorders: obtaining an accurate production of a speech sound
- Chapter 10 Treatment of phonological disorders
- Chapter 11 Speech sound disorders in selected populations
Events and Submissions/Topic
Module/Topic
*Note: Wednesday class will be replaced by SPCH12004
SESSION 1 (Thursday 14th 11:00am-1:00pm):
Working with children with disabilities:
- Communication development and therapy in children with Autism
SESSION 2 (Thursday 14th 2:00pm-4:00pm)
- Exploring the range of disabilities which present with a co-occurring language disorder
Chapter
Justice, L. & Redle, E. (2014). Communication Sciences and Disorders. A Clinical Evidence Based Approach (3rd ed.). Boston; USA: Pearson.
- Chapter 4 Augmentative and Alternative Communication
- Chapter 10 Fluency Disorders
- Chapter 11 Voice Disorders
- Chapter 13 Paediatric Hearing Loss
Events and Submissions/Topic
Module/Topic
SESSION 1
- Developing therapy activities for children with speech and language disorders
SESSION 2
- Revision of administering assessments
Chapter
Events and Submissions/Topic
Module/Topic
PRACTICAL ASSESSMENT (30%) THIS WEEK.
27th May
8:00am-10:00am - 2 students
10:00am-12:00pm - 2 students
12:30pm-1:30pm - 1 student
28th May
8:30am-10:30am - 2 students
11:00am-1:00pm - 2 students
*Times and partners will be allocated to students by week 8.
Chapter
Events and Submissions/Topic
Module/Topic
SESSSION 1 AND 2:
- Revision and integration of subject content
- Survey will be posted for students to identify the topics they would like re-visited
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Welcome to SPCH12002 Communication Development and Disorders in Early Childhood for term 1, 2020. Clancy Conlon has recently joined the speech pathology team at Central Queensland University and will be the unit coordinator and primary lecturer for this unit. Whilst this unit is specific to the early childhood (before full-time school age) population, it covers all range of practice areas, with speech and language being the focus areas. This unit also covers important foundation information that you will need throughout your undergraduate studies and career as a speech pathologist.
Please ensure you purchase the textbooks required for this unit as you will need them for SPCH13004 in term 2, and for other units throughout your studies. They are also excellent reference texts for when you are a practicing clinician. These textbooks are:
Bauman-Waengler, J. (2016). Articulation and phonology in speech sound disorders. A clinical focus (6th ed.). Hoboken,NJ: Pearson.
Paul, R. & Norbury, C; (2017). Language Disorders from Infancy through Adolescence (5th ed.). USA: Elsevier.
You will also continue to need your textbooks from SPCH1101 - Introduction to communication and swallowing disorders:
Justice, L. & Redle, E. (2014). Communication Sciences and Disorders. A Clinical Evidence Based Approach (3rd ed.). Boston; USA: Pearson.
I look forward to working with you throughout the term and hope that you enjoy the learning and teaching experiences of SPCH12002.
1 Written Assessment
You are required to produce a - Communication Development (including feeding) Information Kit for Parents / Carers / Early Childhood Educators and Poster for Display
1. Information Kit: You will design an information kit specifically for parents, carers and/or early childhood educators that provides information on the various domains of communication and feeding development. The information kit will be presented in a user friendly format that includes the following:
- Typical developmental norms
- Red flags for further referral
- Appropriate games/toys and activities for that age group
- General interaction strategies
- Useful resources for further information.
You will present information for the following age groups:
- 0-1 year
- 1-2 years
- 2-3 years
- 3-4 years
- 4-5 years
This resource is designed to be a practical document that you can use in clinics and future practice. The research you undertake to produce this kit will consolidate your knowledge of early childhood development and indicators for speech pathology involvement.
2. Poster: To accompany your kit you are required to produce a digital poster that can be printed professionally by poster printing services. Some posters may be chosen to print as professional posters that can be used for speech pathology promotional services. Your poster can focus on one element of communication development or it can be general.
APA referencing style must be used accurately and in accordance with the CQUniversity’s Academic Misconduct Procedure. Footnotes may be used. For further information regarding this procedure, see: http://policy.cqu.edu.au/. Information regarding the APA Referencing Style can be found at: https://www.cqu.edu.au/?a=14033
Week 6 Monday (20 Apr 2020) 9:00 am AEST
Upload to Moodle
Week 8 Monday (4 May 2020)
Feedback will be uploaded to Moodle
The complete rubric detailing the criteria and associated grading is on Moodle, but in summary you will be marked on the following:
- Professionalism
- Audience suitability
- Creativity and originality
- Clarity and cohesion
- Accuracy of content
- Evidence of thorough research
- Conventions
- Referencing
The Generic Professional Competencies assessed at novice level are:
- 1.1 Use effective thinking skills to ensure quality speech pathology practice
- 1.2 Integrate collaborative and holistic viewpoints into professional reasoning
- 1.3 Use sound professional reasoning strategies to assist planning for all aspects of service management
- 2.1 Use interpersonal communication skills to facilitate the effective practice of speech pathology
- 2.2 Use oral and written reporting and presentation skills to successfully meet Speech Pathology objectives
- 3.1 Reflect on performance
- 3.2 Seek additional information required to plan evidence-based speech pathology practice
- 3.3 Demonstrate appropriate attitude to learning
- 3.4 Be able to change performance
- 4.1 Display appropriate organisational skills
- 4.2 Conduct self in a professional manner
- 4.4 Possess a professional attitude / orientation
- 4.5 Demonstrate ethical behaviour
The Competency Based Occupational Standards (CBOS) assessed at novice level in this assessment task are:
- 2.3 Determine the basis for or diagnosis of the communication and/or swallowing condition and determine the possible outcomes
- 5.4 Update, acquire and/or develop resources
- 5.8 Participate in and collaborate on the evaluation of speech pathology services
- 7.2 Participate in professional development and continually reflect on practice
- Discuss the development of children’s communication, swallowing and feeding skills in the first 5 years of life
- Identify the impact of communication disorders within the context of the International Classification of Functioning Disability and Health framework
- Apply principles of evidence-based, reflective and interprofessional practice when planning management strategies for young children with communication disorders or delays.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
2 Practical Assessment
This task consists of three elements:
- You are presented with an early childhood case that will require you to select appropriate assessment instruments (formal and informal). You will implement the assessments with a peer role playing as your client.
- The second component of this assessment task requires you to demonstrate and/or discuss intervention strategies appropriate to the scenario you are presented with
- Following the completion of the assessment you will be required to reflect upon your performance with the examiner. During this time you will reflect on your overall performance during the assessment and intervention tasks, justify your selection of assessments and intervention strategies, interpret your client’s performance from an informal and observational perspective rather than formal scores and respond to questions by the examiner.
To enhance learning of a variety of early childhood assessment and intervention methods you will be paired with a fellow student for this task. One of you will assume the role of speech pathologist and be assessed on your administration of assessments and implementation of intervention. The other will be the simulated client/s. You will then swap roles.
Week 11 Wednesday (27 May 2020) 8:00 am AEST
Assessment will occur in class times and other scheduled times as required
Review/Exam Week Monday (8 June 2020)
Feedback will be uploaded to Moodle
The complete rubric with the marking breakdown is on Moodle, however in summary you will be assessed on:
- Professionalism
- Knowledge of different assessment items
- Accuracy and completeness of assessment delivery
- Evidence of thorough preparation
- Ability to justify selection of resources
- Ability to respond to questions
- Knowledge and application of therapeutic strategies
- Accuracy and completeness of reflection
The Generic Professional Competencies assessed at novice level are:
- 1.1 Use effective thinking skills to ensure quality speech pathology practice
- 1.2 Integrate collaborative and holistic viewpoints into professional reasoning
- 1.3 Use sound professional reasoning strategies to assist planning for all aspects of service management
- 2.1 Use interpersonal communication skills to facilitate the effective practice of speech pathology
- 2.2 Use oral and written reporting and presentation skills to successfully meet Speech Pathology objectives
- 3.1 Reflect on performance
- 3.2 Seek additional information required to plan evidence-based speech pathology practice
- 3.3 Demonstrate appropriate attitude to learning
- 3.4 Be able to change performance
- 4.1 Display appropriate organisational skills
- 4.2 Conduct self in a professional manner
- 4.4 Possess a professional attitude / orientation
- 4.5 Demonstrate ethical behaviour
The Competency Based Occupational Standards (CBOS) assessed at novice level in this assessment task are:
- 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
- 1.3 Administer speech pathology assessment relevant to the communication and/or swallowing condition
- 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
- 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
- 3.4 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
- 7.2 Participate in professional development and continually reflect on practice
- Examine children’s global communication skills using informal and formal assessment measures and strategies
- Apply principles of evidence-based, reflective and interprofessional practice when planning management strategies for young children with communication disorders or delays.
- Communication
- Problem Solving
- Critical Thinking
- Cross Cultural Competence
- Ethical practice
Examination
Calculator - non-programmable, no text retrieval, silent only
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
