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Unit Synopsis
In this unit you will be introduced to developmental and acquired communication and swallowing disorders across the lifespan. You will study the types of disorders that speech pathologists assess and manage across the lifespan and be familiarised with the range of intervention settings in which speech pathologists are employed. You will be oriented to the standards required, and terminology used in, contemporary speech pathology practice in Australia. The International Classification of Functioning, Disability and Health framework and the principles of evidence based, interprofessional and reflective practice are embedded throughout this unit.
Details
| Level | Undergraduate |
|---|---|
| Unit Level | 1 |
| Credit Points | 6 |
| Student Contribution Band | SCA Band 2 |
| Fraction of Full-Time Student Load | 0.125 |
| Pre-requisites or Co-requisites |
There are no pre-requisites for the unit.
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). |
| Class Timetable | View Unit Timetable |
| Residential School | No Residential School |
Unit Availabilities from Term 1 - 2019
Term 1 - 2019 Profile
Term 1 - 2020 Profile
Term 1 - 2021 Profile
Term 1 - 2022 Profile
Term 1 - 2023 Profile
Term 1 - 2024 Profile
Term 1 - 2025 Profile
Term 1 - 2026 Profile
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.
Assessment Tasks
| Assessment Task | Weighting |
|---|---|
| 1. Portfolio | 0% |
| 2. Reflective Practice Assignment | 60% |
| 3. Examination | 40% |
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%).
Past Exams
All University policies are available on the Policy web site, however you may wish to directly view the following policies below.
This list is not an exhaustive list of all University policies. The full list of policies are available on the Policy web site.
No previous feedback available
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.
Source: SUTE
Students appreciated the discussions and hands on experiences from the tutorials. Although not in the physical classroom, distance students they felt as though they were in the classroom learning environment.
It is recommended that the interactive activities and discussions in the tutorial continue to be a feature of the tutorials in future iterations of the unit as they are viewed positively by students.
Interactive activiites and discussion continued to be included in the tutorial.
Source: SUTE
Students reported that whilst it was good to have quizzes every two weeks, they felt they were too long with too many questions for the timeframe allowed to complete the quiz.
It is recommended that the quantity and quality of the six quizzes be reviewed prior to the next iteration of the unit.
Quantity and quality of the quizzes were reviewed and changes were made as needed.
Source: SUTE
Students reported that the resources such as unit slides and quality of recordings for the flipped classroom model were not always clear.
It is recommended that the slides and recordings for the flipped classroom model of this unit be reviewed prior to the next iteration of the unit.
Slides and recordings were reviewed and updated as needed.
Source: SUTE feedback
Students commented that the wording of quizzes was unclear at times.
It is recommended that wording of the quizzes is reviewed, and clearer instructions and questions are provided.
In Progress
Source: SUTE feedback
Students commented that some links and activities were missing from moodle.
It is recommended that moodle links and activities are reviewed before they become available to students.
In Progress
Source: SUTE feedback
Students commented that the Zoom lectures were difficult to hear at times.
It is recommended that the technology in the room is reviewed to improve audio quality for distance students.
In Progress
Source: SUTE
Students commented that helpful feedback was provided about quiz answers throughout the unit.
It is recommended that helpful feedback continue to be provided throughout the unit.
In Progress
On successful completion of this unit, you will be able to:
- Describe the different types of communication and swallowing disorders
- Identify the scope of practice for speech pathologists in accordance with Speech Pathology Australia's guidelines
- Successfully complete all pre-clinical requirements
- Discuss the principles of evidence-based and interprofessional practice in the speech pathology context
- Apply the International Classification of Functioning, Disability and Health framework to simple cases involving communication and swallowing disorders
- Demonstrate the principles of reflective practice at an introductory level.
Range of Practice:
Adult - Speech, Fluency, Voice, Swallowing, Language and Multimodal Communication
Child - Speech, Fluency, Voice, Swallowing, Language and Multimodal Communication
Competency-based Occupational Standards for Speech Pathology (CBOS 2011):
Unit 1 Assessment - Elements 1.1 and 1.2 to Novice standard
Unit 2 Analysis and interpretation - Elements 2.1, 2.2, 2.3, 2.4 and 2.5 to Novice standard
Unit 3 Planning evidence based speech pathology practices - Elements 3.1, 3.2 and 3.5 to Novice standard
Unit 5 Planning, providing and managing speech pathology services – Elements 5.4 to Novice standard
Unit 7 Lifelong learning and reflective practice – Elements 7.1, 7.2, 7.3 and 7.4 to Novice standard
Competency Assessment in Speech Pathology (COMPASS®) Generic Professional Competencies:
Unit 1 Reasoning - Elements 1.1, 1.2 and 1.3 to Novice standard
Unit 2 Communication - Elements 2.1, 2.2 and 2.3 to Novice standard
Unit 3 Learning - Elements 3.1, 3.2, 3.3 and 3.4 to Novice standard
Unit 4 Professionalism - Elements 4.1, 4.2, 4.4 and 4.5 to Novice standard
| Assessment Tasks | Learning Outcomes | |||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | |
| 1 - Portfolio | • | |||||
| 2 - Reflective Practice Assignment | • | • | ||||
| 3 - Examination | • | • | • | |||
| Graduate Attributes | Learning Outcomes | |||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | |
| 1 - Communication | • | • | • | • | • | • |
| 2 - Problem Solving | • | • | • | • | • | |
| 3 - Critical Thinking | • | • | • | • | • | |
| 4 - Information Literacy | • | • | • | • | • | • |
| 6 - Information Technology Competence | • | • | • | |||
| 7 - Cross Cultural Competence | • | • | • | • | • | |
| 8 - Ethical practice | • | • | • | • | • | • |
| Assessment Tasks | Graduate Attributes | ||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 10 | |
| 1 - Portfolio | • | • | • | • | • | • | |||||
| 2 - Reflective Practice Assignment | • | • | • | • | • | • | • | ||||
| 3 - Examination | • | • | • | • | • | ||||||