Speech and Language Disorders - Paediatrics PG (10269.2)
|Available teaching periods||Delivery mode||Location|
|View teaching periods|| On-Campus
|| UC - Canberra, Bruce
|0.125||3||Faculty Of Health|
|Discipline||Study level||HECS Bands|
|Discipline Of Speech Pathology||Post Graduate Level|| Band 2 2021 (Commenced After 1 Jan 2021)
Band 3 2021 (Commenced Before 1 Jan 2021)
Learning outcomesOn successful completion of this unit, students will be able to:
1. Triangulate knowledge of normal speech and language development with data from interaction and assessment to determining diagnosis of speech sound disorders, and/or language delay/disorders in children and adolescents;
2. Select appropriate clinical assessment procedures for speech sound disorders, and language delay/disorders in children and adolescents;
3. Analyse and interpret speech and/or language assessment data to facilitate differential diagnosis of speech sound and/or language delay/disorders;
4. Explain assessment outcomes to diverse audiences;
5. Work collaboratively to plan life goals and client centred evidence-based management for speech sound disorders and language delay/disorders in children and adolescents; and
6. Modify assessments and interventions for diverse client populations e.g. children with cerebral palsy, bilingual children; Aboriginal and Torres Strait Islanders peoples.
Graduate attributes1. UC graduates are professional - communicate effectively
1. UC graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload
1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
1. UC graduates are professional - work collaboratively as part of a team, negotiate, and resolve conflict
2. UC graduates are global citizens - understand issues in their profession from the perspective of other cultures
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
4. UC graduates are able to demonstrate Aboriginal & Torres Strait Islander ways of knowing, being & doing - communicate & engage with Indigenous Australians in ethical & culturally respectful ways
Prerequisites10266 Foundations of Communication Science PG AND 10268 Clinical Speech Pathology 1 PG
CorequisitesMust be enrolled in 371JA Master of Speech Pathology.
Must be enrolled in 10272 Clinical Speech Pathology 2 PG.
|Year||Location||Teaching period||Teaching start date||Delivery mode||Unit convener|
|2022||UC - Canberra, Bruce||Semester 2||01 August 2022||On-Campus||Dr Jacqui McKechnie|
|2023||UC - Canberra, Bruce||Semester 2||31 July 2023||On-Campus||Dr Jacqui McKechnie|
McLeod, S & Baker, E. (2017) Children's Speech: An Evidence-Based Approach to Assessment and Intervention. Boston:Pearson
Paul, R., Norbury, C. & Gosse, C. (2017) Language Disorders from Infancy through Adolescence. 5th edition Elsevier Health Sciences.
Links to additional readings such as journal articles, websites and video demonstrations will be provided via Canvas.
Additional relevant texts:
Gillon, G. (2018) (2nd ed) Phonological Awareness: From research to practice.
McCauley, R. Fey, M. & Gillam, R (2017) (2nd ed) Treatment of Language Disorders in Children.
Submission of assessment items
Extensions & Late submissions
It is the student's responsibility to upload the correct and corresponding draft or assessment item/items to the appropriate submission section.
Please submit your assignment online through UCLearn.
Please ensure you only provide your student ID number. Do NOT put your name on your assignment.
Students are not entitled to a supplementary assessment for any of the assignments in this unit.
Students have a responsibility to uphold University standards on ethical scholarship. Good scholarship involves building on the work of others and use of others' work must be acknowledged with proper attribution made. Cheating, plagiarism, and falsification of data are dishonest practices that contravene academic values. Refer to the University's Student Charter for more information.
To enhance understanding of academic integrity, all students are expected to complete the Academic Integrity Module (AIM) at least once during their course of study. You can access this module within UCLearn (Canvas) through the 'Academic Integrity and Avoiding Plagiarism' link in the Study Help site.
Use of Text-Matching Software
The University of Canberra uses text-matching software to help students and staff reduce plagiarism and improve understanding of academic integrity. The software matches submitted text in student assignments against material from various sources: the internet, published books and journals, and previously submitted student texts.
Assessments will be moderated in accordance with the Faculty of Health Moderation Guidelines. A copy of the guidelines can be found on the Canvas site.
This unit will require students to closely manage their workload: it requires considerable reading each week, which would be best managed by working collaboratively with a small study group to share the load of researching assessment and intervention strategies for each clinical case.
Attendance at the intensive is compulsory.
Participation in workshops is mandatory so that students develop skills in assessment planning, data analysis, intervention planning, presenting case-based information, and giving and receiving feedback from peers and lecturers. Attendance in person or electronically at lectures is advised so that questions about theory and research evidence can be addressed ahead of the practical application activities which will be completed during the workshop.
To pass this unit, students must achieve an overall grade above 50%.
Required IT skills
This unit involves online meetings in real time using the Blackboard Collaborate tool. Blackboard Collaborate provides a virtual classroom or meeting room where you can communicate in real time with your lecturer and other students. To participate verbally, rather than just typing, you will need a microphone. For best audio quality we recommend a microphone and speaker headset. For more information and to test your computer, please visit the LearnOnline Student Help and click on the link to Blackboard Collaborate.
Real time meetings using Zoom may also be required when shared access to video and audio is required for clinical learning. Familiarity using YouTube to upload unlisted videos and share private links with the class is also advised.
No additional costs
Work placement, internships or practicums