Paediatric Language and Literacy (11981.1)
| Available teaching periods | Delivery mode | Location |
|---|---|---|
| View teaching periods | Intensive |
Bruce, Canberra |
| EFTSL | Credit points | Faculty |
| 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 outcomes
Upon successful completion of this unit, students will be able to:1. Integrate knowledge from a range of sources (normal speech and language development, data from interaction and assessment) to determine a diagnosis of language delay/disorder in children and adolescents;
2. Plan and provide safe, quality, ethical and evidence-based clinical assessment procedures for language and literacy disorders in children and adolescents;
3. Analyse, interpret, diagnose and report on assessments of language and literacy in children and adolescents to facilitate differential diagnosis;
4. Explain assessment outcomes to diverse audiences;
5. Work collaboratively with individuals, families and communities to plan client centred evidence-based management/intervention for language and literacy 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 attributes
1. UC graduates are professional - communicate effectively1. 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 - adopt an informed and balanced approach across professional and international boundaries
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
4. UC graduates are able to demonstrate Aboriginal and Torres Strait Islander ways of knowing, being and doing - communicate and engage with Indigenous Australians in ethical and culturally respectful ways
Prerequisites
10272 Clinical Speech Pathology 2Corequisites
11980 Speech disorders across the life spanIncompatible units
NoneEquivalent units
NoneAssumed knowledge
None.| Year | Location | Teaching period | Teaching start date | Delivery mode | Unit convener |
|---|---|---|---|---|---|
| 2024 | Bruce, Canberra | Semester 2 | 29 July 2024 | Intensive | Dr Jacqui McKechnie |
Required texts
Paul, R., Norbury, C., & Gosse, C. (2017) Language Disorders from Infancy through Adolescence. 5th edition. Elsevier Health Sciences.
Links to additional recommended readings (journal articles, websites etc) will be provided via UCLearn.
Additional resources (recommended, not required):
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
Moderation
Assessments will be moderated in accordance with the Faculty of Health Moderation Guidelines before they are returned to students. A copy of the guidelines can be found on UCLearn.
Please submit your assignment online through UCLearn.
Please ensure you only provide your student ID number. Do NOT put your name on your assignment.
Special assessment requirements
To pass this unit, student must achieve an overall grade above 50%.
Supplementary assessment
Students are not eligible for a supplementary assessment for any of the tasks in this unit.
Academic integrity
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.
Participation requirements
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.
Required IT skills
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.
In-unit costs
None.
Work placement, internships or practicums
None.
