| Effective Term: | 2026/05 |
| Institute / School : | Institute of Health and Wellbeing |
| Unit Title: | Introduction to Speech Pathology |
| Unit ID: | HEASP1012 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 061707 |
| Other Change: | |
| Brief description of the Unit |
The aim of this unit is to provide students with an introduction to the foundational clinical skills of speech pathology, and to the range of practice areas and settings that speech pathologists work within; including vulnerable population groups. The unit will present an overview of the history of the speech pathology profession, along with the importance of evidence-based practice and reflection cycles. Students will learn about how the profession links to and draws on a range of other disciplines. The unit introduces the professional frameworks that guide speech pathology practice in Australia; these include Professional Standards for Speech Pathologists in Australia, International Classification of Functioning, Disability and Health (ICF) Framework, Speech Pathology Australia Code of Ethics and National Disability Insurance Scheme (NDIS). Students will begin to apply these frameworks and linkages whilst developing the relevant academic and communication skills associated with assignments, class presentations, professional portfolio development and reflective learning activities. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | |  | | | | Intermediate | | | | | | | | Advanced | | | | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Describe the scope of speech pathology practice, interprofessional practice, and the professional role of Speech Pathologists. |
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| K2. | Explain the speech pathology professional frameworks and its relevance to speech pathology practice |
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| Skills: |
| S1. | Reflect on and analyse one's own and others contributions to a team activity and provide constructive feedback. |
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| S2. | Demonstrate understanding and application of professional standards to clinical practice scenarios and demonstrate effective teamwork skills. |
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| Application of knowledge and skills: |
| A1. | Demonstrate effective communication in oral and written English language and visual media. |
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| A2. | Apply research and literature to speech evidence-based scholarly practice. |
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| A3. | Demonstrate values, knowledge, skills and attitudes appropriate to speech pathology. |
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| Unit Content: |
1. The role of a speech pathologist What is a speech pathologist? Service delivery and the role of speech pathologists across the range of practice areas of communication and swallowing. Communication as a basic human right Culture and speech pathology practice
2. Professional frameworks Professional Standards for Speech Pathologists in Australia International Classification of Functioning, Disability and Health (ICF) Framework Speech Pathology Australia Code of Ethics
3. Professional practice Introduction to professional communication Inter-professional practice Evidence-based practice Client centred/family centred practice National Disability Insurance Scheme (NDIS) Vulnerable population groups
4. Professional skills Clinical reasoning Developing skills for lifelong learning and professional practice Frameworks for reflection Self evaluation |
| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students will demonstrate high-level skills to effectively communicate, interact and work with others both individually and in groups Students will be required to display (in person and/or online) high-level skills in-person and/or online in: • Effective verbal and non-verbal communication via a range of synchronous and asynchronous methods • Active listening for meaning and influencing • High-level empathy for others • Negotiating and demonstrating extended conflict resolution skills • Working respectfully in cross-cultural and diverse teams | 1 - Yes | FEDTASK 2
Leadership | Students will demonstrate the ability to apply leadership skills and behaviours Students will be required to display skills in: • Creating, contributing to, and enabling collegial environments • Showing self-awareness and the ability to self-reflect for personal growth • Inspiring and enabling others • Making informed and evidence-based decisions through consultation with others • Displaying initiative and ability to solve problems | 1 - Yes | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complex and ambiguous environments, using their imagination to create new ideas Students will be required to display skills in: • Reflecting critically on complex problems • Synthesising, evaluating ideas, concepts and information • Proposing alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts through deep inquiry • Proposing creative solutions in problem solving | 1 - Yes | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work proficiently across a range of tools, platforms and applications to achieve a range of tasks Students will be required to display high-level skills in: • Finding, accessing, collating, evaluating, managing, curating, organising and appropriately and securely sharing complex digital information at a high-level • Receiving and responding to messages in a range of digital media • Using digital tools appropriately to conduct research • Contributing proficiently to digital teams and working groups • Participating in and utilising digital learning opportunities | 1 - Yes | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to think ethically and sustainably. Students will be required to display skills in: • The responsible conduct of research • Making informed judgments that consider the impact of devising solutions in multiple global economic environmental and societal contexts • Demonstrating commitment to social responsibility as a professional and a citizen • Generating research solutions which are sustainable,ethical, socially responsible and/or sustainable • Extending lifelong, life-wide and life-deep learning to be open to diverse others • Demonstrate extended actions to foster sustainability in their professional and personal life. | 1 - Yes |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | Professional Standards |
| 1. |
K1, K2, S1, S2, A1, A2, A3 |
Case study analysis with peer group work component. |
Group oral and written assignment |
15-35% |
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| 2. |
S1, S2, A1 |
Group learning agreement / contract for case study assignment. |
Group learning agreement / contract |
Hurdle |
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| 3. |
K1, K2, A1, A2, A3 |
Essay demonstrating reflective cycles and life long learning. |
Reflective written assignment |
25-40% |
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| 4. |
K1, K2, A1, A2, A3 |
Written application examination on all unit content. |
Written Examination |
20-35% |
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