| Effective Term: | 2025/02 |
| Institute / School : | Institute of Health and Wellbeing |
| Unit Title: | Speech Pathology Development and Impairment |
| Unit ID: | HEASP2012 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (HEASP1021 and HEASP1022) |
| Co-requisite(s): | Nil |
| Exclusion(s): | (HEASP6012) |
| ASCED: | 061707 |
| Other Change: | |
| Brief description of the Unit |
This unit provides students with the theoretical knowledge to understand paediatric speech development and associated impairments; such as phonological disorders, articulation disorders, motor speech disorders, and structural disorders. This unit will emphasise the client as an individual and the effect that the speech sound disorder can have on an individual's participation in their family, social settings and community. The unit includes normal speech development, assessment, analysis, diagnosis and intervention of children with speech sound disorders within the World Health Organisation's International Classification of Functioning, Disability and Health (ICF) conceptual framework and evidence based practice (EBP). Evidence-based speech pathology research and practice are reviewed as to how to identify children at risk of delayed or disordered communication and implementation of appropriate management. This unit provides students with essential knowledge and skills for Speech Pathology clinical unit and practice as a Speech Pathologist. |
| 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. | Identify and discuss normal speech development |
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| K2. | Identify, analyse, and describe signs of speech disorders and their implications for children's communication, health, and social participation across the lifespan. |
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| Skills: |
| S1. | Develop assessment plans for speech sound disorders using principles of evidence based practice, person-centred practice and culturally responsive practice. |
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| S2. | Apply the theory, aetiology and classification of child speech sound disorders. |
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| Application of knowledge and skills: |
| A1. | Select and justify appropriate, evidence-based speech pathology assessment and intervention for speech disorders in children. |
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| A2. | Identify the impact of speech sound disorders on children and families, especially in relation to issues of community diversity and the International Classification of Functioning (ICF) framework. |
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| Unit Content: |
Professional Standards for Speech Pathologist in Australia (2020), Speech Pathology Guidelines for Reporting of Aboriginal and Torres Strait Islander Curriculum Development and Inclusions (2018), National Quality and Safeguarding Framework (NQSF, 2018), National Safety and Quality Health Service (NSQHS) Standards (2017-2019) and National Aged Care Quality Standards (2019) have substantially informed the syllabus/content of this unit. Topics may include: Typical speech development Epidemiology of speech disorders Identifying children at risk of delayed or disordered speech Working with culturally diverse and vulnerable population groups Classification systems of speech disorders Assessment of developmental speech sound disorder Taking a case history Oromotor assessment screening and assessment tools Adapting for specific population groups, including multilingual children Intervention Childhood apraxia of speech Cleft lip and palate |
| 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, S2 |
Content covered in class and online learning throughout semester |
Online quizzes |
10-20% |
|
| 2. |
K2, S1, A1, A2 |
Development of assessment plan and intervention for a case study, including impact of disorder on children and families. |
Written assignment |
30-40% |
|
| 3. |
K1, K2, S1, S2, A1, A2 |
Examination on unit content |
Written Examination |
40-60% |
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