| Effective Term: | 2025/05 |
| Institute / School : | Institute of Health and Wellbeing |
| Unit Title: | Speech Pathology Development and Impairment |
| Unit ID: | HEASP6012 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | (HEASP2012) |
| ASCED: | 061707 |
| Other Change: | |
| Brief description of the Unit |
This course 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 course 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 course 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 units 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. | Explore normal speech development and its implications for professional practice and achieving Professional Standards |
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| K2. | Develop assessment plans for speech sound disorders using principles of evidence based practice, person-centred practice and culturally responsive practice |
|
| Skills: |
| S1. | 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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| 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 children with communication disorders |
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| A2. | Identify and empathise 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 |
|
| 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 course. 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 at this level will demonstrate an advanced ability in a range of contexts to effectively communicate, interact and work with others both individually and in groups. Students will be required to display high level skills in-person and/or online in: • Using and demonstrating a high level of verbal and non-verbal communication • Demonstrating a mastery of listening for meaning and influencing via active listening • Demonstrating and showing empathy for others • High order skills in negotiating and conflict resolution skills\\ • Demonstrating mastery of working respectfully in cross-cultural and diverse teams. | 1 - Yes | FEDTASK 2
Leadership | Students at this level will demonstrate a mastery in professional skills and behaviours in leading others. • Creating and sustaining a collegial environment • Demonstrating a high level of self -awareness and the ability to self-reflect and justify decisions • Inspiring and initiating opportunities to lead others • Making informed professional decisions • Demonstrating initiative in new professional situations. | 1 - Yes | FEDTASK 3
Critical Thinking and Creativity | Students at this level will demonstrate high level skills in working in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically to generate and consider complex ideas and concepts at an abstract level • Analysing complex and abstract ideas, concepts and information • Communicate alternative perspectives to justify complex ideas • Demonstrate a mastery of challenging conventional thinking to clarify complex concepts • Forming creative solutions in problem solving to new situations for further learning. | 1 - Yes | FEDTASK 4
Digital Literacy | Students at this level will demonstrate the ability to work competently across a wide range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Mastering, exploring, evaluating, managing, curating, organising and sharing digital information professionally • Collating, managing complex data, accessing and using digital data securely • Receiving and responding professionally to messages in a range of professional digital media • Contributing competently and professionally to digital teams and working groups • Participating at a high level in digital learning opportunities. | 1 - Yes | FEDTASK 5
sustainable and Ethical Mindset | Students at this level will demonstrate a mastery of considering and assessing the consequences and impact of ideas and actions in enacting professional ethical and sustainable decisions. Students will be required to display skills in: • Demonstrate informed judgment making that considers the impact of devising complex solutions in ambiguous global economic environmental and societal contexts • Professionally committing to the promulgation of social responsibility • Demonstrate the ability to evaluate ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Communicating lifelong, life-wide and life-deep learning to be open to the diverse professional others • Generating, leading and implementing required 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 |
Quizzes to test knowledge 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. The assignment should also include a description of why assessments/interventions were chosen, how to interpret results and how to evaluate the intervention. |
Written assignment |
30-40% |
|
| 3. |
K1, K2, S1, S2, A1, A2 |
Examination on course content |
Exam |
40-60% |
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