Students
SPED932 – Perception and Production of Speech in Deaf/Hard of Hearing Children
2017 – S2 Online
General Information
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| Unit convenor and teaching staff |
Unit convenor and teaching staff
Convenor
Dr Robyn Cantle Moore
Contact via email
RIDBC Renwick Centre (02) 9872-0204
Claire Farrington
Lecturer
Marie Fram
Contact via email
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| Credit points |
Credit points
4
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| Prerequisites |
Prerequisites
Admission to MDisabilityStud
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| Corequisites |
Corequisites
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| Co-badged status |
Co-badged status
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| Unit description |
Unit description
This unit presents an introduction to speech perception and speech production of children who are Deaf/hard of hearing. Emphasis is given to typical speech perception and the continuum of development supporting the emergence of mature speech production. Strategies to assess and enhance the intelligibility of speech for listeners who are deaf or hard of hearing (D/HH) are explored.
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Important Academic Dates
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
Learning Outcomes
On successful completion of this unit, you will be able to:
- 1. Explain the physics of sound including frequency, amplitude, resonance and associated theories;
- 2. Apply the physics of sound to an audiogram;
- 3. Explain the typical course of vocal development leading to intelligible speech production;
- 4. Broadly describe the continuum of phonological and articulation development in young children;
- 5. Demonstrate competence in reporting assessment results and establishing short and long term speech goals for children who are deaf/had of hearing;
- 6. Demonstrate knowledge of a range of strategies and programs designed to facilitate/remediate speech development.
Assessment Tasks
| Name | Weighting | Hurdle | Due |
|---|---|---|---|
| Speech transcription in IPA | 20% | No | 25/8/2017 |
| Psychoacoustics, percep/produc | 30% | No | 6/10/2017 |
| Case Study, school-age child | 50% | No | 10/11/2017 |
Speech transcription in IPA
Due: 25/8/2017
Weighting: 20%
International Phonetic Alphabet (IPA) transcription of sentences delivered (via video) by various male and female speakers. 500 words
On successful completion you will be able to:
- 4. Broadly describe the continuum of phonological and articulation development in young children;
- 5. Demonstrate competence in reporting assessment results and establishing short and long term speech goals for children who are deaf/had of hearing;
- 6. Demonstrate knowledge of a range of strategies and programs designed to facilitate/remediate speech development.
Psychoacoustics, percep/produc
Due: 6/10/2017
Weighting: 30%
Online quiz / multiple choice. Knowledge of psychoacoustics, perception/production systems.
On successful completion you will be able to:
- 1. Explain the physics of sound including frequency, amplitude, resonance and associated theories;
- 2. Apply the physics of sound to an audiogram;
- 3. Explain the typical course of vocal development leading to intelligible speech production;
- 6. Demonstrate knowledge of a range of strategies and programs designed to facilitate/remediate speech development.
Case Study, school-age child
Due: 10/11/2017
Weighting: 50%
Case Study / PBL. School-age child with hearing loss; information inclusive of assessments to determine goals and strategies for program of teaching. 2,500 words
On successful completion you will be able to:
- 2. Apply the physics of sound to an audiogram;
- 3. Explain the typical course of vocal development leading to intelligible speech production;
- 4. Broadly describe the continuum of phonological and articulation development in young children;
- 5. Demonstrate competence in reporting assessment results and establishing short and long term speech goals for children who are deaf/had of hearing;
- 6. Demonstrate knowledge of a range of strategies and programs designed to facilitate/remediate speech development.
Delivery and Resources
The unit is supported for delivery and study online.
Policies and Procedures
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
Assessment Policy http://mq.edu.au/policy/docs/assessment/policy_2016.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Complaint Management Procedure for Students and Members of the Public http://www.mq.edu.au/policy/docs/complaint_management/procedure.html
Disruption to Studies Policy (in effect until Dec 4th, 2017): http://www.mq.edu.au/policy/docs/disruption_studies/policy.html
Special Consideration Policy (in effect from Dec 4th, 2017): https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/special-consideration
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Student Code of Conduct
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Results
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
Student Support
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Student Services and Support
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
Student Enquiries
For all student enquiries, visit Student Connect at ask.mq.edu.au
IT Help
For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.
Graduate Capabilities
PG - Capable of Professional and Personal Judgment and Initiative
Our postgraduates will demonstrate a high standard of discernment and common sense in their professional and personal judgment. They will have the ability to make informed choices and decisions that reflect both the nature of their professional work and their personal perspectives.
This graduate capability is supported by:
Learning outcomes
- 2. Apply the physics of sound to an audiogram;
- 3. Explain the typical course of vocal development leading to intelligible speech production;
- 4. Broadly describe the continuum of phonological and articulation development in young children;
- 5. Demonstrate competence in reporting assessment results and establishing short and long term speech goals for children who are deaf/had of hearing;
- 6. Demonstrate knowledge of a range of strategies and programs designed to facilitate/remediate speech development.
Assessment tasks
- Speech transcription in IPA
- Psychoacoustics, percep/produc
- Case Study, school-age child
PG - Discipline Knowledge and Skills
Our postgraduates will be able to demonstrate a significantly enhanced depth and breadth of knowledge, scholarly understanding, and specific subject content knowledge in their chosen fields.
This graduate capability is supported by:
Learning outcomes
- 1. Explain the physics of sound including frequency, amplitude, resonance and associated theories;
- 2. Apply the physics of sound to an audiogram;
- 3. Explain the typical course of vocal development leading to intelligible speech production;
- 4. Broadly describe the continuum of phonological and articulation development in young children;
- 6. Demonstrate knowledge of a range of strategies and programs designed to facilitate/remediate speech development.
Assessment tasks
- Speech transcription in IPA
- Psychoacoustics, percep/produc
- Case Study, school-age child
PG - Critical, Analytical and Integrative Thinking
Our postgraduates will be capable of utilising and reflecting on prior knowledge and experience, of applying higher level critical thinking skills, and of integrating and synthesising learning and knowledge from a range of sources and environments. A characteristic of this form of thinking is the generation of new, professionally oriented knowledge through personal or group-based critique of practice and theory.
This graduate capability is supported by:
Learning outcomes
- 2. Apply the physics of sound to an audiogram;
- 4. Broadly describe the continuum of phonological and articulation development in young children;
Assessment tasks
- Speech transcription in IPA
- Psychoacoustics, percep/produc
- Case Study, school-age child
PG - Research and Problem Solving Capability
Our postgraduates will be capable of systematic enquiry; able to use research skills to create new knowledge that can be applied to real world issues, or contribute to a field of study or practice to enhance society. They will be capable of creative questioning, problem finding and problem solving.
This graduate capability is supported by:
Learning outcomes
- 4. Broadly describe the continuum of phonological and articulation development in young children;
- 6. Demonstrate knowledge of a range of strategies and programs designed to facilitate/remediate speech development.
Assessment tasks
- Speech transcription in IPA
- Psychoacoustics, percep/produc
- Case Study, school-age child
PG - Effective Communication
Our postgraduates will be able to communicate effectively and convey their views to different social, cultural, and professional audiences. They will be able to use a variety of technologically supported media to communicate with empathy using a range of written, spoken or visual formats.
This graduate capability is supported by:
Learning outcomes
- 1. Explain the physics of sound including frequency, amplitude, resonance and associated theories;
- 5. Demonstrate competence in reporting assessment results and establishing short and long term speech goals for children who are deaf/had of hearing;
Assessment task
- Case Study, school-age child
PG - Engaged and Responsible, Active and Ethical Citizens
Our postgraduates will be ethically aware and capable of confident transformative action in relation to their professional responsibilities and the wider community. They will have a sense of connectedness with others and country and have a sense of mutual obligation. They will be able to appreciate the impact of their professional roles for social justice and inclusion related to national and global issues
This graduate capability is supported by:
Learning outcome
- 6. Demonstrate knowledge of a range of strategies and programs designed to facilitate/remediate speech development.
Assessment tasks
- Psychoacoustics, percep/produc
- Case Study, school-age child