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Students
SPTH8824 – Lifelong Disability and AAC
2020 – Session 1, Weekday attendance, North Ryde
General Information
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| Unit convenor and teaching staff |
Unit convenor and teaching staff
Scott Barnes
|
|---|---|
| Credit points |
Credit points
10
|
| Prerequisites |
Prerequisites
Admission to MSpchLngPath
|
| Corequisites |
Corequisites
|
| Co-badged status |
Co-badged status
|
| Unit description |
Unit description
In this unit, students consider the nature of lifelong disability for populations within the scope of speech pathology practice. It employs multiple, and socially-oriented models of communication disability. Cerebral palsy, intellectual disability, and autism are addressed, as are issues related to speech pathology practice with alternative and augmentative communication. Quality of life and psychosocial issues across multiple populations are also discussed in detail. |
Important Academic Dates
Information about important academic dates including deadlines for withdrawing from units are available at https://students.mq.edu.au/important-dates
Learning Outcomes
- ULO1: Describe and analyse the prevalence, aetiology, neurology and physiology of the health conditions that underpin complex communication disability.
- ULO2: Discuss issues related to living with persistent and multifaceted disability, and its impact upon well-being and participation in society.
- ULO3: Evaluate and explain the role of augmentative and alternative communication strategies in speech pathology management of complex communication disability.
- ULO4: Describe and evaluate the communication needs of those with complex communication disability, including those with challenging behavioural and mental health concerns.
- ULO5: Select and apply appropriate evidence-based speech pathology assessment and intervention procedures that integrate the views of those with complex communication disability and their family and/or carers.
General Assessment Information
Word limits
Assessment submissions with excessive word counts will receive a penalty commensurate with the amount the submission has exceeded the word limit stated in the assessment description. Excessive word counts will result in the following penalties:
- From 11 to 20% over the word limit = reduction by one grading band.
- More than 20% over the word limit = reduction by at least two grading bands, with further penalties applied at the discretion of the unit convenor.
For example: Word limit = 2000 words; Submission word count = 2240, i.e., 12% over the limit, and therefore a penalty is applied as follows:
- Initial grade = D
- Penalty = reduction of one grading band
- Final grade = C
Penalty for late submission
Late submission of assessments will result in the following penalties:
- 1 day late = reduction by no more than one grading band, at the discretion of the unit convenor
- 2 days late = reduction by no more than two grading bands, at the discretion of the unit convenor
- 3 or more days late = reduction by at least two grading bands, with further reductions at the discretion of the unit convenor
For example: A submission is two days late, and therefore a penalty is applied as follows:
- Initial grade = HD
- Maximum penalty = reduction of two grading bands
- Final grade = C
Assessment Tasks
| Name | Weighting | Hurdle | Due |
|---|---|---|---|
| Case based assessment - children with complex communication needs | 50% | Yes | Week 7 |
| Case based assessment - adults with complex communication needs | 50% | Yes | Week 13 |
Case based assessment - children with complex communication needs
Assessment Type 1: Case study/analysis
Indicative Time on Task 2: 38 hours
Due: Week 7
Weighting: 50%
This is a hurdle assessment task (see assessment policy for more information on hurdle assessment tasks)
In this assessment task, students will be provided with case details relating to children who have complex communication needs, and may be appropriate for AAC systems. They will be also be provided with clinical scenarios, and asked to develop plans relating to speech pathology management for these cases. The assessment task will require them to integrate and synthesise case information, case data, theory, research evidence, and routine speech pathology practices in order to formulate plans. 2000 words.
On successful completion you will be able to:
- Describe and analyse the prevalence, aetiology, neurology and physiology of the health conditions that underpin complex communication disability.
- Evaluate and explain the role of augmentative and alternative communication strategies in speech pathology management of complex communication disability.
- Describe and evaluate the communication needs of those with complex communication disability, including those with challenging behavioural and mental health concerns.
- Select and apply appropriate evidence-based speech pathology assessment and intervention procedures that integrate the views of those with complex communication disability and their family and/or carers.
Case based assessment - adults with complex communication needs
Assessment Type 1: Case study/analysis
Indicative Time on Task 2: 39 hours
Due: Week 13
Weighting: 50%
This is a hurdle assessment task (see assessment policy for more information on hurdle assessment tasks)
In this assessment task, students will be provided with case details relating to adults who have complex communication and/or swallowing disorders. They will be also be provided with clinical and life scenarios, and asked to develop plans relating to speech pathology management for these adults. The assessment task will require them to integrate and synthesise case information, case data, theory, research evidence, and routine speech pathology practices in order to formulate plans. 2000 words.
On successful completion you will be able to:
- Discuss issues related to living with persistent and multifaceted disability, and its impact upon well-being and participation in society.
- Describe and evaluate the communication needs of those with complex communication disability, including those with challenging behavioural and mental health concerns.
- Select and apply appropriate evidence-based speech pathology assessment and intervention procedures that integrate the views of those with complex communication disability and their family and/or carers.
1 If you need guidance or support to understand or complete this type of assessment, please contact the Learning Skills Team
2 Indicative time-on-task is an estimate of the time required for completion of the assessment task and is subject to individual variation
Delivery and Resources
Students will participate in 2 hour lectorial classes blending teacher-fronted delivery with small group activities. Students will be expected to engage with learning materials before attending and participating in weekly classes, and then to complete learning activities following class. All learning and teaching activities will occur over the standard 13 teaching weeks of the session.
Policies and Procedures
Macquarie University policies and procedures are accessible from Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central). Students should be aware of the following policies in particular with regard to Learning and Teaching:
- Academic Appeals Policy
- Academic Integrity Policy
- Academic Progression Policy
- Assessment Policy
- Fitness to Practice Procedure
- Grade Appeal Policy
- Complaint Management Procedure for Students and Members of the Public
- Special Consideration Policy (Note: The Special Consideration Policy is effective from 4 December 2017 and replaces the Disruption to Studies Policy.)
Students seeking more policy resources can visit the Student Policy Gateway (https://students.mq.edu.au/support/study/student-policy-gateway). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.
If you would like to see all the policies relevant to Learning and Teaching visit Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/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/study/getting-started/student-conduct
Results
Results published on platform other than eStudent, (eg. iLearn, Coursera etc.) 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 or if you are a Global MBA student contact globalmba.support@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 Enquiry Service
For all student enquiries, visit Student Connect at ask.mq.edu.au
If you are a Global MBA student contact globalmba.support@mq.edu.au
Equity 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.
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.