Unit convenor and teaching staff |
Unit convenor and teaching staff
Administration
Margaret Wood
Unit Convenor
Iain Giblin
Contact via 9850 8730
AHH 3.4
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
15cp at 100 level or above
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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 examines the impact of complex communication needs on a person’s participation and inclusion in society. It explores theoretical models of disability, strategies to improve the communication outcomes of people with complex communication needs, and the facilitative role of communication partners. Students will engage in a work-integrated learning experience placement which may be undertaken across a range of sectors (e.g., government, not-for-profit, community-based organisations) and settings (e.g., disability policy, service planning or development, health promotion, advocacy, education, research). Students will complete approximately 70 hours of placement. They will also engage with lecture and tutorial materials, which will provide theoretical knowledge and background information relevant to disadvantage and social justice, inclusion, and other social challenges. This unit will foster an understanding of the theoretical and practical considerations related to inclusive communication highlighting strategies that facilitate successful communication for people with complex needs in a variety of real-world situations.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Rules and Penalties
For each written assignment, students must:
Late submission and penalties
Penalties will be levied for late submission of assessments.
If an extension is required for medical or other extenuating circumstances, students may request this in writing through ask.mq.edu.au with supporting documentary evidence (such as medical certificate, counsellor note, or similar). All requests for extensions must be made prior to the due date for the assessment.
Word limits
Word limits for assessments are set deliberately and you must submit work that is of the correct length.
Include the word count at the end of your assessment e.g.,
“... which is a therefore a valid reason for including this in the treatment approach.” WORD COUNT: 1004 words
Calculate the word count electronically in MSWord by selecting/dragging the entire body of your text and then using the MSWord count tool, which is found under the Tools tab. This means that the word count will include headings, in-text citations, tables and figures.
The reference list at the end of an assessment is not included in the word count.
Name | Weighting | Hurdle | Due |
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Essay | 25% | No | September 23, 11:59pm |
Placement-based report | 45% | No | November 18, 11:59pm |
Presentation | 25% | No | Weeks 12 and 13 - in class |
Peer Review | 5% | No | Weeks 12 and 13 - in class |
Due: September 23, 11:59pm
Weighting: 25%
Essay on the theoretical framework of disability and its application to the needs of people with disordered communication.
Due: November 18, 11:59pm
Weighting: 45%
Reflection and analysis of the organization where the student undertook their PACE placement. Within the context of their PACE placement, students will apply the theoretical framework of disability to the needs of people with disordered communication.
Due: Weeks 12 and 13 - in class
Weighting: 25%
Presentation including reflection and analysis of the student’s PACE placement.
Due: Weeks 12 and 13 - in class
Weighting: 5%
Peer review of student presentations.
Students will complete approximately 70 hours on placement and attend lectures, tutorials, and seminars on campus, which will provide theoretical knowledge and background information relevant to the PACE experience. Attendance at lectures, tutorials, and seminars is expected.
Weeks 1 - 4: Weekly lecture and weekly tutorial
Week 11: Lecture (no tutorial)
Weeks 12 - 13: Weekly seminar (no lectures)
Week |
Lecture |
Lecturer |
Mode |
Location |
1 |
Models of disability, including the biopsychosocial model of disability |
Davina Tobin |
Lecture |
14 Sir Christopher Ondaatje Ave - T3 Theatre |
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2 |
Nature of lifelong disability and its impact on communication. Disability service provision in Australia |
Elise Tobin |
Lecture
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14 Sir Christopher Ondaatje Ave - T3 Theatre |
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3 |
Multimodal communication approaches |
Davina Tobin |
Lecture
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14 Sir Christopher Ondaatje Ave - T3 Theatre |
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4 |
Ethical considerations and orientation to the PACE experience |
Elise Tobin |
Lecture
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14 Sir Christopher Ondaatje Ave - T3 Theatre |
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11 |
Issues in social policy and lifelong disability |
Davina Tobin |
Lecture
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14 Sir Christopher Ondaatje Ave - T3 Theatre |
12 |
Presentations |
Davina Tobin Elise Tobin |
Seminar |
Seminar Rooms (see timetable) |
13 |
Presentations |
Davina Tobin Elise Tobin |
Seminar
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Seminar Rooms (see timetable) |
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:
Undergraduate 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).
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 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.
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
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.
Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
This graduate capability is supported by:
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.
This graduate capability is supported by:
We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.
This graduate capability is supported by:
Learning outcomes have been amended and approved by FSQC.
Assessment weightings have been changed and approved by FSQC.
Timetable organisation has been changed in weeks 12 and 13 to accommodate large number of student presentations.