Unit rationale, description and aim
Understanding typical communication and swallowing development and functions across the lifespan is core foundational knowledge for a speech pathologist. Accordingly, in this unit students will learn about typical development and change across the lifespan, with particular emphasis on communication and swallowing development.
Students will be introduced to theories and frameworks that inform our understanding of development and will apply these to the description and analysis of skills in different life stages. Students will consider the relationship between developmental domains, and how they are influenced by a range of factors, including socio-cultural contexts.
Additionally, this unit contains a learning outcome from the Aboriginal and Torres Strait Islander Health Curriculum Framework (HCF, 2014) specifically addressing the HCF cultural capability- Social Determinants.
The unit aims to provide students with foundational knowledge of typical development and skills that they will use to apply to clinical populations in future units in the Bachelor of Speech Pathology.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from 糖心原创 with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Explain theories and frameworks underpinning acqui...
Learning Outcome 01
Describe key stages of communication and swallowin...
Learning Outcome 02
Explain how biological, anatomical, linguistic-cul...
Learning Outcome 03
*HCF 16.1 Discuss the concept of social determinan...
Learning Outcome 04
Reflect upon growth in understanding of humility, ...
Learning Outcome 05
Content
Topics will include:
- Application of the International Classification of Functioning (ICF) to communication and swallowing
- Social determinants of health
Background to communication
- Communication as a cultural phenomenon
- The relationship between speech, language and communication
- The components of language: form (syntax, morphology, phonology), content (semantics), and use (pragmatics)
Theories of development
Development and change in communication, swallowing and other domains (cognition, attention, memory, motor, sensory, social-emotional, play/leisure) across the lifespan, including impact on activity and participation
- Early development (0-2 years)
- Early childhood (3-5 years)
- Primary school age (6-12 years)
- Adolescence (12-18 years)
- Adulthood (18+ years)
- Aging (65+ years)
Factors that influence development/health/wellbeing
- Personal factors (e.g., biology, anatomy, culture, multiculturalism/bilingualism)
- Contextual factors (e.g., physical environment; services, systems, policies; attitudes, relationships)
- Knowings of First Peoples of Australia
Community Engagement
- Respect for human dignity
- Framework for critical reflection on:
- professional and ethical behaviour that acknowledges the dignity, culture, values, beliefs and rights of people being supported by community organisations
- the values underpinning the relationships, roles and functions of staff and clients within a community organisation/s
- the degree of transformation that students experience via community engagement experiences
Assessment strategy and rationale
This unit requires students to demonstrate their understanding of the content, develop technical skills, and show emerging professional reasoning skills.
Assessment 1 is an individual task requiring the student to view and analyse data of people engaged in a communication interaction. This task provides students with an opportunity to practice observation skills needed for future professional practice placements. Furthermore, their analysis enables them to consider the influence of environmental factors on communication interactions and start to recognise the need for consideration of clients and communication in context.
Assessment 2 requires students to describe the communication and development of two typically developing individuals from different age groups, compare skills and discuss changes across life stages.
Assessment 3 is an exam requiring students to demonstrate their understanding of all learning outcomes through multiple?choice and/or short?answer questions.
Community Engagement (CE) Hurdle: Students will give a presentation to peers, describing their CE experience and reflecting on their growth in understanding the links between participation in life activities, contextual factors, and wellbeing. The presentation is a hurdle task; students must pass to pass the unit and will have a second opportunity if they fail their first attempt.
Overview of assessments
Assessment 1: Environmental Observational This ta...
Assessment 1: Environmental Observational
This task introduces students to the importance of collecting and utilising observational data for assessment purposes.
20%
Assessment 2: Comparative analysis of communicati...
Assessment 2: Comparative analysis of communication
This task requires students to undertake a comparative analysis of the communication and development skills of two typically developing individuals of different age groups.
40%
Assessment 3: Exam Students demonstrate factual a...
Assessment 3: Exam
Students demonstrate factual and applied knowledge of typical communication and development across the lifespan.
40%
Community engagement experience (25 hours) and pr...
Community engagement experience (25 hours) and presentation.
Hurdle
In order to successfully complete and pass this unit, you are required to:
- demonstrate achievement of each learning outcome
- pass the Hurdle Assessment Task
- complete and submit all assessments and obtain an aggregate mark of 50% or greater.
Learning and teaching strategy and rationale
This unit fosters student-centred active learning and accommodates diverse student needs. It includes a combination of self-paced, online learning and real-time classes. Early and additional feedback on learning, and tailored support, are provided to facilitate students’ transition to university. This unit involves approximately 150 hours of learning. Students will be introduced to communication and swallowing development, theoretical understandings and factors that influence communication and swallowing through online learning. Tutorials will involve interactive small group work with a focus on making connections between theory and practice.
Community Engagement: All students at 糖心原创 are required to understand the University’s mission, values, and principles. In SPHY100, students will complete 25 hours of Community Engagement. This will enable students to interact with individuals, families and community groups and consider the personal/contextual factors that influence their life experiences (including participation in communication and mealtime activities), and how both impact their development/health/wellbeing.
Professional Standards for Speech Pathologists in Australia
In connection to the learning outcomes, the Professional Standards for Speech Pathologists in Australia (Professional Standards) detail
- the knowledge, skills and attributes a speech pathologist practising in Australia must demonstrate and apply, at any point in their career, as relevant to their speech pathology role and work context
- the knowledge, skills and attributes a graduating speech pathology student must demonstrate and be able to apply by the time they complete their entry-level degree.
The Professional Standards should not be read in isolation. Speech pathologists should also be cognisant of, and comply with, relevant legislation, Speech Pathology Australia policies and the Speech Pathology Australia Code of Ethics.