Handbook : Unit informationEdith Cowan University

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

• Unit Title

  Complex Communication Needs: Being an Effective Communication Partner

• Unit Code

  EDU5310

• Year

  2018

• Enrolment Period

  2

• Version

  3

• Credit Points

  15

• Full Year Unit

  N

• Mode of Delivery

  On Campus
  Online

• Unit Coordinator

  Dr John Andrew O'ROURKE

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Description

This unit examines the impact of complex communication needs on a persons participation and inclusion in education. It explores relationships, community activities and future employment within the context of current definitions of communication, complex communication needs, communicative competency, as well as Alternative and/or Augmentative Communication (AAC).The aims of AAC education, as well as the factors that serve as barriers or supports for AAC will be discussed.Explicit and practical learning skills that facilitate competent communication with people with complex needs in a variety of settings will be investigated.In addition a range of AAC instructional strategies, linked to teaching and learning techniques will be analysed with respect to the impact these strategies have on student learning, participation and relationships.

Equivalent Rule

Unit was previously coded EDU5155

Learning Outcomes

On completion of this unit students should be able to:

1. Demonstrate advanced knowledge of the impact of culture societal attitudes, beliefs and expectations on the education of individuals from varying indigenous and cultural backgrounds, accounting for learners in both local and international contexts.
2. Demonstrate creativity, personal autonomy and accountability through self-directed continuous professional development.
3. Demonstrate the need for AAC users to have skilled communication partners and demonstrate specialist knowledge including the essential attitudes and skills required of this role.
4. Describe and implement Aided Language Stimulation Techniques (ALST) that support the teaching and learning of AAC strategies.
5. Identify sources of support for professionals, families, communities and AAC users in tackling implementation, training or other issues related to supporting an individual to learn to use their AAC system competently.
6. Identify, interpret and discuss factors that may serve as barriers or supports to the success of AAC interventions and the resulting impact on an individuals life.
7. Review, critically analyse and synthesise AAC intervention models, techniques and methodologies required to solve complex problems and enhance participation and inclusion.
8. Synthesise and communicate the theoretical concepts and methods used to facilitate interaction and inclusivity for individuals with complex communication needs.

Unit Content

1. AAC support networks for AAC users, families, communities and professionals.
2. Aided Language Stimulation Techniques inboth classroom and community settings.
3. Aims of AAC teaching and learning.
4. Behaviours, attitudes and skills of competent communication partners.
5. Critical analysis of the research on the teaching and learning of successful, multimodal AAC strategies by professionals, individuals with complex communication needs and members of their family and community.
6. Current definitions of communication, language, complex communication needs, alternative and/or augmentative communication (AAC) and communicative competence.
7. Factorsthat support the learning and embedding of successful communication partner techniques into daily practice.
8. Impact of complex communication needs and successful AAC intervention on learning, relationships and participation.
9. Major supports and barriers to AAC success including the Communication Bill of Rights.
10. Supporting multimodal communication to support teaching and learning outcomes.

Learning Experience

ON-CAMPUS

Students will attend on campus classes as well as engage in learning activities through ECU Blackboard.

For more information see the Semester Timetable

ONLINE

Students will engage in learning experiences through ECU Blackboard as well as additional ECU learning technologies.

Additional Learning Experience Information

This unit will incorporate lectures, practical workshops, tutorials and peer coaching. Students will be involved in collaborative projects, discussion, debate and an independent study.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

Core Reading(s)

• Beukelman, D. R., & Mirenda, P. (2013). Augmentative & alternative communication : supporting children and adults with complex communication needs (4. ed.). Baltimore: Paul H. Brookes Pub.

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