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  2. Topics in Focus in Speech Pathology [SPE4108]

Faculty of Health, Engineering and Science

School: Psychology and Social Science

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

    Topics in Focus in Speech Pathology

  • Unit Code

    SPE4108

  • Year

    2015

  • Enrolment Period

    1

  • Version

    2

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit provides the opportunity to explore four specialist areas in the field of Speech Pathology: cleft lip/palate and craniofacial anomalies, literacy difficulties, hearing impairment, and augmentative and alternative communication related to complex communication needs. Students will gain specific technical and theoretical knowledge in these areas, as well as an awareness of working closely with other disciplines in a team environment.

Prerequisite Rule

Students must pass 3 units from SPE3105, SPE3106, SPE3111

Co-Requisite Rule

Must be enrolled in course version K71, Y02

Learning Outcomes

On completion of this unit students should be able to:

  1. Determine appropriate assessment and treatment resources for individuals with cleft lip/palate and craniofacial anomalies, literacy difficulties, hearing impairment, or complex communication needs.
  2. Discuss psychosocial implications of cleft lip/palate and craniofacial anomalies, literacy difficulties, hearing impairment, or complex communication needs.
  3. Discuss the multidisciplinary management of cleft lip/palate and craniofacial anomalies, literacy difficulties, hearing impairment, or complex communication needs.
  4. Evaluate an assessment protocol and design a treatment framework for an individual with one of the conditions noted above.

Unit Content

  1. Aural habilitation, focusing on cochlear implants.
  2. Psychosocial implications of cleft lip/palate and craniofacial anomalies, literacy difficulties, hearing impairment, and complex communication needs.
  3. Speech pathology management of individuals with cleft lip/palate and craniofacial anomalies.
  4. Surgical and prosthetic management of individuals with cleft lip/palate and craniofacial anomalies.
  5. Team management of cleft lip/palate and craniofacial anomalies, literacy difficulties, hearing impairment, and complex communication needs.
  6. The speech pathologist's role in the treatment of literacy difficulties.
  7. Use of multimodal communication in the management of complex communication needs.

Additional Learning Experience Information

Seminars, guest lectures, online support and e-learning.

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.

ON CAMPUS
TypeDescriptionValue
Case Study ^Management Plan60%
Assignment ^Annotated bibliography40%

^ Mandatory to Pass

Text References

  • Bzoch, K. R. (2004). Communicative disorders related to cleft lip and palate (5th ed.). Texas: Pro-Ed.
  • Beukelman, D. R., & Mirenda, P. (2013). Augmentative and alternative communication: Supporting children and adults with complex communication needs (4th ed.). Baltimore: Paul H Brookes.
  • Eisenberg, L. S. (2009). Clinical management of children with cochlear implants. San Diego, CA: Plural Pub.
  • Justice, L. M. (2009). Clinical approaches to emergent literacy intervention. San Diego, CA: Plural Pub.
  • Kummer, A.W. (2008). Cleft palate and craniofacial anomalies: Effects on speech and resonance (2nd ed.). San Diego, CA: Plural-Thomson Learning.

Journal References

  • The Cleft Palate-Craniofacial Journal
  • International Journal of Communication and Language Disorders
  • American Journal of Speech Language Pathology
  • Language, Speech & Hearing Services in Schools
  • Augmentative and Alternative Communication

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

SPE4108|2|1

Faculty of Health, Engineering and Science

School: Psychology and Social Science

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

    Topics in Focus in Speech Pathology

  • Unit Code

    SPE4108

  • Year

    2015

  • Enrolment Period

    2

  • Version

    2

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit provides the opportunity to explore four specialist areas in the field of Speech Pathology: cleft lip/palate and craniofacial anomalies, literacy difficulties, hearing impairment, and augmentative and alternative communication related to complex communication needs. Students will gain specific technical and theoretical knowledge in these areas, as well as an awareness of working closely with other disciplines in a team environment.

Prerequisite Rule

Students must pass 3 units from SPE3105, SPE3106, SPE3111

Co-Requisite Rule

Must be enrolled in course version K71, Y02

Learning Outcomes

On completion of this unit students should be able to:

  1. Determine appropriate assessment and treatment resources for individuals with cleft lip/palate and craniofacial anomalies, literacy difficulties, hearing impairment, or complex communication needs.
  2. Discuss psychosocial implications of cleft lip/palate and craniofacial anomalies, literacy difficulties, hearing impairment, or complex communication needs.
  3. Discuss the multidisciplinary management of cleft lip/palate and craniofacial anomalies, literacy difficulties, hearing impairment, or complex communication needs.
  4. Evaluate an assessment protocol and design a treatment framework for an individual with one of the conditions noted above.

Unit Content

  1. Aural habilitation, focusing on cochlear implants.
  2. Psychosocial implications of cleft lip/palate and craniofacial anomalies, literacy difficulties, hearing impairment, and complex communication needs.
  3. Speech pathology management of individuals with cleft lip/palate and craniofacial anomalies.
  4. Surgical and prosthetic management of individuals with cleft lip/palate and craniofacial anomalies.
  5. Team management of cleft lip/palate and craniofacial anomalies, literacy difficulties, hearing impairment, and complex communication needs.
  6. The speech pathologist's role in the treatment of literacy difficulties.
  7. Use of multimodal communication in the management of complex communication needs.

Additional Learning Experience Information

Seminars, guest lectures, online support and e-learning.

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.

ON CAMPUS
TypeDescriptionValue
Case Study ^Management Plan60%
Assignment ^Annotated bibliography40%

^ Mandatory to Pass

Text References

  • Bzoch, K. R. (2004). Communicative disorders related to cleft lip and palate (5th ed.). Texas: Pro-Ed.
  • Beukelman, D. R., & Mirenda, P. (2013). Augmentative and alternative communication: Supporting children and adults with complex communication needs (4th ed.). Baltimore: Paul H Brookes.
  • Justice, L. M. (2009). Clinical approaches to emergent literacy intervention. San Diego, CA: Plural Pub.
  • Eisenberg, L. S. (2009). Clinical management of children with cochlear implants. San Diego, CA: Plural Pub.
  • Kummer, A.W. (2008). Cleft palate and craniofacial anomalies: Effects on speech and resonance (2nd ed.). San Diego, CA: Plural-Thomson Learning.

Journal References

  • The Cleft Palate-Craniofacial Journal
  • Language, Speech & Hearing Services in Schools
  • Augmentative and Alternative Communication
  • American Journal of Speech Language Pathology
  • International Journal of Communication and Language Disorders

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

SPE4108|2|2