Course coordinator
Mrs Debra Kolomeitz
Course overview
- Study period
- Semester 1, 2025 (17/02/2025 - 14/06/2025)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Health & Rehab Sci School
The National Disability Insurance Scheme underpins this course which focuses on the management of disability associated with communication and/or swallowing difficulties in people under 65 years of age. The course addresses the provision of augmentative and alternative communication in people with severe communication impairments.
In this course, students learn to describe the characteristics associated with common disabilities across the lifespan using the ICF framework (WHO, 2001) and to incorporate the principles of Person- and Family-Centred Care (PFCC) as part of the holistic assessment and management of clients with disability, as well as family support and advocacy within the community.
Course requirements
Prerequisites
You'll need to complete the following courses before enrolling in this one:
SPCH2211, SPCH2212, SPCH2213, SPCH2214
Restrictions
BSpPath(Hons) students only
Course contact
Lecturer
Mrs Debra Kolomeitz
Course staff
Tutor
Mrs Debra Kolomeitz
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
A detailed outline will be made available on the course Blackboard site within the 'Learning Resources' content area.
Aims and outcomes
This course focuses on the management of disability associated with communication and/or swallowing difficulties in people under 65 years of age. Through a combination of online learning resources and active participation in tutorials, students will further develop their skills in providing person- and family-centred care when working with clients/communities with a disability. Students will develop skills in applying the International Classification of Functioning, Disability and Health (2001) framework for the identification of appropriate assessments used to evaluate clients/communities with a disability. Through authentic case-based learning scenarios, students will develop skills in the integration and interpretation of assessment data and in the designing and implementation of evidence-based speech pathology intervention to address client/community goals for people with a disability.
Through completion of a Faculty of Health and Behavioural Sciences online National Disability Insurance Scheme (NDIS) learning module, students will develop an understanding of NDIS legislation, the participant's journey through the NDIS, the types of supports they can access, and the role of interprofessional teams in supporting clients/communities with a disability. Guest lecturers and the practical demonstration of augmentative and alternative communication options for people with complex communication needs and their communication partners is included in the course.
This course offers students a flipped approach to learning. Students engage in online learning resources before weekly tutorials where they then participate in authentic learning experiences with peers and teaching staff. In the tutorials, students engage in peer-to-peer learning through active participation in independent, small group and large group inquiry-based learning activities. This provides students with more flexibility to learn, but the associated workload is similar to that of a traditio
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Engage critically and constructively with frameworks, legislation, philosophies of care and contemporary issues associated with disability to advocate in an everchanging landscape.
LO2.
Describe and interpret appropriate assessments across the ICF framework to identify communication and swallowing support needs for people with a disability.
LO3.
Design evidence-based speech pathology intervention to address person- and family-centred goals of people with disability.
LO4.
Explain the application of augmentative and alternative communication options for people with complex communication needs and their communication partners.
LO5.
Work in a professional team, including the provision of effective, and constructive feedback, to support communication and swallowing for people with disabilities.
LO6.
Describe the key characteristics of disabilities that impact communication and swallowing across the lifespan.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Product/ Design |
Blog post/podcast
|
40% |
4/04/2025 1:00 pm |
| Paper/ Report/ Annotation |
Case-based assignment
|
40% MUST PASS |
26/05/2025 1:00 pm
A detailed task description and marking criteria will be made available on the course Blackboard site. |
| Practical/ Demonstration |
AAC Practical demonstration
|
20% |
13/05/2025 - 20/05/2025
These practical demonstrations will be due during tutorial activities in Weeks 11 and 12. Each member of the group will receive the same mark on the completion of each activity. |
A hurdle is an assessment requirement that must be satisfied in order to receive a specific grade for the course. Check the assessment details for more information about hurdle requirements.
Assessment details
Blog post/podcast
- Online
- Mode
- Product/ Artefact/ Multimedia, Written
- Category
- Product/ Design
- Weight
- 40%
- Due date
4/04/2025 1:00 pm
Task description
You are required to develop original evidence-based content in the form of a blog post or a podcast episode on one (1) out of a choice of given topics related to contemporary issues in disability. As part of your blog/podcast, you will need to critique the available research evidence and synthesise the information to explain the implications for speech pathology practice which must also include implications for interprofessional practice.
This assessment task evaluates students' abilities, skills and knowledge without the aid of generative Artificial Intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
The assessment task is to be submitted via the course e-learning Blackboard site.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 14 days. Extensions are given in multiples of 24 hours.
Extensions can be requested for this assessment item. Please apply for an extension request via my.UQ > my.UQ Dashboard > my. Requests and provide evidence of circumstance, as soon as it becomes evident that an extension is needed, but no later than the assessment item submission date. Further information regarding what constitutes an acceptable reason for an extension is listed on the my.UQ website: Applying for an extension - my.UQ - University of Queensland
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Case-based assignment
- Hurdle
- Online
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 40% MUST PASS
- Due date
26/05/2025 1:00 pm
A detailed task description and marking criteria will be made available on the course Blackboard site.
Task description
Each student is required to complete an assignment on a child or adult client with communication support needs relating to disability. With reference to the supplied client information and based on a detailed interpretation of case data and relevant literature, students will discuss the communication assessment results, provide a diagnostic summary, and present an interprofessional management protocol for this client based on the World Health Organization's International Classification of Functioning, Disability and Health (ICF; 2001).
This task has been designed to be challenging, authentic and complex. Whilst students may use AI technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.
A failure to reference generative AI use may constitute student misconduct under the Student Code of Conduct.
Hurdle requirements
This assessment must be passed to obtain a passing grade for the course.Submission guidelines
The assessment task is to be submitted via the course e-learning Blackboard site.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 14 days. Extensions are given in multiples of 24 hours.
Extensions can be requested for this assessment item. Please apply for an extension request via my.UQ > my.UQ Dashboard > my. Requests and provide evidence of circumstance, as soon as it becomes evident that an extension is needed, but no later than the assessment item submission date. Further information regarding what constitutes an acceptable reason for an extension is listed on the my.UQ website: Applying for an extension - my.UQ - University of Queensland
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
AAC Practical demonstration
- Team or group-based
- In-person
- Mode
- Activity/ Performance, Oral
- Category
- Practical/ Demonstration
- Weight
- 20%
- Due date
13/05/2025 - 20/05/2025
These practical demonstrations will be due during tutorial activities in Weeks 11 and 12. Each member of the group will receive the same mark on the completion of each activity.
Task description
Students will work in their tutorial groups to deliver practical demonstrations of AAC to support clients with multi-faceted communication disorders related to disability.
Full task descriptions will be uploaded to the SPCH3111 Blackboard site.
Submission guidelines
Students will complete these practical demonstrations during tutorials.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 14 days. Extensions are given in multiples of 24 hours.
Extensions can be requested for this assessment item. Please apply for an extension request via my.UQ > my.UQ Dashboard > my. Requests and provide evidence of circumstance, as soon as it becomes evident that an extension is needed, but no later than the assessment item submission date. Further information regarding what constitutes an acceptable reason for an extension is listed on the my.UQ website: Applying for an extension - my.UQ - University of Queensland.
*This assessment item is a group assessment. If a student is unable to attend a tutorial due to medical or other valid reasons, the group is expected to complete
the task collectively during the tutorial and receive a group mark. The student who was absent should anticipate a similar individual task and is required to
submit an extension request via My Requests before the tutorial, and also email the course coordinator in advance to arrange for the assessment to be completed individually at a later date.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Percent | Description |
|---|---|---|
| 1 (Low Fail) | 0 - 34 |
Absence of evidence of achievement of course learning outcomes. Course grade description: A cumulative percentage from all assessment of 0 - 34%.ﾠ |
| 2 (Fail) | 35 - 44 |
Minimal evidence of achievement of course learning outcomes. Course grade description: A cumulative percentage from all assessment of 35ﾠ- 44%.ﾠ |
| 3 (Marginal Fail) | 45 - 54 |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: A cumulative percentage from all assessment of 45ﾠ- 54%.ﾠ A grade of 3 will be awarded to a student who achieves a final mark of 55% or higher but who does not pass the must pass assessment items. |
| 4 (Pass) | 55 - 64 |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: A cumulative percentage from all assessment of 55ﾠ- 64%ﾠandﾠhas passed the 'must pass' assessment items.ﾠ |
| 5 (Credit) | 65 - 74 |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: A cumulative percentage from all assessment of 65ﾠ- 74%ﾠandﾠhas passed the 'must pass' assessment items.ﾠ |
| 6 (Distinction) | 75 - 84 |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: A cumulative percentage from all assessment of 75ﾠ- 84%ﾠandﾠhas passed the 'must pass' assessment items. |
| 7 (High Distinction) | 85 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: A cumulative percentage from all assessment of 85ﾠ- 100%ﾠandﾠhas passed the 'must pass' assessment items. |
Additional course grading information
Final marks falling between whole percentages will be rounded to the nearest whole percentage. Tie-breaking will be conducted using the round half up method whereby half-way values are always rounded up, meaning, for example, that 89.5% and above will be rounded to 90% and 89.49% and below will be rounded down to 89%.
IMPORTANT NOTE: This course contains ‘must pass’ assessment item. You must pass this item to pass this course overall. Even if your final percentage mark is 55% or higher, the individual ‘must pass’ assessment items must have been passed to pass the course.
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
Use of Generative AI in Assessments
Assessment tasks in this course evaluate students' abilities, skills, and knowledge without the aid of Artificial Intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Resubmission/Resit of assessment items
In this course, the Case-Based Assessment is eligible for consideration of the resit option if the assessment item was completed on time. After resit, the maximum result is a pass mark for that assessment component.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Multiple weeks From Week 1 To Week 13 |
General contact hours |
Online self-directed learning modules (self-directed learning) A series of weekly online modules will provide information on the holistic management of evidence-based practice for people with disability across the lifespan. The self-directed learning module content will cover a broad range of topics, including contemporary and evolving views of disability, the role of speech pathologists and interprofessional teams in supporting people with disability, supporting people with lifelong conditions (i.e., cleft palate and hearing loss), and supporting clients with complex communication and swallowing disabilities (both assessment and intervention). |
General contact hours |
Graduate Ready Module: ‘Skills for graduates working alongside the NDIS in practice' Given the impact of the National Disability Insurance Scheme (NDIS) on service provision, students must complete ‘graduate ready’ modules which are designed to prepare them for working in the disability sector upon graduation. |
|
Week 1 (24 Feb - 02 Mar) |
Lecture |
Introductory lecture The introductory lecture (week 1) will provide an overview of evidence-based practice for working with people with disabilities and their families across the lifespan. |
Multiple weeks From Week 2 To Week 12 |
Tutorial |
Weekly on campus tutorials Tutorials will be conducted from weeks 2-12 of semester and will incorporate inquiry-based learning and small group discussion to further explore early speech pathology approaches to the holistic and evidence-based management of people with disability across the lifespan. Tutorials have been designed for experiential learning and therefore, students are expected to attend and actively participate in all tutorials. It is essential that students prepare for tutorials by completing the online self-paced (UQ Extend) learning modules and associated preparation activities. As students will be working in small groups during this learning activity, tutorials will not be recorded. |
Week 13 (26 May - 01 Jun) |
Lecture |
Final lecture The final lecture (Week 13) will review the course as a whole and include a live panel for people with disability and carers. Attendance in person is strongly encouraged. |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.
School guidelines
Your school has additional guidelines you'll need to follow for this course: