Course profile

Children with Special Needs in Communication (SPCH3200)

Study period
Sem 2 2024
Location
St Lucia
Attendance mode
In Person

Course overview

Study period
Semester 2, 2024 (22/07/2024 - 18/11/2024)
Study level
Undergraduate
Location
St Lucia
Attendance mode
In Person
Units
2
Administrative campus
St Lucia
Coordinating unit
Health & Rehab Sci School

Issues relevant to the assessment and management of children with special needs in communication, including autism spectrum disorder, hearing impairment, intellectual disability, cultural and linguistic diversity, cleft palate and cerebral palsy.

This course consists of eight (8)ﾠmodules, including case-based learning experiences related to children with special needs in communication. Students will learn how to interpret and integrate information from the various aspects of the communication behaviours of a child with special needs in orderﾠto formulate a diagnosis and make plans for family-centred intervention and holistic case management.

MODULES:

  1. Introduction to Children with Special Needs in Communication and Holistic Care
  2. Autism Spectrum Disorder
  3. Key Word Signing
  4. Family's Journey and Interprofessional Practice
  5. Hearing Loss
  6. Cleft Palate
  7. Intellectual Disability
  8. Cerebral Palsyﾠ

Course requirements

Prerequisites

You'll need to complete the following courses before enrolling in this one:

SPCH2105, SPCH2106, SPCH2204, SPCH3102

Restrictions

BSpPath Students

Course contact

Course coordinator

Professor Nerina Scarinci
+61 7 3365 3097

SPCH3200 Course Co-ordinator and Lecturer.

As the course coordinator, please email me for any general course enquiries.

Professor Scarinci is a speech pathologist with over 20 years experience of clinical and research experience. Professor Scarinci has worked in a variety of settings including acute and rehabilitation adult and paediatric hospitals, community health centres, early childcare centres, and prviate practice. Professor Scarinci has an interprofessional program of research focusing on the co-design, translation, and evaluation of patient- and family-centred interventions for people with communication disability and their family members, with a focus on hearing loss. She has obtained national and international recognition as a leader in third-party disability and patient- and family-centred interventions, publishing over 120 scholarly works, and attaining over $10 million in competitive grant funding from numerous government and industry sources. Her research interests also include the use of simulation and other innovative approaches in the preparation and training of students from speech pathology, allied health, and other health and education disciplines.

Course staff

Lecturer

Timetable

The timetable for this course is available on the UQ Public Timetable.

Additional timetable information

A detailed weekly course outline is available on the SPCH3200 eLearning Blackboard site.

Aims and outcomes

Aims and outcomes

This course focuses on children with special needs in communication. This course aims to enable you to:

1) Acquire skills in the interpretation and integration of communication behaviours to formulate a diagnosis for a child with special needs in communication;

2) Develop skills to plan speech pathology intervention for children with special needs in communication considering the needs of the child, the child's family, and the home and educational contexts.

Learning outcomes

After successfully completing this course you should be able to:

LO1.

Describe the characteristics associated with common disabilities in children with special needs in communication (i.e., intellectual disability, autism spectrum disorder, hearing loss, cerebral palsy and cleft palate) using the ICF framework | Speech Pathology Australia Professional Standards (2020; SPA PS) 1.1, 1.6, 2.5 and 3.1.

LO2.

Select appropriate, efficient and ecologically valid assessments (e.g., consider all factors relevant to the client, legislation, evidence-base and situational contexts) | SPA PS 1.1, 1.4, 1.5, 1.6, 2.5, 3.1 and 3.2.

LO3.

Integrate and interpret assessment results and case data from the speech pathology ranges of practice (i.e., language, speech, hearing, swallowing, voice, fluency and multimodal communication) to diagnose communication disorders in children with disabilities | SPA PS 1.4, 1.5, 1.6, 2.5, and 3.3.

LO4.

Design a holistic intervention plan, based on all sources of evidence (client's and family's values and circumstances, clinical expertise, research evidence, and information from the practice context) for a child with special needs in communication | SPA PS 1.1, 1,4, 1.5, 1.6, 2.5, 2.6, and 3.4.

LO5.

Implement an evidence-based speech pathology intervention appropriate for a child with special needs in communication | SPA PS 1.1, 1.4, 1.5, 1.6, 2.5, 2.6, and 3.5.

LO6.

Incorporate the principles of family-centred practice as part of the holistic assessment and management of children with special needs | SPA PS 1.4, 1.6, 2.6, 3.2, 3.3, 3.4, and 3.5.

LO7.

Describe the impact of culture on children with special needs in communication and their families | SPA PS 1.4, 1.5, 1.6, and 2.5.

LO8.

Explain the role of other members of the management team and their contributions to the assessment and management of children with special needs in communication | SPA PS 1.1, 1.4, 2.5, 2.6, 3.1, 3.4 and 3.5.

LO9.

Effectively include significant others and other professionals as part of the holistic assessment and management of children with special needs in communication | SPA PS 1.4, 1.5, 1.6, 2.5, 2.6, 3.2, 3.3, 3.4 and 3.5.

LO10.

Demonstrate the ability to work effectively in a professional team towards a common goal | SPA PS 1.4, 1.5, 2.5, 2.6, 3.1, 3.4 and 3.5.

LO11.

Use appropriate written conventions to communicate at a professional level | SPA PS 1.5.

Course overview
Assessment

Assessment

Assessment summary

Category Assessment task Weight Due date
Paper/ Report/ Annotation, Practical/ Demonstration Key Word Signing Assignment - Paired assignment
  • Team or group-based
  • Online
 25%

2/09/2024 1:00 pm
Essay/ Critique Description and Management of a Child
  • Hurdle
 40% MUST PASS

30/09/2024 1:00 pm
Paper/ Report/ Annotation Family-centred Practice Assignment
  • Online
 35%

21/10/2024 1:00 pm

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

Key Word Signing Assignment - Paired assignment

  • Team or group-based
  • Online
Mode
Product/ Artefact/ Multimedia, Written
Category
Paper/ Report/ Annotation, Practical/ Demonstration
Weight
25%
Due date

2/09/2024 1:00 pm

Learning outcomes
L04, L05, L10, L11

Task description

Students will be provided case information on a child with special needs in communication via the SPCH3200 elearning Blackboard site. In pairs, students write an activity plan for the child and, in a three (3) minute video, demonstrate the activity which has a focus on the use of Key Word Signs.

 

This assessment task evaluates 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.

 

Submission guidelines

The activity plan and the video are to be submitted via the SPCH3200 elearning Blackboard site. One (1) submission per pair of students only is required. An SHRS coversheet, signed by both students must accompany the submission.

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.

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.

Description and Management of a Child

  • Hurdle
Mode
Written
Category
Essay/ Critique
Weight
40% MUST PASS
Due date

30/09/2024 1:00 pm

Learning outcomes
L01, L02, L03, L04, L05, L06, L07, L08, L09, L11

Task description

Each student is required to complete an assignment on a child with special needs in communication based on case data provided early in the semester.

 

With reference to supplied client information, and based on a detailed interpretation of the case data and relevant literature, students will discuss the communication assessment results, provide a diagnostic summary, and present a management protocol for this client based on the World Health Organization's International Classification of Functioning, Disability and Health (ICF).

 

This task has been designed to be challenging, authentic and complex. Whilst students may use artificial intelligence (AI) technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which AI will provide only limited support and guidance. A failure to reference AI use may constitute student misconduct under the Student Code of Conduct. To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI tools.

 

Hurdle requirements

You must pass this item to pass this course overall.

Submission guidelines

The assignment is to be submitted through Turnitin on Blackboard. An SHRS coversheet signed by the student must accompany the submission.

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.

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.

Family-centred Practice Assignment

  • Online
Mode
Written
Category
Paper/ Report/ Annotation
Weight
35%
Due date

21/10/2024 1:00 pm

Learning outcomes
L02, L06, L07, L09, L11

Task description

Students are given case information which forms the basis of the task "Family-centred Practice Assignment."  Students will integrate this case information and literature evidence to describe how principles of family-centred practice will be implemented in the management of this case, and to plan an assessment and/or intervention session for the child and family.

 

This task has been designed to be challenging, authentic and complex. Whilst students may use artificial intelligence (AI) technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which AI will provide only limited support and guidance. A failure to reference AI use may constitute student misconduct under the Student Code of Conduct. To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI tools.

 

Submission guidelines

The assignment is to be submitted via Turnitin on Blackboard. An SHRS coversheet signed by the student must accompany the submission.

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.

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%.
2 (Fail) 35 - 44

Minimal evidence of achievement of course learning outcomes.

Course grade description: A cumulative percentage from all assessment of 35 - 44%.
3 (Marginal Fail) 45 - 54

Demonstrated evidence of developing achievement of course learning outcomes

Course grade description: A cumulative percentage from all assessment of 45 - 54%. 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 noted below.
4 (Pass) 55 - 64

Demonstrated evidence of functional achievement of course learning outcomes.

Course grade description: A cumulative percentage from all assessment of 55 - 64% and has passed the 'must pass' assessment items noted below.
5 (Credit) 65 - 74

Demonstrated evidence of proficient achievement of course learning outcomes.

Course grade description: A cumulative percentage from all assessment of 65 - 74% and has passed the 'must pass' assessment items noted below.
6 (Distinction) 75 - 84

Demonstrated evidence of advanced achievement of course learning outcomes.

Course grade description: A cumulative percentage from all assessment of 75 - 84% and has passed the 'must pass' assessment items noted below.
7 (High Distinction) 85 - 100

Demonstrated evidence of exceptional achievement of course learning outcomes.

Course grade description: A cumulative percentage from all assessment of 85 - 100% and has passed the 'must pass' assessment items noted below.

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 items, as follows:ﾠCase Based Assignment:ﾠDescription and Management of a Child. You must pass this item to pass this course overall, i.e. even if your final percentage mark is 55% or higher the individual ‘must pass’ assessment itemﾠmust have been passed.

Supplementary assessment

Supplementary assessment is available for this course.

Additional assessment information

Resubmission/Resit of Assessment Items

The School of Health & Rehabilitation Sciences supports the concept of resubmission or resitting of failed assessment items in specific and defined circumstances. In this course, the Case Based Assignment and Description and Management of a Child are eligible for consideration of the resubmission option if the assessment item was submitted on time.

After resubmission the maximum result is a pass mark for that assessment component. Students who are granted a resubmission for an assessment item and do not submit by the scheduled date will not be granted an extension.


Submitting assessment in Blackboard and Turnitin

When assessment is submitted throughﾠBlackboardﾠyou will receive a confirmation page as a digital receipt.ﾠThis information will also be sent to your student e-mail account.ﾠPlease ensure you keep this email.

When assessment is submitted throughﾠTurnitinﾠyou will receive a confirmation page displaying “Submission Complete!” and can then proceed to download your digital receiptﾠfrom yourﾠAssignment inbox.ﾠIt is suggested that you save a copy of the receipt for your personal records.

Instructions on how to submit assignments through Blackboard and Turnitin are available at:ﾠhttps://web.library.uq.edu.au/library-services/it/learnuq-blackboard-help/learnuq-assessment. Please review this information so you understand how to successfully submit your assessment items.

Aims and outcomes
Learning resources

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

Library resources are available on the UQ Library website.

Additional learning resources information

Lecture notes will be provided on the SPCH3200 Blackboard site. Students should accessﾠtheseﾠnotesﾠduring lectures.

An Ed Discussion Board within the SPCH3200 Blackboard site is available for all students.ﾠThis forum is available to post questions, comments, and feedback relating to SPCH3200. It will be checked at least once a weekﾠby the course coordinator fromﾠWeek 1 until Week 12. In the interests of equity, students are asked to use this forum to post questionsﾠrelating to courseﾠassessment, rather than emailing the course coordinator directly.

Students are encouraged to monitor the site, read the posts and attempt to answer questions raised by student peers. This is a great way to enhance your own learning.

ﾠ

Assessment
Learning activities

Learning activities

The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.

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Learning period Activity type Topic
Multiple weeks

From Week 1 To Week 8
(22 Jul - 15 Sep)
Lecture

Children with Special Needs

Lectures will be delivered on campus.
Students may be required to access pre-lecture readings and/or online materials prior to the live lecture series.

Learning outcomes: L01, L02, L03, L04, L05, L06, L07, L08, L09, L10, L11
Week 2

(29 Jul - 04 Aug)
Workshop

Workshop
Week 4

(12 Aug - 18 Aug)
Practical

Key Word Signing Workshop

Students will attend one Key Word Signing Workshop on St Lucia Campus during Week 4.

Learning outcomes: L04, L05, L10
Learning resources
Policies and procedures

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:

Learn more about UQ policies on my.UQ and the Policy and Procedure Library.

Learning activities