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 ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

Content

Topics will include:

• An Introduction to Stuttering
• Assessment of Stuttering
• Stuttering Management – Early Intervention
• Stuttering Management – School Age and Adolescent Stuttering
• Stuttering Management – Adults who Stutter
• Service Delivery Options and Technologies 
• Complex Cases: Stuttering, Anxiety and Social Phobia
• Other Disorders of Fluency

Learning and teaching strategy and rationale

This unit involves 150 hours of focused learning. A multimodal learning approach has been chosen and students will be expected to take responsibility for their learning by completing reading tasks, watching video material, and engaging thoughtfully in online learning forums and quizzes. In tutorials, students will actively participate in group work to develop their professional competency through clinical skills and case-based activities.

1) Online Lectures and associated activities. Lectures will be delivered online in this unit with accompanying activities and associated readings which prompt for active learning and flexible student engagement with content. Online learning in this unit will be asynchronous (i.e., materials are made available online for students to engage, read and watch individually prior to class). This will enable students to prepare adequately for face to face clinical skills activities. In this way, students will be familiar with important concepts and can explore, consolidate and apply these concepts within class time. Independent study also reflects the Speech Pathology Australia competencies related to ‘Lifelong Learning and reflective practice’ (CBOS unit 7, SPA, 2011).

2) Face to face tutorials. Content will be delivered by experienced clinicians and academics in tutorials. Emphasis will be placed on consolidating key, fundamental concepts and exploring application to practice through discussion, discipline specific case studies and peer simulation. Learning activities will involve mostly small group work and whole class activities with a focus on enquiry based learning. Tutorials will focus on the practice of clinical skills and reasoning required to treat fluency disorders at an entry level competency. Successful participation in skills class activities are dependent on student preparation; therefore it is expected that the lecture materials, pre-reading and any prescribed tasks will be completed prior to tutorials.

3) Consumer forum. One mandatory lecture will be held face to face on campus and/or via video conference. This will take the format of a structured forum, facilitated by academic staff, where consumer representatives (people who stutter) will attend, and engage in discussion about their lived experience. This will enable authentic learning to occur in a community-centred teaching environment, as well as providing an opportunity for you to participate as a learning community in a question and answer-style panel.