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:

Background to multimodal communication          

• Contexts of clinical practice 
• Working within an inter-professional team to support the individual requiring a multimodal system
• International Classification of Functioning (ICF) applied to the assessment, management and ongoing support of an individual requiring a multimodal system
• Social and psychological impact of utilizing multimodal systems – listening to the individual and their supports
• Ethical approaches to multimodal communication

Supporting individuals to communicate and participate in their communities

• Communication as a ‘basic human right’
• Community capacity building - integration of multimodal communication into the community
• Communication accessible environments – universal access
• Education and advocacy about multimodal communication
• Accessibility of written language – supporting individuals to access information in multimodal formats 

Assessment

• Developmental, progressive, and acquired communication disorders that may result in an individual utilizing multimodal communication options
• Identifying and understanding the needs and wants of the individual regarding multimodal communication
• Assessing capacity and suitability of options (cognitive, language, speech, physical and personal considerations)
• Common assessment tools and key areas of assessment
• Developing person-centred and functional goals relating to communication and participation

Intervention and ongoing support 

• Integration of assessment information, individual choices, and best evidence to develop a management plan
• Introduction to ethical issues surrounding the assessment and implementation of multimodal communication options
• Supporting individuals to maximize meaningful communication within their local and community environments
• Range of multimodal communication options
• Introductory workshop in use of key word sign
• Introduction and development of low technology communication aids (e.g. chat books, choice books/charts, talking mats)
• Introduction to high technology communication aids (e.g. Text based devices; Semantic Compaction Devices; Mobile technologies e.g.  iPad)– their benefits and limitations, funding options
• Identification and use of appropriate outcome measures

Multimodal communication needs of specific populations

• Understanding different needs of different individuals and population groups
• Special considerations 
• acquired disorders e.g. stroke, cognitive communication disorders
• developmental disorders e.g. autism spectrum disorders, cerebral palsy, intellectual disability, social communication disorders
• progressive disorders e.g. Motor Neuron Disease, Palliative care 
• Cultural and linguistic considerations in multimodal communication decision making 

Learning and teaching strategy and rationale

This unit utilises a blended learning or multimode approach and as such teaching and learning strategies will include a combination of pre-recorded mini lectures, online case-based modules and face to face tutorials. A total of 150 hours of focussed learning is expected for this unit.   

The blended approach to learning offers students multiple modalities within which to engage with content and key competencies and facilitate development of both self-directed and collaborative learning strategies. Pre-recorded mini lectures allow students to explore core theoretical constructs in their own time and place prior to attending face to face tutorial sessions. The ‘mini-lecture’ format is considered a best practice example of content curation that helps to maximise focus and retention of foundational information and allows students to revisit and consolidate their understanding of essential concepts as often as they require. Online, self-directed modules provide students with flexibility of time, space and place to engage with interactive case-based content in which theoretical concepts are modelled. This mode also allows students to organise and individualise their own learning needs in light of concomitant academic and professional placement requirements. Face to face tutorials will encourage students to apply theoretical content of the unit by engaging in individual and small group activities. Case-based teaching and learning affords an authentic means for students to better understand and explore the assessment, management and support process required for individuals who use multimodal communication strategies, including Augmentative and Alternative Communication (AAC). Finally, as part of their face to face tutorials, students will complete an authentic, industry based qualification in the form of a Basic Key Word Sign Certificate. This opportunity allows students to engage in problem solving and skill development and demonstrate a commitment to lifelong learning that is required for successful professional practice.