Unit rationale, description and aim
Speech pathologists are required to balance the juxtaposition of rapidly changing policy environments and technology with the unchanging values of the dignity of the human person and service to the common good. Adherence to core values and ethics amid significant industry change is essential for effective speech pathology practice across sectors and settings. In previous units, students have been introduced to core ethics, values, rights and principles fundamental to working with people with communication and swallowing needs, as well as clinical and professional skills. This unit builds upon this foundation by exploring the design and use of technology for professional activities (assessment, analysis, report writing and intervention) and in support of particular populations, especially users of alternative and augmentative communication systems and those with lifelong disability. The unit has a strong focus on the integration of dignity, rights, values and ethics; interprofessional collaboration; and professional identity and advocacy.
This unit aims to provide students with the opportunity to further develop their knowledge and skills in preparation for work within Australia’s disability support system as a speech pathologist and assess, recommend and implement high-tech multimodal communication options with individuals across the lifespan who have communication difficulties.
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.
Critique support services and funding for people w...
Learning Outcome 01
Apply knowledge of high-tech augmentative and alte...
Learning Outcome 02
Design technologically enhanced and evidence-based...
Learning Outcome 03
Critically reflect on emerging ethical issues in c...
Learning Outcome 04
Content
Topics will include:
Communication as a basic human right
Ethical principles, including advocacy and autonomy, central to working in disability and with users of multimodal communication
Integration of multimodal communication into the community
Social and psychological impact of utilizing multimodal systems – listening to the individual and their supports
Principles and best practice in assessment and intervention for Alternative and Augmentative Communication (AAC)
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)
Developing person-centred and functional goals relating to communication and participation
Contemporary conceptions and definitions of disability
Multimodal communication needs of specific populations
Congenital, developmental, progressive, and acquired communication disorders that may result in an individual utilizing multimodal communication options
Considerations of short-term versus long-term use of multimodal communication.
Special considerations for AAC for:
- Developmental disorders e.g. autism spectrum disorders, cerebral palsy, intellectual disability, social communication disorders
- Acquired disorders e.g. stroke, cognitive communication disorders
- Progressive disorders e.g. Motor Neuron Disease, Palliative Care
Cultural and linguistic considerations in multimodal communication decision making
The disability support services landscape in Australia and intersection with other service sectors
Working within an inter-professional team to support the individual requiring/using a multimodal system
High-Tech communication:
- Text based devices;
- Semantic Compaction Devices;
- Mobile technologies (e.g. iPad)
- Identification and use of appropriate outcome measures
- Special considerations for assessment, implementation and outcome measurement.
Assessment strategy and rationale
As a capstone unit in the Bachelor of Speech Pathology Program, this unit requires students to demonstrate high level reasoning consistent with readiness to enter the profession. Students are required to show the ability to synthesise and evaluate complex information and ethical corollaries.
Assessment task 1: Students will be required to work in small groups to critique and redevelop a service plan for families of children or adults with a disability and complex communication needs.
Assessment 2: Students are to work individually to prepare and present a poster describing a high-tech AAC device. The presentation will include a description of the intended consumer (using the ICF framework) based on an assessment of the Primary, Secondary and Tertiary components of the AAC system.
Assessment 3: This assessment requires students to prepare and participate in a debate relating to either emerging technologies, service delivery issues or the disability landscape as related to speech pathology practice.
Overview of assessments
Assessment Task 1: (Service plan evaluation) ...
Assessment Task 1: (Service plan evaluation)
Enables students to demonstrate knowledge and skill in disability care and high-level ethical reasoning.
20%
Assessment Task 2 (Technology seminar) Ena...
Assessment Task 2 (Technology seminar)
Enables students to investigate and assess high-tech AAC.
30%
Assessment Task 3 (Debate) Enables students to e...
Assessment Task 3 (Debate)
Enables students to explore complex ethical issues in disability, technology and speech pathology
50%
In order to pass this unit students must demonstrate achievement of every learning outcome and obtain a minimum mark of 50% for the unit.
Learning and teaching strategy and rationale
This unit has a flexible learning approach to accommodate the varied placement schedules of fourth year students. Key information and resources will be provided online to enable students to engage with the materials asynchronously and while attending professional practice experiences away from campus.
Additionally, students will participate in workshops which will develop their skills in the use of assistive technology and working in teams. These activities will prepare students to complete industry relevant assessment tasks. Students should expect to complete 150 hours of learning in this unit.
Professional Standards for Speech Pathologists in Australia
In connection to the learning outcomes, the Professional Standards for Speech Pathologists in Australia (Professional Standards) detail
- the knowledge, skills and attributes a speech pathologist practising in Australia must demonstrate and apply, at any point in their career, as relevant to their speech pathology role and work context
- the knowledge, skills and attributes a graduating speech pathology student must demonstrate and be able to apply by the time they complete their entry-level degree.
The Professional Standards should not be read in isolation. Speech pathologists should also be cognisant of, and comply with, relevant legislation, Speech Pathology Australia policies and the Speech Pathology Australia Code of Ethics.
Relating to
Provide ethical and evidence-based practice
Relevant Learning OutcomeLO2, LO3, LO4
Relating to
Comply with legislation, standards, policies and protocols
Relevant Learning OutcomeLO1, LO3, LO4
Relating to
Provide safe and quality services
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
Collaborate with individuals, their supports, our colleagues and the community
Relevant Learning OutcomeLO1, LO2, LO3
Relating to
Maintain high standards of communication, information sharing and record keeping
Relevant Learning OutcomeLO3
Relating to
Consider the needs of individuals and communities in clinical decision-making and practice
Relevant Learning OutcomeLO2, LO3, LO4
Relating to
Advocate for optimal communication and swallowing
Relevant Learning OutcomeLO3
Relating to
Demonstrate self-awareness
Relevant Learning OutcomeLO4
Relating to
Use critical reflection to guide professional development and practice
Relevant Learning OutcomeLO4
Relating to
Acquire, critique and integrate knowledge from a range of sources
Relevant Learning OutcomeLO2, LO3
Relating to
Engage in learning with colleagues, students and the community
Relevant Learning OutcomeLO1, LO3
Relating to
Develop shared understanding of speech pathology
Relevant Learning OutcomeLO1, LO2, LO3
Relating to
Assess communication and swallowing needs
Relevant Learning OutcomeLO3
Relating to
Interpret, diagnose and report on assessments
Relevant Learning OutcomeLO3
Relating to
Plan speech pathology intervention or service response
Relevant Learning OutcomeLO3
Relating to
Implement and evaluate intervention or service response
Relevant Learning OutcomeLO3