SPEECH 1000 - Introduction to Speech Pathology Practice

North Terrace Campus - Semester 1 - 2021

In this course, students will be introduced to the foundational concepts relating to key areas of speech pathology practice: communication and swallowing. Students will develop an awareness of the individual and social factors that shape human communication, eating and drinking across different social contexts. Students will be introduced the Communication Bill of Rights, and the integral role communication, eating and drinking play in the formation of individual identity and social connection. Further, they will develop understanding about speech pathology scope of practice in a range of contexts, including health, disability and education. Finally, students will be introduced to the role of research literature in advocacy, support and the delivery of innovative, client-centered, evidence-based speech pathology services, and how speech pathology contributes to patient/client care in a broader health service.

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Course Details

Course Code	SPEECH 1000
Course	Introduction to Speech Pathology Practice
Coordinating Unit	Speech Pathology
Term	Semester 1
Level	Undergraduate
Location/s	North Terrace Campus
Units	3
Contact	Up to 3 hours per week
Available for Study Abroad and Exchange	N
Restrictions	Restricted to B. Speech Pathology (Honours) students only
Assessment	Examination, various assignments and continuous assessment tasks

Course Staff

Course Coordinator: Ms Sally Morris

Course Coordinator: Ms Sally Morris
Phone: +61 8 8313 2315
Email: sally.morris@adelaide.edu.au
Location Level 4, Engineering & Maths Sciences Building

Tutor: Dr Abi Thirumanickam
Phone: +61 8 8313 2316
Email: abi.thirumanickam@adelaide.edu.au
Location Level 4, Engineering & Maths Sciences Building

Course Timetable

The full timetable of all activities for this course can be accessed from Course Planner.

Timetable information can be found in the MyUni website for this course.

Course Learning Outcomes

1	Describe the foundational concepts of communication and mealtime practices.
2	Explain the influence of individual and social determinants on communication and mealtime practices.
3	Explain the role of communication in the preservation of human rights.
4	Discuss how communication and mealtime practices inform personal and cultural identity, including Aboriginal and Torres Strait Islander people, and how impairment or difference can be perceived by others.
5	Define and discuss the scope of speech pathology practice within the allied health profession, and its role in enabling communication, eating and drinking.
6	Use the Speech Pathology Australia Professional Standards (2020) to engage in reflection about speech pathology practice and the development of professional identity.

University Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

University Graduate Attribute	Course Learning Outcome(s)
Deep discipline knowledge informed and infused by cutting edge research, scaffolded throughout their program of studies acquired from personal interaction with research active educators, from year 1 accredited or validated against national or international standards (for relevant programs)	1, 2, 3, 4, 5, 6
Critical thinking and problem solving steeped in research methods and rigor based on empirical evidence and the scientific approach to knowledge development demonstrated through appropriate and relevant assessment	5, 6
Teamwork and communication skills developed from, with, and via the SGDE honed through assessment and practice throughout the program of studies encouraged and valued in all aspects of learning	4, 5
Career and leadership readiness technology savvy professional and, where relevant, fully accredited forward thinking and well informed tested and validated by work based experiences	6
Intercultural and ethical competency adept at operating in other cultures comfortable with different nationalities and social contexts able to determine and contribute to desirable social outcomes demonstrated by study abroad or with an understanding of indigenous knowledges	2, 4
Self-awareness and emotional intelligence a capacity for self-reflection and a willingness to engage in self-appraisal open to objective and constructive feedback from supervisors and peers able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate	2, 3, 4, 6

Learning Resources

Required Resources

Introduction to Speech, Language and Literacy. Author: Sharynne McLeod and Jane McCormack. Year: 2015. Publisher: Oxford Press

Recommended Resources

Food and Society. Author: Mark Gibson. Year 2020. Publisher: Elsevier

Online Learning

All notes, resource manuals and papers for lectures, practicals, tutorial sessions and assessment tasks are available on MyUni as well as lists of suitable readings, online quizzes and links to external websites.
Learning & Teaching Activities

Learning & Teaching Modes

The course is designed with blended learning opportunities, allowing students to learn and apply their knowledge in a variety of platforms and settings, encouraging engagement both on and off campus. Students will be required to complete online activities available on My Uni prior to their weekly workshop and tutorial. Workshops will provide students with content that they will be able to practice and apply in their tutorials. Content will be delivered in an integrated manner, as topics overlap and are closely linked.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

Tutorial: 12 x 1 hours = 12 hours
Workshops: 12 x 2 hours = 24 hours
Examination: 1 x 2 hours = 2 hours
Preparation for Workshop Sessions: 2 hours per session = 24 hours
Preparation for Assessment Tasks = 30 hours
Weekly reading: 2 hours per week = 24 hours
Online modules: 3 hours per week = 36 hours
TOTAL = 152 hours

Learning Activities Summary

Module: About Speech Pathology

• A snapshot of the profession (Speech What?)

• Communication in Culture and Society

• Mealtime Practices in Culture and Society

• Supporting behaviour and mental health

Module: Communication and Mealtime Practices in Society

• Identity and Culture

• Disabled and Vulnerable People

• Societal Practices and Expectation

Module: Models and Frameworks

• Models and Frameworks for Communication and Mealtime Practices

• WHO ICF Framework

Module: Human Rights and Culturally Safe Practices

• Aboriginal and Torres Strait Islander people’s culture and identity

• The Justice System

• Speech Pathology and Human Rights

Small Group Discovery Experience

Whilst no offical SGDE will be offered in this course, there will be numerous opportunities throughout the semester to work in groups with other students.

The University's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

The assessment for Introduction to Speech Pathology Practice consists of:

Assessment Task	Task Type	Weighting	Learning Outcome
Examination	Summative	40%	1, 3, 5
Assignment	Summative	20%	1, 2, 3, 4, 5, 6
Continuous Assessment	Formative & Summative	40%	2, 3, 4, 6

Detailed information, including due dates, can be found in the MyUni wesbite for this course.

Assessment Detail

Examination (40%) - Students will complete a written exam, during the University examination period, in which they will be required to complete questions in varying formats that will assess their knowledge of foundational concepts of speech pathology.

Assignment (20%) - Professional Identity development and reflection: Students will be required to submit an essay reflecting about their perception and understanding of the role of a speech pathologist and how this connects with their personal stance, capabilities and expectations. Students will use the use the Speech Pathology Australia Professional Standards (2020) to start to explore their own professional identity, and how their own life experiences, values, goals and attitudes also shape this.

Continuous Assessment (40%)

Summative Quiz (5%): Students will complete a summative online quiz comprised of questions in varying formats that assesses knowledge in the area of diversity of communication. The quiz will be marked electronically with immediate feedback provided to students on their answer and progress. Students will have a single attempt at the quiz, which will be open for the week prior to final submission, but will be able to change their answers prior to submission.

Interview assignment (25%): Students will explore the diversity in communication and mealtime practices in the context of their own family and social networks through an interview of two subjects in their home or family environment/s. This comprises the following:

Interview plan (10%): Students will submit an interview plan, including the interviewees and the interview question, including justifications and supporting academic references.

Video submission and analysis of data (15%): Students will collate the information from both their interviewees and analyse the responses. Students will link the information gathered with their own experiences and supporting evidence from academic literature.

Reflective Portfolio (10%): Students will reflect about how they demonstrated the course learning outcomes, how this learning connects with other courses completed, and with the Speech Pathology program learning outcomes. Students will use the Speech Pathology Australia Professional Standards (2020) to consider how their learning in the course has facilitated their development according to the 3 Domains and 20 Standards. Students will choose three pieces of evidence from their course as portfolio artefacts, and map these according onto the Professional Standards, using the portfolio template.

Formative Assessment:

Online Discussion Forum: Students will have opportunity to participate in online discussion forums with their peers relating to the online activities to support development of knowledge and understanding of course content, as well as self-reflection and exploration of opinions and beliefs of self and others on matters relevant to the course content.

Online Quiz: Students will have access and opportunity to complete weekly online quizzes that provide feedback and prompting to support development of knowledge and understanding of course content. Online quizzes will be marked electronically with immediate feedback provided to students on their answer and progress.

Submission

Detailed information on assessment task submission can be found in the MyUni website for this course.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M10 (Coursework Mark Scheme)
Grade	Mark	Description
FNS		Fail No Submission
F	1-49	Fail
P	50-64	Pass
C	65-74	Credit
D	75-84	Distinction
HD	85-100	High Distinction
CN		Continuing
NFE		No Formal Examination
RP		Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Final results for this course will be made available through Access Adelaide.

Student Feedback

The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Fraud Awareness

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

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Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator