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Unit of Study SPT20002 - Speech, Language and Literacy in Children: Theory and Practice (2015)

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Learning outcomes and graduate attributes

Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.

On completion of this unit, students should be able to:

GA1: Intellectual rigour, GA2: Creativity, GA3: Ethical practice, GA4: Knowledge of a discipline, GA5: Lifelong learning, GA6: Communication and social skills, GA7: Cultural competence
GA1 GA2 GA3 GA4 GA5 GA6 GA7
1 differentiate children's communication difficulties in relation to form, content and use and according to the The International Classification of Functioning, Disability and Health; Children and Youth version [ICF-CY] framework
2 describe typical speech profiles of children with congenital cleft palate, hearing loss, cognitive-linguistic difficulties and motor coordination problems and communication profiles expected of children with conditions such as Autism Spectrum Disorder, Down Syndrome and others
3 describe the relationship between speech, language (expressive or receptive) and literacy difficulties and demonstrate the manner in which morpho-syntactic, semantic, pragmatic, discourse and speech aspects can impact on coherence, cohesion or intelligibility of children's verbal or written communication
4 describe and demonstrate principles and procedures involved in paediatric speech, language and literacy assessment, analysis and diagnosis
5 explain and demonstrate principles of intervention, planning and measurement, evidence based practice, culturally sensitive practice and alternative service delivery models for children with speech, language or literacy problems
6 demonstrate clinical report writing, reflection and group work skills
7 describe principles of multimodal assessment and intervention

On completion of this unit, students should be able to:

  1. differentiate children's communication difficulties in relation to form, content and use and according to the The International Classification of Functioning, Disability and Health; Children and Youth version [ICF-CY] framework
    • GA4:
  2. describe typical speech profiles of children with congenital cleft palate, hearing loss, cognitive-linguistic difficulties and motor coordination problems and communication profiles expected of children with conditions such as Autism Spectrum Disorder, Down Syndrome and others
    • GA4:
  3. describe the relationship between speech, language (expressive or receptive) and literacy difficulties and demonstrate the manner in which morpho-syntactic, semantic, pragmatic, discourse and speech aspects can impact on coherence, cohesion or intelligibility of children's verbal or written communication
    • GA2:
    • GA4:
  4. describe and demonstrate principles and procedures involved in paediatric speech, language and literacy assessment, analysis and diagnosis
    • GA4:
  5. explain and demonstrate principles of intervention, planning and measurement, evidence based practice, culturally sensitive practice and alternative service delivery models for children with speech, language or literacy problems
    • GA4:
  6. demonstrate clinical report writing, reflection and group work skills
    • GA1:
    • GA6:
  7. describe principles of multimodal assessment and intervention
    • GA1:
    • GA2:
    • GA4:
    • GA6:

Prescribed learning resources

Prescribed Texts
  • No prescribed texts.

Prescribed Texts
  • No prescribed texts.

Prescribed Learning Resources may change in future Teaching Periods.