96079 Inclusive Practice in Speech Pathology
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Credit points: 6 cp
Result type: Grade and marks
Requisite(s): 96123 Literature Review in Speech Pathology AND 96121 Stuttering AND 96125 Acquired Communication Disability in Adults AND 96126 Speech Pathology Clinical Practice 2
There are course requisites for this subject. See access conditions.
Description
Students learn the theory, design, and implementation of inclusive practice in speech pathology specifically focusing on: (a) engagement with online communities of practice in speech pathology and with populations with communication disabilities; (b) working with and for multilingual populations and inclusive practices in the context of cultural and linguistic diversity; (c) working with and for Indigenous Australians and improving professional practices in speech pathology to meet the needs of Indigenous Australians with communication or swallowing disability and their families and communities; and (d) improving speech pathology professional practice at the systems and service levels for multilingual and Indigenous Australians into the future. Using case-based inquiry, they become familiar with a wide range of strategies to acknowledge and respect diversity, recognise and reduce inequity in access to speech pathology services, restore justice, and reduce the impacts of racism and colonization on populations with communication or swallowing disability and their families and communities, and increase inclusion for these populations who are often marginalized and disenfranchised. They recognise the unique needs and experiences of multilingual and Indigenous populations in Australia and apply principles of cultural safety and responsiveness in professional practice.
Subject learning objectives (SLOs)
| 003. | Apply a person-centred approach to speech pathology practice. |
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| 004. | Engage with and show respect for Aboriginal and Torres Strait Islander peoples, and their local communities, in relation to speech pathology practice. |
| 005. | Engage with and show respect for people with disability and from culturally and linguistically diverse backgrounds in relation to speech pathology practice. |
| 006. | Contribute to the cultural responsiveness and accessibility of speech pathology services. |
| 007. | Explain and apply the International Classification of Functioning, Disability, and Health (ICF) in a functional assessment and management of the person’s communication needs |
| 008. | Explain and apply ethical decision-making frameworks in reaching clinical decisions. |
| 010. | Integrate appropriate digital health technologies with other service delivery options in the provision of speech pathology services. |
| 011. | Identify the areas of speech pathology that are acknowledged as advanced practice requiring further training and/or workplace credentialing in order to be provided by a speech pathologist. |
| 012. | Appropriately refer clients to applicable services for the management of conditions that are outside the speech pathology scope of practice. |
| 013. | Incorporate the impacts of communication and/or swallowing disorders on function and quality of life, including wellbeing, participation, and social inclusion into client management. |
| 014. | Identify and respond to wide variety of environmental factors that impact on speech pathology assessment or intervention and affect communication or swallowing. |
| 016. | Enact the principles and techniques of counselling, motivational interviewing, active listening, and reflective practice in speech pathology. |
| 017. | Integrate knowledge of a client’s communication or swallowing disability with other factors affecting their management. |
| 018. | Establish effective communication with clients and facilitate their participation in speech pathology services. |
| 021. | Select and administer the most suitable assessment procedures. |
| 022. | Collect, analyse, and interpret assessment data accurately and appropriately. |
| 026. | Gather information on the client’s communication and/or swallowing conditions using appropriate interviewing techniques. |
| 027. | Evaluate information gathered and seek further information to fill gaps in knowledge on the client’s communication and/or swallowing conditions. |
| 032. | Explain speech pathology assessment plans, rationales and recommendations to clients, families, and other key stakeholders. |
| 036. | Critically appraise the evidence base of interventions and approaches against selected theoretical frameworks. |
| 037. | Explain the evidence base for the client’s recommended approach or intervention. |
| 038. | Appropriately explain the reasons for clinical decisions to all relevant parties. |
| 042. | Promote effective use of speech pathology interventions and strategies by clients and their family members and community members. |
| 043. | Design and implement appropriate training for third parties, including allied health assistants, teaching assistants, parents, and others in relation to their role in the client’s treatment or management. |
| 046. | Contribute to the development and maintenance of speech pathology resources. |
| 047. | Consult and coordinate with other professional groups and services. |
| 048. | Use a process of reflection to identify areas for quality improvement. |
| 049. | Use a process of reflection to identify areas for continuous professional development. |
| 050. | Demonstrate the judicious use of both formal and informal networks for professional development and support. |
| 056. | Contribute to preventative, educational and/or promotional projects or programs on speech pathology and other related topics. |
| 057. | Identify ways to remove barriers and enhance facilitators for improved client access to evidence-based interventions. |
| 058. | Determine the need for advocacy and advocate for the needs of clients in relation to speech pathology and related services in support of communication and swallowing, and the client’s related activity, participation and inclusion in society. |
| 068. | Demonstrate proficiency in using information and communication technologies for professional purposes in speech pathology. |
| 069. | Explain and disseminate research findings into written, verbal, and visual communication modalities to support the translation of relevant findings into future clinical practice and research. |
| 070. | Critique a service or government policy and practice standards intended to improve the health and wellbeing of Indigenous Australians. |
| 072. | Describe the cultural, historic, and contemporary contexts that influence the lives of Indigenous Australians. |
| 073. | Apply knowledge while showing respect for communication styles from different groups and peoples. |
| 074. | Evaluate the cultural limitations of clinical assessments. |
| 075. | Communicate positively with Indigenous Australians in relation to speech pathology practice. |
Course intended learning outcomes (CILOs)
The learning outcomes for this subject are as follows:
- Practice as entry-level speech pathologists in the assessment, treatment and management of communication and swallowing disorders across the lifespan. (1.1)
- Apply the bio-psycho-social model of health and disability, as reflected in the World Health Organisation's International Classification of Function, Disability and Health; and integrate health and disability systems and concerns into their clinical practice. (1.2)
- Reflect on their own knowledge, skills and attributes to identify areas for continuing professional development; and engage in learning activities that enable their further development of skills in contemporary practice. (2.1)
- Apply the design elements of research; analyse and synthesise literature; identify gaps in the literature; and be able to contribute to new research in the field of speech pathology. (2.2)
- Embody professionalism in their ethical practice; their collaboration with clients, families, and communities; and their person-centred approach to practice. (3.1)
- Communicate effectively in both face-to-face and online interactions in their professional practice; and present accessible information with clarity to a variety of audiences. (3.2)
- Critically analyse and apply culturally safe communication and engagement practices to work effectively with and for Indigenous Australians across the Speech Pathology Profession. (4.1)
Contribution to the development of graduate attributes
Inclusive practices in speech pathology include a focus on inclusion in relation to multilingual populations and Indigenous Australians and is a core knowledge subject in the Master of Speech Pathology program. This subject aims to equip students with the knowledge and skills to work inclusively across all core area-of-practice in Speech Pathology, including – across the lifespan - the assessment, intervention, and management of speech, language, voice, fluency, multimodal communication, and swallowing. It provides an essential capstone for qualification as a speech pathologist.
This subject contributes to the development of the following graduate attributes:
Practice ready
Graduates of the Master of Speech Pathology are knowledgeable, practice-ready, entry-level clinicians. They are competent in the assessment, treatment, and management of communication and swallowing disorders across the lifespan as both independent and collaborative practitioners.
Evidence-Based
Graduates of the Master of Speech Pathology are evidence-based practitioners who embrace the continual pursuit of knowledge. They make decisions that are informed by the latest research, practitioner expertise, client values, and the context of the decisions. Graduates use contemporary digital health technologies and are ready to draw upon the evidence base to contribute to the user-centred co-design of technological advances in the field of speech pathology.
Professional and collaborative
Graduates of the Master of Speech Pathology have a professional, ethical, and person-centred inclusive approach to practice. They demonstrate effective communication skills with clients, families, and communities in the design and delivery of clinical services. Graduates keep abreast of local and global developments relevant to speech pathology, embrace opportunities for leadership roles, and advocate for the profession in team contexts. They integrate knowledge of health education and disability systems and concerns in national and global communities into their clinical practice.
Culturally capable
Graduates of the Master of Speech Pathology are capable in their professional relationships and communication with Indigenous Australians and Indigenous Australian communities. Their attitudes and approaches are respectful and take into account the individual and community’s needs, experiences, and preferences, in their assessment and management of children and adults with communication or swallowing disability. They know how and when to adapt assessment procedures and how to critique and improve professional services to increase access and inclusion for Indigenous Australians in speech pathology practices. They consult with and listen to communities in relation to the design of clinical services that meet the needs of Indigenous Australian communities. They will be able to work to influence systemic policies and practices that form barriers to access and inclusion so that Indigenous Australians are engaged positively in the service design and implementation.
Teaching and learning strategies
In this subject, students will participate in a range of teaching and learning strategies that are designed to assist them in developing the necessary skills to assess, intervene in, and manage the needs of people with complex communication needs, who need or use augmentative and alternative communication, and multimodal communication.
Preparation for Learning
Preparation for learning means that you will do learning activities before attending face-to-face classes. To prepare for your learning in this subject you will need to complete the learning activities before attending class. These ‘before class’ activities include reading recommended materials, watching videos, and exploring online materials including websites and social media publications (e.g., blogs) relating to the subject. You will take part in discussions online and answer questions online that relate to the readings and class activities. Activities before class, during class, and after class will be outlined on the Canvas site for the subject.
Case-based Learning
Case-based learning is a form of problem-based learning and is a key learning strategy in this subject. Authentic and de-identified clinical cases are analysed individually and in small groups to learn about assessment, treatment and management of language disorders in childhood. You will develop clinical reasoning skills and know how to apply creative and reflective thinking to effectively assess and treat language, to achieve optimal outcomes for people with complex communication needs and communication disability and their families and other communication partners.
Collaborative Groupwork
It is essential that speech pathology students develop collaborative team skills, as these are required in clinical practice. Collaborative activities include small and large group discussion and simulation (e.g., role play). Students reflect on their own participation in collaborative and simulated learning activities and give professional and constructive feedback to their peers on collaboration.
Masterclasses
Masterclasses provide a key opportunity to engage problem-solving clinically focused and team-based activities to apply theoretical knowledge and learn core skills for the assessment, treatment and management of complex communication needs and communication disability across the lifespan. These skills are required in clinical practice and will form a foundation for further learning throughout the speech pathology course. In these classes, you will learn about choosing, delivering, scoring and interpreting communication assessments, and delivering and adapting interventions for diverse populations. Individual, pair and small group activities will include group discussions, role-plays and reflections, case studies and workshops. All activities will be facilitated by teaching staff who provide feedback to guide your learning. Peer feedback is also encouraged.
Assessment
Assessment task 1: Creating Speech Pathology-related Social Media Profiles (Must Pass)
| Intent: | The public use social media to search for health-related information in the field of speech pathology. These platforms include microblogs (e.g. LinkedIn, Mastodon) and image-based platforms (e.g. Instagram). Speech pathologists support people with communication disability to use new Internet technologies including social media. Social media is an important aspect of community communication and can be an avenue for advocacy and connection among, with, and for diverse populations. This assignment is intended to enable students to display their own professional identity as a student speech pathologist through creation of a social media profile (on LinkedIn, Mastodon, or Instagram) for use in this subject. The social media profile created must have a photograph (not necessarily of a person), a biographical statement indicating student speech pathologist status, and two hashtags to reach communities of practice. |
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| Objective(s): | This task is aligned with the following subject learning objectives: 010, 042, 046, 049, 050, 056 and 068 This task is aligned with the following course learning outcomes: 1.1, 2.1, 3.2 and 4.1 |
| Type: | Exercises |
| Groupwork: | Individual |
| Weight: | 10% |
| Length: | A Biographical Statement within the limits of the social media platform and including a declaration of being a student speech pathologist or speech pathology student. |
| Criteria: | See Canvas for marking criteria. |
Assessment task 2: Multilingual Populations in Speech Pathology
| Intent: | This assignment is designed to encourage and enable students to be inclusive in their practice with and for multilingual and culturally diverse populations in Australia. This involves adequately preparing for and delivering evidence-based strategies for assessment, intervention and management of both communication and swallowing disability in culturally safe ways. This necessarily requires knowledge and awareness of evidence-based practices in working with these populations, and ways that speech pathology services (including staff and colleagues) and practices with and for multilingual populations can be more inclusive of these populations. This assessment is designed to enable students to demonstrate their ability to find and publish evidence-based speech pathology related information to social media platforms, using appropriate links and hashtags, and to interact with other social media users through posting replies. Importantly, this assessment requires students to implement social media strategically and provides them with hands-on experience of using social media for engagement for and with diverse populations. |
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| Objective(s): | This task is aligned with the following subject learning objectives: 005, 006, 010, 013, 014, 017, 018, 021, 022, 032, 036, 042, 043, 046, 048, 049, 056, 058, 069, 073 and 074 This task is aligned with the following course learning outcomes: 1.1, 1.2, 2.1, 2.2 and 3.2 |
| Type: | Case study |
| Groupwork: | Individual |
| Weight: | 50% |
| Length: | Part 1. Proforma (up to 1000 words) and video recording (10 minutes) and email to parent (250 words) Part 2. 10 posts, created and published on the social media profile submitted in AT1; and a critical, written reflection of 300 words (not including reference word counts).
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| Criteria: | See Canvas for the marking criteria. |
Assessment task 3: Objective Structured Clinical Examination (OSCE) (Must Pass)
| Intent: | Speech pathologists need to apply their knowledge in the context of a holistic appreciation of the client’s presenting problem(s) and area(s) for assessment and intervention. This assessment will require students to interpret assessment results and demonstrate sound clinical reasoning in relating the assessment results to clinical decisions. The OSCE involves one station with three main areas of questioning – assessment, intervention, and services management or improvement. Students will be provided with two clinical case scenarios – one of an Indigenous Adult and one of an Indigenous Child case. Students will use their knowledge to answer questions about each case. |
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| Objective(s): | This task is aligned with the following subject learning objectives: 003, 004, 007, 008, 011, 012, 013, 014, 016, 018, 021, 022, 026, 027, 032, 037, 038, 047, 048, 049, 057, 058, 070, 072, 073, 074 and 075 This task is aligned with the following course learning outcomes: 1.1, 1.2, 2.1, 2.2, 3.1, 3.2 and 4.1 |
| Type: | Examination |
| Groupwork: | Individual |
| Weight: | 40% |
| Length: | 40 minutes |
| Criteria: | See Canvas for the marking criteria. Failure in this subject’s station in the OSCE does not affect performance in the other subjects’ stations in the OSCE. |
Minimum requirements
The minimum requirements to pass the subject are as follows:
- Attendance at a minimum of 85% of classes / online sessions
- Submission of all subject assessment tasks
- Achievement of at least 50% grade overall across the subject assessment tasks
- There is a must-pass assessment in this subject. Please check the assessment description for details.
Required texts
Coursework Assessments Procedures
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