This unit provides an introduction to psychology and introduces students to an information processing approach to cognitive functions including attention, learning, memory, knowledge acquisition, reasoning and decision making.

This unit aims to provide an understanding of the anatomy, physiology and physics of speech. Students will gain a detailed knowledge of the anatomy of the head and neck as well as functional activities involving swallowing and speech. In addition student will learn the role of physics in sound production. Control of breathing and respiration in normal and pathological condition is also covered in this unit. Practical classes will take a case-based approach to learning. This unit includes laboratory classes in which human cadavers are studied; attendance at such classes is required.

Students will explore the nature of the human communication system: introduction to phonology, orthography, morphology, semantics and grammar/syntax, drawing mainly from psycholinguistic and clinical approaches. Particular emphasis on grammar, phonetics and articulation assessment and intervention. Analysis of language for clinical purposes (especially grammar transcription and phonetic transcription skills). This unit of study prepares students with the necessary background knowledge to undertake phonology, language and clinical units later in the course.

This is an entry level unit of study designed to give students an overview of the biological and biochemical processes that are fundamental to life. Knowledge gained in this unit will enable students to understand the key principles of health and disease and the scientific basis for many of the professional practices they will undertake in their careers. Topics are not covered in the detail that is applicable to general chemistry or biochemistry units of study. Students who achieve a pass have a basic working knowledge of the following topics: structure and function of cells, homeostasis, the basic chemistry of life, the biochemistry of human cell function (including protein synthesis, metabolic processes and diseases), and the genetics of health and disease. Students who achieve higher grades are better able to integrate various aspects of the unit and to apply their knowledge to the relevance of these fundamental principles to health care practices.

This unit of study aims to provide an understanding of the physics, anatomy and physiology of the hearing mechanism. Students will also learn about pathologies of the ear, nose and throat and development of the human embryo. The unit also includes an introduction to deafness, basic audiological tests and evaluation of hearing.

This unit of study includes fundamental concepts of nervous system structure and function. Anatomy of the brain and spinal cord is studied using models. Basic mechanisms of spinal reflexes and the function of the somatosensory system comprise the physiological component of the unit. Students are also introduced to the anatomy and physiology of the autonomic nervous system and motor pathways. Case studies aimed at identifying simple neural problems associated with sensory and motor systems are specifically designed for students undertaking professional preparation degrees.

Students will acquire knowledge about typical communication development in English across the lifespan and in cultures relevant to the Australian context. Students will learn about the sequence of normal communication development from prelinguistic communication development through adult language; the significance of context and function in the development of language; the universality of communication development, and the effect of gender in communication development. This unit of study prepares students to undertake observation of communication and to demonstrate understanding of the theories and facts in the normal acquisition of communication skills and apply this knowledge to people of different ages. Students will also begin accumulating knowledge about professional communication skills needed by health professionals to work with clients, carers and colleagues.

Participants will acquire the knowledge and skills to undertake the clinical management of children and adults who stutter, and will learn about clinically relevant theories and research findings pertaining to the management of stuttering. Students will acquire skills in identifying and counting stuttering. This unit of study prepares students to evaluate research evidence for different assessment and intervention programs in stuttering and to consider ethical and service issues related to delivering speech pathology services to culturally diverse and geographically dispered populations. The course content is as follows: Identifying, describing and categorising stuttering, basic information about stuttering, the cause of stuttering, stuttering and anxiety, measuring stuttering, evidence based practice with stuttering, treatment of children and adults, and clinical benchmark performance.

This unit of study considers the development and anatomy of the brainstem and cranial nerves. The anatomy and physiology of special sensory systems and the control and integration of somatic motor activity with special reference to communication are explored comprehensively. Higher functions of the nervous system and adaptive properties including plasticity and recovery of the nervous system after injury are also examined. Considerable emphasis is placed on the anatomical and physiological basis of neurological problems relating to communication disorders throughout the unit of study. This unit of study includes laboratory classes where tissues from human cadavers are examined in detail; attendance at such classes is required for the unit of study.

This unit introduces students to spoken language impairments from birth to the school-aged child. The nature of child language impairments together with principles and practices for assessment, diagnosis, management planning and treatment are covered for the following paediatric clinical populations: pre-linguistic infants, toddlers, preschoolers and school-aged children.

Students will acquire knowledge about speech sound disorders and will cover techniques for managing such disorders through case-based and project based learning activities. Students will learn skills of phonological analysis and will learn to evaluate research evidence for best practice in assessment, diagnosis and intervention of speech sound disorders in children. This unit of study provides students with essential theoretical background to begin Speech Pathology clinical practice units.

Students work with an advanced student and participate in clinical service delivery in the on-campus clinic. Students must demonstrate competence in the context of direct supervision (novice level), in observing, seeking information about, accurately describing and participating in provision of clinical services to their client. They are to seek information relevant to their professional development and client care, and show awareness of their impact on the client. To support their clinical learning, this unit will consider issues directly related to clinical practice in the areas of professional relationships with families and other professionals, problem solving strategies for identifying and managing ethical issues involved in being a student, working with children and working with families. Students will develop strategies for facilitating client`s learning. Also, this unit will cover culturally and linguistically diverse and indigenous issues in health service delivery, basic report writing and case presentation skills. Students will gain knowledge of the on-campus clinic policies and procedures and government legislation.

Students are paired to conduct observations and prescribed activities in a preschool, long day-care centre or kindergarten with children between 1 and 6 years as well as engage in professional interactions with staff. Students will acquire knowledge of the functions and routines in an early educational setting; develop professional communication skills and confidence in working with other professionals. They will understand how language is used and targeted as a part of the curriculum in preschool settings, develop skills in carrying out language stimulation activities with preschool children, and relate observations to relevant theory and research. To support their clinical learning, this unit will consider issues directly related to clinical practice in the areas of professional relationships with families and other professionals, problem solving strategies for identifying and managing ethical issues involved in being a student, working with children and working with families. Students will develop strategies for facilitating client`s learning. Also, this unit will cover culturally and linguistically diverse and indigenous issues in health service delivery, basic report writing and case presentation skills. Students will gain knowledge of the on-campus clinic policies and procedures and government legislation.

Students acquire knowledge of normal cognition and the cognitive neuropsychological approach to brain-behaviour relationships and cognitive processes; the cognitive and behavioural consequences of brain damage and models of cognitive rehabilitation.

Students will acquire the knowledge and skills to conduct clinical assessment and management for clients with speech motor and motor programming disorders such as dysarthria and apraxia, as well as assessment and management of feeding and swallowing impairments in children and adults. Students will learn to describe, evaluate and conduct and justify interventions for these populations. A focus on case-based problem solving will be emphasised to achieve integration of theory and practical skills. This unit of study prepares students to conduct appropriate and evidence-based clinical assessment and management for these populations.

This unit of study will enable students to describe, analyse and apply: i) the anatomical, physiological, aerodynamic, biomechanical, acoustic, physical and perceptual principles of vocal function; ii) principles and skills in the assessment and analysis of vocal function including basic principles of acoustic speech recording and analysis; iii) the nature of voice disorders; evaluation and management of individuals with a variety of phonatory disorders; iv) different voice techniques and facilitating vocal change in the non-disordered and disordered population.

Students work with an advanced student and participate in clinical service delivery in the on-campus clinic. Students must demonstrate competence in the context of direct supervision (novice level), in observing, seeking information about, accurately describing and participating in provision of clinical services to their client. They are to seek information relevant to their professional development and client care, and show awareness of their impact on the client. To support their clinical learning, this unit will consider communication and counselling skills involved with working with caregivers and adult clients, and problem solving strategies for identifying and managing ethical issues involved in working with adults and their families. This unit will also explore the role of speech pathologists in the health system and their participation in professional teams.

Students are paired to conduct observations and prescribed activities in a preschool, long day-care centre or kindergarten with children between 1 and 6 years as well as engage in professional interactions with staff. Students will acquire knowledge of the functions and routines in an early educational setting; - develop professional communication skills and confidence in working with other professionals. They will understand how language is used and targeted as a part of the curriculum in preschool settings, develop skills in carrying out language stimulation activities with preschool children, and relate observations to relevant theory and research. To support their clinical learning and prepare students for their immediate placement, this unit will consider communication and counselling skills involved with working with caregivers and adult clients, and problem solving strategies for identifying and managing ethical issues involved in working with adults and their families. This unit will also explore the role of speech pathologists in the health system and their participation in professional teams.

In this unit, students will learn about the different varieties of hearing loss and craniofacial abnormalities. Students will understand the impact of these disorders on communication and learn how to investigate and manage these types of communication impairments. The impact of culturally and linguistically diverse backgrounds for speech pathologists and their clients will be explored.

Students will acquire knowledge about neurogenic language disorders in adults (e.g., aphasia and cognitive communication deficits). Students will learn about the characteristics of acquired aphasia, non-dominant hemisphere lesions, traumatic brain injury (TBI), and degenerative disease (e.g., dementia) and critically evaluate assessment and intervention strategies for these populations

Students will acquire knowledge of theoretical and practical issues related to working with individuals with complex communication needs across the lifespan and in a variety of residential, educational, employment, and community settings. Students will learn about common developmental disabilities including cerebral palsy, intellectual disability, and pervasive developmental disorders including autism, their impact on communication and the use of augmentative and alternative communication systems. This unit prepares students to work in a collaborative team and apply a client-focused functional approach to assessment and intervention for people with complex communication needs.

Students will be responsible for the management of paediatric clients and engage in supervisory conferences each week, during semester. Students may be placed in either on or off-campus clinics. Students will be expected at the end of this unit of study to demonstrate skills within the intermediate zone of COMPASS Competency Assessment in Speech Pathology for all 11 competencies with child clients across the range indicators (CBOS, 2001) of speech, language, voice and fluency disorders, unless the complexity of the disorder or specialist clinical setting indicates otherwise.

Students will be responsible for planning and conducting an assessment of a paediatric client and related activities. Students will be responsible for the management of adult clients in on and/or off campus clinical settings. Students will be expected at the end of this unit of study to demonstrate skills within the intermediate zone of COMPASS Competency Assessment in Speech Pathology for all 11 competencies with child and adult clients across the range indicators (CBOS, 2011) of speech, language, voice and fluency disorders, unless the complexity of the disorder or specialist clinical setting indicates otherwise.

Students will acquire skills and knowledge of basic and advanced counselling, psychotherapeutic and behaviour management skills as they are used by students and professionals in health sciences working with individuals with communication disorders.

Students will acquire in-depth knowledge in the study of phonology, language and literacy as they relate to children and adolescents with communication disorders. This unit will cover the interactions between phonology, language and literacy in both acquisition and impairment. Students will learn how spoken language and expressive phonology both influence literacy acquisition. Students will examine theoretical models of reading and phonological processing, and how these models can be used to understand and manage spoken and written communication impairments in school aged children.

In this unit students will learn the basic principles of designing, undertaking and analysing research in speech pathology. This will enable students to be more careful consumers (and, perhaps, producers) of research when they become clinicians and to appreciate the fundamental link between research skills and evidence-based practice. This unit will also lay the groundwork for students who might be considering a research higher degree. A variety of topics will be explored including correlational techniques, hypothesis testing and qualitative methods. Exercises and examples will relate specifically to the basic science and applied aspects of speech pathology. Students will gain experience using SPSS statistical analysis software.

Students will be responsible for planning and conducting an assessment of a paediatric client and related activities. Students will also be responsible for the management of adult clients in on and/or off-campus clinical settings in a weekly placement followed by a block placement. Students will be expected at the end of this unit of study to demonstrate skills within the intermediate zone of COMPASS Competency Assessment in Speech Pathology for all 11 competencies with adult clients across the range indicators (CBOS, 2011) of speech, language, voice and fluency disorders, unless the complexity of the disorder or specialist clinical setting indicates otherwise.

Students will be responsible for the management of paediatric client/s and engage in supervisory conferences each week, during semester. Students may be placed in either on or off-campus clinics. Students will also be responsible for the management of adult clients in off campus clinical settings in a block placement. Students will be expected at the end of this unit of study to demonstrate skills within the intermediate zone of COMPASS Competency Assessment in Speech Pathology for all 11 competencies with child clients across the range indicators (CBOS, 2011) of speech, language, voice and fluency disorders, unless the complexity of the disorder or specialist clinical setting indicates otherwise.

Students will acquire the knowledge and skills to conduct critical evaluation of the literature pertinent to speech pathology practice and apply principles of evidence-based practice. Students will focus on specific areas of specialised practice and service delivery. Students will consider whole of service issues in determining evidence based practice.

Students enrolled in this unit will participate in learning experiences that integrate theoretical knowledge with clinical experience in order to prepare for the professional workplace. Students will cover issues in professional relationships, ethics, caseload management, legal requirements and professional self regulation. Students complete a group quality improvement project (generally at an external site).

Students manage a client caseload and participate in a variety of clinical management and service activities within the on-campus clinic. Students also participate in a clinical mentoring experience with novice/intermediate students. Students are responsible for supporting and facilitating the learning of the novice/intermediate students. They participate in supervisory conferences with their clinical educators and peers. Students are expected to demonstrate competency in professional communication skills, team work and effective time management, as well as overall client management.

Students provide an assessment and/or intervention service to clients within the community. They manage a varied client caseload, as well as participate in a variety of clinical management and clinical service activities in both an on and off campus setting. Students take part in regular supervisory conferences with their clinical educators and other students.

Students are placed in one off-campus clinic, hospital, or other setting for four days per week for one, 6 week (or equivalent) block. Over the semester they manage a varied child caseload, participate in a variety of clinical management, clinical service, and multidisciplinary team activities, and participate in supervisory conferences on a regular basis.

Students are placed in one off-campus clinic, hospital, or other setting for four days per week for one, 6 week (or equivalent) block. Over the semester they manage a varied adult caseload, participate in a variety of clinical management, clinical service, and multidisciplinary team activities, and participate in supervisory conferences on a regular basis.

Students are placed in one off-campus clinic, hospital, or other setting for four days per week for one, 6 week (or equivalent) block. Over the semester they manage a varied child caseload, participate in a variety of clinical management, clinical service, and multidisciplinary team activities, and participate in supervisory conferences on a regular basis.

Students are placed in one off-campus clinic, hospital, or other setting for four days per week for one, 6 week (or equivalent) block. Over the semester they manage a varied adult caseload, participate in a variety of clinical management, clinical service, and multidisciplinary team activities, and participate in supervisory conferences on a regular basis.

Students will acquire the knowledge and skills to conduct critical evaluation of the literature pertinent to speech pathology practice and apply principles of evidence-based practice. Students will focus on specific areas of specialised practice and service delivery. Students will consider whole of service issues in determining evidence based practice.

Students enrolled in this unit will participate in learning experiences that integrate theoretical knowledge with clinical experience in order to prepare for the professional workplace. Students will cover issues in professional relationships, ethics, caseload management, legal requirements and professional self regulation. Students complete a group quality improvement project (generally at an external site).

Students manage a client caseload and participate in a variety of clinical management and service activities within the on-campus clinic. Students also participate in a clinical mentoring experience with novice/intermediate students. Students are responsible for supporting and facilitating the learning of the novice/intermediate students. They participate in supervisory conferences with their clinical educators and peers. Students are expected to demonstrate competency in professional communication skills, team work and effective time management, as well as overall client management. To be eligible to receive a pass in this unit of study, students must have satisfactorily completed their portfolios for demonstrating competency for professional association membership upon graduation and participated in a required one-day debriefing activity on-campus at the end of the semester or in other debriefing activities as agreed upon in advance by the Clinical Coordinator.

Students provide an assessment and/or intervention service to clients within the community. They manage a varied client caseload, as well as participate in a variety of clinical management and clinical service activities in both an on and off campus setting. Students take part in regular supervisory conferences with their clinical educators and other students.

This unit of study introduces the basic concepts in musculoskeletal anatomy prior to a more detailed study of the gross anatomical structure of the upper limb as it relates to functional activities. Students will also study the histological structure of musculoskeletal tissues and surface anatomy of the upper limb. Material will be presented in lectures, practical sessions and online. Students will also be expected to undertake some independent learning activities. This unit includes laboratory classes in which human cadavers are studied; attendance at such classes is strongly encouraged.

This unit will present the gross anatomy, functional histology, physiology and pathophysiology of the cardiovascular, respiratory and renal systems. Specific diseases of these systems that are commonly encountered in health care practice will be described. The unit will also cover the characteristics of the body's fluids and the concept of acid-base balance within the body. This unit includes laboratory classes at which human cadaveric material is studied; attendance at such classes is strongly encouraged. Students who achieve a pass will have a basic working knowledge of professionally relevant aspects of anatomy and physiology. Students who achieve higher grades will be better able to integrate various aspects of the unit, and to apply their knowledge to solve problems or explain higher level phenomena.

This unit provides an introduction to the behavioural and social sciences relevant to health and wellbeing, in particular sociology and psychology. The unit lays the foundation of theory and method necessary for understanding how broad social and organisational structures as well as individual characteristics and behaviours contribute to health and health inequalities.

In this unit, students will be introduced to eHealth and the role of technology in healthcare. The aim of the unit is to provide future health professionals and policy makers with a strong foundation in eHealth on which they can make evidence-based decisions. In particular, this unit will provide students with opportunities to examine: how technology affects health care in different Australian health contexts; ethical issues surrounding eHealth; innovations in eHealth including designing health apps for mobile devices; how emerging technologies affect patient-centred communication between health professionals and between health professionals and their clients/patients; and strategies for interacting with patients and clients using different technologies. Students will develop their skills in various technologies identified as important for future clinicians and create an ePortfolio to showcase their learning to potential employers. This unit will also enhance students as learners by providing them with reflective learning skills identified as core to successful health care.

This unit introduces students to broad definitions pertinent to both disability/disadvantage and rehabilitation. Using both face-to-face learning experiences combined with community-based experience, the unit provides unique opportunities to learn about the disablement process and both the individual and systemic factors that explain disability and disadvantage. The unit surveys international perspectives on the disablement process and with a disability-human rights perspective. The unit outlines the rehabilitation process. Interventions, physical and psychological, to redress disability and disadvantage problems and issues will also be canvassed. The significance of adopting a multi-disciplinary team approach to successful disability management is highlighted as is the importance of inter-professional learning. The nature of specific services provided and the ways in which clients of rehabilitation are managed through the rehabilitation process will be covered. The unit considers vocational and avocational rehabilitation and community re-entry aspects of disability and disadvantage.

This unit teaches the fundamentals of constructing effective and well-written English. It will focus on writing clear and coherent sentences, including word choices, punctuation, grammar, style, parallelism, and syntax. It will also highlight the methods for producing coherent paragraphs: topic sentences, transitions, concision, and organisation.

In this unit, students will learn about the different varieties of hearing loss and craniofacial abnormalities. Students will understand the impact of these disorders on communication and learn how to investigate and manage these types of communication impairments. The impact of culturally and linguistically diverse backgrounds for speech pathologists and their clients will be explored.

Students will acquire knowledge about neurogenic language disorders in adults (e.g., aphasia and cognitive communication deficits). Students will learn about the characteristics of acquired aphasia, non-dominant hemisphere lesions, traumatic brain injury (TBI), and degenerative disease (e.g., dementia) and critically evaluate assessment and intervention strategies for these populations

Students will acquire knowledge of theoretical and practical issues related to working with individuals with complex communication needs across the lifespan and in a variety of residential, educational, employment, and community settings. Students will learn about common developmental disabilities including cerebral palsy, intellectual disability, and pervasive developmental disorders including autism, their impact on communication and the use of augmentative and alternative communication systems. This unit prepares students to work in a collaborative team and apply a client-focused functional approach to assessment and intervention for people with complex communication needs.

Students will be responsible for planning and conducting an assessment of a paediatric client and related activities. Students will be responsible for the management of adult clients in on and/or off-campus clinical settings. Students will be expected at the end of this unit of study to demonstrate skills within the intermediate zone of COMPASS Competency Assessment in Speech Pathology for all 11 competencies with child and adult clients across the range indicators (CBOS, 2011) of speech, language, voice and fluency disorders, unless the complexity of the disorder or specialist clinical setting indicates otherwise.

Students will acquire skills and knowledge of basic and advanced counselling, psychotherapeutic and behaviour management skills as they are used by students and professionals in health sciences working with individuals with communication disorders.

Students will acquire in-depth knowledge in the study of phonology, language and literacy as they relate to children and adolescents with communication disorders. This unit will cover the interactions between phonology, language and literacy in both acquisition and impairment. Students will learn how spoken language and expressive phonology both influence literacy acquisition. Students will examine theoretical models of reading and phonological processing, and how these models can be used to understand and manage spoken and written communication impairments in school aged children.

Students will be responsible for the management of paediatric client/s and engage in supervisory conferences each week, during semester. Students may be placed in either on or off-campus clinics. Students will also be responsible for the management of adult clients in off campus clinical settings in a block placement. Students will be expected at the end of this unit of study to demonstrate skills within the intermediate zone of COMPASS Competency Assessment in Speech Pathology for all 11 competencies with adult clients across the range indicators (CBOS, 2011) of speech, language, voice and fluency disorders, unless the complexity of the disorder or specialist clinical setting indicates otherwise.

In this unit students will learn the basic principles of designing, undertaking and analysing research in speech pathology. This will enable students to be more careful consumers (and, perhaps, producers) of research when they become clinicians and to appreciate the fundamental link between research skills and evidence-based practice. This unit will also lay the groundwork for students who might be considering a research higher degree. A variety of topics will be explored including correlational techniques, hypothesis testing and qualitative methods. Exercises and examples will relate specifically to the basic science and applied aspects of speech pathology. Students will gain experience using SPSS statistical analysis software. Students spend an hour per week focusing on research methods as they relate to their Honours topic.

Students manage a client caseload and participate in a variety of clinical management and service activities within the on-campus clinic. Students also participate in a clinical mentoring experience with novice/intermediate students. Students are responsible for supporting and facilitating the learning of the novice/intermediate students. They participate in supervisory conferences with their clinical educators and peers. Students are expected to demonstrate competency in professional communication skills, team work and effective time management, as well as overall client management.

Students provide an assessment and/or intervention service to clients within the community. They manage a varied client caseload, as well as participate in a variety of clinical management and clinical service activities in both an on and off campus setting.. Students take part in regular supervisory conferences with their clinical educators and other students. Students enrolled in this unit of study will also attend lectures regarding topics related to professional practice as a speech pathologist.
Textbooks

Students are placed in one off-campus clinic, hospital, or other setting for four days per week for one, 6 week (or equivalent) block. Over the semester they manage a varied child caseload, participate in a variety of clinical management, clinical service, and multidisciplinary team activities, and participate in supervisory conferences on a regular basis.

Students are placed in one off-campus clinic, hospital, or other setting for four days per week for one, 6 week (or equivalent) block. Over the semester they manage a varied adult caseload, participate in a variety of clinical management, clinical service, and multidisciplinary team activities, and participate in supervisory conferences on a regular basis.

Students undertake a supervised clinical research project in an area of human communication sciences or disorders. The student designs and implements an approved research project and submits a thesis describing the project and its implications. In completing the research and thesis, each student works closely with an academic staff member who serves as the supervisor.

Students are placed in one off-campus clinic, hospital, or other setting for four days per week for one, 6 week (or equivalent) block. Over the semester they manage a varied child caseload, participate in a variety of clinical management, clinical service, and multidisciplinary team activities, and participate in supervisory conferences on a regular basis.

Students are placed in one off-campus clinic, hospital, or other setting for four days per week for one, 6 week (or equivalent) block. Over the semester they manage a varied adult caseload, participate in a variety of clinical management, clinical service, and multidisciplinary team activities, and participate in supervisory conferences on a regular basis.