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ESS513 Meeting the Needs of Students with Communication Difficulties (8)

Abstract

This subject presents an overview of communication and communicative competence in an inclusive environment.
It examines the prevalence and impact of communication impairment on learners. Frameworks of
assessment and intervention practices are explored in order to gather relevant information, prioritise and programme according to communication need.
 

+ Subject Availability Modes and Location

Session 1
OnlineBathurst Campus
Continuing students should consult the SAL for current offering details: ESS513
Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.

Subject information

Duration Grading System School:
One sessionHD/FLSchool of Teacher Education

Learning Outcomes

Upon successful completion of this subject, students should:
- describe the process of communication and communicative competence in an inclusive environment;
- give an overview of parts of language in terms of: form, content and use;
- conduct a language sampling task and analyse the sample;
- prioritise programming needs and write behavioural objectives for language development;
- describe augmentative and alternative forms of communication (AAC) for people with complex needs including those with Autism and Autism Spectrum Disorders;
- conduct a sampling of AAC use;
- prioritise programming needs and write behavioural objectives for AAC users;
- choose specific strategies for different stages of communication development;
- integrate ICT with chosen programme priorities; and
- collaborate with speech therapists and other professionals who support those with communication impairment in order to implement suggested interventions within the classroom ecology.
 

Syllabus

The subject will cover the following topics:
- communication and communicative competence within an inclusive environment;
- an overview of the theoretical frameworks underpinning communication within an inclusive context;
- parts of language in terms of : form, content and use;
- communication impairment including prevalence;
- language sampling and analysis;
- prioritising programming needs and writing behavioural objectives;
- augmentative and alternative forms of communication for people with complex needs including those with Autism and Autism Spectrum Disorders;
- sampling of AAC use
- strategies for different stages of communication development; and
- collaboration between teachers, speech therapists and other professionals who support those with communication impairment.
 

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The information contained in the 2017 CSU Handbook was accurate at the date of publication: 25 August 2017. The University reserves the right to vary the information at any time without notice.