Unit aim
Provides information on structures and mechanisms involved in hearing loss and the potential impact on speech, language and other sequela. Students learn about intervention strategies for hearing loss and for central auditory processing disorder ([C]APD). Students also learn how to conduct an audiological screening evaluation and how, to whom, and when to refer.
Unit content
Topic 1: Hearing loss and associated sequelae
Topic 2: Speech and language profiles of children with congenital hearing loss
Topic 3: Conductive hearing loss and sensori-neural hearing loss
Topic 4: Assessments pertaining to auditory functioning
Topic 5: The Speech Pathologists role in relation to conditions of hearing loss
Topic 6: Processes in hearing screening
Topic 7: Interpreting audiograms
Topic 8: Intervention strategies for enhancing language and communication in people with hearing loss
Topic 9: Intervention strategies for enhancing segmental and suprasegmental aspects of speech in people with hearing loss
Topic 10: (C)APD and associated intervention strategies
Topic 11: Knowing how, to whom, and when to refer
Topic 12: Reflections on hearing screening
Learning outcomes
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.
Learning outcomes and graduate attributes
| On completion of this unit, students should be able to: | GA1 | GA2 | GA3 | GA4 | GA5 | GA6 | GA7 | |
|---|---|---|---|---|---|---|---|---|
| 1 | describe structures and mechanisms involved in hearing loss, the potential impact on speech, language and other sequela, including potential ramifications (in the context of an ICF perspective) | Intellectual rigour | Knowledge of a discipline | |||||
| 2 | differentiate conductive from sensori-neural hearing loss | Intellectual rigour | Knowledge of a discipline | |||||
| 3 | describe the purpose, concepts and equipment associated with assessment of auditory functioning | Intellectual rigour | Knowledge of a discipline | |||||
| 4 | describe intervention strategies for hearing loss and for central auditory processing disorder (CAPD) | Intellectual rigour | Knowledge of a discipline | |||||
| 5 | interpret audiometric results from an audiogram and describe referral and recommendation options for clients with different profiles | Intellectual rigour | Knowledge of a discipline | |||||
| 6 | conduct pure tone audiometric screening and interpret associated results. | Intellectual rigour | Knowledge of a discipline | |||||
Prescribed texts
Session 2
- Bellis, T, 2011, Assessment and management of central auditory processing disorders in the educational setting: From science to practice, 2nd edn, Plural Publishing, San Diego, CA.
- Katz, J, Medwetsky, L, Burkard, R & Hood, L, 2009, Handbook of clinical audiology, 6th, North American Edition, Lippincott Williams & Wilkins.
Teaching and assessment
Gold Coast
| Teaching method |
| Lecture on-site 2 hrs x 4 (Week 1) |
| Tutorial on-site 1 hour x 3 (Week 1) |
| Workshop on-site 3 hours (Week 1) |
| Assessment | |
| Practical skills | 20% |
| Quiz | 30% |
| Exam: closed book | 50% |
Fee information
Domestic
Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2014 Commonwealth Supported only. Student contribution band: 2
Fee paying courses
For POSTGRADUATE or UNDERGRADUATE full fee paying courses please check Domestic Postgraduate Fees OR Domestic Undergraduate Fees
International
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