Extend students' intercultural competence and develop their knowledge about working as health professionals in rural and remote settings. Students explore ways to adapt profession specific assessment and intervention practices for culturally and linguistically diverse (CALD) contexts and will apply the knowledge, skills and attitudes to speech pathology professional practices.
Topic 1: Health Practice in a global contexts and in the rural context
Topic 2: Intercultural competence
Topic 3: Bilingualism
Topic 4: Valid assessment processes – Issues in assessment
Topic 5: Valid assessment processes – Developing culturally appropriate assessment plans
Topic 6: Intervention across the Lifespan – Considerations in providing culturally appropriate intervention practices, family centred approaches
Topic 7: Intervention across the lifespan – School aged
Topic 8: Intervention across the lifespan – Adults
Topic 9: Equity and access in rural and diverse communities and associated challenges
Topic 10: Alternative models of care – public health and community based approaches
Topic 11: Alternative models of care – Tele-health options for rural and remote populations, Models of care - Inter-professional health practice
Topic 12: Profession specific practice issues – Resources, Ethical Practice
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||discuss challenges regarding the facilitation of equity and access in diverse communities||Creativity||Ethical practice||Cultural competence|
|2||describe the notions of intercultural competence and global awareness and associated implications for health professional practice||Creativity||Ethical practice||Cultural competence|
|3||explain considerations regarding valid assessment processes for bilingual individuals, culturally and linguistically diverse communities and Aboriginal and Torres Straight Islanders||Creativity||Ethical practice||Cultural competence|
|4||describe culturally appropriate intervention practices for bilingual individuals, culturally and linguistically diverse communities and Aboriginal and Torres Straight Islanders||Creativity||Ethical practice||Cultural competence|
|5||describe tele-health options for rural and remote populations||Creativity|
|6||identify options regarding inter-professional health professional practice in culturally and linguistically diverse, and rural and remote contexts||Creativity||Cultural competence|
- Paul, R., & Norbury, C. , 2012, Language disorders from infancy through adolescence , 4th, Elsevier Inc., St Louis, Missouri.
- We will use the relevant chapters from Paul and Norbury and Bauman-Wangler: Bauman-Waengler, J. A., 2012, Articulatory and phonological impairments: A clinical focus , 4th, Pearson Education, Inc., Boston, MA:.
Teaching and assessment
Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2016 Commonwealth Supported only. Student contribution band: 2
Please check the international course and fee list to determine the relevant fees.