Unit aim

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.

Unit content

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

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

Prescribed texts

Session 2

  • 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:.
Prescribed texts may change in future study periods.

Teaching and assessment

Gold Coast

Teaching method
Lecture on-site 1 hour (Wk 1)
Tutorial on-site 1 hour (Wk 1)
Lecture on-site 1 hour twice per week
Tutorial on-site 1 hour twice per week
Reflective writing30%

Intensive offerings may or may not be scheduled in every session. Please refer to the timetable for further details.

Southern Cross University employs different teaching methods within units to provide students with the flexibility to choose the mode of learning that best suits them. SCU academics strive to use the latest approaches and, as a result, the learning modes and materials may change. The most current information regarding a unit will be provided to enrolled students at the beginning of the study session.

Fee information


Commonwealth Supported courses
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Commencing 2016 Commonwealth Supported only. Student contribution band: 2

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