Attendance is required at scheduled activities including tutorials/clinics/workshops to complete components of the course.
 Other learning activities including tutorials will not always be available as recordings due to the nature of the content.
Attendance on campus is required for the OSCE.

Taught courses use a learning and collaboration tool called Canvas to provide students with learning materials including reading lists and lecture recordings (where available). Please remember that the recording of any class on a personal device requires the permission of the instructor.

Students are expected to review the readings providing in the course outline and provided by each Clinical Educator as relates to the individual clinics. Students are expected to be self-directed in their own research for clinic.

• Body, R. And McAllister, L. (2009). Ethics in Speech Pathology. London: Wiley & Sons.
• Dathan D Rush M'Lisa L Shelden (2011) The early childhood coaching handbook.Baltimore, Md. : Paul H. Brookes Pub. Co. Available at EPSOM LIBRARY Main Collection (372.21 RUS )
• McWilliam, R.A. (2010) Working with young children with special needs. New York : Guilford Press. Available. View online or Find in Library.
• Shipley, K.G. and Roseberry-McKibbin, C. (2006). Interviewing and Counselling in Communicative Disorders. 3rd ed. Texas: Pro-Ed.
• Stagnitti, K., Schoo, A., & Welch, D. (Eds) (2013). Clinical and fieldwork placement in the health professions (2nd ed.). South Melbourne, Vic: Oxford University Press.

The content and delivery of content in this course are protected by copyright. Material belonging to others may have been used in this course and copied by and solely for the educational purposes of the University under license.

You may copy the course content for the purposes of private study or research, but you may not upload onto any third-party site, make a further copy or sell, alter or further reproduce or distribute any part of the course content to another person.

Requirement of Police Vetting / Immunisations This course requires you to participate in clinical practicum experiences and/ or visit clinical settings e.g. hospitals, schools, clinics. Police Vetting and Immunisations are required. Please contact your Course Director if you have not already completed both of these tasks. Confidentiality Clause requirement This course uses client materials including assessment / therapy plans, photographs and videos to enhance your learning. Students must take all reasonable steps to protect against inadvertent disclosure of this information to people who are not enrolled in this course. This includes not sharing materials and being aware of one’s environment when watching or discussing class materials online.

In the event of an unexpected disruption, we undertake to maintain the continuity and standard of teaching and learning in all your courses throughout the year. If there are unexpected disruptions the University has contingency plans to ensure that access to your course continues and course assessment continues to meet the principles of the University’s assessment policy. Some adjustments may need to be made in emergencies. You will be kept fully informed by your course co-ordinator/director, and if disruption occurs you should refer to the university website for information about how to proceed.

The University of Auckland will not tolerate cheating, or assisting others to cheat, and views cheating in coursework as a serious academic offence. The work that a student submits for grading must be the student's own work, reflecting their learning. Where work from other sources is used, it must be properly acknowledged and referenced. This requirement also applies to sources on the internet. A student's assessed work may be reviewed for potential plagiarism or other forms of academic misconduct, using computerised detection mechanisms.

Similarly, research students must meet the University’s expectations of good research practice. This requires:

• Honesty - in all aspects of research work
• Accountability - in the conduct of research
• Professional courtesy and fairness – in working with others
• Good stewardship – on behalf of others
• Transparency – of research process and presentation of results
• Clarity - communication to be understandable, explainable and accessible

For more information on the University’s expectations of academic integrity, please see the Academic Conduct section of the University policy hub.

Elements of this outline may be subject to change. The latest information about taught courses is made available to enrolled students in Canvas.

Students may be asked to submit assessments digitally. The University reserves the right to conduct scheduled tests and examinations online or through the use of computers or other electronic devices. Where tests or examinations are conducted online remote invigilation arrangements may be used. In exceptional circumstances changes to elements of this course may be necessary at short notice. Students enrolled in this course will be informed of any such changes and the reasons for them, as soon as possible, through Canvas.

Phonetics OSCE (10%)The student will have 45 minutes to review an mpeg file of someone saying a list of words using disordered speech. The production of the target word could contain errors on any phoneme and will contain non-English sounds. Each target word is written on the screen and the word is repeated 3 times by the speaker. The student will write a phonetic transcription of each word heard. They can rewind and re-listen to the target words as many times as they can within the 45 minute period. The student is not required to mark stress or intonation. Please write clearly as symbols that are not clear will be marked as incorrect. Notes are not permitted in this examination but the student will be provided with an IPA chart. Preparation for this will be self-directed. This piece of coursework is a barrier task and the student must pass this OSCE before graduating from the MSLTPrac programme.
Clinical Placement The student’s clinical competence will be assessed in each clinical placement using COMPASSTM. COMPASSTM is evaluated collaboratively by the clinical tutor and the student. This evaluation does not count towards the final grade. However, the student is required to demonstrate competency appropriate to their experience in order to pass 724 and be eligible to move into 734. Tutors must indicate that a student is showing sufficient competence in SPCHSCI724 to proceed to SPCHSCI734. Any concerns should be raised with the student and with the Clinical Director in a timely manner.
Clinical Placement Pass Level The clinical tutor has indicated verbally and in writing that the student’s overall level of performance has reached the criterion of moving off the midway point between Novice level and Intermediate of performance as described in the COMPASS™ Assessment Booklet. Please note, some variability in performance is expected at this stage as the student may show intermediate level competence in the General Professional Competencies: Communication, Lifelong Learning & Professionalism. The final decision about whether or not a student has demonstrated satisfactory progress in a clinical placement cannot be made until the clinical director has viewed the student’s COMPASSTM assessment, analysed the data and discussed the placement with the clinical tutor. Please note that the clinical tutor’s rating for ‘Overall rating of competency’ is preliminary, the student must wait for the clinical director’s analysis before being sure that they can progress to SPCHSCI734.
Clinical Placement Fail Level A fail level will be determined by the University of Auckland Director of Clinical Education after considering the factors below:

1. The student’s competency level was identified by the Clinical Director as not reaching above the stated criterion on the majority of competencies rated by the COMPASS™ Assessment.
2. The students rating in either or both General Professional Competencies 2 (Communication) and 4 (Professionalism) on the COMPASS™ Assessment was at or below the criterion stated.

Feedback on taught courses is gathered from students at the end of each semester through a tool called SET or Qualtrics. The lecturers and course co-ordinators will consider all feedback and respond with summaries and actions. Your feedback helps teachers to improve the course and its delivery for future students. In addition, class Representatives in each class can take feedback to the department and faculty staff-student consultative committees.

Changes are being made to the structure and communication related to individual clinics following student feedback.

Class representatives are students tasked with representing student issues to departments, faculties, and the wider university. If you have a complaint about this course, please contact your class rep who will know how to raise it in the right channels. See your departmental noticeboard for contact details for your class reps.

Tuākana is a multi-faceted programme for Māori and Pacific students providing topic specific tutorials, one-on-one sessions, test and exam preparation and more. Explore your options at Tuakana Learning Communities.

This course is supported by the Tuākana in Science Programme, which facilitates the success and wellbeing of our Māori and Pacific students. The foundation of the Tuākana Programme is the Tuākana-Teina principle an integral relationship in which older or more expert Tuākana (traditionally brother, sister or cousin) guides a younger or less expert Teina (traditionally younger sibling or cousin). This is a reciprocal relationship which fosters safe learning and teaching environments. Read more here: https://www.auckland.ac.nz/en/science/study-with-us/maori-and-pacific-at-the-faculty/tuakana-programme.html

All students are asked to discuss any impairment related requirements privately, face to face and/or in written form with the course coordinator, lecturer or tutor.

Student Disability Services also provides support for students with a wide range of impairments, both visible and invisible, to succeed and excel at the University. For more information and contact details, please visit the Student Disability Services’ website.

We all go through tough times during the semester, or see our friends struggling. There is lots of help out there - please see the Support Services page for information on support services in the University and the wider community.

If your ability to complete assessed work is affected by illness or other personal circumstances outside of your control, contact a member of teaching staff as soon as possible before the assessment is due. If your personal circumstances significantly affect your performance, or preparation, for an exam or eligible written test, refer to the University’s aegrotat or compassionate consideration page. This should be done as soon as possible and no later than seven days after the affected test or exam date.

The Student Charter assumes and acknowledges that students are active participants in the learning process and that they have responsibilities to the institution and the international community of scholars. The University expects that students will act at all times in a way that demonstrates respect for the rights of other students and staff so that the learning environment is both safe and productive. For further information visit Student Charter.

Students with concerns about teaching including how a course is delivered, the resources provided, or supervision arrangements, have the right to express their concerns and seek resolution. The university encourages informal resolution where possible, as this is quicker and less stressful. For information on the informal and formal complaints processes, please refer to the Student Academic Complaints Statute in the Student Policies and Guidelines section of the Policy Hub.