Skip to main content
Start of main content

Inherent requirements


Inherent requirements for clinical audiology


These inherent requirements apply to the following course: Master of Clinical Audiology.

Prospective and current students who are concerned about their capacities in relation to inherent requirements are strongly encouraged contact the CDU Access and Inclusion team to discuss possible adjustments or alternative courses. 


How to read the inherent requirements

These inherent requirements should be read in conjunction with other course information and related material such as Audiology Australia’s Code of Conduct.

There are four domains of inherent requirements for the Master of Clinical Audiology.

Each domain has five levels:

  1. Introduction
  2. Description
  3. Justification
  4. Adjustments
  5. Exemplars

Inherent requirement domains and statements

Behavioural stability

The maintenance of conduct that is acceptable and appropriate, according to the recognised norms of society over a given period.

  1. Introduction
    Behavioural stability is required to function and adapt effectively and sensitively in a demanding role. 
  2. Description of inherent requirement
    Students must be able to manage their own responses and behavior to work effectively in a range of learning environments with diverse people and tasks. This includes the capacity to be receptive and respond appropriately to constructive feedback. Students should also be able to work with others in a team or group environment and make and maintain effective relationships with a wide range of individuals to complete tasks or for professional practice. 
  3. Justification of inherent requirement
    Students must be able to act in accordance with professional regulatory requirements and standards which dictates the scope of clinical Audiology practice. 
  4. Adjustments
    Adjustments must support stable, effective, and professional behaviour in both academic and practice settings. 
  5. Exemplars:
    • Being receptive and responding appropriately to constructive feedback 
    • Seeking support to cope effectively with own emotions and behaviour when working with individuals and other stakeholders in academic and service settings. 

The mental action or process of acquiring knowledge and understanding through one's thoughts, experience, and senses.

Knowledge and cognitive skills: Acquired skills that reflect an individual's ability to think. Cognitive skills include verbal and spatial abilities, concentration, memory, perception, reasoning, planning and organisation, flexible thinking, and problem solving.

  1. Introduction
    This course requires knowledge of theory and the skills of cognition, literacy, and numeracy. Consistent and effective knowledge and cognitive skills must be demonstrated to provide safe and competent audiological clinical care.
  2. Description of inherent requirement
    Students must be able to locate, acquire, retain, and apply knowledge as part of their learning and for assessment. They must have the ability to sustain their attention over a designated period, maintain their focus in a variety of learning environments and remember information long enough to complete tasks in a reasonable and safe timeframe. Student demonstrates the capacity to use a range of Information and Communication Technologies (ICTs) to complete academic assessment requirements. 
  3. Justification of inherent requirement
    Safe and effective delivery of clinical audiological management is based on comprehensive knowledge that must be sourced, understood, and applied appropriately. Students must be able to demonstrate capacity to locate appropriate and relevant information, the ability to process information relevant to practice, and the ability to integrate and implement knowledge into practice in a timely manner.
  4. Adjustments
    Must ensure that a clear demonstration of knowledge and cognitive skills is not compromised or impeded. 
  5. Exemplars:
    • Ability to conceptualise and use appropriate knowledge in response to academic assessment items
    • Applying knowledge of theory, research evidence, policy, and procedures in practice settings. 
Sensory ability

The way a person recognises external stimuli - through sight, smell, hearing, taste, and touch.

  1. Introduction
    This course requires adequate visual, auditory, and tactile abilities.  
  2. Description of inherent requirement
    Students should possess the ability to interact with visual, auditory, or tactile inputs sufficiently to manage their learning environment and to meet professional performance needs.
  3. Justification of inherent requirement
    Auditory and visual assessments of patients is fundamental to safe and effective clinical audiological practice. Students must demonstrate enough visual and aural function to undertake required range of skills, tasks, and assessments to maintain consistent, accurate and safe care to self and others.
  4. Adjustments
    Must address the need to perform the full range of tasks involved in the practice setting. Strategies and adjustments to address the effects of vision and/or auditory impairment must be effective, consistent, and not compromise patient safety or treatment. 
  5. Exemplars:
    • Safely operating diagnostic and rehabilitation equipment
    • Being able to be responsive to patient’s needs.
Strength and mobility

Fine motor skills: The ability to undertake precise coordinated movements of the hands for activities such as writing and manipulating small objects.

  1. Introduction
    Audiology is a profession that requires manual dexterity and fine motor skills. 
  2. Description of inherent requirement
    Students should possess the manual dexterity and fine motor skills sufficient to manage their learning environment and ultimately professional performance needs.
  3. Justification of inherent requirement
    Audiology students are required to undertake tasks that involve being able to grasp, press, push, turn, squeeze and manipulate various objects. Students must be able to demonstrate and perform these tasks consistently and safely to reduce the risk of harm to self and others.
  4. Adjustments
    Adjustments should facilitate functional effectiveness and safety to self and others.
  5. Exemplars:
    • Safely operating diagnostic and rehabilitation equipment.

Glossary - key terms

Access/placement plan

An Access and/or Placement Plan documents the agreed reasonable adjustments that are to be implemented for an individual student.  Access/Placement plans are developed by the Access and Inclusion team.

The plans outline the reasonable adjustments and indicate the responsibilities of both the student and relevant University staff for implementation of the plan. Depending on circumstances relating to the student’s disability, the plans can be altered or amended to reflect changes in the student’s disability or condition.


Is defined by the University in line with the Disability Discrimination Act (1992) and refers to a carer or assistant, in relation to a person with a disability, who provides assistance or services to the person because of the disability.


Is defined by the University in line with the Disability Discrimination Act (1992) and includes students with:

  • Any physical, sensory, neurological, intellectual, learning disability, psychological or psychiatric condition, and includes physical disfigurement, the presence in the body of disease-causing organisms and total or partial loss of part of the body or a bodily function
  • A temporary, permanent, current, past or future disability, and chronic health conditions which may or may not commonly be considered disabilities.
Fitness to practice

Means a student’s demonstrated ability to meet the expected standards of conduct, compliance, knowledge, performance, and capacity required by the relevant profession and legislation governing the profession.

Reasonable adjustment

Refers to adjustments that can be made to allow a student with a disability to participate in education on the same basis as students without a disability. An adjustment is reasonable if it successfully balances the interests of all parties affected and does not compromise the academic standards or inherent requirements of a subject or course.

Universal design

Refers to the design of products and environments to be usable by all people to the greatest extent possible, without the need for adaptation or of specialised design. In education, this means developing course content, teaching materials and delivery methods to be accessible to and usable by students across the broadest diversity ranges.

(Attribution Western Sydney University)

Creative Commons

Inherent Requirements
© University of Western Sydney is licensed under a Creative Commons Attribution-Non Commercial Share Alike 4.0 International licence.

Back to top