Outline

Overview

Between birth and death, people experience common biological growth and ageing processes. Cognitive capacity changes, psycho-social understandings and culturally significant behavioural milestones can also be observed over the lifespan. When most people experience processes in much the same way as others, or change most of the time "on time" it can be called "typically developing" or "normative". People with disability may have growth, ageing, cognitive, psychosocial or behavioural patterns that are different to "the norm" or are considered "atypical". This unit explores dimensions of "atypical" development, recognizing the value in being able to describe and understand disability difference from an informed perspective, at the same time critiquing the social risk and individual damage that can be caused by characterizing difference as "not normal". Variation in lifespan development is part of the human condition, it can be described and explained, but is not a reason to stigmatize or classify others as "not one of us". The case for person-centred, not impairment-focused approach when working with people who have disability across the lifespan is introduced.

Unit details and rules

Academic unit
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Sarah Wayland, sarah.wayland@sydney.edu.au
Guest lecturer(s)	Kim Bulkeley, kim.bulkeley@sydney.edu.au
Guest lecturer(s)	Anne Cusick, anne.cusick@sydney.edu.au
Lecturer(s)	Sarah Wayland, sarah.wayland@sydney.edu.au
Tutor(s)	Sarah Wayland, sarah.wayland@sydney.edu.au

Type	Description	Weight	Due	Length
Final exam	Disability and Lifespan Development Exam	40%	Formal exam period	2 hours
Outcomes assessed:
Small continuous assessment	Six self reflection and peer review quizzes One 0% and five 4% short quiz (100-200 words equivalent) plus peer review	20%	Multiple weeks Due date: 24 Feb 2020 at 16:49 Closing date: 22 May 2020	Six 100-200 words per quiz + peer review
Outcomes assessed:
Assignment	Case Study Analysis Case study analysis in form of a professional style letter	40%	Week 08 Due date: 22 Apr 2020 at 23:59 Closing date: 22 Apr 2020	1500 words
Outcomes assessed:
= hurdle task ?

Assessment summary

Six self reflection and peer review quizzes equivalent to 100-200 words – Week 1-2 (0%), Week 3-4 (4%), Week 5-6 (4%), Week 7-8 (4%), Week 9-10 (4%), Week 11-12 (4%).

Case Study – Week 8 – 40%

Final Exam – Week 15/16 – 40%

Assessment criteria

OCCP1101 Grading – each assessment uses these band guides with specific performance descriptors presented in CANVAS

85-100%	Awarded when you demonstrate the learning outcomes for the unit at an exceptional standard	HD
74-84%	Awarded when you demonstrate the learning outcomes for the unit at a very high standard	D
65-74%	Awarded when you demonstrate the learning outcomes for the unit at a good standard	C
50-64%	Awarded when you demonstrate the learning outcomes for the unit at an acceptable standard	P
0-49	When your work in the assessment does not meet an acceptable standard

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

Usual penalties as per University of Sydney policy apply

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week 01	Introduction to disability and lifespan development. For Week 1 ONLY in 2020, the lecture will be offered as an online class to permit flexibility for all students. You do not need to come onto campus in Week 1 for OCCP1101 classes. See Canvas Unit site for details about how to log in to your classes and participate.	Online class (2 hr)
Week 01	Exploring learning outcomes and introducing the language of disability. For Week 1 ONLY in 2020, this tutorial will be offered as online class to permit flexibility for all students. You do not need to come onto campus in Week 1 for OCCP1101 classes. See Canvas Unit site for details about how to log in to your tutorial and preparation. The tutorial will be online at the usual Australian Eastern Standard Time (AEST) in your timetable	Online class (1 hr)
Week 02	Understanding experiences post-birth and in to infancy for children with disability. For Week 2 ONLY in 2020, this lecture will be offered as online class to permit flexibility for all students. You do not need to come onto campus in Week 2 for OCCP1101 classes. See Canvas Unit site for details about how to log in to your lecture and learning resources.	Online class (2 hr)
Week 02	On-campus tutorial - Exploration of ethical considerations of prenatal testing, diagnosis and early childhood experiences of disability and the role of families as carers. Attendance taken	Tutorial (1 hr)
Week 03	On-campus lecture. Topic: Childhood – the incidence and impact of autism on the child and their family (lived experience guest speaker)	Lecture (2 hr)
Week 03	On campus tutorial - Understanding autism and the needs of children as they prepare to begin school (Attendance taken)	Tutorial (1 hr)
Week 04	On-campus lecture - Unique experiences of adolescent lifespan development and the inclusion of disability	Lecture (2 hr)
Week 04	On-campus tutorial - Mapping emerging independence and the ways in which the academic literature on disability respects this life transition (Attendance taken)	Tutorial (1 hr)
Week 05	On campus lecture - Cerebral Palsy and teen independence – who decides how young people live their lives? (lived experience guest speaker)	Lecture (2 hr)
Week 05	On campus tutorial - The consumer voice in disability health promotion material – how is the lifespan reflected in e-health documents. (Attendance Taken)	Tutorial (1 hr)
Week 06	On campus lecture - Early adulthood: how are disability and non-normative lifespan approaches understood by the health sector?	Lecture (2 hr)
Week 06	On-campus tutorial - Understanding access without barriers: how do students communicate their needs; what is their experience in moving about Sydney; how does this compare to others? (Attendance taken)	Tutorial (1 hr)
Week 07	Lecture - Young adulthood and adulthood with Tourette's Syndrome - myths, realities, stereotyping in movies and media and lived impact on everyday life and lifespan.	Lecture (2 hr)
Week 07	Tutorial - Viewing of media items with TS representations followed by group analysis of the portrayal of lived experience of young adults with disability, in the media. (Attendance taken)	Tutorial (1 hr)
Week 08	On-campus lecture - Middle adulthood: how do we change direction when disability becomes part of a person’s life?	Lecture (2 hr)
Week 08	On campus tutorial - Group focus on writing and accessibility for adults with disability – how do we correctly pitch to our audience? (Attendance taken)	Tutorial (1 hr)
Week 09	On-campus lecture - Adults living with multiple sclerosis: what does person-centre care truly mean? (lived experience guest lecturer)	Lecture (2 hr)
Week 09	On-campus tutorial - Challenging assumptions: how are the unique needs of people with disability, carers, intimate partners, children and siblings addressed? (Attendance taken)	Tutorial (1 hr)
Week 10	On-campus lecture - Late adulthood and retirement - disability prevalence and experience (lived experience guest speaker)	Lecture (2 hr)
Week 10	On-campus tutorial - Invisible Disability: Dementia and Alzheimer’s related illnesses – how does an invisible disability impact perception from others?	Tutorial (1 hr)
Week 11	On-campus Lecture - End of Life care: is there space for discussion about the impact of disability?	Lecture (2 hr)
Week 11	On-campus tutorial - How is disability understood in terms of significant life transitions?	Tutorial (1 hr)
Week 12	On-campus lecture - Cradle to grave: overview of the unit	Lecture (2 hr)
Week 12	On-campus tutorial - Reflective analysis of lifespan development and the student’s perception shifts about disability.	Tutorial (1 hr)
Week 13	On-campus workshop - Reflection on learning outcomes and future learning	Workshop (2 hr)
Week 13	Self-study review of unit using textbook, exam bank items and unit resources	Independent study (1 hr)

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. Identify typical bio-psycho-social changes that occur across the lifespan.
LO2. Demonstrate a coherent understanding of contemporary approaches to lifespan development
LO3. Explore how development, functioning, disability and health interact over the lifespan to affect participation of individuals.
LO4. Demonstrate critical thinking by identifying questions, issues and problems that arise for people with disability when normative approaches to lifespan development are taken
LO5. Identify how cultural competence can contribute to engaging productively, collaboratively and openly with people of diverse ability across the lifespan and in diverse contexts
LO6. Develop awareness of intersectionality across the life trajectory for an Aboriginal and Torres Strait Islander person living with a disability
LO7. Solve problems by applying knowledge of lifespan development disability and health in a manner that is person-centred, sensitive to context, informed by scholarship and evidence-based.
LO8. Use online, verbal, written, structured and unstructured communication methods to convey an understanding of disability and lifespan development

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Australian occupational therapy competency standards 2018 -

Competency code	Taught, Practiced or Assessed	Competency standard
1.16		Contributes to education and professional practice development of peers and students, and
1.4		Recognises and manages conflicts of interest in all client and professional relationships
1.5		Practises in a culturally responsive and culturally safe manner, with particular respect to culturally diverse client groups
1.6		Incorporates and responds to historical, political, cultural, societal, environmental and economic factors influencing health, wellbeing and occupations of Aboriginal and Torres Strait Islander Peoples
1.9		Identifies and manages the influence of her/his values and culture on practice
2.5		Maintains current knowledge for cultural responsiveness to all groups in the practice setting
2.9		Maintains knowledge of relevant resources and technologies, and
3.12		Uses effective collaborative, multidisciplinary and interprofessional approaches for decision-making and planning
4.1		Communicates openly, respectfully and effectively
4.10		Seeks and responds to feedback, modifying communication and/or practice accordingly, and
4.2		Adapts written, verbal and non-verbal communication appropriate to the client and practice context
4.4		Uses culturally responsive, safe and relevant communication tools and strategies

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

This is a new unit offered for the first time in 2020.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

OCCP1101: Disability and Lifespan Development

Semester 1, 2020 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect