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	Participation Sciences
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Julianne Challita, julianne.challita@sydney.edu.au
Lecturer(s)	Julianne Challita, julianne.challita@sydney.edu.au
	Scott Denton, scott.denton@sydney.edu.au
	Rene Fraser, rene.fraser@sydney.edu.au

Assessment

The census date for this unit availability is 2 April 2024

Details
Criteria

Type	Description	Weight	Due	Length
Small continuous assessment	Weekly quizzes Weekly multiple choice quiz	20%	Multiple weeks	10 minutes each week
Outcomes assessed:
Assignment	AHEM module Complete AHEM academic integrity module.	0%	Week 01 Due date: 25 Feb 2024 at 23:59	Compulsory module
Outcomes assessed:
Small continuous assessment	Week 3 quiz Weekly multiple choice quiz #earlyfeedbacktask	0%	Week 03	10 minute quiz
Outcomes assessed:
Assignment	NCCC Cultural Competence Modules 1 and 2 Completion of online cultural competence modules	0%	Week 05 Due date: 24 Mar 2024 at 23:59	Compulsory university modules
Outcomes assessed:
Assignment	Video presentation Make an information video about disability issues at a chosen life stage.	40%	Week 07 Due date: 09 Apr 2024 at 23:59	5-7 minutes
Outcomes assessed:
Assignment	Written assignment Case based questions relating to disability and adult development.	40%	Week 13 Due date: 26 May 2024 at 23:59	2000 words
Outcomes assessed:
= hurdle task ? = group assignment ?

Early feedback task

This unit includes an early feedback task, designed to give you feedback prior to the census date for this unit. Details are provided in the Canvas site and your result will be recorded in your Marks page. It is important that you actively engage with this task so that the University can support you to be successful in this unit.

Assessment summary

Academic integrity education module

NCCC Cultural Competence modules 1 and 2.

Weekly multiple choice quizzes – 20%

Video presentation – Week 7 – 40%

Written assignment – Week 13 – 40%

Assessment criteria

See assessment instructions and marking criteria on Canvas.

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:

Late submission not possible for quiz. 2% will be deducted from quiz score for late submission of the compulsory modules. For the two major assessments, 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.

Support for students

The Support for Students Policy 2023 reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy 2023. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Academic skills	Lecture (2 hr)
Week 01	Academic skills	Tutorial (1 hr)
Week 02	Introduction to disability and lifespan development	Lecture (2 hr)
Week 02	Introduction to disability and lifespan development	Tutorial (1 hr)
Week 03	Infancy	Lecture (2 hr)
Week 03	Infancy	Tutorial (1 hr)
Week 04	Preschool	Lecture (2 hr)
Week 04	Preschool	Tutorial (1 hr)
Week 05	Middle childhood	Lecture (2 hr)
Week 05	Middle childhood	Tutorial (1 hr)
Week 06	Adolescence	Lecture (2 hr)
Week 06	Adolescence	Tutorial (1 hr)
Week 07	Emerging and early adulthood	Lecture (2 hr)
Week 07	Emerging and early adulthood	Tutorial (1 hr)
Week 08	Parenting	Lecture (2 hr)
Week 08	Parenting	Tutorial (1 hr)
Week 09	Middle adulthood	Lecture (2 hr)
Week 09	Middle adulthood	Tutorial (1 hr)
Week 10	Late adulthood	Lecture (2 hr)
Week 10	Late adulthood	Tutorial (1 hr)
Week 11	Late late adulthood	Lecture (2 hr)
Week 11	Late late adulthood	Tutorial (1 hr)
Week 12	Families and carers through the lifespan	Lecture (2 hr)
Week 12	Families and carers through the lifespan	Tutorial (1 hr)
Week 13	Intersectionality and culture	Lecture (2 hr)
Week 13	Intersectionality and culture	Tutorial (1 hr)

Attendance and class requirements

As per University Policy, there is a 90% attendance requirement for this unit.

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.

Required readings

Weekly readings are available on Canvas under the relevant week.

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

Alignment with Competency standards

Outcomes	Competency standards
	Australian occupational therapy competency standards 2018 - 2.1. Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice 2.3. Identifies and applies best available evidence in professional practice and decision-making
	Australian occupational therapy competency standards 2018 - 2.1. Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice 2.2. Applies theory and frameworks of occupation to professional practice and decision-making 2.3. Identifies and applies best available evidence in professional practice and decision-making
	Australian occupational therapy competency standards 2018 - 2.1. Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice 2.2. Applies theory and frameworks of occupation to professional practice and decision-making 2.3. Identifies and applies best available evidence in professional practice and decision-making
	Australian occupational therapy competency standards 2018 - 2.1. Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice 2.2. Applies theory and frameworks of occupation to professional practice and decision-making 2.3. Identifies and applies best available evidence in professional practice and decision-making
	Australian occupational therapy competency standards 2018 - 2.4. Understands and responds to Aboriginal and Torres Strait Islander health philosophies, leadership, research and practices 2.5. Maintains current knowledge for cultural responsiveness to all groups in the practice setting 3.3. Collaborates with the client and relevant others to determine the priorities and occupational therapy goals 4.4. Uses culturally responsive, safe and relevant communication tools and strategies
	Australian occupational therapy competency standards 2018 - 2.4. Understands and responds to Aboriginal and Torres Strait Islander health philosophies, leadership, research and practices 2.5. Maintains current knowledge for cultural responsiveness to all groups in the practice setting
	Australian occupational therapy competency standards 2018 - 1.15. Addresses issues of occupational justice in practice 1.7. Collaborates and consults ethically and responsibly for effective client-centred and interprofessional practice 1.9. Identifies and manages the influence of her/his values and culture on practice
	Australian occupational therapy competency standards 2018 - 4.1. Communicates openly, respectfully and effectively 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

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.

We have made a number of changes based on feedback from our 2023 cohort. For example, we have provided more instruction and guidance for the assignments in this unit.

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

Early feedback task

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

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, 2024 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect