Outline

Overview

People describe and explain disability using various ideological, theoretical and empirical approaches. These conceptual models can open up or shut down opportunities for people with disability to live with dignity and purpose and participate as full citizens in their communities. This unit explores psycho-socio-cultural assumptions that have influenced understandings of disability over time. Scientific and evidence based approaches to the description and classification of individual health and public health as related to disability will be examined. The continued influence of ideological approaches to disability that are at odds with empirical or evidence based approaches are explored. This unit will explore in depth the World Health Organization International Classification of Functioning Disability and Health, and will consider the positive and negative impacts of a codified approach to the human experience of disability. We will explore how this global approach to health is influencing: individual and community perceptions of disability; state and enterprise service initiatives; regulation and policy frameworks; individual opportunities for meaningful participation of people with disability as citizens.

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	No

Teaching staff

Coordinator	Kim Bulkeley, kim.bulkeley@sydney.edu.au
Guest lecturer(s)	Anne Cusick, anne.cusick@sydney.edu.au
Lecturer(s)	Kim Bulkeley, kim.bulkeley@sydney.edu.au
Tutor(s)	Kim Bulkeley, kim.bulkeley@sydney.edu.au
Tutor(s)	Rebecca Barton, rebecca.barton@sydney.edu.au

Type	Description	Weight	Due	Length
Online task	Short Answer questions Online short answer quizzes X 3	15%	Multiple weeks	150 words
Outcomes assessed:
Online task	MCQ Quiz Quick quiz to affirm understanding of lectures and tutorials	15%	Multiple weeks	10 mins/5 questions
Outcomes assessed:
Assignment	Learning Contract Develop a learning contract outlining approaches to learning	10%	Week 06 Due date: 02 Oct 2020 at 23:00	750 words
Outcomes assessed:
Assignment	Lived experience narrative report Narrative report exploring the lived experience of disability for a child	20%	Week 08 Due date: 25 Oct 2020 at 23:00	1500 words
Outcomes assessed:
Assignment	In depth narrative report Narrative report on lived experience of disability, adult perspective	40%	Week 12 Due date: 22 Nov 2020 at 23:00	2000 words
Outcomes assessed:

Assessment summary

Multiple choice question quiz X 3 in class 10 mins weeks 2,4 & 6
Short answer quiz X 3 in class 10min weeks 3, 5 & 7
Learning contract week 6
Narrative report week 8
Narrative report week 12

Detailed information for each assessment can be found on CANVAS

Assessment criteria

Result code	Result name	Mark range	Description
HD	High distinction	85 - 100	Awarded when you demonstrate the learning outcomes for the unit at an exceptional standard, as defined by grade descriptors or exemplars outlined by your faculty or school.
DI	Distinction	75 - 84	Awarded when you demonstrate the learning outcomes for the unit at a very high standard, as defined by grade descriptors or exemplars outlined by your faculty or school.
CR	Credit	65 - 74	Awarded when you demonstrate the learning outcomes for the unit at a good standard, as defined by grade descriptors or exemplars outlined by your faculty or school.
PS	Pass	50 - 64	Awarded when you demonstrate the learning outcomes for the unit at an acceptable standard, as defined by grade descriptors or exemplars outlined by your faculty or school.
FA	Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory 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:

Standard policy applies

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	Worldview of disability: Disability as difference	Lecture and tutorial (3 hr)
Week 02	Disability in a historical context: how do we talk about disability?	Lecture and tutorial (3 hr)
Week 03	Contemporary disability frameworks: Complexity in conceptualising disability	Lecture and tutorial (3 hr)
Week 04	International Classification of Function (ICF): Framing and naming disability?	Lecture and tutorial (3 hr)
Week 05	Disability legislation: How is disability legislation enacted in Australia?	Lecture and tutorial (3 hr)
Week 06	Disability in the family context	Lecture and tutorial (3 hr)
Week 07	Disability as an accident, illness or injury experience	Lecture and tutorial (3 hr)
Week 08	“Our health counts” Discrimination in health access for people with disability	Lecture and tutorial (3 hr)
Week 09	“There is no word for disability in Aboriginal languages”	Lecture and tutorial (3 hr)
Week 10	Health system responses to better support people with intellectual disability	Lecture and tutorial (3 hr)
Week 11	When natural disasters occur: Responses that include people with disability	Lecture and tutorial (3 hr)
Week 12	Holidays for all: Accessible travel considerations	Lecture and tutorial (3 hr)

Attendance and class requirements

Students are required to attend scheduled online tutorials and lectures. The flipped classroom materials equate to one hour of lecture content and will be expanded upon in the lecture and tutorial activities. Students are advised to complete the online component prior to class on monday morning.

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

Readings will be allocated for each week, with details provided on the CANVAS site. This will include book chapters, journal articles and other media.

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.

Outcomes
Graduate qualities

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

LO1. Demonstrate a coherent understanding of contemporary approaches to disability from a health perspective
LO2. Demonstrate critical thinking by revealing questions, issues and problems that arise from different disability standpoints in health
LO3. Analyse attitudes and values that underlie different disability approaches in health and consider these in relation to your own identity, ethics and opportunities to influence
LO4. Identify how cultural competence can contribute to engaging productively, collaboratively and openly in disability with diverse groups and across cultural boundaries
LO5. Identify how Aboriginal and Torres Strait Islander People’s culture, family and connection to Country influences disability, participation and health
LO6. Solve problems by applying knowledge of disability and health in a manner that is person-centred, sensitive to context, informed by scholarship and evidence-based
LO7. Use in-person, online, verbal, written, structured and unstructured communication methods to convey your disability expertise from a health perspective
LO8. Demonstrate skill in the preparation and execution of self-directed learning plans that deepen and broaden your knowledge, confidence and competence in disability from a health perspective

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

Responding to student feedback

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

This is the first year this unit has been offered. We will seek your input about the structure and content of the unit for future student cohorts.

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

Attendance and class requirements

Study commitment

Required readings

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

OCCP1102: Disability, Participation and Health

Semester 2, 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

Attendance and class requirements

Study commitment

Required readings

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