Outline

Overview

The impact of assistive products on participation and inclusion for people with a disability is expanding rapidly. The World Health Organization (WHO) estimates more than 1 billion people currently benefit from assistive products, predicting sizable growth in this figure going forward. This unit focusses on generally available assistive products that may be encountered in a wide range of settings. Assistive products are designed to promote dignity, health and wellbeing by removing or reducing barriers to participation, inclusion and independence. Access to assistive products is an important aspect of an individuals environment, facilitating participation in everyday life situations such as education, work or leisure. This unit will explore generally available assistive products, and how they can support people with disability to lead productive and meaningful lives, enhancing economic and social contribution. This unit will adopt an interdisciplinary (e.g. allied health, engineering, design, education) approach using examples from people with disability in a wide range of economic and geographic contexts. Students will critically appraise generally available products to profile issues relating to: public product access and affordability, product quality and safety, inclusive design, fitness for purpose, user training, and maintenance issues.

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	Sumei Wrigley, sumei.wrigley@sydney.edu.au
Guest lecturer(s)	Shane Clifton, shane.clifton@sydney.edu.au
Tutor(s)	Scott Denton, scott.denton@sydney.edu.au

Assessment

The census date for this unit availability is 2 September 2024

Details
Criteria

Type	Description	Weight	Due	Length
Creative assessment / demonstration	Oral exam Discussion-based exam about unit topics. Dates TBC	35%	Formal exam period Due date: 11 Nov 2024 at 18:00 Closing date: 11 Nov 2024	10 minutes
Outcomes assessed:
Tutorial quiz	In-class MCQ Quiz Early Feedback Task. In-class MCQ Quiz. During lecture 9am	10%	Week -03 Due date: 14 Aug 2024 at 09:00 Closing date: 14 Aug 2024	10 minutes
Outcomes assessed:
Assignment	AT evaluation video Video evaluation of an assistive product, in the style of 'AT Fridays'.	15%	Week 08 Due date: 18 Sep 2024 at 23:59	4 to 5 minute video
Outcomes assessed:
Assignment	Assistive technology analysis Analysis of assistive product access and use for a person with disability	40%	Week 11 Due date: 16 Oct 2024 at 23:59	2000 words
Outcomes assessed:
= hurdle task ?

Assessment summary

The assessments will involve:

Early Feedback Task: In-class MCQ Quiz.

Video evaluation of an assistive product.

AT analysis: Analysis of assistive product access and use for a person with disability

Oral exam: Discussion-based examination about unit topics. Questions will be provided ~2 weeks prior to the exam. Oral exam must be attended in order to pass the unit.

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:

As per University Policy

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	Contribution of assistive products to activity and participation	Lecture and tutorial (3 hr)
Week 02	Assistive technology frameworks	Lecture and tutorial (3 hr)
Week 03	Early Feedback Task - in class MCQ Quiz at the start of Lecture 2: 9am. Assistive products to facilitate mobility	Lecture and tutorial (3 hr)
Week 04	Assistive products for vision impairment	Lecture and tutorial (3 hr)
Week 05	Assistive products for hearing loss	Lecture and tutorial (3 hr)
Week 06	Augmentative and alternative communication, cognition	Online class (2 hr)
Week 06	Assistive technology supplier expo	Tutorial (1 hr)
Week 07	Design principles, Universal design, built-in accessibility settings	Lecture and tutorial (3 hr)
Week 08	Home control	Lecture and tutorial (3 hr)
Week 09	Services to implement and support assistive products, funding	Lecture and tutorial (3 hr)
Week 10	Risk management, ethical considerations related to assistive products	Lecture and tutorial (3 hr)
Week 11	The assistive products industry: supplier guest lecture	Online class (2 hr)
Week 11	The assistive products industry: visit retailer	Field trip (1 hr)
Week 12	Custom-made assistive products: 3D printing; Technical Aid to the Disabled	Online class (2 hr)
Week 12	3D printing workshop	Workshop (1 hr)
Week 13	Rights and access to assistive products	Online class (2 hr)
Week 13	Rights and access to assistive products	Tutorial (1 hr)

Attendance and class requirements

Attendance at lectures and tutorials is expected, and attendance will be recorded. Attendance may include: in-person attendance, on-line attendance at synchronous activities, and completion of asynchronous on-line activities. Students must attend 90% of tutorials to pass the 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

All readings for this unit can be accessed through the Library’s reading list system Leganto, available on Canvas

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. Use in-person, online, verbal, written, structured and unstructured communication methods to convey your understanding of the role of assistive products in enhancing participation of people who experience disability across the lifespan.
LO2. Identify and critique features of assistive products that facilitate participation for people with lived experience of disability informed by scholarship and an evidence-base.
LO3. Identify and describe range of factors related to the selection and use of assistive products, considering body functions and structures, personal factors and preferences, contextual factors, product features, and implementation requirements.
LO4. Demonstrate critical thinking by framing questions, opportunities and issues that relate to the availability and use of assistive products in a variety of geographic and economic contexts.
LO5. Describe elements of product design which may contribute to the accessibility of mainstream, specialised and customised products for people with a range of abilities.
LO6. Apply frameworks to articulate your reasoning to identify and manage issues related to the ethical and safe use of assistive products.

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 - 1.15. Addresses issues of occupational justice in practice 3.1. Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement 3.13. Uses appropriate assistive technology, devices and/or environmental modifications to achieve client occupational performance outcomes, and 3.5. Selects and implements culturally responsive and safe practice strategies to suit the occupational therapy goals and environment of the client
	Australian occupational therapy competency standards 2018 - 3.1. Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement 3.13. Uses appropriate assistive technology, devices and/or environmental modifications to achieve client occupational performance outcomes, and
	Australian occupational therapy competency standards 2018 - 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 3. Occupational therapy process and practice 3.1. Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement 3.13. Uses appropriate assistive technology, devices and/or environmental modifications to achieve client occupational performance outcomes, and 3.2. Performs appropriate information gathering and assessment when identifying a client’s status and functioning, strengths, occupational performance and goals 3.5. Selects and implements culturally responsive and safe practice strategies to suit the occupational therapy goals and environment of the client 3.6. Seeks to understand and incorporate Aboriginal and Torres Strait Islander Peoples’ experiences of health, wellbeing and occupations encompassing cultural connections
	Australian occupational therapy competency standards 2018 - 1.15. Addresses issues of occupational justice in practice 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 3.6. Seeks to understand and incorporate Aboriginal and Torres Strait Islander Peoples’ experiences of health, wellbeing and occupations encompassing cultural connections
	Australian occupational therapy competency standards 2018 - 3.13. Uses appropriate assistive technology, devices and/or environmental modifications to achieve client occupational performance outcomes, and
	Australian occupational therapy competency standards 2018 - 1.1. Complies with the Occupational Therapy Board of Australia’s standards, guidelines and Code of conduct 1.15. Addresses issues of occupational justice in practice 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 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

Australian occupational therapy competency standards 2018 -

Competency code	Taught, Practiced or Assessed	Competency standard
1.15		Addresses issues of occupational justice in practice
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
3.13		Uses appropriate assistive technology, devices and/or environmental modifications to achieve client occupational performance outcomes, and
3.2		Performs appropriate information gathering and assessment when identifying a client’s status and functioning, strengths, occupational performance and goals
3.5		Selects and implements culturally responsive and safe practice strategies to suit the occupational therapy goals and environment of the client

Responding to student feedback

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

Changes to the assessments have been made since the unit was last offered.

Additional information

This unit of study may require you to attend a teaching activity timetabled in teaching venues installed with the University’s Clinical Recording and Observation System (CROS) in the Susan Wakil Health Building. Students should be aware of the privacy and information management implications of this system. For more information, please refer to the University’s Privacy Statement.

Site visit guidelines

This unit involves a site visit to an assistive technology retailer.

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

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

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

OCCP2090: Disability and Assistive Products

Semester 2, 2024 [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

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

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect