OCCP2091: Semester 1, 2024

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Units OCCP2091 Semester 1 2024 [Normal day]

Unit outline_

OCCP2091: Disability, Rights and Participation

Semester 1, 2024 [Normal day] - Camperdown/Darlington, Sydney

Overview

The United Nations promotes human rights as foundational in consideration of the human condition. The United Nations Convention on the Rights of People with Disability (UNCRPD) was developed as an instrument to set out a code for implementation of strategies to support the rights of people with disability. Practically, the local nature and extent of human rights varies, however there is universal expectation that people with disability are afforded equal rights. This unit will explore internationally agreed frameworks that support the rights of people with disability. Australian experiences will illustrate the way national, state and local level regulation applies such principles in government and private enterprise policy frameworks. The gap between policy and the reality of implementation in practice will be explored through literature, documents and the lived experience of people with disability. Students will critically appraise notions of participation, inclusion, access and opportunity from the perspective of citizenship to reveal able-bodied privilege and models of patronage and beneficence inherent in current approaches that aim to put into action the principles of human rights for people with disability. The strengths and weaknesses, benefits and costs, wins and losses of current approaches and the where to from here will be considered.

Unit details and rules

Academic unit	Participation Sciences
Credit points	6
Prerequisites ?	Students will need to have completed 18 credits points of 1000 level units
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Kim Bulkeley, kim.bulkeley@sydney.edu.au
Lecturer(s)	Kim Bulkeley, kim.bulkeley@sydney.edu.au
Lecturer(s)	Scott Denton, scott.denton@sydney.edu.au
Tutor(s)	Shane Clifton, shane.clifton@sydney.edu.au

Assessment

The census date for this unit availability is 2 April 2024

Details
Criteria

Type	Description	Weight	Due	Length
Assignment	Discussion Board Post Week 4 Discussion board post in response to trigger item on CANVAS	20%	Week 04 Due date: 17 Mar 2024 at 23:59 Closing date: 31 Mar 2024	300 words
Outcomes assessed:
Presentation	1. Group Report and Presentation Class presentation; written summary & infographic, bibliography; feedback	40%	Week 08 Due date: 21 Apr 2024 at 23:59 Closing date: 28 Apr 2024	20mins;1100words;200wordfeedback
Outcomes assessed:
Assignment	Reflective Report Report on rights for people with disability in Australia.	40%	Week 13 Due date: 26 May 2024 at 23:59 Closing date: 09 Jun 2024	2000 words
Outcomes assessed:
= group assignment ?

Assessment summary

A total of 3 assessment tasks;

Discussion board post - individual
Presentation, writtensubmissions and peer feedback – Group
Reflective report – individual

Detailed information on each task will be provided on CANVAS

Assessment criteria

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
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.

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	Creating advocates and scholars - Unit Introduction and foundations of disability rights	Lecture and tutorial (3 hr)
Week 02	Human Rights /disability rights	Lecture and tutorial (3 hr)
Week 03	United Nations Convention on the Rights of People with Disability	Lecture and tutorial (3 hr)
Week 04	Restrictive practices - Zero Tolerance	Lecture and tutorial (3 hr)
Week 05	Disability rights and the justice system	Lecture and tutorial (3 hr)
Week 06	NSW Disability Inclusion Act 2014 - what does this mean?	Lecture and tutorial (3 hr)
Week 07	Intersectionality and disability	Lecture and tutorial (3 hr)
Week 08	Disability and the media - rights and responsibilities	Lecture and tutorial (3 hr)
Week 09	Medical disability discrimination	Lecture and tutorial (3 hr)
Week 10	Rights in the deaf community	Lecture and tutorial (3 hr)
Week 11	The right to inclusive education	Lecture and tutorial (3 hr)
Week 12	The Right to take risks and Disability Action Plans	Lecture and tutorial (3 hr)
Week 13	The right to inclusive public spaces and a call to action	Lecture and tutorial (3 hr)

Attendance and class requirements

In the main, classes will be structured each week as one hour of flipped classroom online activities which you complete at your own pace/time; one hour of real time lecture; and one hour of real time tutorial.

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 and resources will be provided on the CANVAS site for this unit of study.

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. 1. Understand the concepts articulated in the UNCRPD and the application of these principles in Australian communities
LO2. 2. Explain the development and implementation of the Disability Discrimination Act and the National Disability Insurance Scheme in Australia as mechanisms to implement the principles of the UNCRPD
LO3. 3. Interrogate the concept and practical application of “disability action plans” as a mechanism for community inclusion and as an agent of change
LO4. 4. Deconstruct the influence of media in the portrayal of people with a disability
LO5. 5. Explore how structural issues experienced by Aboriginal and Torres Strait Islander people with a disability can add to the curtailment of rights.
LO6. 6. Integrate the issues raised by stories of discrimination from people with lived experience of disability to develop a personal standpoint on disability discrimination.

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.

The assessment tasks have been amended based on student feedback that the timing of the tasks was problematic. This resulted in the group presentations being moved back to weeks 5-7. The quizzes have been removed and the discussion board post has been brought forward as an early assessment task.

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

Responding to student feedback

Responding to student feedback

Disclaimer

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