OCCP5245: Semester 1, 2023

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Units OCCP5245 Semester 1 2023 [Normal day]

Unit outline_

OCCP5245: OT in Learning and Co-ord Difficulties

Semester 1, 2023 [Normal day] - Camperdown/Darlington, Sydney

Overview

This unit will give opportunities for students to study the impact of learning disabilities on children's home and school occupational performance. During the semester, students will study: various explanations learning disorders; common assessment procedures used by occupational therapists to identify problems; and interventions. The focus will be on direct intervention as experienced in private practice occupational therapy for children and consultation with schools. Students will be required to test at least one young child (typical child, rather than child with difficulties) aged between 5 and 9 years.

Unit details and rules

Academic unit	Participation Sciences
Credit points	6
Prerequisites ?	OCCP5219
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Sarah Wilkes-Gillan, sarah.wilkes-gillan@sydney.edu.au
Lecturer(s)	Julianne Challita, julianne.challita@sydney.edu.au
Lecturer(s)	Sarah Wilkes-Gillan, sarah.wilkes-gillan@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Case Report Case based assignment involving goal setting and intervention plan	40%	Formal exam period Due date: 06 Jun 2023 at 23:59	1,000 words
Outcomes assessed:
Tutorial quiz	In class quiz Multiple choice questions and an extended answer question	20%	Week 05 Due date: 21 Mar 2023 at 10:00	1 hour
Outcomes assessed:
Creative assessment / demonstration	Practical skills portfolio Assessment of practical skills - Written assessment	40%	Week 12 Due date: 16 May 2023 at 10:00	1500 words
Outcomes assessed:

Assessment summary

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

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.

Weekly schedule

WK	Topic	Learning activity
Week 01	Learning disorders history and problem of definition and diagnosis • Co-morbidities • Causal theories	Workshop (3 hr)
Week 02	Sensory based motor disturbance and learning disorders. Assessment and intervention strategies	Workshop (3 hr)
Week 03	Sensory based motor disturbance and learning disorders. Assessment and intervention strategies	Workshop (3 hr)
Week 04	Sensory processing and learning disorders: -Disorders of tactile discrimination -Disorders of visual perception -Assessment and intervention strategies	Workshop (3 hr)
Week 05	In class assessment quiz	Workshop (3 hr)
Week 06	Sensory processing and learning disorders: -Disorders of visual perception -Assessment and intervention strategies	Workshop (3 hr)
Week 07	Executive function and LD	Workshop (3 hr)
Week 08	Executive function (planning and organization) assessment and intervention	Workshop (3 hr)
Week 09	No class - Public Holiday	Workshop (3 hr)
Week 10	Social competence, self-regulation and LD	Workshop (3 hr)
Week 11	Social competence, self-regulation and LD	Workshop (3 hr)
Week 12	Review and summary of competent practice for occupational therapy in the area of LD	Workshop (3 hr)
Week 13	Review and summary of competent practice for occupational therapy in the area of LD	Workshop (3 hr)

Attendance and class requirements

Attendance: Students are expected to attend 85% of available lectures. Absences without medical documentation may incur academic penalty. Students who miss more than one lecture may be required to engage in additional independent study. Material that is missed through non-attendance will not be repeated.

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.

Outcomes
Graduate qualities

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

LO1. discuss the various definitions of learning disorders and their application within Australian education, and medical service delivery systems
LO2. identify and describe the major co-morbidities that occur with learning disorders
LO3. describe the impact of learning disorders on occupational performance of children, adults, family members, and other significant role partners
LO4. describe the major features of contemporary service delivery models employed by occupational therapists in hospitals, schools, private practice, and other private and government community service providers
LO5. outline principles of selected standardised and observational assessments
LO6. administer suitable assessment procedures to children with a range of ages, abilities, and learning disorder typologies
LO7. interpret assessment data relative to the occupational needs of the child, family, and context
LO8. set appropriate intervention goals for children with a range of ages, abilities, and learning disorder typologies
LO9. design occupational therapy intervention around specific case-based information that offers alternatives (using individual intervention, group intervention, home based intervention, and consultation)
LO10. investigate and summarise the available evidence to support intervention methods chosen.

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.

Changes to previous assessment is in line with feedback from student cohort in previous year.

Additional information

Student Administration Manual on the Faculty of Health Sciences

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

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

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