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Unit outline_

OCCP5245: OT in Learning and Co-ord Difficulties

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

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
? 
OCCP5255 or 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) Sarah Wilkes-Gillan, sarah.wilkes-gillan@sydney.edu.au
The census date for this unit availability is 2 April 2024
Type Description Weight Due Length
Assignment Case Report
Case based assignment involving goal setting and intervention plan
40% Formal exam period
Due date: 04 Jun 2024 at 23:59
1,000 words
Outcomes assessed: LO7 LO8 LO9 LO10
Tutorial quiz In class quiz
Multiple choice questions and an extended answer question
20% Week 05
Due date: 19 Mar 2024 at 10:00
1 hour
Outcomes assessed: LO1 LO4 LO3 LO2
Creative assessment / demonstration Practical skills portfolio
Assessment of practical skills - Written assessment
40% Week 12
Due date: 14 May 2024 at 23:59
1500 words
Outcomes assessed: LO1 LO7 LO6 LO5 LO4 LO3 LO2

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.

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

WK Topic Learning activity Learning outcomes
Week 01 Learning disorders: definition, diagnosis, co-morbidities and theory Workshop (3 hr) LO1 LO2 LO3 LO4
Week 02 Motor difficulties and learning disorders. Assessment and intervention strategies Workshop (3 hr) LO5 LO6 LO7
Week 03 Motor difficulties and learning disorders. Assessment and intervention strategies Workshop (3 hr) LO7 LO8 LO9 LO10
Week 04 Sensory processing and learning disorders. Assessment and intervention strategies Workshop (3 hr) LO7 LO8 LO9 LO10
Week 05 In class assessment quiz Workshop (3 hr) LO1 LO2 LO3
Week 06 Visual perception and learning disorders. Assessment and intervention strategies Workshop (3 hr) LO6 LO7 LO8 LO9
Week 07 Visual perception and learning disorders. Assessment and intervention strategies Workshop (3 hr) LO7 LO8 LO9 LO10
Week 08 Executive function and learning disorders. Assessment and intervention Workshop (3 hr) LO7 LO8 LO9 LO10
Week 09 Executive function and learning disorders. Assessment and intervention Workshop (3 hr) LO7 LO8 LO9 LO10
Week 10 Social competence, self-regulation and learning disorders. Assessment and intervention Workshop (3 hr) LO6 LO7 LO8 LO9
Week 11 Social competence, self-regulation and learning disorders. Assessment and intervention Workshop (3 hr) LO7 LO8 LO9 LO10
Week 12 Professional networking. Skills needed for preparing to work in occupational therapy in the area of learning disorders Workshop (3 hr) LO2 LO3 LO4 LO9
Week 13 Revision of competent practice for occupational therapy in the area of learning disorders Workshop (3 hr) LO10

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 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. 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
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

Alignment with Competency standards

Outcomes Competency standards
LO1
Australian occupational therapy competency standards 2018 - OTBA
2. Knowledge and learning
2.1. Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice
LO2
Australian occupational therapy competency standards 2018 - OTBA
2. Knowledge and learning
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
LO3
Australian occupational therapy competency standards 2018 - OTBA
2. Knowledge and learning
2.1. Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice
LO4
Australian occupational therapy competency standards 2018 - OTBA
2. Knowledge and learning
2.1. Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice
LO5
Australian occupational therapy competency standards 2018 - OTBA
2. Knowledge and learning
2.1. Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice
3. Occupational therapy process and practice
3.1. Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement
LO6
Australian occupational therapy competency standards 2018 - OTBA
3.1. Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement
3.2. Performs appropriate information gathering and assessment when identifying a client’s status and functioning, strengths, occupational performance and goals
LO7
Australian occupational therapy competency standards 2018 - OTBA
3. Occupational therapy process and practice
3.2. Performs appropriate information gathering and assessment when identifying a client’s status and functioning, strengths, occupational performance and goals
LO8
Australian occupational therapy competency standards 2018 - OTBA
3. Occupational therapy process and practice
LO9
Australian occupational therapy competency standards 2018 - OTBA
2. Knowledge and learning
2.3. Identifies and applies best available evidence in professional practice and decision-making
3. Occupational therapy process and practice
Australian occupational therapy competency standards 2018 - OTBA
2.3. Identifies and applies best available evidence in professional practice and decision-making
3. Occupational therapy process and practice
Australian occupational therapy competency standards 2018 -
Competency code Taught, Practiced or Assessed Competency standard
1 T Professionalism
2 T A Knowledge and learning
2.1 T Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice
2.2 T Applies theory and frameworks of occupation to professional practice and decision-making
2.3 T Identifies and applies best available evidence in professional practice and decision-making
3 A T Occupational therapy process and practice
4 T Communication

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.

Verification required to be completed prior to working with child and caregiver participant in Practical Skills Portfolio assessment.

Work, health and safety

All students to complete WHS module in Canvas

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.