Disability and Participation Descriptions

Unit outlines will be available through Find a unit outline two weeks before the first day of teaching for 1000-level and 5000-level units, or one week before the first day of teaching for all other units.
 

Disability and Participation Major

A major in Disability and Participation requires 48 credit points from this table including:
(i) 12 credit points of 1000-level core units
(ii) 12 credit points of 2000-level core units
(iii) 6 credit points of 2000-level or 3000-level selective unit
(iv) 12 credit points 3000-level core units (offered 2022)
(v) 6 credit points 3000-level project unit (offered 2022)

Disability and Participation Minor

A minor in Disability and Participation requires 36 credit points from this table including:
(i) 12 credit points of 1000-level core units
(ii) 12 credit points of 2000-level core units
(iii) 12 credit points of 3000-level selective units

Units of study

The units of study are listed below

1000-level core units

OCCP1101 Disability and Lifespan Development

Credit points: 6 Teacher/Coordinator: Dr Kim Bulkeley Session: Semester 1 Classes: Refer to the unit of study outline https://www.sydney.edu.au/units Assessment: Refer to the unit of study outline https://www.sydney.edu.au/units Practical field work: Refer to the unit of study outline https://www.sydney.edu.au/units Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
Note: Refer to the unit of study outline https://www.sydney.edu.au/units
Between birth and death, people experience common biological growth and ageing processes. Cognitive capacity changes, psycho-social understandings and culturally significant behavioural milestones can also be observed over the lifespan. When most people experience processes in much the same way as others, or change most of the time "on time" it can be called "typically developing" or "normative". People with disability may have growth, ageing, cognitive, psychosocial or behavioural patterns that are different to "the norm" or are considered "atypical". This unit explores dimensions of "atypical" development, recognizing the value in being able to describe and understand disability difference from an informed perspective, at the same time critiquing the social risk and individual damage that can be caused by characterizing difference as "not normal". Variation in lifespan development is part of the human condition, it can be described and explained, but is not a reason to stigmatize or classify others as "not one of us". The case for person-centred, not impairment-focused approach when working with people who have disability across the lifespan is introduced.
Textbooks
Refer to the unit of study outline https://www.sydney.edu.au/units
OCCP1102 Disability, Participation and Health

Credit points: 6 Teacher/Coordinator: Dr Kim Bulkeley Session: Semester 2 Classes: Refer to the unit of study outline https://www.sydney.edu.au/units Assessment: Refer to the unit of study outline https://www.sydney.edu.au/units Practical field work: Refer to the unit of study outline https://www.sydney.edu.au/units Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
Note: Refer to the unit of study outline https://www.sydney.edu.au/units
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.
Textbooks
Refer to the unit of study outline https://www.sydney.edu.au/units

2000-level core units

OCCP2089 Disability and Decolonising Practices

Credit points: 6 Teacher/Coordinator: Dr Josephine Gwynn Session: Semester 2 Classes: Refer to the unit of study outline https://www.sydney.edu.au/units Assessment: Refer to the unit of study outline https://www.sydney.edu.au/units Practical field work: Refer to the unit of study outline https://www.sydney.edu.au/units Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
Note: Refer to the unit of study outline https://www.sydney.edu.au/units
In the past colonizing practices have been used to limit and erode opportunities for people with disability to participate as full citizens in everyday life. Discrimination, othering, tokenism, and able-bodied privilege have acted to marginalize and exclude the place of people with disability. Parallels can be drawn with other colonisation experience. In this unit, lessons learned from the colonization experience of Aboriginal and Torres Strait Islander peoples of Australia will be shared. Positive outcomes of progressive decolonization by Aboriginal and Torres Strait Islander people of historical, political and social constructs of Australia¿s institutions and practices in the disability sector and the experience of disability will be explored. Implications for transforming disability practice will be considered. Leadership and advocacy promoting Aboriginal and Torres Strait Islander health philosophies and cultural practice for healing and inclusion have transformed dialogue and directions. We will identify the Aboriginal and Torres Strait Islander body of knowledge related to healing and the expression and experience of disability in communities. We consider how this knowledge can be used, not only in working with Aboriginal and Torres Strait Islander people, but with a diverse range of people with disability.
Textbooks
Refer to the unit of study outline https://www.sydney.edu.au/units
OCCP2091 Disability, Rights and Participation

Credit points: 6 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 1 Classes: Refer to the unit of study outline https://www.sydney.edu.au/units Prerequisites: OCCP1102 Assessment: Refer to the unit of study outline https://www.sydney.edu.au/units Practical field work: Refer to the unit of study outline https://www.sydney.edu.au/units Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
Note: Refer to the unit of study outline https://www.sydney.edu.au/units
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.

2000-level and 3000-level selective units

EXSS2026 Growth, Development and Ageing

This unit of study is not available in 2021

Credit points: 6 Teacher/Coordinator: Dr Nathan Johnson and Dr Helen Parker Session: Semester 2 Classes: 1x2-hr lectures/week for 13 weeks, 1x1-hr tutorial/week for 6 weeks Assessment: Mid semester exam (35%) , in-Tutorial assessments (15%) and end semester exam (50%) Campus: Cumberland, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
This unit of study aims to provide the student with an appreciation of certain critical phases of both ends of the lifespan. Issues around physiologic changes, motor skill development, physical performance, the role of exercise for disease prevention and treatment, and the role of nutrition, will be examined and related to stages of childhood and adolescent growth and ageing. The relationships between growth, development, gender and physical activity in its broader sense will also be explored. The biological changes and consequences of ageing on physiologic and psychological health, disease and exercise capacity will be investigated. The student will also be able to gain some understanding of exercise prescription for pregnant women, children, adolescents and older adults.
HSBH2008 Physical Activity and Population Health

Credit points: 6 Teacher/Coordinator: Dr Leigh Wilson Session: Intensive March Classes: Refer to the unit of study outline https://www.sydney.edu.au/units Prerequisites: 48 credit points of units Assessment: Refer to the unit of study outline https://www.sydney.edu.au/units Practical field work: Refer to the unit of study outline https://www.sydney.edu.au/units Campus: Remote Mode of delivery: Block mode
Note: Refer to the unit of study outline https://www.sydney.edu.au/units
This unit of study provides students with an opportunity to develop an up-to-date critical understanding of the role of physical activity for the health of the population as well as the most promising principles that underpin mass-level physical activity interventions. Students will examine in detail the population's participation patterns and barriers to be physically active and has a primary focus on every-day incidental (non-sporting) physical activity for the prevention of physical and mental chronic disease. The unit is largely multi-disciplinary and it goes beyond disease prevention, to explore themes like positive wellbeing/happiness and maintenance of functional ability and independence to an older age.

This unit takes a lifespan approach and actively promotes an understanding of the direct and distal implications of physical inactivity at each life stage. Particular acknowledgement is given to physical activity as a behaviour that is not merely a lifestyle 'choice' as it is often thought by medicine and other individual-centred disciplines; but rather the outcome of a complex web of societal, cultural, economic, political and individual circumstances that lead to the formation of personal habits across the lifespan.

The entire unit will be largely interactive and will encourage students to discuss, debate, and critically evaluate the evidence, and provides the opportunity to have a project that will assist in future employment. At the start of the unit the students will be provided with an accessible and user-friendly set of skills and tools (e.g. statistics, physical activity measurement) to enable them to make the most of the learning experience.
Textbooks
Refer to the unit of study outline https://www.sydney.edu.au/units
HSBH2009 Innovations in eHealth

Credit points: 6 Teacher/Coordinator: Dr Melanie Keep Session: Semester 2 Classes: Refer to the unit of study outline https://www.sydney.edu.au/units Prerequisites: 48 credit points Prohibitions: HSBH1010 Assumed knowledge: HSBH1012, HSBH1013 Assessment: Refer to the unit of study outline https://www.sydney.edu.au/units Practical field work: Refer to the unit of study outline https://www.sydney.edu.au/units Campus: Remote Mode of delivery: Normal (lecture/lab/tutorial) day
Note: Refer to the unit of study outline https://www.sydney.edu.au/units
Digital technologies are changing the health landscape from consumers having access to Dr Google to clinicians using virtual reality as part of treatment. This unit of study explores the impact of digital technologies on our health and wellbeing and includes consideration of how these devices and software interact with the healthcare system, affect attitudes towards health and healthcare providers, and change the discussions about health ethics, and health equity. Students will engage in practical, hands-on learning experience and complete authentic assessments such as designing innovations, creating an ePortfolio, and applying for a job.
Textbooks
Refer to the unit of study outline https://www.sydney.edu.au/units
HSBH3010 Health and Lifelong Disability

This unit of study is not available in 2021

Credit points: 6 Teacher/Coordinator: Dr Sarah Wayland Session: Semester 2 Classes: 1x2-hr lecture/week, 1x1-hr tutorial/week. Prerequisites: HSBH1007 or HSBH2007 Assessment: On-line activities (20%), essay 2000wd (35%) and case study (45%) . Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
This unit of study explores the roles and responsibilities of health professionals who work with children, adolescents and adults with lifelong disabilities, and their families. Using an inter-professional lived experience curriculum, students will examine the nature of lifelong disability; factors which affect the participation of persons with lifelong disability in everyday life activities including education, leisure, and employment; and strategies for increasing their participation in these activities. Students will be supported to critique research literature, to examine the roles and responsibilities of allied health professionals in the context of working with persons with lifelong disability, and to develop practical strategies for interacting and working collaboratively and successfully with children, adolescents, and adults with lifelong disabilities, their families and fellow professionals. It is expected that through a combination of face-to-face teaching and online learning activities, this unit will assist students in preparing to work with individuals with lifelong disabilities in a range of workplace settings.
HSBH3017 Disability, Sport and Social Inclusion

This unit of study is not available in 2021

Credit points: 6 Teacher/Coordinator: Dr Nikki Wedgwood Session: Semester 1 Classes: 1x2-hr lecture and 1x1hr tutorial week Prerequisites: (HSBH1003 OR HSBH1013) and complete a minimum of 48 credit points Assessment: 2 x short answer assignments (2x15%), 1500wd written assignment (40%), Group Presentation (30%) Campus: Cumberland, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
Note: Students must have completed 48 credit points to enrol in this unit.
The primary goal of this unit is to inform the understandings and practices of our future allied health professionals and health policymakers about: 1) sports participation from a disabled as well as able-bodied perspective (via reverse integration); 2) the dominant medical model of disability and how that shapes the approach of health professions towards people with impairments; 3) the social model of disability; 4) the potential role of sport, not just in the physical, but also the psychological and social rehabilitation, of people with impairments; 5) sport, not just as a physical activity, competition or leisure activity but as a social institution, which arises out of particular social and historical contexts in accordance with the interests of dominant social groups (ie able-bodied, medical profession); 6) how sporting practice is heavily shaped by social structures like gender and ableism but also that people who facilitate sport (like health professionals) are not completely constrained by these structures because ableism is ultimately either reproduced or challenged by everyday practices, attitudes and behaviours; 7) the role of sport in either promoting or reproducing the social inclusion and/or exclusion of people with impairments; 8) how sport can be emancipatory at the lived/embodied level; and 9) the role of sport in the lives of people with an intellectual disability.
OCCP2090 Disability and Assistive Products

Credit points: 6 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 2 Classes: Refer to the unit of study outline https://www.sydney.edu.au/units Assessment: Refer to the unit of study outline https://www.sydney.edu.au/units Practical field work: Refer to the unit of study outline https://www.sydney.edu.au/units Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
Note: Refer to the unit of study outline https://www.sydney.edu.au/units
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.

3000-level core units (offered 2022)

Units of study offered from 2022. OCCP3XXX Community development & disability, OCCP3XXX Disability sector development

3000-level project units (offered 2022)

HSBH3026 Industry and Community Project

This unit of study is not available in 2021

Credit points: 6 Teacher/Coordinator: Dr Mark Halaki Session: Intensive February,Intensive July,Semester 1,Semester 2 Classes: blended learning, (online material, face-to-face seminars and group work) Prerequisites: A minimum of 72 credit points Assessment: group plan (20%), group presentation (10%), individual reflection statement (20%), group report (50%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
Through this unit, undergraduate students will participate in an interdisciplinary group project, working with one of the University's industry and community partners. Students will work in teams on a real-world problem provided by the partner, applying their disciplinary expertise and gaining valuable experience in working across disciplinary boundaries. In working on authentic problems, students will encounter richly contextualized issues that will require input from people with a variety of disciplinary backgrounds and experiences. Developing solutions to complex problems requires students to work effectively in interdisciplinary groups. The unit will provide the opportunity for students to integrate their developing knowledge and experience, and apply them in circumstances of the kind they can expect to encounter in professional life. Interdisciplinary group work will provide the opportunity to build the skills to work across disciplinary, cultural and/or professional boundaries. . For more information please see: https://sydney.edu.au/students/industry-and-community-projects.html.
Unit of study offered from 2022. OCCP3XXX Community linkages in disability