Outline

Overview

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.

Unit details and rules

Unit code	OCCP1101
Academic unit	Participation Sciences
Credit points	6
Prohibitions ?	None
Prerequisites ?	None
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Anne Honey, anne.honey@sydney.edu.au
Lecturer(s)	Andy Smidt, andy.smidt@sydney.edu.au
	Julianne Challita, julianne.challita@sydney.edu.au
	Anne Honey, anne.honey@sydney.edu.au

Type	Description	Weight	Due	Length
Final exam (Take-home short release)	Take Home Exam Short answer questions relating to disability and adult development.	40%	Formal exam period	3 hours
Outcomes assessed:
Small continuous assessment	Weekly quizzes Weekly multiple choice quiz	20%	Multiple weeks Due date: 11 Mar 2020 at 16:49 Closing date: 03 Jun 2020	10 minutes each week
Outcomes assessed:
Assignment	AHEM module Complete AHEM academic integrity module.	0%	Week 01	Compulsory module
Outcomes assessed:
Assignment	NCCC Cultural Competence Modules 1 and 2 Completion of online cultural competence modules	0%	Week 05	Compulsory university modules
Outcomes assessed:
Assignment	Video presentation Make an information video about disability issues at a chosen life stage.	40%	Week 06 Due date: 12 Apr 2021 at 23:59 Closing date: 29 Apr 2021	5-7 minutes
Outcomes assessed:
= hurdle task ? = Type D final exam ?

Assessment summary

Academic integrity module

NCCC Cultural Competence modules 1 and 2.

Weekly multiple choice quizzes – 20%

Video presentation – Week 6 – 40%

Final Exam – Week 15/16 – 40%

Assessment criteria

See assessment guidelines

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:

Usual penalties as per University of Sydney policy apply

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.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

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	Introduction to disability and lifespan development + academic skills	Online class (2 hr)
Week 01	Academic skills	Tutorial (1 hr)
Week 02	Infancy	Online class (2 hr)
Week 02	Infancy	Tutorial (1 hr)
Week 03	Preschool	Online class (2 hr)
Week 03	Preschool	Tutorial (1 hr)
Week 04	Middle childhood	Online class (2 hr)
Week 04	Middle childhood	Tutorial (1 hr)
Week 05	Adolescence	Online class (2 hr)
Week 05	Adolescence	Tutorial (1 hr)
Week 06	Emerging adulthood	Online class (2 hr)
Week 06	Emerging adulthood	Tutorial (1 hr)
Week 07	Early adulthood	Online class (2 hr)
Week 07	Early adulthood	Tutorial (1 hr)
Week 08	Parenting	Online class (2 hr)
Week 08	Parenting	Tutorial (1 hr)
Week 09	Middle adulthood	Online class (2 hr)
Week 09	Middle adulthood	Tutorial (1 hr)
Week 10	Late adulthood	Online class (2 hr)
Week 10	Late adulthood	Tutorial (1 hr)
Week 11	Late late adulthood	Online class (2 hr)
Week 11	Late late adulthood	Tutorial (1 hr)
Week 12	Families and carers through the lifespan	Online class (2 hr)
Week 12	Families and carers through the lifespan	Tutorial (1 hr)
Week 13	Intersectionality and culture	Online class (2 hr)
Week 13	Intersectionality and culture	Tutorial (1 hr)

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

Weekly readings are available on Canvas under the relevant week.

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. Identify typical bio-psycho-social changes that occur across the lifespan.
LO2. Demonstrate a coherent understanding of contemporary approaches to lifespan development
LO3. Explore how development, functioning, disability and health interact over the lifespan to affect participation of individuals.
LO4. Demonstrate critical thinking by identifying questions, issues and problems that arise for people with disability when normative approaches to lifespan development are taken
LO5. Identify how cultural competence can contribute to engaging productively, collaboratively and openly with people of diverse ability across the lifespan and in diverse contexts
LO6. Develop awareness of intersectionality across the life trajectory for an Aboriginal and Torres Strait Islander person living with a disability
LO7. Solve problems by applying knowledge of lifespan development disability and health in a manner that is person-centred, sensitive to context, informed by scholarship and evidence-based.
LO8. Use online, verbal, written, structured and unstructured communication methods to convey an understanding of disability and lifespan development

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 - 2.1. Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice 2.3. Identifies and applies best available evidence in professional practice and decision-making
	Australian occupational therapy competency standards 2018 - 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 2.3. Identifies and applies best available evidence in professional practice and decision-making
	Australian occupational therapy competency standards 2018 - 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 2.3. Identifies and applies best available evidence in professional practice and decision-making
	Australian occupational therapy competency standards 2018 - 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 2.3. Identifies and applies best available evidence in professional practice and decision-making
	Australian occupational therapy competency standards 2018 - 2.4. Understands and responds to Aboriginal and Torres Strait Islander health philosophies, leadership, research and practices 2.5. Maintains current knowledge for cultural responsiveness to all groups in the practice setting 3.3. Collaborates with the client and relevant others to determine the priorities and occupational therapy goals 4.4. Uses culturally responsive, safe and relevant communication tools and strategies
	Australian occupational therapy competency standards 2018 - 2.4. Understands and responds to Aboriginal and Torres Strait Islander health philosophies, leadership, research and practices 2.5. Maintains current knowledge for cultural responsiveness to all groups in the practice setting
	Australian occupational therapy competency standards 2018 - 1.15. Addresses issues of occupational justice in practice 1.7. Collaborates and consults ethically and responsibly for effective client-centred and interprofessional practice 1.9. Identifies and manages the influence of her/his values and culture on practice
	Australian occupational therapy competency standards 2018 - 4.1. Communicates openly, respectfully and effectively 4.2. Adapts written, verbal and non-verbal communication appropriate to the client and practice context 4.4. Uses culturally responsive, safe and relevant communication tools and strategies

Australian occupational therapy competency standards 2018 -

Competency code	Taught, Practiced or Assessed	Competency standard
1.16		Contributes to education and professional practice development of peers and students, and
1.4		Recognises and manages conflicts of interest in all client and professional relationships
1.5		Practises in a culturally responsive and culturally safe manner, with particular respect to culturally diverse client groups
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
1.9		Identifies and manages the influence of her/his values and culture on practice
2.5		Maintains current knowledge for cultural responsiveness to all groups in the practice setting
2.9		Maintains knowledge of relevant resources and technologies, and
3.12		Uses effective collaborative, multidisciplinary and interprofessional approaches for decision-making and planning
4.1		Communicates openly, respectfully and effectively
4.10		Seeks and responds to feedback, modifying communication and/or practice accordingly, and
4.2		Adapts written, verbal and non-verbal communication appropriate to the client and practice context
4.4		Uses culturally responsive, safe and relevant communication tools and strategies

Responding to student feedback

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

This is a new unit of study.

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

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

OCCP1101: Disability and Lifespan Development

Semester 1, 2021 [Normal day] - Remote

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

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect