Outline

Overview

How we understand and describe disability has a profound impact on individuals. Different ideological, theoretical, and empirical approaches can enhance or undermine opportunities for people with disability to lead fulfilling lives and actively participate in their communities. This unit delves into the ableist psycho-socio-cultural assumptions that have influenced our perceptions of disability over time and have shaped government and private sector law, policy and practice and led to discrimination, exclusion, violence and neglect. It takes a deep dive into models and theories of disability that have grounded the disability rights movement. It examines evidence-based approaches to describing and classifying individual and public health about disability and considers how uncritical use of such classifications dehumanises and disempowers people. It takes a strengths-based approach to disability, reflects on concepts such as post-traumatic growth, the positivity myth, and the dignity of risk, and listens to indigenous understandings of disability. Finally, the unit introduces ethical principles that should inform the delivery of health services to people with disability.

Unit details and rules

Academic unit	Participation Sciences
Credit points	6
Prerequisites ?	None
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

Assessment

The census date for this unit availability is 1 September 2025

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Written exam ?	Final exam short answer examination of course content	40%	Formal exam period	1 hour	AI prohibited
Outcomes assessed:
Written work	Learning reflection Reflect on learning approaches and identify strategies	20%	Week 03 Due date: 18 Aug 2025 at 23:59	700 words	AI allowed
Outcomes assessed:
Written work	Narrative reflection report Narrative report on lived experience of disability	40%	Week 09 Due date: 10 Oct 2025 at 23:59	2000 words	AI allowed
Outcomes assessed:
= group assignment ? = early feedback task ?

Early feedback task

This unit includes an early feedback task, designed to give you feedback prior to the census date for this unit. Details are provided in the Canvas site and your result will be recorded in your Marks page. It is important that you actively engage with this task so that the University can support you to be successful in this unit.

Assessment summary

Completion of Open Learning Module plus Learning reflection and contract: Due week 3
Narrative reflection: report Due week 9
Final exam: Due during exam period.

Detailed assessment descriptions and rubrics can be found on CANVAS

Assessment criteria

Result code	Result name	Mark range	Description
HD	High distinction	85 - 100	Awarded when you demonstrate the learning outcomes for the unit at an exceptional standard, as defined by grade descriptors or exemplars outlined by your faculty or school.
DI	Distinction	75 - 84	Awarded when you demonstrate the learning outcomes for the unit at a very high standard, as defined by grade descriptors or exemplars outlined by your faculty or school.
CR	Credit	65 - 74	Awarded when you demonstrate the learning outcomes for the unit at a good standard, as defined by grade descriptors or exemplars outlined by your faculty or school.
PS	Pass	50 - 64	Awarded when you demonstrate the learning outcomes for the unit at an acceptable standard, as defined by grade descriptors or exemplars outlined by your faculty or school.
FA	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.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

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:

Standard policy applies

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

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 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. 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	Worldview of disability: Disability as difference	Lecture and tutorial (3 hr)
Week 02	Disability as an accident, illness or injury experience	Lecture and tutorial (3 hr)
Week 03	Contemporary models of disability Part 1; Medical and Social models	Lecture and tutorial (3 hr)
Week 04	International Classification of Function (ICF) & Health systems and disability	Lecture and tutorial (3 hr)
Week 05	Contemporary disability frameworks Part 2; charity, embodiment, ableism, cultural critique	Lecture and tutorial (3 hr)
Week 06	Disability in a historical context.	Lecture and tutorial (3 hr)
Week 07	Virtue ethics and disability values	Lecture and tutorial (3 hr)
Week 08	Disability and ethical theory	Lecture and tutorial (3 hr)
Week 09	Towards Inclusive Futures	Lecture and tutorial (3 hr)
Week 10	When natural disasters occur: Responses that include people with disability	Lecture and tutorial (3 hr)
Week 11	Invisible Disability:	Lecture and tutorial (3 hr)
Week 12	“There is no word for disability in Aboriginal languages”	Lecture and tutorial (3 hr)
Week 13	Holidays for all: Accessible travel considerations	Lecture and tutorial (3 hr)

Attendance and class requirements

Students are required to attend scheduled tutorials and lectures. The flipped classroom activities equate to around one hour of lecture content and will be expanded upon in the lecture and tutorial activities. Students are advised to complete the online component prior to the live lecture on Monday morning. A minimum of 80% attendance at tutorials is required (i.e. you are able to miss up to 2 tutorials across the semester).

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 will be allocated for each week, with details provided on the CANVAS site. This will include book chapters, journal articles and other media.

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. Demonstrate a coherent understanding of contemporary approaches to disability from a health perspective
LO2. Demonstrate critical thinking by revealing questions, issues and problems that arise from different disability standpoints in health
LO3. Analyse attitudes and values that underlie different disability approaches in health and consider these in relation to your own identity, ethics and opportunities to influence
LO4. Identify how cultural competence can contribute to engaging productively, collaboratively and openly in disability with diverse groups and across cultural boundaries
LO5. Identify how Aboriginal and Torres Strait Islander People’s culture, family and connection to Country influences disability, participation and health
LO6. Solve problems by applying knowledge of disability and health in a manner that is person-centred, sensitive to context, informed by scholarship and evidence-based
LO7. Use in-person, online, verbal, written, structured and unstructured communication methods to convey your disability expertise from a health perspective
LO8. Demonstrate skill in the preparation and execution of self-directed learning plans that deepen and broaden your knowledge, confidence and competence in disability from a health perspective

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.

We have made minor changes to the topics and order of the content based on feedback from last years unit of study survey. The foundational content is in the first 8 weeks and deeper exploration of examples and specific contexts is explored in weeks 9-13.

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

Early feedback task

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

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

On this page

Useful links

OCCP1102: Perspectives on Disability and Participation

Semester 2, 2025 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

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

On this page

Useful links