Outline

Overview

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.

Unit details and rules

Unit code	OCCP2090
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	Bronwyn Simpson Simpson, bronwyn.simpson@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Assistive technology analysis Analysis of assistive product access and use for a person with disability	50%	Formal exam period Due date: 18 Nov 2022 at 23:59	3500 words
Outcomes assessed:
Small continuous assessment	Discussion board post 1 Discussion about the interaction between remedial interventions and AT	10%	Please select a valid week from the list below Due date: 11 Oct 2022 at 23:59	300 words plus response to another post
Outcomes assessed:
Small continuous assessment	Discussion board post 2 Analysis of an ethical issue related to assistive products	10%	Please select a valid week from the list below Due date: 25 Oct 2022 at 23:59	300 words plus response to another post
Outcomes assessed:
Small continuous assessment	Features of Assistive Products - quiz 1 On-line quiz	10%	Week 04 Due date: 23 Aug 2022 at 23:59	25 minutes
Outcomes assessed:
Small continuous assessment	Features of Assistive Products - quiz 2 On-line quiz	10%	Week 05 Due date: 30 Aug 2022 at 23:59	25 minutes
Outcomes assessed:
Small continuous assessment	Features of Assistive Products - quiz 3 On-line quiz	10%	Week 07 Due date: 13 Sep 2022 at 23:59	25 minutes
Outcomes assessed:

Assessment summary

The assessments will involve:

In-class quizzes x 3 about features of assistive products

Discussion board posts x 2 about access to and use of assistive products. Note students must also submit a response to another student’s discussion board post to pass these assessments: response due 2 days after assessment due date.

Lived experience narrative and reflective report: Analysis of assistive product access and use for a person with disability

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.

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.

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	Contribution of assistive products to activity and participation	Lecture (2 hr)
Week 01	Contribution of assistive products to activity and participation	Tutorial (1 hr)
Week 02	Assistive technology frameworks	Lecture (2 hr)
Week 02	Assistive technology frameworks	Tutorial (1 hr)
Week 03	Assistive products to facilitate mobility	Lecture (2 hr)
Week 03	Assistive products to facilitate mobility	Tutorial (1 hr)
Week 04	Assistive products for vision impairment	Online class (1 hr)
Week 04	Assistive products for arm/hand function	Lecture and tutorial (2 hr)
Week 05	Augmentative and alternative communication, cognition	Online class (2 hr)
Week 05	Assistive technology Australia site visit	Field trip (1 hr)
Week 06	Universal design, built-in accessibility settings	Lecture and tutorial (3 hr)
Week 07	Design principles, home control	Lecture and tutorial (3 hr)
Week 08	Assistive products for hearing loss	Lecture (2 hr)
Week 08	Assistive products expo	Workshop (1 hr)
Week 09	Services to implement and support assistive products, funding	Lecture and tutorial (3 hr)
Week 10	Risk management, ethical considerations related to assistive products	Lecture and tutorial (3 hr)
Week 11	The assistive products industry: supplier guest lecture	Online class (2 hr)
Week 11	The assistive products industry: visit retailer	Field trip (1 hr)
Week 12	Custom-made assistive products: 3D printing; Technical Aid to the Disabled	Online class (2 hr)
Week 12	3D printing workshop	Workshop (1 hr)
Week 13	Rights and access to assistive products	Online class (2 hr)
Week 13	Rights and access to assistive products	Tutorial (1 hr)

Attendance and class requirements

Attendance at lectures and tutorials is expected, and attendance will be recorded. Attendance may include: in-person attendance (for students enroled on campus), on-line attendance at synchronous activities, and completion of asynchronous on-line activities.

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

All readings for this unit can be accessed through the Library eReserve, available on Canvas.

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. Use in-person, online, verbal, written, structured and unstructured communication methods to convey your understanding of the role of assistive products in enhancing participation of people who experience disability across the lifespan.
LO2. Identify and critique features of assistive products that facilitate participation for people with lived experience of disability informed by scholarship and an evidence-base.
LO3. Identify and describe range of factors related to the selection and use of assistive products, considering body functions and structures, personal factors and preferences, contextual factors, product features, and implementation requirements.
LO4. Demonstrate critical thinking by framing questions, opportunities and issues that relate to the availability and use of assistive products in a variety of geographic and economic contexts.
LO5. Describe elements of product design which may contribute to the accessibility of mainstream, specialised and customised products for people with a range of abilities.
LO6. Apply frameworks to articulate your reasoning to identify and manage issues related to the ethical and safe use of assistive products.

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 - 1.15. Addresses issues of occupational justice in practice 3.1. Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement 3.13. Uses appropriate assistive technology, devices and/or environmental modifications to achieve client occupational performance outcomes, and 3.5. Selects and implements culturally responsive and safe practice strategies to suit the occupational therapy goals and environment of the client
	Australian occupational therapy competency standards 2018 - 3.1. Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement 3.13. Uses appropriate assistive technology, devices and/or environmental modifications to achieve client occupational performance outcomes, and
	Australian occupational therapy competency standards 2018 - 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 3. Occupational therapy process and practice 3.1. Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement 3.13. Uses appropriate assistive technology, devices and/or environmental modifications to achieve client occupational performance outcomes, and 3.2. Performs appropriate information gathering and assessment when identifying a client’s status and functioning, strengths, occupational performance and goals 3.5. Selects and implements culturally responsive and safe practice strategies to suit the occupational therapy goals and environment of the client 3.6. Seeks to understand and incorporate Aboriginal and Torres Strait Islander Peoples’ experiences of health, wellbeing and occupations encompassing cultural connections
	Australian occupational therapy competency standards 2018 - 1.15. Addresses issues of occupational justice in practice 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 3.6. Seeks to understand and incorporate Aboriginal and Torres Strait Islander Peoples’ experiences of health, wellbeing and occupations encompassing cultural connections
	Australian occupational therapy competency standards 2018 - 3.13. Uses appropriate assistive technology, devices and/or environmental modifications to achieve client occupational performance outcomes, and
	Australian occupational therapy competency standards 2018 - 1.1. Complies with the Occupational Therapy Board of Australia’s standards, guidelines and Code of conduct 1.15. Addresses issues of occupational justice in practice 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 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

Australian occupational therapy competency standards 2018 -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1		Complies with the Occupational Therapy Board of Australia’s standards, guidelines and Code of conduct
1.15		Addresses issues of occupational justice in practice
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
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
3.1		Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement
3.13		Uses appropriate assistive technology, devices and/or environmental modifications to achieve client occupational performance outcomes, and
3.2		Performs appropriate information gathering and assessment when identifying a client’s status and functioning, strengths, occupational performance and goals
3.5		Selects and implements culturally responsive and safe practice strategies to suit the occupational therapy goals and environment of the client
3.6		Seeks to understand and incorporate Aboriginal and Torres Strait Islander Peoples’ experiences of health, wellbeing and occupations encompassing cultural connections

Responding to student feedback

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

This is the first time this unit has been offered.

Additional information

This unit of study may require you to attend a teaching activity timetabled in teaching venues installed with the University’s Clinical Recording and Observation System (CROS) in the Susan Wakil Health Building. Students should be aware of the privacy and information management implications of this system. For more information, please refer to the University’s Privacy Statement.

Site visit guidelines

This unit involves two site visits, which will be subject to Covd-19 restrictions and precautions.

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

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

OCCP2090: Disability and Assistive Products

Semester 2, 2022 [Normal day] - Camperdown/Darlington, Sydney

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

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect