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

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	Sumei Wrigley, sumei.wrigley@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
Oral exam ?	Oral exam Discussion-based exam about unit topics. Dates TBC	35%	Formal exam period	15 minutes (oral)	AI prohibited
Outcomes assessed:
Out-of-class quiz	Early Feedback Task MCQ Quiz Early Feedback Task. MCQ Quiz	5%	Week 03 Due date: 22 Aug 2025 at 23:59	10 minutes	AI allowed
Outcomes assessed:
Presentation	AT evaluation video Video evaluation of an assistive product.	20%	Week 08 Due date: 22 Sep 2025 at 23:59	5 - 6 minutes video	AI allowed
Outcomes assessed:
Written work	Assistive technology analysis Analysis of assistive product access and use for a person with disability	40%	Week 10 Due date: 13 Oct 2025 at 23:59	2000 words	AI allowed
Outcomes assessed:
= hurdle task ? = 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

The assessments will involve:

Early Feedback Task: Out of class MCQ Quiz.

Video evaluation of an assistive product.

AT analysis report: Analysis of assistive product access and use for a person with disability

Oral exam: Discussion-based examination about unit topics. Oral exam must be attended in order to pass the unit.

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:

As per University Policy

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	Contribution of assistive products to activity and participation	Lecture and tutorial (3 hr)
Week 02	Assistive technology frameworks	Lecture and tutorial (3 hr)
Week 03	Assistive products to facilitate mobility	Lecture and tutorial (3 hr)
Week 04	Assistive products for vision impairment	Lecture and tutorial (3 hr)
Week 05	Assistive products for hearing loss	Lecture and tutorial (3 hr)
Week 06	Augmentative and alternative communication, cognition	Online class (2 hr)
Week 06	Assistive technology supplier expo	Tutorial (1 hr)
Week 07	Design principles, Universal design, built-in accessibility settings	Lecture and tutorial (3 hr)
Week 08	Home control	Lecture and tutorial (3 hr)
Week 09	Services to implement and support assistive products, funding	Lecture and tutorial (3 hr)
Week 10	Assitive products for safer manual handling	Lecture and tutorial (3 hr)
Week 11	The assistive products industry: AT Supplier Guest speaker	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. Access to AT in less resourced contexts.	Lecture (2 hr)
Week 12	3D printing workshop	Workshop (1 hr)
Week 13	From Devices to Dialogue: reviewing concepts in disability and assistive technology. Final Frame: preparing for your oral final exam.	Lecture and tutorial (2 hr)

Attendance and class requirements

Attendance at lectures and tutorials is expected, and attendance will be recorded. Attendance may include: in-person attendance, on-line attendance at synchronous activities, and completion of asynchronous on-line activities. Students must attend 90% of tutorials to pass the unit.

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’s reading list system Leganto, 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
1.15		Addresses issues of occupational justice in practice
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
3.13		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

Responding to student feedback

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

Thank you for your valuable feedback. Positive Themes: Appreciation of a wide array of Assistive Technologies (AT) to explore. Enjoyment of the AT Expo. Guest speakers from varied industries and disciplines, as well as lived experience tutors. Hands-on and interactive tutorials. Clear communication and quick responses on the communication board. Variety in the assessments. A safe and supportive learning community. Deeper understanding of Occupational Therapy (OT) as a result of this unit. Improvement and changes made: Clarity of assessment requirements with examplars provided. Timing of the early lectures scheduled to start an hour later. Your feedback helps us improve and create a better learning experience. Thank you, your time and effort in providing feedback is much appreciated.

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 a site visit to an assistive technology retailer.

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

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

OCCP2090: Disability and Assistive Products

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

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