Outline

Overview

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.

Unit details and rules

Academic unit	Participation Sciences
Credit points	6
Prerequisites ?	Students will need to have completed 18 credits points of 1000 level units
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 31 March 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Presentation	Group Report and Presentation Class presentation; written summary & infographic, bibliography; peer feedback	45%	Multiple weeks	20 minutes (oral)	AI allowed
Outcomes assessed:
In-class quiz	Early Feedback Task In Class Quiz Early Feedback task - Multiple choice questions on weeks 1 & 2 content	10%	Week 03 Due date: 09 Mar 2026 at 10:00	Ten minutes	AI allowed
Outcomes assessed:
Written test	Mid Semester exam A one hour exam including multiple choice and short answer questions on content from weeks 1-7	45%	Week 08 Due date: 20 Apr 2026 at 09:30	1 hour	AI prohibited
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

A total of 3 assessment tasks;

In class quiz, early feedback task week 3
Mid semester exam week 8
Group presentations in weeks 11, 12 & 13, written submissions and peer feedback

Detailed information on each task will be provided on CANVAS

Assessment criteria

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
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.

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	Creating advocates and scholars -Human Rights and the UNCRPD	Lecture (2 hr)
Week 01	Creating advocates and scholars -Human Rights and the UNCRPD	Tutorial (1 hr)
Week 02	Australian disability policy and legislation	Lecture (2 hr)
Week 02	Australian disability policy and legislation	Tutorial (1 hr)
Week 03	Advocacy and disability	Lecture (2 hr)
Week 03	Advocacy and disability	Tutorial (1 hr)
Week 04	NSW Disability Inclusion Act 2014 - what does this mean?	Lecture (2 hr)
Week 04	NSW Disability Inclusion Act 2014 - what does this mean?	Tutorial (1 hr)
Week 05	Restrictive practices and guardianship	Lecture (2 hr)
Week 05	Restrictive practices and guardianship	Tutorial (1 hr)
Week 06	The Right to take risks: Choice and control	Lecture (2 hr)
Week 06	The Right to take risks: Choice and control	Tutorial (1 hr)
Week 07	Health Equity	Lecture (2 hr)
Week 07	Health Equity	Tutorial (1 hr)
Week 08	The right to education	Lecture (2 hr)
Week 08	The right to education	Tutorial (1 hr)
Week 09	Disability and the media - representation and misrepresentation	Lecture (2 hr)
Week 09	Disability and the media - representation and misrepresentation	Tutorial (1 hr)
Week 10	Rights in the deaf community	Lecture (2 hr)
Week 10	Rights in the deaf community	Tutorial (1 hr)
Week 11	Disability rights and the justice system	Lecture (2 hr)
Week 11	Disability rights and the justice system	Tutorial (1 hr)
Week 12	Intersectionality and disability	Lecture (2 hr)
Week 12	Intersectionality and disability	Tutorial (1 hr)
Week 13	The right to inclusive public spaces and a call to action	Lecture (2 hr)
Week 13	The right to inclusive public spaces and a call to action	Tutorial (1 hr)

Attendance and class requirements

In the main, classes will be structured each week two hours of scheduled lecture; and one hour of tutorial in a workshop format with two team teachers. You are expected to attend both lectures and tutorials. The tutorial structure will assume that you are familiar with the lecture content and will require your participation to apply lecture content.

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 and resources will be provided on the CANVAS site for this unit of study.

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. 1. Understand the concepts articulated in the UNCRPD and the application of these principles in Australian communities
LO2. 2. Explain the development and implementation of the Disability Discrimination Act and the National Disability Insurance Scheme in Australia as mechanisms to implement the principles of the UNCRPD
LO3. 3. Interrogate the concept and practical application of “disability action plans” as a mechanism for community inclusion and as an agent of change
LO4. 4. Deconstruct the influence of media in the portrayal of people with a disability
LO5. 5. Explore how structural issues experienced by Aboriginal and Torres Strait Islander people with a disability can add to the curtailment of rights.
LO6. 6. Integrate the issues raised by stories of discrimination from people with lived experience of disability to develop a personal standpoint on disability discrimination.

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. Professionalism 1.15. Addresses issues of occupational justice in practice 1.17. Recognises and manages any inherent power imbalance in relationships with clients. 1.2. Adheres to legislation relevant to practice 1.4. Recognises and manages conflicts of interest in all client and professional relationships 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 3.1. Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement 4.2. Adapts written, verbal and non-verbal communication appropriate to the client and practice context
	Australian occupational therapy competency standards 2018 - 1. Professionalism 1.17. Recognises and manages any inherent power imbalance in relationships with clients. 1.2. Adheres to legislation relevant to practice 1.3. Maintains professional boundaries in all client and professional relationships 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 4.2. Adapts written, verbal and non-verbal communication appropriate to the client and practice context
	Australian occupational therapy competency standards 2018 - 1. Professionalism 1.15. Addresses issues of occupational justice in practice 1.2. Adheres to legislation relevant to practice 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 1.9. Identifies and manages the influence of her/his values and culture on practice 4.2. Adapts written, verbal and non-verbal communication appropriate to the client and practice context
	Australian occupational therapy competency standards 2018 - 1. Professionalism 1.15. Addresses issues of occupational justice in practice 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 2.3. Identifies and applies best available evidence in professional practice and decision-making 4.2. Adapts written, verbal and non-verbal communication appropriate to the client and practice context
	Australian occupational therapy competency standards 2018 - 1. Professionalism 1.11. Maintains professional competence and adapts to change in practice contexts 1.17. Recognises and manages any inherent power imbalance in relationships with clients. 1.2. Adheres to legislation relevant to practice 1.3. Maintains professional boundaries 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 2.4. Understands and responds to Aboriginal and Torres Strait Islander health philosophies, leadership, research and practices 3.6. Seeks to understand and incorporate Aboriginal and Torres Strait Islander Peoples’ experiences of health, wellbeing and occupations encompassing cultural connections 4.3. Works ethically with Aboriginal and Torres Strait Islander communities and organisations to understand and incorporate relevant cultural protocols and communication strategies, with the aim of working to support self-governance in communities 4.4. Uses culturally responsive, safe and relevant communication tools and strategies
	Australian occupational therapy competency standards 2018 - 1. Professionalism 1.15. Addresses issues of occupational justice in practice 1.16. Contributes to education and professional practice development of peers and students, and 1.17. Recognises and manages any inherent power imbalance in relationships with clients. 1.2. Adheres to legislation relevant to practice 1.3. Maintains professional boundaries in all client and professional relationships 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 3.6. Seeks to understand and incorporate Aboriginal and Torres Strait Islander Peoples’ experiences of health, wellbeing and occupations encompassing cultural connections 4.2. Adapts written, verbal and non-verbal communication appropriate to the client and practice context

Australian occupational therapy competency standards 2018 -

Competency code	Taught, Practiced or Assessed	Competency standard
1		Professionalism
1.13		Manages resources, time and workload accountably and effectively
1.15		Addresses issues of occupational justice in practice
1.16		Contributes to education and professional practice development of peers and students, and
1.17		Recognises and manages any inherent power imbalance in relationships with clients.
1.2		Adheres to legislation relevant to practice
1.3		Maintains professional boundaries in all client and professional relationships
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
1.7		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
2.10		Maintains digital literacy for practice.
2.3		Identifies and applies best available evidence in professional practice and decision-making
3.12		Uses effective collaborative, multidisciplinary and interprofessional approaches for decision-making and planning
4.2		Adapts written, verbal and non-verbal communication appropriate to the client and practice context
4.3		Works ethically with Aboriginal and Torres Strait Islander communities and organisations to understand and incorporate relevant cultural protocols and communication strategies, with the aim of working to support self-governance in communities
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.

The assessment tasks have been amended based on student feedback. We have included an early feedback task and an individual mid semester exam. The timing of the presentation have moved to weeks 11-13.

Disclaimer

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

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

Disclaimer

On this page

Useful links

OCCP2091: Disability, Rights and Participation

Semester 1, 2026 [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

Disclaimer

On this page

Useful links