OCCP3202: Semester 2, 2025

Units OCCP3202 Semester 2 2025 [Normal day]

Unit outline_

OCCP3202: Deconstructing the Disability Sector

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

Overview

The Australian “disability sector” is expanding and evolving as a significant part of the service economy creating and drawing down wealth in public and private domains. The sector is built upon complex and often conflicting assumptions that results in an inherently political sector where priorities, programs, outcomes and resources are contested. The “disability workforce” is changing in scope and scale as these contested perspectives are aired and implications are incorporated into practice. The National Disability Insurance Scheme(NDIS), a recent major Australian social policy reform, seeks to implement the principles of the United Nations Convention on the Rights of People with Disability. This reform has led to the development of innovative organizational and entrepreneurial approaches to providing supports for people with disability that are collaborative and person-centered, placing people with disability and their nominees as equal partners in the services they receive. Others perceive the market driven approach fostered by the NDIS has reinforced the position of people with disability as ‘service recipients’ with little control and high provider profit margins. This unit will explore provider models, workforce characteristics, including interdisciplinary and interprofessional teams, consumer driven and coordinated care and the variety of enterprises involved in disability support.

Unit details and rules

Academic unit	Participation Sciences
Credit points	6
Prerequisites ?	Students will need to have completed 18 credit points of 2000 level units
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Scott Denton, scott.denton@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
Debate	Class debate Lead class debate in tutorial time with 2 groups taking opposing positions.	30%	Multiple weeks	Group presentations in tutorial time.	AI allowed
Outcomes assessed:
Written work	Disability service appraisal Appraisal of a disability service setting against human rights indicators	30%	Week 04	1500 words	AI allowed
Outcomes assessed:
Creative work	Service Innovation Plan Appraisal & redesign of a disability service.	40%	Week 09	2000 words	AI allowed
Outcomes assessed:

Assessment summary

Disability Service Appraisal: students will appraise an Australian Disability Enterprise against human rights principles in a short report.

Service Innovation/Redesign Report: Students will appraise a disability service leading to recommendations for service innovations and redesign.

Class Debate: Held during the tutotial in weeks 11 12 and 13. Students will lead a debate on an allocated topic on disability services and supports for half an hour, engaging their peers and the tutor in a respectful discussion.

Assessment criteria

Students will receive a mark and grade for all assessment items. Please refer to the table below.

Result name	Mark range	Description
High distinction	85 - 100	Work is of an exceptional standard.
Distinction	75 - 84	Work is of a very high standard
Credit	65 - 74	Work is of a good standard
Pass	50 - 64	Work is of an acceptable standard.
Fail	0 - 49	The learning outcomes of the unit of study have not been met 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	Disability sector overview	Lecture and tutorial (3 hr)
Week 02	Philosophy of the NDIS	Lecture and tutorial (3 hr)
Week 03	Before the NDIS	Lecture and tutorial (3 hr)
Week 04	Intended and unintended consequences of the NDIS	Lecture and tutorial (3 hr)
Week 05	Workforce inclusion: meaningful employment for people with disability	Lecture and tutorial (3 hr)
Week 06	Thin markets: gaps in disability services and supports	Lecture and tutorial (3 hr)
Week 07	Innovation and industry reform - part 1	Lecture and tutorial (3 hr)
Week 08	Innovation and industry reform - part 2	Lecture and tutorial (3 hr)
Week 09	Cultural responsivity in service design	Lecture and tutorial (3 hr)
Week 10	Who can tell us we have got it right? Advocacy	Lecture and tutorial (3 hr)
Week 11	Working in disability: valuing an essential workforce	Lecture and tutorial (3 hr)
Week 12	Art for all: disability, access and creative expression	Lecture and tutorial (3 hr)
Week 13	From understanding to application: a reflective close	Lecture and tutorial (3 hr)

Attendance and class requirements

This six credit point unit of study has three hours of allocated time per week. This will be in the format of:

1 hour pre-work component that is provided on the CANVAS site as a series of tasks/activities to be completed independently prior to the lecture. This content will be assumed knowledge for the workshop.
a two-hour workshop

In addition, all students are expected to undertake further reading and revision of content throughout each week of 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

All readings for this unit of study will be identified on the CANVAS site.

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. Analyse the structure of the disability service sector in the context of current Australian policies including the NDIS.
LO2. Describe the impact of individual funding models on service delivery, service design and workforce.
LO3. Analyse strengths and limitations in the disability sector with reference to the UN declaration of Human Rights and Indigenous Peoples and the UNCRPD in terms of equity and access for Aboriginal and Torres Strait Islander peoples.
LO4. Explore impacts on coverage and access of a neoliberal market approach to disability service provision.
LO5. Critique historical and contemporary approaches to disability service 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

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
3.1		Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement

Responding to student feedback

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

Revised the weekly titles for Weeks 5, 6, 11, 12, and 13 to enhance clarity and ensure alignment with the week’s focus. Reordered Weeks 10 and 11 to enhance the logical progression of the unit.

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

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