Skip to main content
Unit of study_

OCCP5245: OT in Learning and Co-ord Difficulties

Semester 1, 2023 [Normal day] - Camperdown/Darlington, Sydney

This unit will give opportunities for students to study the impact of learning disabilities on children's home and school occupational performance. During the semester, students will study: various explanations learning disorders; common assessment procedures used by occupational therapists to identify problems; and interventions. The focus will be on direct intervention as experienced in private practice occupational therapy for children and consultation with schools. Students will be required to test at least one young child (typical child, rather than child with difficulties) aged between 5 and 9 years.

Unit details and rules

Unit code OCCP5245
Academic unit Participation Sciences
Credit points 6
Prohibitions
? 
None
Prerequisites
? 
OCCP5219
Corequisites
? 
None
Assumed knowledge
? 

None

Available to study abroad and exchange students

No

Teaching staff

Coordinator Sarah Wilkes-Gillan, sarah.wilkes-gillan@sydney.edu.au
Lecturer(s) Julianne Challita, julianne.challita@sydney.edu.au
Sarah Wilkes-Gillan, sarah.wilkes-gillan@sydney.edu.au
Type Description Weight Due Length
Assignment Case Report
Case based assignment involving goal setting and intervention plan
40% Formal exam period
Due date: 06 Jun 2023 at 23:59
1,000 words
Outcomes assessed: LO7 LO8 LO9 LO10
Tutorial quiz In class quiz
Multiple choice questions and an extended answer question
20% Week 05
Due date: 21 Mar 2023 at 10:00
1 hour
Outcomes assessed: LO1 LO4 LO3 LO2
Creative assessment / demonstration Practical skills portfolio
Assessment of practical skills - Written assessment
40% Week 12
Due date: 16 May 2023 at 10:00
1500 words
Outcomes assessed: LO1 LO7 LO6 LO5 LO4 LO3 LO2

Assessment summary

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

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 sydney.edu.au/students/guide-to-grades.

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.

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.

WK Topic Learning activity Learning outcomes
Week 01 Learning disorders history and problem of definition and diagnosis • Co-morbidities • Causal theories Workshop (3 hr) LO1 LO2 LO3 LO4
Week 02 Sensory based motor disturbance and learning disorders. Assessment and intervention strategies Workshop (3 hr) LO5 LO6 LO7
Week 03 Sensory based motor disturbance and learning disorders. Assessment and intervention strategies Workshop (3 hr) LO7 LO8
Week 04 Sensory processing and learning disorders: -Disorders of tactile discrimination -Disorders of visual perception -Assessment and intervention strategies Workshop (3 hr) LO8 LO9
Week 05 In class assessment quiz Workshop (3 hr) LO1 LO2 LO3
Week 06 Sensory processing and learning disorders: -Disorders of visual perception -Assessment and intervention strategies Workshop (3 hr) LO8 LO9 LO10
Week 07 Executive function and LD Workshop (3 hr) LO5 LO6 LO7
Week 08 Executive function (planning and organization) assessment and intervention Workshop (3 hr) LO7 LO8 LO9
Week 09 No class - Public Holiday Workshop (3 hr)  
Week 10 Social competence, self-regulation and LD Workshop (3 hr) LO6 LO7 LO8 LO9
Week 11 Social competence, self-regulation and LD Workshop (3 hr) LO8 LO9
Week 12 Review and summary of competent practice for occupational therapy in the area of LD Workshop (3 hr) LO10
Week 13 Review and summary of competent practice for occupational therapy in the area of LD Workshop (3 hr) LO10

Attendance and class requirements

Attendance: Students are expected to attend 85% of available lectures. Absences without medical documentation may incur academic penalty. Students who miss more than one lecture may be required to engage in additional independent study. Material that is missed through non-attendance will not be repeated.

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.

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. discuss the various definitions of learning disorders and their application within Australian education, and medical service delivery systems
  • LO2. identify and describe the major co-morbidities that occur with learning disorders
  • LO3. describe the impact of learning disorders on occupational performance of children, adults, family members, and other significant role partners
  • LO4. describe the major features of contemporary service delivery models employed by occupational therapists in hospitals, schools, private practice, and other private and government community service providers
  • LO5. outline principles of selected standardised and observational assessments
  • LO6. administer suitable assessment procedures to children with a range of ages, abilities, and learning disorder typologies
  • LO7. interpret assessment data relative to the occupational needs of the child, family, and context
  • LO8. set appropriate intervention goals for children with a range of ages, abilities, and learning disorder typologies
  • LO9. design occupational therapy intervention around specific case-based information that offers alternatives (using individual intervention, group intervention, home based intervention, and consultation)
  • LO10. investigate and summarise the available evidence to support intervention methods chosen.

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
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

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

Changes to previous assessment is in line with feedback from student cohort in previous year.

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.