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Unit of study_

OCCP5251: Technology for Living

Semester 1, 2020 [Normal day] - Cumberland, Sydney

It is becoming increasingly important for occupational therapists to be 'tech-savvy' in order to address client goals and facilitate independence and participation. Modern technology can support the independence of people with disabilities in important tasks such as work, study, communication and connecting with others, recreation, living safely and managing a household. This unit will explore the ways that modern electronic technologies such as computers, iPads and tablets, and telephones can be accessed and used by people of all ages with various disabilities. It will also explore technologies that enable people with disabilities to control their environment, such as operating entertainment systems, doors, lights, windows and emergency call systems. The unit will be practical and skills-based, involving demonstrations and hands-on use of technologies, real-life case studies and guest speakers. The theoretical underpinnings of this area will also be examined, by exploring relevant conceptual frameworks, assessment tools, and recent literature. The unit provides a foundation for students wishing to specialise in this area of practice. It will also provide students with skills that can be applied to clients in many areas of practice, as well as providing information on resources and referral to specialised services.

Unit details and rules

Unit code OCCP5251
Academic unit
Credit points 6
OCCP5208 and OCCP5218 and OCCP5219
Assumed knowledge


Available to study abroad and exchange students


Teaching staff

Coordinator Bronwyn Simpson Simpson,
Type Description Weight Due Length
Assignment hurdle task Case study report
Funding submission
50% Formal exam period
Due date: 09 Jun 2020 at 23:59
3000 words
Outcomes assessed: LO1 LO2 LO3 LO4 LO5
Assignment Technology workbook
Written assignment
30% Week 06
Due date: 05 Apr 2020 at 23:59
3000 words
Outcomes assessed: LO1 LO6
Skills-based evaluation Viva (online)
Assistive technology system setup
20% Week 09
Due date: 29 Apr 2020 at 08:00
15 minutes
Outcomes assessed: LO2 LO4
hurdle task = hurdle task ?

Assessment summary

  • Technology workbook: The workbook consists of two activities.
    The first is a reflection on the importance of technology access, as well as factors leading to assistive technology abandonment. The second is planning and reflection on the technology training session. Students must complete all assessment tasks in order to pass the entire unit. Failure to complete any assessment item will result in  being awarded a fail grade, regardless of cumulative marks in the unit of study.
  • Viva: Students will set up an assistive technology system for a case study client (simulated by examiner). Task instructions for a set of four different case studies/assistive technology systems will be provided two weeks prior to the viva, and one will be selected randomly from this set as the student enters the examination room.
  • Case study report: Students will be provided with a video case study. Students are to consider the types of technologies that will enable the person in the case study to achieve their functional goals. The task is to prepare funding requests for equipment and services, based on assessment findings.

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


High distinction

85 - 100



75 - 84



65 - 74



50 - 64



0 - 49

When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see

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 Introduction to assistive technology Workshop (3 hr)  
Week 02 Computer access: part one Workshop (3 hr)  
Week 03 Computer access: part two Workshop (3 hr)  
Week 04 Guest presentation: universal design Workshop (3 hr)  
Week 05 Telephone and tablet access Workshop (3 hr)  
Week 06 Environmental control: part one Workshop (3 hr)  
Week 07 Environmental control: part two Workshop (3 hr)  
Week 08 Cognitive support and safety Workshop (3 hr)  
Week 09 Self-directed learning module: augmentative and alternative communication Individual study (3 hr)  
Week 10 "Soft technology": assessing, prescribing, implementing and supporting AT systems Workshop (3 hr)  
Week 11 1. Assistive technology for recreation 2. Device mounting Workshop (3 hr)  
Week 12 Electronic wheelchair controls Workshop (3 hr)  
Week 13 Supplier expo Workshop (3 hr)  

Attendance and class requirements

Attendance: There is a three-hour workshop each week. Attendance at these workshops is compulsory in this unit, and attendance is recorded.

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. describe potential client goals related to technology use in the areas of self-care, home control and safety, education, work and leisure for people with a range of health conditions and disabilities
  • LO2. demonstrate skills in assessing individual needs, recommending and setting up assistive technology to facilitate access to computers, tablets, phones and mounting and positioning systems
  • LO3. demonstrate awareness of the types of environmental control systems which can be used to control the home environment
  • LO4. prescribe and set up basic environmental control systems
  • LO5. prepare a funding application for assistive technology equipment and services which demonstrates strong clinical reasoning
  • LO6. conduct a training session in technology use, including identifying training needs, conducting training and preparing learning materials.

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
Australian occupational therapy competency standards 2018 -
Competency code Taught, Practiced or Assessed Competency standard
1.1 A Complies with the Occupational Therapy Board of Australia’s standards, guidelines and Code of conduct
1.10 A Practises within limits of her/his own level of competence and expertise
1.11 A Maintains professional competence and adapts to change in practice contexts
1.12 A Identifies and uses relevant professional and operational support and supervision
1.13 A Manages resources, time and workload accountably and effectively
1.15 A Addresses issues of occupational justice in practice
1.17 A Recognises and manages any inherent power imbalance in relationships with clients.
1.2 A Adheres to legislation relevant to practice
1.3 A Maintains professional boundaries in all client and professional relationships
1.4 A Recognises and manages conflicts of interest in all client and professional relationships
1.7 A Collaborates and consults ethically and responsibly for effective client-centred and interprofessional practice
1.8 A Adheres to all work health and safety, and quality requirements for practice
2.1 A Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice
2.10 A Maintains digital literacy for practice.
2.2 A Applies theory and frameworks of occupation to professional practice and decision-making
2.3 A Identifies and applies best available evidence in professional practice and decision-making
2.8 A Reflects on practice to inform current and future reasoning and decision-making and the integration of theory and evidence into practice
2.9 A Maintains knowledge of relevant resources and technologies, and
3.1 A Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement
3.10 A Reviews, evaluates and modifies plans, goals and interventions with the client and relevant others to enhance or achieve client outcomes
3.11 A Evaluates client and service outcomes to inform future practice
3.12 A Uses effective collaborative, multidisciplinary and interprofessional approaches for decision-making and planning
3.13 A Uses appropriate assistive technology, devices and/or environmental modifications to achieve client occupational performance outcomes, and
3.2 A Performs appropriate information gathering and assessment when identifying a client’s status and functioning, strengths, occupational performance and goals
3.3 A Collaborates with the client and relevant others to determine the priorities and occupational therapy goals
3.4 A Develops a plan with the client and relevant others to meet identified occupational therapy goals
3.5 A Selects and implements culturally responsive and safe practice strategies to suit the occupational therapy goals and environment of the client
3.7 A Reflects on practice to inform and communicate professional reasoning and decision-making
3.8 A Identifies and uses practice guidelines and protocols suitable to the practice setting or work environment
4.1 A Communicates openly, respectfully and effectively
4.10 A Seeks and responds to feedback, modifying communication and/or practice accordingly, and
4.11 A Identifies and articulates the rationale for practice to clients and relevant others.
4.2 A Adapts written, verbal and non-verbal communication appropriate to the client and practice context
4.5 A Complies with legal and procedural requirements for the responsible and accurate documentation, sharing and storage of professional information and records of practice
4.8 A Maintains collaborative professional relationships with clients, health professionals and relevant others

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

Additional practice time has been arranged, to enable students to have hands-on time with the technology devices.


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