Outline

Overview

This unit operationalises the International Classification of Function (ICF) in a review of the systemic impact of Health conditions, disorder, or disease on the experience of Disability in community. ICF Profiles are developed and/or analysed in investigation of the arc and strategy of treatment, care, and support across a representative span of case studies/health conditions. Students will build health care/rehabilitation vocabulary and explore the rehabilitation counsellor role in each case setting.

Unit details and rules

Academic unit	Participation Sciences
Credit points	6
Prerequisites ?	REHB5911
Corequisites ?	None
Prohibitions ?	REHB5061
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Houemontode Akpaka, carolle.akpaka@sydney.edu.au
Lecturer(s)	Houemontode Akpaka, carolle.akpaka@sydney.edu.au
Tutor(s)	Houemontode Akpaka, carolle.akpaka@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Case Study Apply the ICF framework to a case study	30%	Week 07 Due date: 18 Sep 2022 at 23:59	1500 words
Outcomes assessed:
Assignment	Portfolio Project Essay exploring a disability or health condition	35%	Week 13 Due date: 06 Nov 2022 at 23:59	2000-2500 words
Outcomes assessed:
Online task	Online Quiz MCQ and true/false	10%	Weekly	10 minutes
Outcomes assessed:
Small continuous assessment	Tutorial participation Tutorial: Weekly Group Presentation and discussion	25%	Weekly	n/a
Outcomes assessed:
= hurdle task ?

Assessment summary

Online Quiz (10min Weekly): Weekly 30min quizzes to assess knowledge as information recall of Facts (List and Define: terminology, specific details and elements) and Concepts (Describe and order: classifications, principles, theories, models, and structures). The weekly quiz is an indicator of student engagement in, and preparation for, learning activities.

Tutorial: Weekly Group Presentation and Discussion: Your contributions to weekly tutorial activity will be assessed by your tutor.

Case Study (1500 words): Students will read a memoir written by a person with a disability or health condition and apply the ICF framework to the lived experience of the author. Students are to: 1. Summarize the content of the memoir; 2. Cite specific examples (with page numbers and quotations if necessary) from the memoir and apply them to the ICF Framework. This paper should be written in a narrative format and should include all relevant citations.

Portfolio Project(2000-2500 words): Students will write a paper exploring a health condition or disability. Detailed information for this 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 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.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

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.

Weekly schedule

WK	Topic	Learning activity
Week 01	International Classification of Functioning, Disability and Health	Lecture and tutorial (3 hr)
Week 02	Language & Medical Terminology	Lecture and tutorial (3 hr)
Week 03	Pain	Lecture and tutorial (3 hr)
Week 04	Respiratory Conditions	Lecture and tutorial (3 hr)
Week 05	Introduction to the Nervous System	Lecture and tutorial (3 hr)
Week 06	Spinal Cord Injury	Lecture and tutorial (3 hr)
Week 07	Traumatic Brain Injury	Lecture and tutorial (3 hr)
Week 08	Psychiatric Conditions	Lecture and tutorial (3 hr)
Week 09	Sensory Conditions	Lecture and tutorial (3 hr)
Week 10	Developmental Conditions	Lecture and tutorial (3 hr)
Week 11	Cancer	Lecture and tutorial (3 hr)
Week 12	Metabolic Conditions: Diabetes	Lecture and tutorial (3 hr)
Week 13	Musculoskeletal & Soft Tissue Conditions	Lecture and tutorial (3 hr)

Attendance and class requirements

Referencing style: You are expected to use the APA 7th referencing style described in the guide to presentation of assignments for your essay.

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

The prescribed text for this unit is:

Falvo, D., and Holland, B. E. (2018). Medical and psychosocial aspects of chronic illness and disability (6th ed.). Burlington, MA: Jones and Bartlett Learning.

All other readings for this unit can be accessed through 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.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. apply a basic vocabulary of common medical terminology, treatments and procedures in rehabilitation practice
LO2. demonstrate an understanding of the biological and socio-cultural components, aetiology and characteristics of a wide range and spectrum of medical disabilities
LO3. keep abreast with developments in medical diagnosis and treatment procedures
LO4. demonstrate practical and theoretical knowledge of functional, psychological, social and vocational limitations associated with different disability types
LO5. understand the significant roles of various health care professionals in the diagnosis and treatment of medical conditions.

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

Responding to student feedback

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

Unit of study incorporates the ICF framework and rehabilitation counselling prinicples into conceptualisation of disability, medical and health conditions. Tutorial activity involves direct applications of the ICF framework to everyday environments.

Additional information

More information can be found on Canvas.

Work, health and safety

There are no specific WHS requirements for this unit.

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

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

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

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links

REHB5923: BioPsychoSocial Aspects of Disability

Semester 2, 2022 [Online] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

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

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links