Unit rationale, description and aim
Understanding factors that influence quality of life, health and well-being for people with disabilities is important for occupational therapists because of the profession’s focus on participation in everyday occupations and roles. In this unit, students examine the social context of disability by exploring key environmental factors identified in the International Classification of Functioning Disability and Health (ICF) including community attitudes, policies, legislation, health service delivery and barriers to participation. Students engage critically with societal issues to examine and reflect on the role which occupational therapists, health professionals, families, communities, and government agencies play in enabling occupational participation for people with disabilities.
The unit builds on the experience and personal development gained by students in OTHY211 by undertaking 25 hours of Community Engagement placement in partnership with community organisations. The community engaged learning experience is designed to facilitate deep learning by connecting theoretical concepts and frameworks to the lived experience of people with disabilities. This unit includes learning outcomes from the Aboriginal and Torres Strait Islander Health Curriculum Framework (HCF, 2014), specifically addressing the HCF Cultural Capabilities - Respect and Communicate. It has been designed to align with ACU Community- Engaged learning principles.
The overall aim of this unit is for students to understand the social construction of disability and the role occupational therapists play in affirming human rights and dignity through enabling occupational participation for people with disabilities. The unit blends CE with professional outcomes while prioritising CE learning outcomes.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Apply community engaged learning principles to und...
Learning Outcome 01
Reflect on the role of the occupational therapist,...
Learning Outcome 02
Apply the International Classification of Function...
Learning Outcome 03
Engage critically with societal issues to explore ...
Learning Outcome 04
HCF 2.2 - Examine Aboriginal and Torres Strait Isl...
Learning Outcome 05
HCF 7.2 - Analyse how knowledge of improvements in...
Learning Outcome 06
Content
The construction of disability and its relationship to Occupational Therapy:
Use of occupational therapy models and processes
Social determinants of health and well-being
Person-centeredness
Strengths-based communication
Defining and describing disability
International Classification of Functioning Disability and Health (ICF)
Occupational participation and inclusion
The social construction of health, illness and disability
The influence of culture, family and connection to country on participation for First Peoples
Principles of Community-Engaged Learning
Theories informing societal attitudes and values:
Historical perspectives
Human services and disability
Social reform
The social model of disability
Empowerment and self-determination
Service systems, policies and supports:
Describing and evaluating environments for people in service systems
Issues for carers and families
Natural supports, networks and relationships
The inter-relationship between environment, health, participation and disability
Advocacy
Legislation
Community living
Employment and vocation
National Disability Insurance Scheme & National Disability Insurance Agency
Inter-professional collaboration and the multidisciplinary team
Products and technology
The impact of the natural and built environment on participation
Assessment strategy and rationale
The assessment strategy includes: a written assignment (Assessment 1), a case-based group oral presentation (Assessment 2) and a written reflection (Assessment 3). Assessments are scaffolded to support student progression, starting with identifying occupational priorities and influences of people in provided videos; then considering broader social factors, including service systems, policies and supports on participation opportunities through case-based group oral presentations; and finishing with reflections on environmental factors (including themselves) influencing participation for specific individuals students have encountered during community engagement.
To pass this unit, students must submit every assessment task, achieve a cumulative mark of at least 50% for the unit, demonstrate achievement of every unit learning outcome and pass all hurdle tasks.
Assessment 2 is a graded hurdle as the only assessment task that evaluates achievement of LO6. A grade of at least 50% in this assessment is required to pass the unit. Student groups who achieve a grade lower than 50% in this assessment will be provided one further attempt at this assessment. If this further attempt is passed a grade of 50% will be assigned for this assessment.
Completion of an NDIS Worker Orientation Module and Pre-Community Engagement Documentation and submission of Community Engagement Timesheet forms an ungraded Hurdle. These provide evidence of satisfactory completion of 25 hours of professional practice education in the Bachelor of Occupational Therapy program.
Overview of assessments
Assessment Task 1. Written Assignment Studen...
Assessment Task 1. Written Assignment
Students will demonstrate skills in gathering and presenting material related to evaluating the impact of social and environmental factors on occupational participation and communication for a client with a disability.
30%
Assessment Task 2. Case-based group presentation:...
Assessment Task 2. Case-based group presentation: students will deliver a group oral presentation examining the barriers and enablers to the NDIS supporting occupational participation for Aboriginal and Torres Strait Islander people.
30%
Graded Hurdle
Assessment Task 3. Post Unit Critical Reflection:...
Assessment Task 3. Post Unit Critical Reflection:
Students apply community-engaged learning principles to reflect on their community engagement experience using concepts which have shaped their understanding of working with people with disabilities.
40%
Completion of Community Engagement hours includin...
Completion of Community Engagement hours including:
- Completion of an NDIS Worker Orientation Module
- Completion of Pre-Community Engagement Documentation
- Community Engagement Timesheet
Pass/Fail
Ungraded Hurdle Tasks
Learning and teaching strategy and rationale
This unit uses constructivist learning strategies to engage students in understanding factors that influence occupational participation for people with disability, and the roles of occupational therapists and other professionals in supporting it. Through lectures, tutorials, and self-directed learning, students explore the social model of disability and the ICF framework to analyse individual and environmental influences on participation. Group-based tutorials use case studies and the ICF to deepen this understanding.
Students examine how services, systems, and policies, including the National Disability Insurance Scheme (NDIS), affect participation. Weekly readings and discussions focus on the NDIS’ role, with group presentations analysing barriers and enablers to participation for First Peoples.
Throughout the semester, students undertake community engagement to apply their learning in real-life settings. They analyse environmental impacts on participation and collaborate with a person with disability to explore meaningful goals. They reflect on this experience in tutorials and in their final assessment.
Australian Occupational Therapy Competency Standards (AOTCS) 2018
In connection to the learning outcomes, Australian occupational therapy competency standards (AOTCS) 2018 developed within this unit are:
Relating to
Professionalism
An occupational therapist practises in an ethical, safe, lawful and accountable manner, supporting client health and wellbeing through occupation and consideration of the person and their environment.
An occupational therapist:
Relevant Learning OutcomeLO1, LO2, LO3, LO5, LO6
Relating to
Complies with the Occupational Therapy Board of Australia’s standards, guidelines and Code of conduct
Relevant Learning OutcomeLO1, LO2, LO3, LO5, LO6
Relating to
Adheres to legislation relevant to practice
Relevant Learning OutcomeLO1, LO2, LO3, LO5, LO6
Relating to
Maintains professional boundaries in all client and professional relationships
Relevant Learning OutcomeLO1, LO2, LO3, LO5, LO6
Relating to
Recognises and manages conflicts of interest in all client and professional relationships
Relevant Learning OutcomeLO1, LO2, LO3, LO5, LO6
Relating to
Practises in a culturally responsive and culturally safe manner, with particular respect to culturally diverse client groups
Relevant Learning OutcomeLO1, LO2, LO3, LO5, LO6
Relating to
Collaborates and consults ethically and responsibly for effective client-centred and interprofessional practice
Relevant Learning OutcomeLO1, LO2, LO3, LO5, LO6
Relating to
Adheres to all work health and safety, and quality requirements for practice
Relevant Learning OutcomeLO1, LO2, LO3, LO5, LO6
Relating to
Identifies and manages the influence of her/his values and culture on practice
Relevant Learning OutcomeLO1, LO2, LO3, LO5, LO6
Relating to
Practises within limits of her/his own level of competence and expertise
Relevant Learning OutcomeLO1, LO2, LO3, LO5, LO6
Relating to
Maintains professional competence and adapts to change in practice contexts
Relevant Learning OutcomeLO1, LO2, LO3, LO5, LO6
Relating to
Identifies and uses relevant professional and operational support and supervision
Relevant Learning OutcomeLO1, LO2, LO3, LO5, LO6
Relating to
Manages resources, time and workload accountably and effectively
Relevant Learning OutcomeLO1, LO2, LO3, LO5, LO6
Relating to
Recognises and manages her/his own physical and mental health for safe, professional practice
Relevant Learning OutcomeLO1, LO2, LO3, LO5, LO6
Relating to
Addresses issues of occupational justice in practice
Relevant Learning OutcomeLO1, LO2, LO3, LO5, LO6
Relating to
Recognises and manages any inherent power imbalance in relationships with clients.
Relevant Learning OutcomeLO1, LO2, LO3, LO5, LO6
Relating to
Knowledge and learning
An occupational therapist’s knowledge, skills and behaviours in practice are informed by relevant and contemporary theory, practice knowledge and evidence, and are maintained and developed by ongoing professional development and learning.
An occupational therapist:
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6
Relating to
Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6
Relating to
Applies theory and frameworks of occupation to professional practice and decision-making
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6
Relating to
Identifies and applies best available evidence in professional practice and decision-making
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6
Relating to
Maintains current knowledge for cultural responsiveness to all groups in the practice setting
Relevant Learning OutcomeLO1, LO2, LO3, LO5, LO6
Relating to
Reflects on practice to inform current and future reasoning and decision-making and the integration of theory and evidence into practice
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6
Relating to
Maintains knowledge of relevant resources and technologies, and
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6
Relating to
Maintains digital literacy for practice.
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6
Relating to
Occupational therapy process and practice
An occupational therapist’s practice acknowledges the relationship between health, wellbeing and human occupation, and their practice is client-centred for individuals, groups, communities and populations.
An occupational therapist:
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6
Relating to
Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6
Relating to
Performs appropriate information gathering and assessment when identifying a client’s status and functioning, strengths, occupational performance and goals
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6
Relating to
Collaborates with the client and relevant others to determine the priorities and occupational therapy goals
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6
Relating to
Develops a plan with the client and relevant others to meet identified occupational therapy goals
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6
Relating to
Selects and implements culturally responsive and safe practice strategies to suit the occupational therapy goals and environment of the client
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6
Relating to
Reflects on practice to inform and communicate professional reasoning and decision-making
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6
Relating to
Identifies and uses practice guidelines and protocols suitable to the practice setting or work environment
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6
Relating to
Reviews, evaluates and modifies plans, goals and interventions with the client and relevant others to enhance or achieve client outcomes
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6
Relating to
Evaluates client and service outcomes to inform future practice
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6
Relating to
Uses effective collaborative, multidisciplinary and interprofessional approaches for decision-making and planning
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6
Relating to
Uses appropriate assistive technology, devices and/or environmental modifications to achieve client occupational performance outcomes, and
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6
Relating to
Communication
Occupational therapists practise with open, responsive and appropriate communication to maximise the occupational performance and engagement of clients and relevant others.
An occupational therapist:
Relevant Learning OutcomeLO2, LO3, LO5, LO6
Relating to
Communicates openly, respectfully and effectively
Relevant Learning OutcomeLO2, LO3, LO5, LO6
Relating to
Adapts written, verbal and non-verbal communication appropriate to the client and practice context
Relevant Learning OutcomeLO2, LO3, LO5, LO6
Relating to
Uses culturally responsive, safe and relevant communication tools and strategies
Relevant Learning OutcomeLO2, LO3, LO5, LO6
Relating to
Obtains informed consent for practice and information-sharing from the client or legal guardian
Relevant Learning OutcomeLO2, LO3, LO5, LO6
Relating to
Maintains collaborative professional relationships with clients, health professionals and relevant others
Relevant Learning OutcomeLO2, LO3, LO5, LO6
Relating to
Uses effective communication skills to initiate and end relationships with clients and relevant others
Relevant Learning OutcomeLO2, LO3, LO5, LO6
Relating to
Seeks and responds to feedback, modifying communication and/or practice accordingly, and
Relevant Learning OutcomeLO2, LO3, LO5, LO6
Relating to
Identifies and articulates the rationale for practice to clients and relevant others.
Relevant Learning OutcomeLO2, LO3, LO5, LO6