Credit points


Campus offering

No unit offerings are currently available for this unit



Unit rationale, description and aim

In this unit students develop foundation knowledge of disability support practice to achieve the course outcome of having the necessary skills to support successful inclusion. The unit enables students to gain an understanding of professional practice and how theoretical and attitudinal issues apply in practice. Students are required to complete 100 hours of professional experience. This will be combined with lecture/tutorial content to provide opportunities for students to familiarise themselves with professional conduct, observation and reflective techniques relevant to human service environments.

This unit also requires evidence of completion of the Australian Catholic University's modules on Working with Children, Young People and Vulnerable Adults.

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.

On successful completion of this unit, students should be able to:

LO1 - State the importance of policies and strategies for building safe and supportive environments for self, co-workers and young people and vulnerable adults (GA1, GA5)

LO2 - Apply interpersonal communications skills in professional settings. (GA5, GA8)

LO3 - Critically reflect on learning experiences from professional experience (GA5, GA8)

LO4 - Distinguish issues in professional practice in relation to contemporary contexts and legislation (GA5).

Graduate attributes

GA1 - demonstrate respect for the dignity of each individual and for human diversity 

GA5 - demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession 

GA7 - work both autonomously and collaboratively 

GA8 - locate, organise, analyse, synthesise and evaluate information 


Topics will include: 

  • Building safe and supportive environments for children, young people and vulnerable adults.
  • Importance of career development
  • Writing for observation and reflection
  • Professional conduct
  • Interpersonal communication
  • Legislation and polices related to human service practice

Learning and teaching strategy and rationale

150 hours in total with a normal expectation of 36 hours of directed study and the total contact hours should not exceed 36 hours. Directed study might include lectures, tutorials, webinars, podcasts etc. The balance of the hours then becomes private study

The teaching and learning strategy may take a number of forms, depending on specific course/subject requirements at the time of delivery, this may include a combination of face to face and/or online learning delivered on a weekly or intensive schedule. Tutorials and/or synchronous learning will enable students to participate in cooperative and supportive learning opportunities. All learning modes will be delivered and/or supported by a range of resources and activities on ACU’s technology learning platform (LEO).

Assessment strategy and rationale

Assessment will be on a pass/fail basis. Tasks will specifically address each learning outcome and graduate attribute. In order to pass this unit, students are required to demonstrate professionalism, submit and participate in all unit tasks including three hurdle tasks and three assessment tasks. Students must present their “certificate of completion” of the ACU’s online “Working with Children, Young People and Vulnerable Adults Module”, a Police check and the Working with Children Check. The first assessment task has been designed to provide an opportunity to gain professional experience; in an observational capacity. The second assessment task requires students to journal critically on their observations from their professional experience. The purpose of the third assessment is to research and explore contemporary legislation and practice relevant to the disability sector.

This assessment strategy used allows students to progressively develop their knowledge and observation skills to the level of sophistication where they are able to reflect on contemporary practice.

Assessment Tasks

Assessment will be on a pass/fail basis. Tasks which will specifically address each learning outcome and graduate attribute. In order to pass this unit, students are required to demonstrate professionalism, participate in and submit all unit tasks including three hurdle tasks and three assessment tasks.

The total of assessment tasks will amount to the equivalent of 4,000 words.

Overview of assessments

Brief Description of Kind and Purpose of Assessment TasksWeightingLearning OutcomesGraduate Attributes

Hurdle Task 

Complete ACU Working with Children, Young People and Vulnerable Adults module



Assessment Task 1

Professional experience fieldwork

Complete 100 hours of professional experience in a human service setting



GA1, GA5, GA7

Assessment Task 2

2,000 words

n Write an on-line journal in reflecting on their professional experience



GA1, GA5, GA7

Assessment Task 3

2,000 words

Examine a relevant piece of legislation and prepare a report which demonstrates the practical application and/or limitations of this piece of legislation.



GA1, GA5, GA8

The ACU Working with Children, Young People and Vulnerable Adults module is an online module that will take approximately 2 hours to complete. Successful participants will be given a record of completion.

Representative texts and references

Australian Children’s Commissioners and Guardians (2013). Submission to Royal Commission into Institutional Responses to Child Sexual Abuse Issues Paper 3 – Child Safe Institutions Principles for Child Safety in Organisations.

Chenoweth, L., & McAuliffe, D. (2015). The road to social work and human service practice (4th ed.)South Melbourne, Vic: Cengage Learning Australia.

Davis, L.J. (2013). The disability studies reader (4th ed.)London: Taylor and Francis.

Fleischer, D., & Zames, F. (2011). The disability rights movement: From charity to confrontation. Philadelphia, PA: Temple University Press.

Ozanne E., & Rose, D., (2013). The organisational context of human service practice. South Yarra, Vic: Palgrave Macmillan.

Watson, N., Roulstone, A., & Thomas, C. (Eds) (2012). Routledge handbook of disability studies. Hoboken, NJ: Taylor and Francis.

Wortley, R., & Smallbone, S. (2006). Applying Situational Principles to Sexual Offenses Against Children. In R. Wortley, & S. Smallbone (Eds.). Situational prevention of child sexual abuse. Monsey, NY: Criminal Justice Press.

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