Course overview
- Study period
- Semester 2, 2024 (22/07/2024 - 18/11/2024)
- Study level
- Postgraduate Coursework
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Health & Rehab Sci School
This course will provide students with skills to support the development of inclusive communities for people with disability. It will introduce students to the impact of societal attitudes, service systems, policies and legislation, and the natural and built environment, on people's participation in society. It will also provide students with skills in identifying people at risk of exclusion, the barriers to inclusion, and how occupational therapists can contribute to the development of inclusive practices. Students will apply the knowledge and skills gained while working in partnership with a person with disability to analyse environmental factors impacting on inclusion.
With the profession of occupational therapy having been founded on the value of meaningful occupations, occupational therapists work to ensure people with disabilities and health conditions are able to actively participate in society. This requires occupational therapists to have a well-developed understanding of the environment and the ability to identify barriers and facilitators to engagement.
This course provides an overview of how environmental factors in our society, such as legislation, public and private policies and programs, and attitudes contribute to people's experiences of inclusion and discrimination. It includes theoretical and practical components for students to develop skills essential for promoting community inclusion. The course is organised around a series of preparation activities (online), workshops, discussions, reflections and experiential learning opportunities. It includes individual, paired and group learning situations. It uses actual case material drawn from current and past social issues and experiences, and features content provided by people with disabilities (lived experienced educators) and leading Australian disability advocates.
Course requirements
Incompatible
You can't enrol in this course if you've already completed the following:
OCTY7831, OCTY7829
Restrictions
MOccThySt students only
Jointly taught details
This course is jointly-taught with:
- octy2207
This course is run concurrently with the undergraduate course OCTY2207, however teaching activities are not commonly delivered jointly with the equivalent undergraduate course.
Course contact
Course staff
Lecturer
Ms Jessica Thackeray
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
A detailed timetable for this course will be made available to students via Learn.UQ (Blackboard) under - Course Timetables andﾠWorkshop Groups.
Aims and outcomes
This course provides students with skills to support the development of inclusive communities. It will introduce students to the impact ofﾠsocietal attitudes, service systems, policies and legislation and the natural and built environment on people's health and participation in society. It will also provide students with skills in identifying people at risk of exclusion, the barriers to inclusion and how occupational therapists can contribute to the development of inclusive practices.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Compare and contrast different frameworks of health and implications for OT practice.
LO2.
Analyse the person and their relationship to the environment using existing OT and health-related models and frameworks.
LO3.
Critique the political, legislative and social contexts to identify mechanisms for discrimination and inclusion.
LO4.
Apply effective communication strategies to gather and summarise older peoples/people with disabilities perspectives and lived experiences of environmental facilitators and barriers to inclusion in the community.
LO5.
Evaluate the impacts of specific environmental factors on community inclusion for older people and people with disabilities.
LO6.
Use objective data and technical references to carry out an access audit of a physical or virtual environment.
LO7.
Evaluate a range of services and resources that promote inclusion for older people and people with disabilities in the community.
LO8.
Use relevant legislation, services and resources within the OT practice process to limit discrimination and promote the inclusion of older people and people with disabilities.
LO9.
Create an inclusive learning community that supports own and peer/colleague knowledge acquisition and skill development.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Quiz |
SHRS NDIS & Private Practice Online Quiz
|
Pass/Fail (MUST PASS) |
30/07/2024 - 12/08/2024 |
| Paper/ Report/ Annotation |
Access Audit Report
|
35% NOT MUST PASS |
13/08/2024 - 11/09/2024
Please note submissions will be required as per dates outlined in the Task Description, Hurdle Requirements, and the Course Timetable. |
| Paper/ Report/ Annotation |
Case Study Assignment
|
35% MUST PASS |
21/10/2024 2:00 pm |
| Examination |
End of Semester Exam (Inspera)
|
30% MUST PASS |
End of Semester Exam Period 2/11/2024 - 16/11/2024
This End of Semester Examination will be a closed book Inspera exam conducted in-person on the St Lucia campus. |
A hurdle is an assessment requirement that must be satisfied in order to receive a specific grade for the course. Check the assessment details for more information about hurdle requirements.
Assessment details
SHRS NDIS & Private Practice Online Quiz
- Hurdle
- Online
- Mode
- Written
- Category
- Quiz
- Weight
- Pass/Fail (MUST PASS)
- Due date
30/07/2024 - 12/08/2024
- Other conditions
- Student specific.
- Learning outcomes
- L01, L03
Task description
This is an online quiz provided in the Learn.UQ Blackboard platform that should ideally be completed one week after finishing the SHRS NDIS and Private Practice online modules. The quiz can be completed anytime between 5:00pm Tuesday the 30th of July and 5:00pm on Monday the 12th of August 2024. It will include 20 randomised questions (10 from NDIS and 10 from Private Practice content) and will need to be completed within 30 minutes of opening the quiz. The pass rate is 80% and students may have up to three (3) attempts to reach this percentage correct to pass.
Details, Marking and Feedback: The details of each of the SHRS NDIS & Private Practice Online Quiz can be found on Learn.UQ (Blackboard). Feedback (i.e., scores) for the online quiz will be provided immediately back to students via the relevant assessment platform and final pass/fail result will be available through grade centre once all submissions are finalised.
Generative AI (ChatGPT): This assessment task evaluates student’s abilities, skills and knowledge without the aid of Artificial Intelligence (AI). Students are advised that the use of AI technologies answer questions is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Criteria & Marking: UQ Students: Please access the profile from Learn.UQ or mySI-net to access marking criteria held in this profile.
Hurdle requirements
This is a Pass/Fail requirement of the course. Students are required to successfully PASS this assessment item to pass the OCTY7834 course overall.Submission guidelines
Submission to occur online via Learn.UQ (Blackboard).
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 14 days. Extensions are given in multiples of 24 hours.
Extensions: Extensions can be requested for this assessment item. Please apply for an extension request via my.UQ > my.UQ Dashboard > my. Requests and provide evidence of circumstance, as soon as it becomes evident that an extension is needed, but no later than the assessment item submission date. Further information regarding what constitutes an acceptable reason for an extension is listed on the my.UQ website: Applying for an extension - my.UQ - University of Queensland.
Access Audit Report
- Hurdle
- Team or group-based
- In-person
- Online
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 35% NOT MUST PASS
- Due date
13/08/2024 - 11/09/2024
Please note submissions will be required as per dates outlined in the Task Description, Hurdle Requirements, and the Course Timetable.
- Other conditions
- Peer assessment factor.
- Learning outcomes
- L02, L05, L06, L08, L09
Task description
The Access Audit Assignment will be completed in small pairs/groups (3) (where necessary) and will require students to compile and submit a report based on an access audit conducted on a physical (built) environment on the St Lucia campus (i.e., Private/Public Sites and Services that are accessible by the general public) to which students are assigned. Students who participate in the accessibility audit of a physical environment will utilise a wheelchair as part of their audit to gain perspectives of the environment from the view of people who use wheelchairs.
The Assignment Preparation, Access Audit, and associated Report Submission dates are as follows:
- Access Audit Preparation (ALL STUDENTS): Tuesday 13th August 2024 @ 2:00pm (Compulsory attendance)
- Access Audit Date: Monday, 19th of August 2024 from 1:00 - 5:00pm + Report Submission Date: Monday, 9th of September 2024 @ 2:00pm
Pass/Fail Requirements (Hurdles): To successfully be able to complete this assessment all students must:
- Individual Hurdle - Access Audit Preparation: Attend a compulsory Access Audit preparation session during Week 4 Tuesday workshop (Ekka Public Holiday on Wednesday). If students are unable to attend this compulsory session due to medical or extenuating circumstances, they are required to complete the SHRS Absentee Form. The completed form along with the required evidence must be emailed to the School of Health and Rehabilitation Sciences Student and Academic Support Unit (SASU - enquiries.shrs@uq.edu.au) within three calendar days of the scheduled activity. The SHRS Absentee Form can be found on the relevant Course Blackboard site. If the absence is due to a non-permissible circumstance (as per the SHRS Absentee Form), then attendance at the session is expected. Please note, it is expected that students will notify their course coordinator (chloe.bryant@uq.edu.au) prior to or on the day of the session and as soon as is possible to advise of the absence, in addition to submitting the above information to SASU. Implications for lack of attendance - If a students are not able to attend this session an additional summary activity will be required to ensure that they have engaged with the information related to safety, wheelchair use, and the assessment in preparation for participating in the access audit. Relevant students will not be able to participate in the access audit until this summary activity has been completed in full.
- Individual Hurdle - Wheelchair Safety Quiz: Complete the Wheelchair Safety Quiz online by no later than midday (12pm) on the day that the access audit is due to be completed (i.e., Monday, 19th of August 2024). Multiple attempts are available for this quiz, however, students must achieve 100% to pass this quiz and to be permitted to attend/participate in the access audit.
- Individual Hurdle - Access Audit: Attend a compulsory access audit practical with pair/group members on relevant chosen access audit date. If students are unable to attend this compulsory access audit due to medical or extenuating circumstances, they are required to complete the SHRS Absentee Form. The completed form along with the required evidence must be emailed to the School of Health and Rehabilitation Sciences Student and Academic Support Unit (SASU - enquiries.shrs@uq.edu.au) within three calendar days of the scheduled activity. The SHRS Absentee Form can be found on the relevant Course Blackboard site. If the absence is due to a non-permissible circumstance (as per the SHRS Absentee Form), then attendance at the access audit practical is expected. Please note, it is expected that students will notify their course coordinator (chloe.bryant@uq.edu.au) prior to or on the day of the practical and as soon as is possible to advise of the absence, in addition to submitting the above information to SASU. Implications for lack of attendance - If students are not able to attend the scheduled access audit practical then the students will be required to attend an alternative scheduled access audit OR complete an alternative activity to ensure that they have participated in an access audit and that necessary audit related information has been collected for the completion of the report.
- Individual Hurdle - Peer Evaluation (Buddycheck): Within 48 hours of the Access Audit Report submission date/time (i.e., on Wednesday 11th September 2024 @ 2:00pm), all students are expected to complete a Peer Evaluation via Buddycheck for each member of their pair/group, including themselves, to record the contributions of each of the group members to the assessment. This Peer Evaluation is formative to provide students with feedback about their contributions to the group assessment.
Peer Evaluation (Buddycheck): Formative peer evaluation is completed for the Access Audit Report using Buddycheck. Buddycheck is a peer evaluation tool, that calculates student contributions to a group project and enables peer feedback. Information about Buddycheck can be accessed here - https://web.library.uq.edu.au/library-services/it/learnuq-blackboard-help/learnuq-assessment/buddycheck. Using student ratings and feedback, Buddycheck calculates a Peer Assessment Factor (PAF) which can be applied to the group assessment mark. This PAF is a percentage which can be multiplied by the group mark to calculate your individual final PAF-adjusted assessment mark. For example, if a group received 25/30 for an assessment and then one member of the group received a 0.9 (90%) for the PAF that student would receive 25 x 0.90 = 22.5 as their final PAF-adjusted assessment mark. Student marks following attribution of the PAF are unable to be adjusted to fall below the pass mark for that item of assessment, or above the maximum mark for that item of assessment (i.e., marks can only be within 55% and 100%) on the basis of the PAF.
A fail on the individual hurdles above may result in the student/s being given an additional activity in lieu of missed or incomplete work or failing the corresponding assessment item (i.e. if fail attending the Access Audit preparation session, participating Access Audit, or completing of the formative Buddycheck may result in failing the Access Audit Report).
Details, Marking and Feedback: The details of each of the Access Audit Report can be found on Learn.UQ (Blackboard). Feedback for the Access Audit Report will be provided back to students via the relevant assessment platform and final marks for the assignment will be available through grade centre once the marking has been completed.
Generative AI (ChatGPT): This assessment task evaluates student’s abilities, skills and knowledge without the aid of Artificial Intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Criteria & Marking: UQ Students: Please access the profile from Learn.UQ or mySI-net to access marking criteria held in this profile.
Use of Reports: In the spirit of "Creating Inclusive Communities" access audit reports produced in this course may be de-identified (of students details) and submitted to The University of Queensland Disability Inclusion Group for use in making recommendations to facilitate improved access and inclusion on UQ campuses.
Hurdle requirements
Individual Hurdle Requirements: Attendance at the Assignment Preparation and Access Audit, plus the completion and submission of the Wheelchair Safety Quiz and formative Buddycheck as outlined in the "Task Description".Submission guidelines
Access Audit Reports will be submitted via an online platform (TurnItIn). Please remember when you submit your assignment online to keep an evidence record (e.g. receipt/screenshot) as proof of the details of your submission.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 14 days. Extensions are given in multiples of 24 hours.
Extensions: Extensions can be requested for this assessment item. Please apply for an extension request via my.UQ > my.UQ Dashboard > my. Requests and provide evidence of circumstance, as soon as it becomes evident that an extension is needed, but no later than the assessment item submission date. Further information regarding what constitutes an acceptable reason for an extension is listed on the my.UQ website: Applying for an extension - my.UQ - University of Queensland.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Late submission of assessment items will attract a penalty of 10% of the mark per day late (including weekends and public holidays), unless a formal extension has been organised prior to the due date.
Case Study Assignment
- Hurdle
- Team or group-based
- Online
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 35% MUST PASS
- Due date
21/10/2024 2:00 pm
- Other conditions
- Peer assessment factor.
- Learning outcomes
- L02, L03, L04, L05, L07, L08, L09
Task description
In pairs or small groups (as necessary), students will source an an older person or a person with disability to interview (interviewee). Students will complete the following tasks:
- Establish contact with the interviewee to gather information about them and their context.
- Devise an interview schedule for the interview, become familiar with CHIEF assessment to be conducted, contact the interviewee and organise convenient time and place to conduct the interview in Weeks 8 - 9. Interviews may be conducted face to face or online via zoom.
- After the interview is completed and you have drafted a first copy of your assignment, you have the option to attend a 30 minute debrief/discussion about the interview/case study and your preliminary thoughts for the services/resources of the identified relevant area of participation (Week 11).
- Write and submit and assignment report detailing the environmental barriers and facilitators to this interviewee's inclusion in the community, including housing and participation in employment/productivity, education, leisure and accessing community services and activities (including transport), as relevant to the interviewee. This report will also include a review of two services/resources that the interviewee may engage with or use to overcome barriers in one of the areas of participation (i.e.,. housing, employment, education, leisure, or accessing the community/using transport) and an associated reflection on the experience and learnings.
Peer Evaluation (Buddycheck): Peer Evaluation is completed for the Case Study Assignment using Buddycheck. Buddycheck is a peer evaluation tool, that calculates student contributions to a group project and enables peer feedback. Information about Buddycheck can be accessed here - https://web.library.uq.edu.au/library-services/it/learnuq-blackboard-help/learnuq-assessment/buddycheck.
Using student ratings and feedback, Buddycheck calculates a Peer Assessment Factor (PAF) which is then applied to the group assessment mark. This PAF is a percentage which is multiplied by the group mark to calculate your individual final PAF-adjusted assessment mark. For example, if a group received 25/30 for an assessment and then one member of the group received a 0.9 (90%) for the PAF that student would receive 25 x 0.90 = 22.5 as their final PAF-adjusted assessment mark. Student marks following attribution of the PAF are unable to be adjusted to fall below the pass mark for that item of assessment, or above the maximum mark for that item of assessment (i.e., marks can only be within 55% and 100%) on the basis of the PAF.
This Peer Evaluation is summative and will be used to calculate to the students final grade for the Case Study Assignment. If a student does not complete the Peer Evaluation the penalty for non-completion is inherent in the Buddycheck system. This means that failure to complete the allocation may impact on your overall mark for the Case Study Assignment as your perception of your contribution to the assessment will be absent from the overall calculation of contribution to the group work.
Details, Marking and Feedback: The details of each of the Case Study Assignment can be found on Learn.UQ (Blackboard). Feedback for the Case Study Assignment will be provided back to students via the relevant assessment platform and final marks for the assignment will be available through grade centre once the marking has been completed.
Generative AI (ChatGPT): This assessment task evaluates student’s abilities, skills and knowledge without the aid of Artificial Intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Criteria & Marking: UQ Students: Please access the profile from Learn.UQ or mySI-net to access marking criteria held in this profile.
Hurdle requirements
You must pass this assessment to pass OCTY7834 overall.Submission guidelines
The Case Study Assignment, the interview schedule used in the interview (i.e., the questions asked - do not required interviewee responses), and the completed CHIEF assessment (i.e., filled out) will be submitted online via TurnItIn. Please remember when you submit your assignment online to keep an evidence record (e.g. receipt/screenshot) as proof of the details of your submission.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 14 days. Extensions are given in multiples of 24 hours.
Extensions: Extensions can be requested for this assessment item. Please apply for an extension request via my.UQ > my.UQ Dashboard > my. Requests and provide evidence of circumstance, as soon as it becomes evident that an extension is needed, but no later than the assessment item submission date. Further information regarding what constitutes an acceptable reason for an extension is listed on the my.UQ website: Applying for an extension - my.UQ - University of Queensland.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Late submission of assessment items will attract a penalty of 10% of the mark per day late (including weekends and public holidays), unless a formal extension has been organised prior to the due date.
End of Semester Exam (Inspera)
- Hurdle
- Identity Verified
- In-person
- Online
- Mode
- Written
- Category
- Examination
- Weight
- 30% MUST PASS
- Due date
End of Semester Exam Period
2/11/2024 - 16/11/2024
This End of Semester Examination will be a closed book Inspera exam conducted in-person on the St Lucia campus.
- Other conditions
- Student specific, Time limited.
- Learning outcomes
- L01, L02, L03, L04, L05, L06, L07, L08, L09
Task description
A written exam, provided and submitted online via Inspera, comprised of short answer and short essay questions covering content provided and gained through all learning activities (self-directed, workshops, intensives etc.), assessments and assessment-related activities (including case study debrief with supervisor) completed between weeks 1 - 13. The questions will also require students to reflect on their learnings and experiences associated with the access audit report and the experiences of their interviewee from case study assignment. This exam will be scheduled in the End of Semester exam period and the relevant date and time scheduled will be advised on the end of semester examination timetable. This assessment task is to be completed in-person on the St Lucia campus unless otherwise specified.
Generative AI (ChatGPT): This assessment task evaluates student’s abilities, skills and knowledge without the aid of Artificial Intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Criteria & Marking: UQ Students: Please access the profile from Learn.UQ or mySI-net to access marking criteria held in this profile.
Hurdle requirements
You must pass this exam to pass OCTY7834 overall.Exam details
| Planning time | 10 minutes |
|---|---|
| Duration | 120 minutes |
| Calculator options | No calculators permitted |
| Open/closed book | Closed Book examination - no written materials permitted |
| Exam platform | Other |
| Invigilation | Invigilated in person |
Submission guidelines
Students will complete the exam on their own device via Inspera with the use of Safe Exam Browser.
Deferral or extension
You may be able to defer this exam.
Deferred Exams: Students may be eligible for a deferred exam if there are exceptional or unavoidable circumstances, or as a one-off discretionary request. Deferred exam requests should be submitted as soon as possible, and no later than five calendar days after the date of the original exam. Further details, including how to apply, can be found at - Deferring an exam. Please also email the Course Coordinator to advise of the deferred exam request.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Percent | Description |
|---|---|---|
| 1 (Low Fail) | 0 - 34 |
Absence of evidence of achievement of course learning outcomes. Course grade description: A cumulative percentage from all assessment of 0 - 34%. |
| 2 (Fail) | 35 - 44 |
Minimal evidence of achievement of course learning outcomes. Course grade description: A cumulative percentage from all assessment of 35 - 44%. |
| 3 (Marginal Fail) | 45 - 54 |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: A cumulative percentage from all assessment of 45 - 54%. A grade of 3 will be awarded to a student who achieves a final mark of 55% or higher but who does not pass the 'MUST PASS' assessment items noted below. |
| 4 (Pass) | 55 - 64 |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: A cumulative percentage from all assessment of 55 - 64% and has passed the 'MUST PASS' assessment items noted below. |
| 5 (Credit) | 65 - 74 |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: A cumulative percentage from all assessment of 65 - 74% and has passed the 'MUST PASS' assessment items noted below. |
| 6 (Distinction) | 75 - 84 |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: A cumulative percentage from all assessment of 75 - 84% and has passed the 'MUST PASS' assessment items noted below. |
| 7 (High Distinction) | 85 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: A cumulative percentage from all assessment of 85 - 100% and has passed the 'MUST PASS' assessment items noted below. |
Additional course grading information
Final marks falling between whole percentages will be rounded to the nearest whole percentage. Tie-breaking will be conducted using the round half up method whereby half-way values are always rounded up, meaning, for example, that 89.5% and above will be rounded to 90% and 89.49% and below will be rounded down to 89%.
IMPORTANT NOTE: This course contains ‘MUST PASS’ assessment items, as follows: Online Quiz, Case Study Assignment, and End of Semester Exam. You must pass these items to pass this course overall, i.e. even if your final percentage mark is 55% or higher the individual ‘MUST PASS’ assessment items must have been passed. A pass in each component is 55% or more of the relative weighting for that component. The Access Audit Report is NOT a 'MUST PASS' assessment item
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
Use of Generative AI in Assessments
Assessment tasks in this course evaluate students' abilities, skills, and knowledge without the aid of Artificial Intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Resubmission/Resit of Assessment Items
The School of Health & Rehabilitation Sciences supports the concept of resubmission or resitting of failed assessment items in specific and defined circumstances. In this course, theﾠOnline Quiz SHRS NDIS & Private Practice Online Quiz and the Case Study Assignment components are eligible for consideration of the resubmission option if the assessment item was submitted on time. A resubmission option is NOT available for the Access Audit Assignment or the End of Semester Exam.
After resubmission, the maximum result is a pass mark for that assessment component. Students who are granted a resubmission for an assessment item and do not submit by the scheduled date will not be permitted to reschedule the assessment. Students will be eligible for a maximum of ONE resubmission or resit option for this course.
Submitting assessment in Blackboard and Turnitin
When assessment is submitted through Blackboardﾠyou will receive a confirmation page as a digital receipt. This information will also be sent to your student e-mail account. Please ensure you keep this email.
When assessment is submitted through Turnitinﾠyou will receive a confirmation page displaying “Submission Complete!” and can then proceed to download your digital receipt from yourﾠAssignment inbox.ﾠIt is suggested that you save a copy of the receipt for your personal records.
Instructions on how to submit assignments through Blackboard and Turnitin are available at: https://web.library.uq.edu.au/library-services/it/learnuq-blackboard-help/learnuq-assessment. Please review this information so you understand how to successfully submit your assessment items.
Submitting assessment in Inspera
Inspera Assessment will be used in OCTY7834 - Creating Inclusive Communities: OT Practices for Promoting Inclusion (of People with Disability). The assessment item(s) will include an invigilated on-campus and digital assessment and students in this course will complete/submit this assessment using their own device. Details about Inspera Assessment including an introduction to Inspera functionality and where to go for support are available https://web.library.uq.edu.au/library-services/it/assessments-inspera. Further information will be provided in the Learn.UQ (Blackboard) site for this course and practice opportunities will be available in Week 13 of the semester.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Other course materials
If we've listed something under further requirement, you'll need to provide your own.
Required
| Item | Description | Further Requirement |
|---|---|---|
| SHRS NDIS & Private Practice Online Modules | Three online modules provided through UQ Extend (LearnX) platform, including 1) Introduction to the NDIS, 2) NDIS Module 1 - Understanding the participant's journey through the NDIS, and 3) Private Practice Module 1 - Introduction to Private Practice. These modules have content, videos, and activities that will support students to expand their knowledge for these two practice contexts. |
Additional learning resources information
- Germov, J. (2014). Second Opinion: An Introduction to Health Sociology (5th Ed.). South Melbourne: Oxford University Press - https://search.library.uq.edu.au/primo-explore/fulldisplay?docid=TN_pq_ebook_centralEBC1986008&context=PC&vid=61UQ&lang=en_US&search_scope=61UQ_All&adaptor=primo_central_multiple_fe&tab=61uq_all&query=any,contains,second%20opinion%20germov%202014&sortby=r
- World Health Organisation. (2001). ICF: International Classification of functioning, disability and health. Geneva: World Health Organisation -https://search.library.uq.edu.au/primo-explore/fulldisplay?docid=61UQ_ALMA2191505970003131&context=L&vid=61UQ&lang=en_US&search_scope=61UQ_All&adaptor=Local%20Search%20Engine&tab=61uq_all&query=any,contains,international%20classification%20of%20functionin
- The International Classification of Functioning, Health, and Disability Browser - https://apps.who.int/classifications/icfbrowser/
- Australian Standards - Available via SAI Global (throughﾠUQ Library) - https://search.library.uq.edu.au/primo-explore/fulldisplay?docid=61UQ_ALMA61117002910003131&context=L&vid=61UQ&lang=en_US&search_scope=61UQ_All&adaptor=Local%20Search%20Engine&tab=61uq_all&query=any,contains,Australian%20standards%20online&offset=0ﾠ
- See Learn.UQ (Blackboard) for course materials, required/recommended readings, relevant online materials/websites and other useful resources - http://learn.uq.edu.au
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Multiple weeks From O-week To Week 13 |
Not Timetabled |
Self directed learning in preparation for workshop Self directed learning activities in preparation for workshops. This will include watching short pre-recorded lectures and media, researching online, reviewing relevant readings, and participating in online interactive activities. Learning outcomes: L01, L02, L03, L04, L05, L06, L07, L08 |
Multiple weeks From Week 1 To Week 2 |
Workshop |
Monday and Tuesday Intensive Workshops Intensive workshops (3 hours on Monday and Tuesday) in Weeks 1 and 2 are provided to prepare students for the following weeks of OCTY7834 content. These cover frameworks of health and understanding how this influences practice, critical thinking, occupational justice, working with communities and populations and an introduction to the National Disability Insurance Scheme (NDIS) and Private Practice. Learning outcomes: L01, L02, L03, L05, L08, L09 |
Multiple weeks From Week 1 To Week 13 |
Workshop |
Wednesday Workshops Weekly workshops will examine the current state of disability rights and discrimination in Australia and then explore how the environment, including the built environment, attitudes, services, systems and policies facilitate or impede participation and inclusion in society (particularly in the areas of housing, education, employment, transport, and leisure). These sessions will then consider the clinical applicability of these for OT practice, with particular consideration given to service availability/implementation under the National Disability Insurance Scheme (NDIS) and My Aged Care. Please note the compulsory attendance for the Week 4 Tuesday workshop (scheduled on Tuesday due to Ekka Public Holiday). This is to ensure that students receive critical content and training associated with the completion of the Access Audit Report. Please also note that these workshops are not scheduled for Weeks 11 or 12 to allow for Case Study Assignment activities. Learning outcomes: L02, L03, L04, L05, L06, L07, L08, L09 |
Multiple weeks From Week 2 To Week 3 |
Not Timetabled |
SHRS Online Modules - NDIS & Private Practice As part of the course intensive and independent study in Weeks 2 & 3 students will complete three online modules which introduce students to the NDIS and Private Practice. The modules are 1) Introduction to the NDIS, 2) NDIS Module 1 - Understanding the participant's journey through the NDIS, and 3) Private Practice Module 1 - Introduction to Private Practice. These modules have content, videos, and activities that will support students to expand their knowledge for these two practice contexts. Learning outcomes: L01, L03, L07 |
Week 5 (19 Aug - 25 Aug) |
Practical |
Access Audit Activity (Associated with Access Audit Report) Students must attend a compulsory access audit practical with group members on Monday, 19th of August 2024 from 1:00pm - 5:00pm. In this practical students will undertake an access audit of an assigned UQ building against the Australian Standards and using a wheelchair within the site consider the implications of the buildings specifications and features for people who use a wheelchair and/or a mobility device/aid. Learning outcomes: L02, L05, L06, L08, L09 |
Multiple weeks From Week 8 To Week 9 |
Practical |
Service User Interview (Associated with Case Study Assignment) Students in pairs will arrange and conduct an interview and complete a CHIEF assessment with a service user to understand their experiences of the environment and impacts on community inclusion and participation. Learning outcomes: L02, L03, L04, L05, L07, L08, L09 |
Additional learning activity information
This course is run concurrently with the bachelor (honours) of occupational therapy course OCTY2207, however, teaching activities are not commonly delivered jointly with the equivalent bachelor (honours) course.
Using the course site on Learn.UQ
The School of Health and Rehabilitation Sciences uses the Blackboard (Learn.UQ) (https://learn.uq.edu.au) and you are expected to login daily as this system, along with email, will be the primary way the School communicates with you regarding the program. The Learn.UQ course site will provide course-specific announcements, lecture notes, learning resources and timetable information. Assessment is also required to be submitted electronically via the Learn.UQ course site and your grades/feedback will be provided online.
Statement Regarding Class Participation
As occupational therapists-in-training, occupational therapy students are required to develop a range of professional competencies that must be demonstrated as graduate therapists. OCTY coded courses aim to provide students with learning activities and experiences that support the development of these professional skills and behaviours. Thus, participation in workshops/tutorials and other practical sessions may be compulsory, and may therefore be monitored. Pass/fail criteria may be assigned for the quality of contributions and appropriate participation in workshops/tutorials or practical sessions (Refer to PPL 3.10.02 Assessment). Students who do not participate appropriately may be required to contribute additional work to demonstrate their understanding of this component of the course. Students should ensure that they check assessment details in the assessment section of their ECP to confirm whether or not they will be enrolled in courses for which this statement applies.
These OCTY coded courses include learning objectives that relate to development of skills in professional communication and the ability to work in teams with colleagues. To facilitate engagement and development of these skills, it is expected that all students will participate in team-based learning and peer-evaluation and feedback to colleagues in a professional manner consistent with the learning objectives and the ethos of the course which is focused on creating inclusive communities.
Statement Regarding Provision of In-Class Content
Course notes will be provided on or via Learn.UQ (Blackboard) prior to course workshops whenever possible. Additional material and information conveyed during class contacts (i.e., workshops) will not be supplied to students in electronic form after the class has finished, unless planned as part of course activities. It is expected that students will take notes during classes to supplement the notes provided on Learn.UQ, as note taking enhances learning and recall of information. It is the responsibility of students who are not able to attend a workshop and class contact to liaise with other students to obtain content from missed classes. The nature and structure of the workshops and associated activities do not lend themselves to successful recording using centralised recording software, therefore recordings of workshops will not typically be made or provided to students.
Compulsory Session & Access Audit Attendance
Attendance at the Week 4 Workshop and scheduled Access Audit practical is compulsory If students are unable to attend these compulsory sessions then they are required to complete the SHRS Absentee Form. The completed form along with the required evidence must be emailed to the School of Health and Rehabilitation Sciences Student and Academic Support Unit (SASU - enquiries.shrs@uq.edu.au) within three calendar days of the scheduled activity. The SHRS Absentee Form can be found on the relevant Course Blackboard site. If the absence is due to a non-permissible circumstance (as per the SHRS Absentee Form), then attendance at the session/practical is expected. Please note, it is expected that students will notify their course coordinator (chloe.bryant@uq.edu.au) prior to or on the day of the session/practical and as soon as is possible to notify of the absence, in addition to submitting the above information to SASU. Implications for lack of attendance - If students are not able to attend the outlined session/practical then they will be required to attend or complete an alternative session/practical/activity to ensure that they have participated as required and have the relevant information for assessment completion. Please check the attendance dates in the assessment section of this course profile.
COVID-19 IMPACTS: UQ will make every effort to teach and assess as outlined in this course profile. However, the ongoing impacts of COVID-19, including changes to Government health restrictions that may be implemented during the Semester, could result in changes to this course, including assessment. We continue to strive to ensure the learning activities for this course remain accessible to students as far as is practicable, so that the learning objectives can be met.
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.