Units

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Sample subject outline - Semester 1 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

Educational and developmental psychologists work in a range of areas where they encounter individuals with various types of disabilities. In order to work effectively in settings such as schools, hospitals, disability services, prisons, mental health services and supported employment agencies, you need specialised knowledge, skills and understanding of developmental processes and disability across the lifespan.

Aims

The overall aim of the unit is to equip you with a sound framework on which to base your professional practice. Working effectively with individuals with a range of disabilities, their families, schools and communities requires knowledge about the ways in which development may be compromised by disability, and the ways in which contextual influences contribute to developmental outcomes. The unit also aims to give you a deep understanding of the impact of disability, as well as practical skills for working with individuals with disabilities and their families.

Objectives

On completion of this unit, you will be able to:

1. Discuss developmental concepts as they relate to disability;

2. Describe the aetiology, features and developmental consequences of various disabilities;

3. Identify important contextual influences in the lives of individuals with disabilities;

4. Demonstrate an understanding of the skills required when working with individuals with disabilities, their families, schools and communities;


PROFESSIONAL ATTRIBUTES

Successful completion of this unit will enable you to demonstrate competence in:

1. Knowledge of the discipline including theoretical perspectives on the individual and contextual factors that influence development throughout the lifespan; (Objectives 1-3)

2. Knowledge of the discipline as it relates to the aetiology, co-morbidity, and management of specific disabilities; (Objectives 2 & 4)

3. Capacity to evaluate research critically and communicate information to others; (Objectives 1-4) and,

4. Understanding of ethical, legal and professional issues that arise in working with clients with disabilities and their families. (Objectives 2 & 3)

GRADUATE CAPABILITIES

Successful completion of this unit will contribute to your ability to:

1. Access and evaluate information relevant to developmental processes and disability; (Objectives 1-3)

2. Use theoretical knowledge and research findings to understand issues that arise in working with individuals with disability; (Objective 3)

3. Understand the complex interactions of factors that influence development for individuals with disability; (Objectives 1-4)

4. Develop skills for working effectively with individuals with disabilities and their families; (Objective 4) and,

5. Communicate effectively in both written and oral form with a wide range of audiences. (Objective 4)

Content

This unit focuses on atypical development. It provides you with both theoretical and clinical insights into the diagnosis and development of individuals with disabilities. Integrating an individual focus with a social contextual approach, the unit uses case study material and practical activities to enhance your understanding of developmental concepts and disability.

The unit focuses on applying developmental concepts to disability and on exploring the cognitive, social-emotional and behavioural consequences of disability, with a particular focus on intellectual impairment, autistic spectrum disorders and CNS disorders. The impact of genetic, biological and neuropsychological factors will be considered and particular emphasis will be given to social contextual influences. The unit provides a sound basis for working effectively with individuals with disability across the lifespan and for supporting their families.

Approaches to Teaching and Learning

This unit comprises weekly four-hour seminars which include lectures, workshop activities and discussions of case study material. Attendance at all classes is expected.

Assessment

Assessment in this unit is both formative and summative. The formative aspect of assessment involves the provision of constructive feedback on work-in-progress (portfolio exercises). Summative assessment consists of a portfolio of exercises and a final examination.

Formative Assessment

The portfolio consists of a series of exercises that will receive progressive feedback, both from the lecturer and from class discussions, across the semester.

Summative Assessment

Assessment name: Portfolio of Short Exercises
Description: You will complete a series of short exercises that are designed to help you to apply developmental concepts to the disability area and to deepen your understanding of disability issues through practical activities and reflections. Exercises will form the basis for class discussion in subsequent weeks.
Relates to objectives: 1, 2, 3 & 4.
Weight: 50%
Internal or external: Internal
Group or individual: Individual
Due date: TBA

Assessment name: Examination (written)
Description: A final examination of content will be conducted on completion of the unit during the University's official examination period. . It may comprise multiple-choice questions requiring brief answers, or questions requiring short essay answers. Questions will be based on material contained in the lectures, texts and associated readings.
Relates to objectives: 1, 2, 3 & 4.
Weight: 50%
Internal or external: Internal
Group or individual: Individual
Due date: End-Semester

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

Recommended texts

Batshaw, M. L. (Ed.)(2012). Children with disabilities, 7th ed. Baltimore: Paul H. Brookes

Other resources

Specific readings for weekly lecture topics will be recommended by the lecturer.

Risk assessment statement

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Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 14-Nov-2012