DB0072 - Building on Employment Interests in Disability Studies

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SYNOPSIS OF MODULE

This module provides the opportunity to study in depth the work of professionals with particular groups of disabled people. Consideration will be given to the growth of professionalisation of society: the medicalisation of problems and solutions; professional models – medical models, normalisation, and educational models; professional ideologies of need, normality and independence. The module will include some lecture sessions, but will mainly involve group work. Students will be encouraged with the support of ex students and a series of professionals (some of whom being disabled) into considering their future employment options. Students will select one group of professionals (health, social or education) to study in depth roles and responsibilities, and strategies of assessment and intervention, or one form of impairment to study provision of support. Assessment will be through group presentations and individual written assignments.

Participation on guidance and enhancement weeks will aid the development of personal and study skills.

INDICATIVE READING LIST OR OTHER LEARNING RESOURCES

Barnes, C. and Mercer, G. (ed) (2004) Disability Policy and Practice: Applying The Social Model. Leeds: The Disability Press

Barnes, C. and Mercer, G. (ed) (2004) Implementing the Social Model of Disability: Theory and Research. Leeds: The Disability Press

Corker, M. (1998) Deaf and Disabled, or Deafness Disabled? Milton Keynes: Open University Press

Sim, F. and French, S. (ed) (in press) Physiotherapy: A psychosocial approach. 3rd edn. Oxford: Butterworth-Heinemann

French, S. and Swain, J. (2008) Understanding Disability: A Guide For Health Professionals. Edinburgh: Churchill Livingstone

French, S. and Swain, J. (1997) From A Different Viewpoint: The lives and experiences of visually impaired people. Worcestershire: RNIB

French, S. and Swain, J. (2001) The Relationship Between Disabled People And Health And Welfare Professionals, in Albrecht, G. L. (ed) Handbook of Disability Studies. London: Sage.

French, S., Gillman, M. and Swain, J. (1997) Working With Visually Disabled People: Bridging Theory And Practice. London: Venture Press.

Glasby, J. (2007) Understanding Health and Social Care. Bristol: The Policy Press

Hammell, K. W. (2006) Perspectives on Disability and Rehabilitation. Edinburgh: Churchill Livingstone

Oliver, M. (ed) (1991) Social Work: Disabled People and Disabling Environments. London: Kingsley Press.

Swain, J., Clark, J., Parry, K., French, S. and Reynolds, F. (2004) Enabling
Relationships in Health and Social Care. Oxford: Butterworth-Heinemann.

Journals:
Recent and relevant journal articles from, for example, Disability and Society.

Website:
Leeds University Disability Archive

OUTLINE SYLLABUS

• The growth of professionalisation of society: professional models and ideologies. The medicalisation of problems and solutions; professional models - medical models, normalisation, and educational models; professional ideologies of need, normality and independence.
• The work of different professionals in working with disabled people: roles and responsibilities, and strategies of assessment and intervention.
• Professional-client relationships: analysis of models and ethical considerations.
• Multi-professional teamwork: models of theory and practice.
• Employment opportunities: where and how to look for a career.

AIMS OF MODULE

To further develop undergraduate understanding of the concepts and theories underpinning professional working relationships with disabled people. To encourage students to engage with potential career development.

LEARNING OUTCOMES

On successful completion of this module students will be able to:
1. Critically discuss the growth of professionalisation of society.
2. Demonstrate an awareness of the work of different professionals in working with disabled people.
3. Critically analyse professional-client relationships, models and ethical considerations.
4. Identify and discuss models of multi-professional teamwork in theory and in practice.
5. To gain an appreciation of the wide ranging employment opportunities in the area of disability.

PREREQUISITES

None

COREQUISITE(S)

None

DISTANCE LEARNING DELIVERY

None

LEARNING, TEACHING AND ASSESSMENT STRATEGY

Lectures, seminars and group work will be used to further students’ understanding of the concepts under examination. Students will select a group of professionals and/or a group of disabled people, and work with them to gain understanding of their particular ways of working with disabled people and of particular forms of oppressions experienced particular groups of disabled people. Summative assessment will be through group presentation and written assignment. The e-learning portal will be used for lecture notes and group work.

This module links with the participation on guidance and enhancement weeks which aim to development of personal and study skills.

ASSESSMENT AND FEEDBACK STRATEGY

A key purpose of our assessment strategy at level 6 is to continue to foster student development in taking responsibly for evaluating, judging and improving their performance by actively using a range of feedback. Building on Assessment for Learning principles, assessment for this module aims to develop the students confidences and ability in reflecting on their on their own progress, and knowledge of the subject area. Assignments comprise ‘low stakes’ formative assignments aimed at orienting students to conventions of academic writing, the language and scope of the discipline, incorporating peer and tutor feedback and support from peer mentors. The summative assessment will assess the learning outcomes of the module.

a Summative assessment and rationale for tasks

Written assignment of (2000 words) (70%) – to explore professional roles in the potential work environment of disability. (LO: 1 – 3 & 5)
Group Presentation (20 mins – equivalent to 2000 words) (30%) – the both practical and theoretical issues in working with a particular group of disabled people. (LO: 3 & 4)

b. Additional formative assessment – detail of process and rationale

c. Indication of how students will get feedback and how this will support their learning

Students will receive typed feedback on their assignments.

IMPLICATIONS FOR CHOICE

n/a

Course info

UCAS Code BL95

Credits 20

Level of Study Undergraduate

Mode of Study 3 years full-time

Location City Campus, Northumbria University

City Newcastle

Start September 2019

Study

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