CARE08070 2022 Disability Studies
Full Title
Disability Studies
Transcript Title
Disability Studies
Code
CARE08070
Attendance
N/A %
Subject Area
CARE - Social Studies
Department
SOCS - Social Sciences
Level
08 - Level 8
Credit
05 - 05 Credits
Duration
Semester
Fee
€
Start Term
2022 - Full Academic Year 2022-23
End Term
9999 - The End of Time
Author(s)
majella mulkeen, Jessica Mannion
Programme Membership
SG_HSOCI_H08 202200 Bachelor of Arts (Honours) in Social Care Practice
SG_HSOCP_H08 202300 Bachelor of Arts (Honours) in Social Care Practice
SG_HSOCI_H08 202300 Bachelor of Arts (Honours) in Social Care Practice
SG_HSOCP_H08 202400 Bachelor of Arts (Honours) in Social Care Practice
Description
This module explores the concept of intellectual disability as it is understood in attitudes and values, together with the consideration of the equal status and right of people with disabilities. A strong emphasis is placed on the role of advocacy, and promoting and supporting independence. Current debates in the disability sector along with New Directions, positive risk taking, person-centred planning, service user input and ethical and professional practice, are integral to this module.
This module maps to the CORU Standards of Proficiency below:
• Domain 1: Professional Autonomy and Accountability
• Domain 2: Communication, Collaborative Practice and Team working
• Domain 3: Safety & Quality
• Domain 4: Professional Development
• Domain 5: Professional Knowledge and Skills
Learning Outcomes
On completion of this module the learner will/should be able to;
1.
Design and implement a creative disability workshop that would be suitable for adults with intellectual disabilities (Domain 1.23; 2.1; 3.12; 5.1; 5.16).
2.
Demonstrate the understanding and ability to communicate a complex topic to adults with intellectual disabilities in an accessible and inclusive manner. Domain 1.5, 1.6, 1.23, 2.1, 2.2.
3.
Demonstrate an understanding on the disability studies knowledge that has been learnt on the module and can apply this practically. (Domain 1.9, 1.19; 3.6; 5.1, 5.4, 5.5, 5.6).
4.
Reflect on key learning experiences and self-assess their work. (Domain: 4.4, 5.19)
Teaching and Learning Strategies
Accessible course material
Active Learning
Brainstorming
Case studies
Consider diverse learning abilities
Debate
Discussions
Flipped classroom
Inclusive teaching
Integrate prior knowledge
Interactive
Lectures
Peer-review
Planning
Problem Solving
Reading
Reflect
Research
Short Quizzes
Tutorials
Use of Moodle as a repository
Workshops
Module Assessment Strategies
The class will participate in what is called 'jigsaw learning' - a collaborate learning style where each student group researches a different topic and then presents it to the other groups.
Summative assessment: Addiction awareness campaign/ workshop
In groups of 5 students will devise and deliver a workshop on one of four disability related topics. The workshop should be delivered in an inclusive and accessible format that would be suitable to an audience of adults with intellectual disabilities. The group can present in any interactive or creative manner that they find appropriate, however, they should ensure that all communication and visuals are accessible. There will be a feedback and question and answer session at the end of each workshop.
Formative assessment
Before submission of the summative assessment, the group will be asked to creatively pitch a workshop plan for their workshop informally. After the presentation they will receive peer and lecturer feedback/ feedforward.
The Planning, Formative, Summative (PFS) Model of Self-assessment (Mannion, 2021):
Students will be trained on the PFS Model of Self-Assessment (Mannion, 2021). They will be involved in co-creating the marking grid and in collaboration on what is assessed. Students will then reflect on their work and self-assess it. They will attend feedback/ feedforward meetings with the lecturer and group after both the formative and summative assessments, to discuss their self-assessment, learning, progress and grade.
Feedback/ feedforward/ grading sheet:
Each student group will fill out a template sheet that has been providing to them. This will include their self-assessment, their interpretations of the meeting and their grade. The lecturer will follow up with any mis-interpretations.
Repeat Assessments
|
Indicative Syllabus
History and models of disability
Relationships and sexuality for people with disabilities
Love and disability
Language and the media
Recreation and leisure for people with disabilities
Advocacy for people with disabilities
Education and training for people with disabilities
Employment and disability
Disability policy and legislation
Action research/ disability research
New directions
Person centred planning
Positive risk taking
Service user input
Coursework & Assessment Breakdown
Coursework & Continuous Assessment
100 %
Coursework Assessment
| Title | Type | Form | Percent | Week | Learning Outcomes Assessed | |
|---|---|---|---|---|---|---|
| 1 | Creatively present the workshop plan | Formative | Assessment | 0 % | Week 7 | 2,3,4 |
| 2 | Summative assessment disability workshop | Coursework Assessment | Assessment | 100 % | Week 9 | 1,2,3,4 |
Full Time Mode Workload
| Type | Location | Description | Hours | Frequency | Avg Workload |
|---|---|---|---|---|---|
| Lecture | Lecture Theatre | Lecture | 2 | Weekly | 2.00 |
| Tutorial | Flat Classroom | Tutorial | 1 | Weekly | 1.00 |
| Independent Learning | Not Specified | IL | 3 | Weekly | 3.00 |
Total Full Time Average Weekly Learner Contact Time 3.00 Hours
Module Resources
Non ISBN Literary Resources
Albrecht, GL, Seelman, KD, & Bury, M (eds) 2001, Handbook of Disability Studies, SAGE Publications, Thousand Oaks. Available from: ProQuest Ebook Central. [27 April 2021].
https://ebookcentral.proquest.com/lib/itsligo/detail.action?docID=1995070
Nick Watson and Simo Vehmas (2020) Routledge Handbook of Disability Studies. New York: Routledge (Routledge International Handbooks). Available at: https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=nlebk&AN=2284289&site=eds-live&scope=site (Accessed: 27 April 2021).
Saba Salman (2020) Made Possible : Stories of Success by People with Learning Disabilities – in Their Own Words. London: Unbound. Available at: https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=nlebk&AN=2139794&site=eds-live&scope=site (Accessed: 27 April 2021).
Journal Resources
Dukes E, McGuire BE. Enhancing capacity to make sexuality-related decisions in people with an intellectual disability. J Intellect Disabil Res. 2009 Aug;53(8):727-34. doi: 10.1111/j.1365-2788.2009.01186.x. Epub 2009 Jun 12. PMID: 19527433.
Bane, G., Deely, M., Donohoe, B., Dooher, M., Flaherty, J., Iriarte, E.G., Hopkins, R., Mahon, A., Minogue, G., Donagh, P.M., Doherty, S.O., Curry, M., Shannon, S., Tierney, E. and Wolfe, M. (2012), Relationships of people with learning disabilities in Ireland. Br J Learn Disabil, 40: 109-122. https://doi.org/10.1111/j.1468-3156.2012.00741.x
Hadley, B. (2016) Cheats, charity cases and inspirations: disrupting the circulation of disability-based memes online, Disability & Society, 31:5, 676-692, DOI: 10.1080/09687599.2016.1199378
Healy E, McGuire BE, Evans DS, Carley SN. Sexuality and personal relationships for people with an intellectual disability. Part I: service-user perspectives. J Intellect Disabil Res. 2009 Nov;53(11):905-12. doi: 10.1111/j.1365-2788.2009.01203.x. Epub 2009 Aug 26. PMID: 19709348
Kelly, G., Crowley, H. and Hamilton, C. (2009), Rights, sexuality and relationships in Ireland: ‘It’d be nice to be kind of trusted’. British Journal of Learning Disabilities, 37: 308-315. https://doi.org/10.1111/j.1468-3156.2009.00587.x
Kubiak, J. (2017), Using ‘voice’ to understand what college students with intellectual disabilities say about the teaching and learning process. Journal of Research in Special Educational Needs, 17: 41-48. https://doi.org/10.1111/1471-3802.12098
Mannion, Jessica (2021) Beyond the grade: the planning, formative and summative (PFS) model of self-assessment for higher education, Assessment & Evaluation in Higher Education, DOI: 10.1080/02602938.2021.1922874
May-Simera, C. (2018) "Reconsidering Sheltered Workshops in Light of the United Nations Convention on the Rights of Persons with Disabilities (2006)" Laws 7, no. 1: 6. https://doi.org/10.3390/laws7010006
McCann E, Marsh L, Brown M. People with intellectual disabilities, relationship and sex education programmes: A systematic review. Health Education Journal. 2019;78(8):885-900. doi:10.1177/0017896919856047
McGlinchey, E., McCallion, P., Burke, E., Carroll, R. and McCarron, M. (2013), Exploring the Issue of Employment for Adults with an Intellectual Disability in Ireland. J Appl Res Intellect Disabil, 26: 335-343. https://doi.org/10.1111/jar.12046
O'Keeffe, Molly; Garcia Iriarte, Edurne; Kubiak, John; O'Doherty, Siobhain; Murphy, Tomás The impact and journey of the Certificate in Contemporary Living (CCL) – a third level course for adults with intellectual disabilities at Trinitiy College,Dublin (Ireland) Buchner, Tobias [Hrsg.]; Koenig, Oliver [Hrsg.]; Schuppener, Saskia [Hrsg.]: Inklusive Forschung. Gemeinsam mit Menschen mit Lernschwierigkeiten forschen. Bad Heilbrunn : Klinkhardt 2016, S. 306-319
Rees, L, Robinson, P. & Shields. N. (2017): Media portrayal of elite athletes with disability – a systematic review, Disability and Rehabilitation, DOI: 10.1080/09638288.2017.1397775
Retief, M. & Letšosa, R., (2018) ‘Models of disability: A brief overview’, HTS Teologiese Studies/ Theological Studies 74(1), a4738. https://doi.org/ 10.4102/hts.v74i1.4738
Stevenson, M. (2010) “Flexible and Responsive Research: Developing Rights-Based Emancipatory Disability Research Methodology in Collaboration with Young Adults with Down Syndrome.” Australian Social Work 63: 35 - 50.
URL Resources
Disability Archive https://disability-studies.leeds.ac.uk/library/
Other Resources
Comprehensive Employment Strategy https://www.justice.ie/en/JELR/Comprehensive%20Employment%20Strategy%20for%20People%20with%20Disabilities%20-%20FINAL.pdf/Files/Comprehensive%20Employment%20Strategy%20for%20People%20with%20Disabilities%20-%20FINAL.pdf
Criminal Law (Sexual Offences) Act Part 3: Sexual Act with Protected Persons. Available at: http://www.irishstatutebook.ie/eli/2017/act/2/section/20/enacted/en/html#part3
Department of Health (2010) Personalisation through person centred planning. London: COI.
HIQA (2016) Supporting people’s autonomy: a guidance document: https://www.hiqa.ie/sites/default/files/2017-01/Supporting-Peoples-Autonomy.pdf
HSE (2014) Safeguarding vulnerable persons at risk of abuse – National policies and procedures. Dublin: Social Care Division: https://www.hse.ie/eng/services/publications/corporate/personsatriskofabuse.pdf
Ladau, E. (2015) Why person-first language doesn’t always put the person first. Think Inclusive. Available from: https://www.thinkinclusive.us/why-person-first-language-doesnt-always-put-the-person-first/
National Disability Inclusion Strategy https://www.gov.ie/en/publication/8072c0-national-disability-inclusion-strategy-2017-2021/
New Directions: https://www.hse.ie/eng/services/list/4/disability/newdirections/
NDA Guidelines on Person Centred Planning in the Provision of Services for People with Disabilities in Ireland: http://nda.ie/Good-practice/Guidelines/Guidelines-on-Person-Centered-Planning/Guidelines-on-Person-Centred-Planning-format-versions/main.pdf
UN General Assembly, Convention on the Rights of Persons with Disabilities : resolution / adopted by the General Assembly, 24 January 2007, A/RES/61/106, available at: https://www.refworld.org/docid/45f973632.html
Additional Information