hlt1hdd hlth
HEALTH AND WELLBEING OF PEOPLE WITH DEVELOPMENTAL DISABILITIES
HLT1HDD
2016
Credit points: 15
Subject outline
In this subject you will be introduced to people with developmental disabilities and hear directly from them about their lives. Learning about them as individuals, and also about their experiences, will develop your understanding of the roles played by health and human services professionals in supporting their health, wellbeing and social inclusion. You will be introduced to current principles and values that are key to positive interactions between people with developmental disabilities and health and social service providers. You will also develop an understanding of interprofessional practice, through exploring the role you will play in your future profession, and the roles of other professions in contributing to the health and social inclusion of people with developmental disabilities. Your learning will be assessed through a written test, a learning journal and contribution to a written discussion.
SchoolLa Trobe Rural Health School
Credit points15
Subject Co-ordinatorTeresa Iacono
Available to Study Abroad StudentsYes
Subject year levelYear Level 1 - UG
Exchange StudentsYes
Subject particulars
Subject rules
PrerequisitesN/A
Co-requisitesN/A
Incompatible subjectsN/A
Equivalent subjectsN/A
Special conditionsN/A
Learning resources
Readings
| Resource Type | Title | Resource Requirement | Author and Year | Publisher |
|---|---|---|---|---|
| Readings | Health and disability: partnerships in actionh. Knowledge base. | Prescribed | Tracy, J et al 2008 | MONASH UNIVERSITY, MELBOURNE. |
Graduate capabilities & intended learning outcomes
01. Explain what it means to have a developmental disability.
- Activities:
- Case study 1: DVD presentation of Sara's Place (cerebral palsy). You will view select chapters and complete written activities. You will engage in an online discussion, within teams, and write your reflections.
02. Recognise your own reactions to people with developmental disabilities.
- Activities:
- Case study 1: DVD presentation of Sara. You will view select chapters, within a case study, and respond to activities at the end of each. You will then contribute responses and reflections you choose to share on an online forum. You will compare your personal experience to a summary of the forum threads depicting key assumptions and changes by the group.
03. Identify and describe the capabilities of people with varying degrees of physical and/or cognitive disabilities, and identify the supports they require.
- Activities:
- Case study 1: DVD presentation of Sara. You will view select chapters and complete the following activities: (a) relate the capabilities of people depicted in a case study to varied information sources; (b) identify how the person in a case study communicates - contribute to an online discussion.
04. Describe guiding principles, philosophies and values that contribute to respectful and inclusive delivery of health and human services to people with developmental disabilities.
- Activities:
- You will review the knowledge base (text), guided readings, and open access information on key principles (i.e. human rights, person-centred practice) and models (i.e. ICF, social model of disability). You will then perform work in teams to identify and critique an inclusive community initiative according to one of these principles/models.
05. Compare the roles of various allied health and human services professionals in supporting the health, wellbeing and social inclusion of people with developmental disabilities.
- Activities:
- You will engage in an online forum discussion with professionals from various disciplines who support people with developmental disabilities. you will reflect on, and discuss the role of, your own future profession and other professions in supporting people with developmental disabilities in a written assignment.
06. Demonstrate sound writing skills that are appropriate to various media to communicate your critical thinking.
- Activities:
- You will contribute to online written forums. You will critique information provided through various sources. You will communicate with peers, professionals and people with developmental disabilities.
Subject options
Select to view your study options…
Albury-Wodonga, 2016, Semester 2, Online
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorTeresa Iacono
Class requirements
Problem Based Learning
One 36.0 hours problem based learning per study period and delivered via online.
"Students will complete 36 hours of on-line learning modules, discussion and activities equivalent to one 2-hour lecture and 1-one hour tutorial per week"
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| Two 15-minute short-answer quizzes (total of 500 words). | 20 | 01, 02, 03, 04, 05, 06 | |
| Written assignment (total of 1,500 words). | 40 | 02, 04 | |
| Written discussion (total of 1,500 words). | 40 | 05 |
Bendigo, 2016, Semester 2, Online
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorTeresa Iacono
Class requirements
Problem Based Learning
One 36.0 hours problem based learning per study period and delivered via online.
"Students will complete 36 hours of on-line learning modules, discussion and activities equivalent to one 2-hour lecture and 1-one hour tutorial per week"
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| Two 15-minute short-answer quizzes (total of 500 words). | 20 | 01, 02, 03, 04, 05, 06 | |
| Written assignment (total of 1,500 words). | 40 | 02, 04 | |
| Written discussion (total of 1,500 words). | 40 | 05 |
Melbourne, 2016, Semester 2, Online
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorTeresa Iacono
Class requirements
Problem Based Learning
One 36.0 hours problem based learning per study period and delivered via online.
"Students will complete 36 hours of on-line learning modules, discussion and activities equivalent to one 2-hour lecture and 1-one hour tutorial per week"
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| Two 15-minute short-answer quizzes (total of 500 words). | 20 | 01, 02, 03, 04, 05, 06 | |
| Written assignment (total of 1,500 words). | 40 | 02, 04 | |
| Written discussion (total of 1,500 words). | 40 | 05 |
Mildura, 2016, Semester 2, Online
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorTeresa Iacono
Class requirements
Problem Based Learning
One 36.0 hours problem based learning per study period and delivered via online.
"Students will complete 36 hours of on-line learning modules, discussion and activities equivalent to one 2-hour lecture and 1-one hour tutorial per week"
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| Two 15-minute short-answer quizzes (total of 500 words). | 20 | 01, 02, 03, 04, 05, 06 | |
| Written assignment (total of 1,500 words). | 40 | 02, 04 | |
| Written discussion (total of 1,500 words). | 40 | 05 |
Shepparton, 2016, Semester 2, Online
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorTeresa Iacono
Class requirements
Problem Based Learning
One 36.0 hours problem based learning per study period and delivered via online.
"Students will complete 36 hours of on-line learning modules, discussion and activities equivalent to one 2-hour lecture and 1-one hour tutorial per week"
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| Two 15-minute short-answer quizzes (total of 500 words). | 20 | 01, 02, 03, 04, 05, 06 | |
| Written assignment (total of 1,500 words). | 40 | 02, 04 | |
| Written discussion (total of 1,500 words). | 40 | 05 |