SUPPORT PLANNING WITH PEOPLE WITH DISABILITIES
Credit points: 15
Person Centred planning and practice has become a catch all phase referring to the development and implementation of effective individualised support plans for people with disability. This subject explores the different contexts and types of individualised plans that professionals may be required to utilise and the key skills and elements of the planning process. These will include effective communication, including verbal and non-verbal techniques, strategies for identifying needs and resources, and using multiple theoretical stances to provide insights into different perspectives on needs.
SchoolSchool Allied Health,Human Serv & Sport
Subject Co-ordinatorTal Araten-Bergman
Available to Study Abroad StudentsNo
Subject year levelYear Level 5 - Masters
Incompatible subjects DIS503
|Resource Type||Title||Resource Requirement||Author and Year||Publisher|
|Readings||Social work and intellectual disability: Working to support change||Prescribed||Bigby, C., & Frawley, C. (2010)||Palgrave|
|Readings||Planning and support for people with intellectual disability: Issues for case managers and other professionals.||Recommended||Bigby, C., Fyffe, C., & Ozanne, E. (2007)||Jessica Kingsley and UNSW Press|
Graduate capabilities & intended learning outcomes
01. Differentiate the elements of an effective individualised support plan.
- Students to engage with online content, including reading, view video content and view online examples of support plans.
02. Critically evaluate various individualised support plans for people with cognitive disabilities.
- Students will be provided with different support plans for given scenarios and will be asked to critically evaluate these against various factors (e.g., person-centred approaches, whether the plan aligns with the person#s preferences, context) and suggest improvements.
03. Reflect on how to work with a person with cognitive disability to develop a person centred support plan.
- Students to select from a series of different scenarios to develop a support plan (after learning about effective individualised plans from online learning material). In developing the plan, they are to describe how to work with a person to develop an effective plan.
04. Work autonomously and as part of a team to develop an individualised support plan for a person with cognitive disability.
- Students to select from a series of different scenarios to develop a support plan (after learning about effective individualised plans from online learning material). In developing the plan, they are to demonstrate their ability to work independently and as a team.
05. Communicate effectively and sensitively a support plan to a person with cognitive disability, their family and carers.
- Throughout the subject, students will be discussing a range of scenarios in online forums. The assessment tasks also assess the student#s ability to communicate effectively to diverse audiences (both in written and oral forms) through a support plan critique, oral presentation and the development of a support plan to meet the needs of a person with an intellectual disability.
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Online, 2020, Semester 1, Online
Maximum enrolment sizeN/A
Subject Instance Co-ordinatorTal Araten-Bergman
Unscheduled Online Class
One 10.0 hours unscheduled online class per week on any day including weekend during the day from week 10 to week 22 and delivered via online.
Unscheduled Online Class
Three 1.0 hours unscheduled online class every three weeks on weekdays during the day from week 10 to week 22 and delivered via online.
|Support Plan Critique (1,800-words equivalent)||Students to critique a support plans and suggest improvements.||35||01, 02|
|10-minute Group Presentation of Support Plan (equivalent to approx. 750-1000 words per student).||Based on a team of about 3 students. Students to use online tool to present and record their plan.||20||03, 04, 05|
|Individualised Support Plan (2,500-words equivalent)||This individual submission follows the Group Presentation.||45||03, 04, 05|