INCLUSIVE ENVIRONMENTS FOR OCCUPATIONAL PERFORMANCE

SHE Level 2
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M2B922583
Module Leader Shirley Morrison-Glancy
School School of Health and Life Sciences
Subject Occupational Therapy
Trimester
  • A (September start)

Pre-Requisite Knowledge

Normally successful completion of Level 1 of the BSc (Hons) Occupational Therapy Programme or equivalent.

Summary of Content

An inclusive environment, whether referring to the social and economic, built and technological, cultural or natural, is one in which all users are able to do what they want and need to do in their daily lives, according to their ability, and are not hindered by avoidable factors such as poor design, management or maintenance. The aim of this module is to prepare occupational therapy students for practice by introducing them to concepts and theories about the environment and how the environment influences occupational performance. In addition, the module will develop specific skills in using scientific methods to evaluate environmental demands as well as developing skills in the design of environmental solutions to improve occupational performance.

Syllabus

-360 1. Equality - legislation, policy and practice 2. Inclusive, universal and accessible design 3. Ecological conceptual models of occupational therapy practice 4. Environmental frames of reference 5. Environmental assessment 6. Ergonomics and inclusive design 7. Collecting and interpreting environmental data 8. Planning inclusive environments 9. Subjective experience and the environment 10. Assisted living technology 11. Telecare 12. Issues of control, security, privacy, consent and ethics 13. Professional report writing

Learning Outcomes

On successful completion of this module, students should be able to:Learning outcomes have been mapped to HCPC Standards of Proficiency (2013) in brackets.1. Describe the importance of equality as a key feature of occupational performance (2, 2.3, 2.5, 2.6, 5, 5.1, 5.2, 5.3, 5.4, 13.2, 13.6, 13.8)2. Identify, describe and analyse the range of environmental barriers that can inhibit occupational performance (5, 5.3, 5.4, 13, 13.5, 13.6, 13.8, 14.9)3. Demonstrate the ability to collect, analyse and interpret environmental data that may impact on occupational performance (8.4, 8.10, 13.5, 13.6, 13.7, 13.8, 14.3, 14.4, 14.6, 14.8, 14.9, 14.10, 14.11, 14.12)4. Analyse, propose and justify a range of solutions to overcome environmental barriers to occupational performance (1, 1.1, 2, 2.1, 2.3, 2.5, 4.3, 4.4, 5, 5.1, 5/2. 5.3, 5.4, 12, 13.8, 14, 14.3, 14.4, 14.5, 14.13, 14.17, 14.18, 14.9, 15.1) 5. Demonstrate an awareness of legislation supporting the process of assessment and provision of assistive equipment and environmental adaptations (2, 2.1, 2.5, 2.6)6. Demonstrate the ability to plan and write a professional report (8, 8.1, 8.4, 8.6)

Teaching / Learning Strategy

Keynote lectures will establish the main topics to stimulate interest and learning. This will be combined with practical classes where students will have the opportunity to develop key professional skills that are required for the profession. The practical classes will facilitate deep knowledge and provide opportunities for making links between theory and practice. This will be achieved using a range of methods, including simulation to facilitate skills in real-world problem solving. The virtual learning environment will be used to support learning via discussion boards. A variety of formative activities will be used to develop a shared understanding of the assessment criteria and to empower students to achieve the learning outcomes in a self-directed manner.

Indicative Reading

ARTHANAT, S., SIMMONS, C. D. & FAVREAU, M., 2012. Exploring occupational justice in consumer perspectives on assistive technology. Canadian Journal of Occupational Therapy . 79 (5). pp.309-319. CONWAY, M., 2008. Occupational Therapy and Inclusive Design: Principles for Practice , John Wiley & Sons, London CHRISTIANSEN, C.H., BAUM, C.M. & BASS, J., eds., 2015. Occupational Therapy: Performance, participation and well-being . 4 th ed., New Jersey: Slack Inc. DUNCAN, E.W. ed., 2011. Foundations for Practice in Occupational Therapy. 5th ed. London: Churchill Livingston Elsevier EQUALITY CHALLENGE UNIT, 2010. Managing reasonable adjustments in higher education [online]. London: ECU HALFORD, K. 2017. Equality, diversity and inclusion - protected characteristics champions [online] Cardiff University Blogs. 12 December. HOCKING, C., 2017. 'Occupational justice as social justice: The moral claim for inclusion'. Journal of Occupational Science. 24 (1), pp.29-42. KIELHOFNER, G., 2008. Model of Human Occupational: theory and application. 4 th ed., Baltimore: Lippencott, Williams and Wilkins KINSELLA, E.A. & DUROCHER, E., 2016. Occupational Justice: Moral Imagination, Critical Reflection, and Political Praxis. The Occupational Therapy Journal of Research: Occupation, Participation and Health [online]. 36(4), pp. 163-166 LETTS, L., RIGBY, P. & STEWART, D., eds. 2003, Using environments to enable Occupational Performance . Baltimore: Slack Inc. NILSSON, I. & TOWNSEND, E.,2010. Occupational Justice - Bridging theory and practice. Scandinavian Journal of Occupational Therapy [online]. 17(1), pp. 57-63 SAWYER, A. & BRIGHT, K., 2014, The Access Manual: Designing, Auditing and managing inclusive built environments, 3rd edn, Blackwell Publishing, Oxford. SCOTTISH GOVERNMENT, 2011. Summary: Disability Demographics [online]. Edinburgh: Scottish Government. SCOTTISH GOVERNMENT, 2017. Scotland's equality evidence strategy 2017-2021 [online]. Edinburgh: Scottish Government. STADNYK, R.L., TOWNSEND, E.A. & WILCOCK, A., 2014. Occupational Justice. In: CHRISTIANSEN, C.H. & TOWNSEND, E.A. eds. Introduction to occupation: The art and science of living. 2 nd ed. Essex: Pearson Education, pp. 207-336. STARK, S.L. & SANFORD, J.A., 2005. Environmental enablers and their impact on occupational performance. In CHRISTIANSEN, C.H. and BAUM, C.M. eds., Occupational Therapy: Performance, Participation, and Well-Being . 3 rd ed. New Jersey: Slack Inc., pp 298-337. The Equality Act 2010 TOWNSEND, E.A. & POLATAJKO, H.J. 2007. Enabling occupation II: Advancing an occupational therapy vision for health, well-being, and justice through occupation . Ottawa, Canada: CAOT Publications. WILCOCK, A. & TOWNSEND, E., 2000. Occupational Terminology Interactive Dialogue. Journal of Occupational Science [online]. 7(2), pp. 84-86. WORLD HEALTH ORGANISATION, 1986. Ottawa Charter for Health Promotion , WHO, Geneva. WORLD HEALTH ORGANISATION, 2001. ICF: International Classification of Functioning, Disability and Health , WHO Geneva.

Transferrable Skills

Participation in this module will provide opportunities for development of the following skills: Accessing information sources relevant to the area of inquiry Independent learning and group learning Verbal presentation skills Peer group learning Negotiation Networking ICT skills Listening and communication

Module Structure

Activity Total Hours
Seminars (FT) 24.00
Assessment (FT) 20.00
Independent Learning (FT) 144.00
Lectures (FT) 12.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 01 n/a 100.00 40% Report 2000 words