INCLUSIVE ENVIRONMENTS TO FACILITATE OCCUPATIONAL JUSTICE

SHE Level 2
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M2B926067
Module Leader Shirley Morrison-Glancy
School School of Health and Life Sciences
Subject Occupational Therapy
Trimester
  • B (January 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, (social or economic, built or technological, cultural or natural) is one in which all users are able to do what they need or want to do for work, self-care or leisure. Within an inclusive environment, no one is hindered by avoidable factors such as poor design, management or maintenance. The aim of this module is to introduce students to concepts and theories about the environment, how it influences occupational performance and can promote a just and fair society. The module will focus on the development of specific skills (including practical and technological methods) to evaluate environmental demands and design environmental solutions to improve occupational performance and support occupational justice.

Syllabus

*Equality & Occupational Justice- legislation, policy and practice *Ecological conceptual models of occupational therapy practice *Environmental frames of reference and assessment *Inclusive, universal and accessible design *Ergonomics and inclusive design *Collecting and interpreting environmental data *Planning inclusive environments *Subjective experience and the environment *Assisted living technology / Telecare *Issues of control, security, privacy, consent and ethics

Learning Outcomes

On successful completion of the module the student should be able to:1. Describe the importance of equality and the concept of occupational justice as key features in support of occupational performance (2, 2.1, 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 (4.1, 4.2, 8.4, 8.10, 13.5, 13.6, 13.7, 13.8, 14.3, 14.4, 14.5, 14.6, 14.8, 14.9, 14.10, 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(all), 13.8, 14, 14.2, 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, 2.2, 2.5, 2.6, 2.7, 3.3)6. Demonstrate the ability to plan and write a professional report (8, 8.1, 8.4, 8.6)

Teaching / Learning Strategy

This blended learning module will be delivered in conjunction with a practice education placement in a wraparound style with delivery before and after placement. 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 professional skills. The practical classes will facilitate deep learning and provide opportunities for making links between theory, evidence 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 also be used to support learning via a variety of platforms. An assortment of formative activities will be used to develop a shared understanding of the assessment criteria and to empower learners to achieve the learning outcomes in a self-directed manner. Assessment will be a single piece of coursework based on use of / interaction within a digital technology platform.

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. CENTRE FOR ACCESSIBLE ENVIRONMENTS, 2012. Designing for Accessibility; 2012 Edition RIBA Publishing, London. CENTRE FOR ACCESSIBLE ENVIRONMENTS, 2013. Access Audit Handbook: 2013 edition, RIBA Publishing, London. CLUTTON, S., GRISBROKKE, J. & PENGELLY, S. 2006, Occupational Therapy in Housing: Building on firm foundations. Chichester: Whurr Publishers Limited. CONWAY, M. 2008. Occupational Therapy & Inclusive Design: Principles for Practice. Oxford: Blackwell Publishing. HOCKING, C., 2017. 'Occupational justice as social justice: The moral claim for inclusion'. Journal of Occupational Science. 24(1), pp.29-42. MEYERS, S.K., 2010. Community Practice in Occupational Therapy: A Guide to Serving the Community. London: Jones & Bartlett Publishers. MOOREFIELD-LANG, H., COPELAND, C.A. & HAYNES, A., 2016. Accessing abilities: Creating innovative accessible online learning environments and putting quality into practice. Education for Information 32(1), pp.27-33 SANFORD, J. 2012. Universal Design as a Rehabilitation Strategy: Design for the Ages. New York: , Springer Publishing. [viewed 1 August 2019]. Available from: https://www.dawsonera.com/readonline/9780826125538 <http://www.dawsonera.com/readonline/9780826125538> SAWYER, A. & BRIGHT, K. 2014. The Access Manual: Designing, Auditing and managing inclusive built environments. 3rd ed. Oxford: Blackwell Publishing. SITHONG, C., LINDSTROM, D. & YAMKOVENKO, S., 2014. What "Home" Means: An Occupational Therapy Perspective on Healthy Housing. OT Practice. 19(16), pp. 7-10. 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. 2nd ed. Essex: Pearson Education, pp. 207-336. THE BRITISH STANDARDS INSTITUTION, 2018. Design of an accessible and inclusive built environment- Part 1: External Environment - Code of Practice [Online]. Available from: https://bsol.bsigroup.com/PdfViewer/Viewer?pid=000000000030335801 THE BRITISH STANDARDS INSTITUTION, 2018. Design of an accessible and inclusive built environment- Part 2: Buildings - Code of Practice [Online]. Available from: https://bsol.bsigroup.com/PdfViewer/Viewer?pid=000000000030335835 TOWNSEND, E.A., 2013. Enabling Occupation II: Advancing an occupational therapy vision for health, well-being & justice through occupation. 2nd ed. Ottawa: Canadian Association of Occupational Therapists

Transferrable Skills

Generic Skills Independent learning Peer group learning Negotiation Verbal presentation skills Reflective practice Listening and communication skills Employability Skills Knowledge of theoretical foundations to underpin the Occupational Therapy process Developing clinical reasoning skills SMART goal setting Networking Digital Capabilities ICT proficiency Digital learning and self-development Communication, collaboration and participation through digital media Information, data and media literacy

Module Structure

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

Assessment Methods

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