Disability & Community Inclusion
Flinders Clinical Effectiveness
School of Medicine
Faculty of Health Sciences
Bachelor of Disability and
Community Rehabilitation
Course Information Handbook
2010
http://som.flinders.edu.au/FUSA/disabstud/
12
Bachelor of Disability & Community Rehabilitation
Course Information Book 2010
CONTENTS
Page
1 LOCATION AND SEMESTER DATES 1
1.1 General and Academic Staff 1
1.2 Academic Calendar and Critical Dates 2
2 INTRODUCTION TO THE BACHELOR OF DISABILITY AND
COMMUNITY REHABILITATION 3
3 EXTERNAL STUDIES 4
4 HELP FOR STUDENTS 6
5 TOPICS AND TOPIC CO-ORDINATORS FOR 2010 7
6 TIMETABLE INFORMATION – 2010 8
7 STUDENT POLICIES AND PROCEDURES OF THE UNIVERSITY 10
8 STUDENTS WITH DISABILITY – DISABILITY ACTION PLAN 10
9 REFERENCING 10
10 EXTENSIONS 10
11 ACADEMIC COUNSELLING 11
12 STUDENT CONCERNS AND ISSUES 11
13 APPLYING FOR LEAVE FROM STUDY 12
14 CONTACT PERSONS 12
12
Bachelor of Disability & Community Rehabilitation
Course Information Book 2010
1 LOCATIONS AND SEMESTER DATES
1.1 General and Academic Staff Including Staff in Affiliated Programs
All staff are located in the Sturt Buildings on the Flinders Campus
Name / Title / Room No / Email / PhoneReception Desk / S250 / 08 8201 3745
Dr Michelle Bellon / Lecturer (on leave until mid 2010) / S273 / / 08 8201 3645
Mr Richard Bruggemann / Professorial Fellow / S255 / / 08 8201 3430
Ms. Ruth Crocker / Lecturer / S272 / / 08 8201 3423
Dr Caroline Ellison / Lecturer, Coordinator Practicum & Graduate Certificates / S274 / / 08 8201 3422
Ms. Jaime Gardner / Manager, Community
Re-entry Program (CRP) / S259 / / 08 8201 3311
Dr Paul Jewell / Senior Lecturer Masters and PhD Coordinator / S271 / / 08 8201 2576
Ms. Peggy Kincaid / Administrative Officer / S278 / / 08 8201 5221
Ms. Charmaine Mahar / Coordinator, Community
Re-entry Program (CRP) / S260 / / 08 8201 3311
Or
08 8201 7963
Dr Brian Matthews / Senior Lecturer
BDCR Course Co-ordinator
Head of Disability & Community Inclusion / S276 / / 08 8201 3448
Ms. Elizabeth Pascoe / Coordinator, Up the Hill Program / S258 / / 08 8201 3382
Ms. Rosey Robertson / Coordinator, Disability Advisory & Support Service (DASS) / S257 / / 08 8201 5189
NOTE
In some topics you may be taught by a Part Time Instructor and these people will not be as available to you as university based staff. Clarify contact processes with your lecturers and if you have concerns about being unable to contact your lecturer, please contact the Course Coordinator (Brian Matthews) or the Administrative Officer (Peggy Kincaid) and they should be able to help.
Academic and Critical Dates 2010
Academic Year 2010
Orientation 22-26 February
Semester 1 [week commencing]
Weeks 1-14 1 March - 18 June
Mid Semester Break 12 - 23 April
Assessment 21 June - 3 July
Mid Year Break 5 July - 23 July
Semester 2 [week commencing]
Weeks 1-14 26 July - 12 November
Mid Semester Break 20 September - 1 October
Assessment 15 November - 26 November
Critical enrolment dates 2010
Semester 1 topics
Wednesday 10 March Last day to pay Semester 1 up-front student contribution amounts and tuition fees
Friday 12 March Last day to enrol in new topics. If you enrol in topics after Wednesday 10 March 2010 and by Friday 12 March 2010, up-front student contribution amounts and tuition fees will be due immediately upon enrolment.
Wednesday 31 March Census Date
Last day to purge topics from student record
Last day to withdraw without incurring student contribution amounts, tuition fees, or consuming Student Learning Entitlement (SLE)
Friday 14 May Last day to withdraw without failure (WN)
Friday 18 June Last day to withdraw (WF)
Semester 2 topics
Friday 6 August Last day to enrol in new topics
Tuesday 10 August Last day to pay Semester 2 up-front student contribution amounts and tuition fees
Tuesday 31 August Census Date
Last day to purge topics from student record
Last day to withdraw without incurring student contribution amounts, tuition fees, or consuming Student Learning Entitlement (SLE)
Friday 8 October Last day to withdraw without failure (WN)
Friday 12 November Last day to withdraw (WF)
2 INTRODUCTION TO THE BACHELOR OF DISABILITY AND COMMUNITY REHABILITATION
Mission Statement of Disability & Community Inclusion
The mission of the Disability & Community Inclusion unit is to support the quality of life, community inclusion, and self-determination of all people with disabilities and their families. This is accomplished through teaching, research, community service, demonstration, evaluation and dissemination activities. The activities of Disability & Community Inclusion reflect a commitment to best practice and interdisciplinary co-operation within an academic and community context. Activities are culturally sensitive and demonstrate respect for individual differences in attitudes, behaviours and beliefs.
The Bachelor of Disability and Community Rehabilitation
This is a degree that is designed specifically for those wishing to work as Developmental Educators (DEs) in the disability and community rehabilitation areas.
Five Reasons for Studying Disability & Community Rehabilitation
1. A personally and professionally rewarding career which makes important differences in people’s lives
2. Job opportunities available in a wide variety of fields and a high employment rate.
3. Develop specialist human service skills in areas, including counselling, rehabilitation, case management, skill development and individual support.
4. Work collaboratively with families educators, psychologists and other allied health professionals.
5. Opportunities to participate in the development of more inclusive communities.
Course Aims
Contemporary society recognises that people with disabilities should be offered every opportunity to involve themselves as fully in community life. Developmental Educators play an important role in making this a reality, not just by providing physical assistance but also by assisting people with diverse needs to grow as individuals. Their professional interests are broad, incorporating health, psychological and educational issues as well as the current best practices to develop social and vocational skills of people with developmental or acquired disabilities. They are equipped to:
· promote the physical and emotional well-being of people with disabilities;
· teach functional skills such as social, communication and language, self-care and domestic skills, recreational skills, and employment skills;
· develop research and evaluation skills relevant to disability and community rehabilitation;
· use person centred planning effectively;
· develop and implement positive behavioural support plans;
· provide case management services to people with disabilities;
· provide counselling support to people with disabilities;
· work with families and care-givers to enhance the quality of life of people with disabilities;
· liaise and work with community services and other professionals to facilitate community inclusion;
· facilitate self advocacy and/or advocate on behalf of people with disabilities;
· assist individuals with disabilities to access and maintain meaningful vocational experiences;
· work independently or as part of a team.
With its multi-disciplinary focus and contributions from psychology, philosophy, sociology, health, rehabilitation and special education, a range of flexible part-time and fulltime study options are available. The first year introduces the student to the diversity of people who comprise society, the prevailing societal values and attitudes towards difference, the current philosophies and effective practices in the treatment of people with disability, in addition to the issues of health and lifespan development and introduction to neurological rehabilitation.
In the second and third year there is a focus on specific areas such as family and professional partnership, communication and language, principles of learning and instruction, ethical and legal issues, counselling, case management and employment. Skills, knowledge and professional behaviours introduced and discussed in theoretical contexts must be demonstrated successfully by students during the three compulsory practicum placements which take place in a variety of community, residential, recreational and employment settings throughout the course. Theory and practice are closely interwoven to enable graduates to become efficient and effective practitioners.
The fourth year of the degree offers a range of specialisation areas including autism spectrum disorders, intellectual disability, augmentative and alternative communication, leisure, the arts and community development, technological applications and disability, and community rehabilitation for people with acquired brain injury or mental health issues. Students are given the opportunity to study the selected specialisation content topics from the perspective of academic input, individual research and practical application.
Topic Information
Year 1 / Human Diversity, Interpersonal & Group Skills 4.Health Issues & Disability, Perspectives on Disability, Lifespan Development, Introduction to Neurological Rehabilitation. (27 units)
* Electives( 9 units) The two electives may be selected from any topics offered by the University at the appropriate level, provided entry and course requirements are met. 4.5 4.5
Year 2 / Principles of Learning & Instruction 1 & 2 , Family & Professional Partnerships, Communication and Language (24 units)
Practicum A & B (12 units) 6.0 6.
Year 3 / Ethical and Legal Issues, Principles of Learning & Instruction 3, Counselling , Case Management, Employment & Disability (30 units) 6.0
6.0
Practicum C ( 8 week Inter-Semester Placement) (6 units) 6.0 6.0 6.0
Year 4 / # Specialisations (36 units) selected from the following list of topics :
Introduction to Autism and Related Disorders, Technological Applications and Disability, Leisure, Arts and Community Development, Augmentative & Alternative Communication, Introduction to Intellectual Disability, Community Rehabilitation for people with ABI, Applied Counselling, Rehabilitation & Mental Health, Independent Study, Practicum Specialisation.
3 EXTERNAL STUDIES
The Bachelor of Disability & Community Rehabilitation (BDCR) is also available for students to study in the external mode. The external mode provides a path for people in regional areas of Australia (and possibly overseas) who are working in disability, rehabilitation, and associated areas but are unable to travel to cities where courses such as this are available. Often, such potential students have accessed the TAFE Certificate III and IV qualifications in Community Services that are widely provided throughout Australia.
People living in a regional area who are working in a disability or related area and have no TAFE or other post secondary qualifications, now have the opportunity to gain access to the BDCR based on (a) either his/her Tertiary Entrance Rank (TER) score or the equivalent in other states, or (b) a mature age entry score such as the Special Tertiary Admissions Test (STAT) used in South Australia and other states (information on sitting the STAT is available through the SA Tertiary Admissions Centre).
Credit Transfer
Students may be eligible to earn credit towards their studies in the following circumstances:
TAFE or equivalent Certificate III in Community Services/Disability Work
This qualification may gain entry into the BDCR, depending on demand for the course in any one year. The Certificate III does not guarantee entry into the degree, though, and no credit is given for this qualification toward the degree.
TAFE or equivalent Certificate IV in Community Services/Disability Work
Credit will be granted up to a total of 18 units (equivalent of half a year’s full time workload) for the following topics depending on the relativity of the Certificate IV award to the area of Disability & Community Rehabilitation. Waiving of the community work requirement would also be usual (based on the field experience component of Certificate IV and/or experience in a relevant human services field).
For example credit may be given for:
DSRS1201 Perspectives on Disability 4.5 units
DSRS1210 Interpersonal & Group Skills 4.5 units
Electives 2 x 4.5 unit elective topics as required by the degree 9.0 units
The 40 hour voluntary community work requirement of the degree.
Additional credit may also be granted depending on the emphasis of the Certificate IV that has been completed.
Additional study at degree/diploma level
Previous study that has covered the academic and practical competencies associated with the BDCR may provide the basis for the award of credit toward elective, core or specialisation topics. This is handled on an individual basis according to the nature of the prior qualifications and should be discussed with the Course Coordinator in the first instance. There is an expectation that these qualifications will have been obtained within the last 10 years although this rule is not inflexibly applied.
Note that it is not usual for students to be given credit for the Practicum requirements of the degree (apart from waiving the 40 hours voluntary community work required in the first year of the degree) except where students have engaged in a supervised academic based practicum at degree or diploma level, can satisfy the portfolio requirements of a Practicum in the BDCR, and have shown evidence of high quality and ethical reflective practice as well as satisfaction of relevant academic requirements. Students who have worked in the Disability field for more that 2 years, however, are encouraged to view the learning outcomes of Practicum A and, if they feel that they have achieved these outcomes, should direct a letter to the Course Coordinator informing him of this and requesting credit for this topic. In no more than three pages, students requesting credit for Practicum A need to outline and address the topic aims and outcomes, with details and examples of how your employment experience has given you the opportunity to gain experience and skills in these areas.
Information required to support applications for credit for prior learning
The type of information required includes: Documented evidence of topics passed, a completed Credit for Prior Learning Application form, and written statements identifying how you have addressed the learning outcomes of topics (such as Practicum A) where you do not have an academic record or other evidence. Contact the Course Coordinator for advice on these issues.
Flinders Learning Online (FLO)
All topics will use Flinders Learning Online (FLO), a Flinders University web-based learning system. Students will obtain all the information related to each topic’s content, activities, assignments and other requirements, such as lodging assignments using the assignment tool. FLO is also an important avenue of communication for students to make contact with the Topic Coordinators and other students, as well as receiving messages from the University Administration.
External Students may also receive a letter of introduction from the Topic Coordinator and a Book of Readings related to the topic, which includes journal articles or book chapters. Students will also be required to add to this information through their own reading and research.