Module Details

Module Code: DISB C2402
Module Title: Disability and Positive Ageing
Title: Disability and Positive Ageing
Module Level:: 6
Credits:: 5
Module Coordinator: Eileen Doyle
Module Author:: Fionnuala Hunter
Domains:  
Module Description: The module aim is to:
1. Explore with students the various theoretical principles that underpin working with people with disabilities from a rights based, citizenship and equality agenda.
2. Expand students' knowledge regarding impairments and disability issues.
3. Explore the role and function of inter-agency and multidisciplinary work.
4. Evaluate a range of frameworks when designing person centred programmes with clients.
 
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Evaluate the various theoretical principles that underpin working with people with disabilities and across the life span from a rights based, citizenship and equality agenda. D1,3,8, D5,2,3,6,7.
LO2 Explore evidence based interventions and best practice principles for working with individuals with people with disability and the ageing population. D2,3,9,12,D3,2,6,10.
LO3 Identify a range of issues that impact on the lived experiences by analysing the effectiveness of current national and international legislation, policy, standards and services for people with disabilities and across the lifespan. D3,1,2,6,12,D5,2,3,6,7.
LO4 Comprehend the importance of independence, self-determination, advocacy and purposeful activity including anti discriminatory practices and ways of working in social care that promote inclusion for people with disability and ageing populations. D1 -5, 8,D 2 1, 2, ;D 5 - Pr 1, 2, 3, 6, 12, 13, 15, 19.
Dependencies
Module Recommendations

This is prior learning (or a practical skill) that is recommended before enrolment in this module.
9449 PRTC C1402 Professional Social Care Practice Contexts Models and Legal System
9516 DEVL C1402 Professional Social Care Theory and Practice
Co-requisite Modules
No Co-requisite modules listed
Additional Requisite Information
No Co Requisites listed
 
Indicative Content
Theories of Disability and Ageing across the lifespan
Theory as a source of knowledge for evidence informed practice; Origin of Eugenics; Social model, Medical Model, Spoiled Identity Theory, Disengagement Theory, Life course theories. Affirmation Model; Critical Disability Studies, Theories of ageing D1 Pr 2,7,16, 22, 23; D2 - Pr 4, 12, 17; D4 - Pr 3, D. 5 - Pr 1, 4, 5, 6, 7, 14.
Interventions, services and supports through the lifespan
Independent assessment of needs; Individual Person centred practice; Holistic assessments; Recording and evaluation. Understand concepts of ‘Quality of Life’ - A focus on quality services promoting quality of life and choice: an understanding of how HIQA and Mental Health Commission requirements promote the service user experience; Promotion of independent living: D 1 - Pr 3, 5, 6, 7, D2 - Pr 1, 2, 3, 17; D 3 - Pr 1, 6, 7, 13; D 5 - Pr 1, 5, 7, 8, 11, .
Disability and Ageing in context
Impact of Disability legislation framework; Also the impact of specific social policies to include UNCRPD ;Sharing the Vision National Advocacy Service for People with Disability; National Disability Inclusion Strategy 2017-2021; The Transforming Lives programme, including: New Directions. The National Ageing Strategy D 1 - Pr 1, 3, 9, 13, 16. D 2 - Pr 4, 12; D 3 - Pr 1, 6; D 5- Pr 1, 6, 7, 11, 12, 14, 15.
Practice Concepts applied to the areas of disability and ageing.
Rights based approach and social justice, Anti Discriminatory Practice, Advocacy, Ageism, Dual Diagnosis. Social Inclusion concepts; Empowerment; Self Determination.. D1 - Pr 5, 8, 23 ; D2 - Pr 1, 2, 3, 4, 17; D3- Pr 8, 9, 10, 11, 15: D 4- Pr 1, 2, 3, 4; D 5 - Pr 8, 11, 12, 13, 15, 19.
Module Content & Assessment
Assessment Breakdown%
Continuous Assessment100.00%

Assessments

Full Time

Continuous Assessment
Assessment Type Other % of Total Mark 100
Timing Sem 2 End Learning Outcomes 1,2,3,4
Non-marked No
Assessment Description
Case Study or Project: 100% CA may consist of a written or presented paper, a literature review, a case study and a reflective section on themes, issues covered throughout the module.D1 - Pr 5, 8, 10, 11,; D2 - Pr 4, 5, 14, 15, 16, D3- Pr 1, 6, 7, 8, 9, D 4- Pr 1, 2, 3, 4; D 5 - Pr 7, 8, 11, 12, 13,
No Project
No Practical
No End of Module Formal Examination
Reassessment Requirement
Coursework Only
This module is reassessed solely on the basis of re-submitted coursework. There is no repeat written examination.

SETU Carlow Campus reserves the right to alter the nature and timings of assessment

 

Module Workload

Workload: Full Time
Workload Type Workload Category Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Lecture Contact Lectures - communicating knowledge and ideas from the lecturer to the student. D1 - Pr 3, 5, D2 - Pr 1,2,3, D3 - Pr ,10,11,13,15, D4 - Pr ,4,12. D5 - Pr ,4,5,6 12 Weeks per Stage 3.00 36
Independent Learning Non Contact Self-Directed Independent Learning – to enable students to build upon their own autonomy, self-assessment skills and competencies. D1 - Pr1, 2, 9, 20. D2. - Pr. 1,2, 3, 4, 11. D.3 - 1, 7, 12,13,14; D 4. Pr 2,4; D.5 Pr 4, 7, 8, 11, 12,19 15 Weeks per Stage 5.93 89
Total Weekly Contact Hours 3.00
 
Module Resources
Recommended Book Resources
  • Colin Cameron. (2013), Disability Studies, SAGE Publications Limited, p.184, [ISBN: 9781446267677].
  • Dan Goodley. (2016), Disability Studies, Sage Publications Limited, p.296, [ISBN: 9781446280683].
  • Health Information and Quality Authority. (2013), Guidance for Designated Centres Intimacy and Sexual Relationships., Government publications, Dublin.
  • Health Information and Quality Authority. (2013), National Standards for Residential Services for Children and Adults with Disabilities, Government Publications, Dublin.
  • Health Information and Quality Authority. (2013), About the Regulation of Residential Services for Children and Adults with Disabilities, Government Publications, Dublin.
  • Health Information and Quality Authority. (2015), Guidance for providers of health and social care services, Government Publications, Dublin.
  • Kathleen Lynch (Editor), John Baker (Editor), Maureen Lyons (Editor). Affective Equality, Palgrave Macmillan, p.336, [ISBN: 9780230227194].
Supplementary Book Resources
  • Burnett and Thorsborne. (2015), Restroative Practice and Special Needs: A Practical Guide to Working Restoratively with Young People, 1st. Jessica Kingsley, London.
  • Chantal Sicile-Kira. (2014), Autism Spectrum Disorder, TarcherPerigee, p.371, [ISBN: 9780399166631].
  • Allen and Medaglia. (2015), Can I tell you about Sensory Processing Difficulties? A guide for frieneds, family and professionals, 1st. Jessica Kingsley, London, [ISBN: 78-1849056403].
  • Lennard Davis. (2014), The End of Normal, 1st. University of Michigan Press, p.155, [ISBN: 9780472052028].
  • Health Information and Quality Authority. Supporting people's autonomy: a guidance document., Government Publications, Dublin.
  • Karín Lesnik-Oberstein. (2015), Rethinking Disability Theory and Practice, 1st. Palgrave Macmillan, p.216, [ISBN: 9781137456960].
  • Lisa E. Cox,Carolyn J. Tice,Dennis D. Long. (2015), Introduction to Social Work, SAGE, p.480, [ISBN: 9781452244341].
  • Mackleprang, R.W. and Salsgiver, R.O.. (2015), Disability: A Diversity Model Approach in Human Service Practice, Lyceum Books, [ISBN: 9781935871675].
  • Barry M. Prizant,Tom Fields-Meyer. (2015), Uniquely Human, 1st. Simon and Schuster, p.272, [ISBN: 9781476776231].
  • Rachel Adams,Benjamin Reiss,David Serlin. (2015), Keywords for Disability Studies, 1st. NYU Press, p.288, [ISBN: 9781479839520].
  • H. Lee Swanson,Karen R. Harris,Steve Graham. (2014), Handbook of Learning Disabilities, Second Edition, 2nd. Guilford Publications, p.716, [ISBN: 9781462518685].
  • I. Leslie Rubin,Joav Merrick,Donald E. Greydanus,Dilip R. Patel. (2016), Health Care for People with Intellectual and Developmental Disabilities across the Lifespan, Springer, p.2307, [ISBN: 9783319180953].
  • Mian Wang,George H. S. Singer. (2016), Supporting Families of Children with Developmental Disabilities, Oxford University Press, p.376, [ISBN: 9780199743070].
  • Katie Ellis,Rosemarie Garland-Thomson,Mike Kent,Rachel Robertson. (2018), Manifestos for the Future of Critical Disability Studies, Interdisciplinary Disability Studies, p.258, [ISBN: 9781138483910].
Recommended Article/Paper Resources
  • Shakespeare, T., Zeilig, H. and Mittler, P.,. (2017), Rights in mind: Thinking differently about dementia and disability, Dementia.
Other Resources
Discussion Note: