Module Details
Module Code: |
DISB C2701 |
Module Title:
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Disability and Positive Ageing
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Title:
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Disability and Positive Ageing
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Module Level:: |
6 |
Module Coordinator: |
Janette Davies
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Module Author:: |
John Balfe
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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.
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Learning Outcomes |
On successful completion of this module the learner will be able to: |
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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 Pr 2,7,16, 22, 23; D2 - Pr 4, 12, 17; D4 - Pr 3, D. 5 - Pr 1, 4, 5, 6, 7, 14. |
LO2 |
Explore evidence based interventions and best practice principles for working with individuals with people with disability and the ageing population.
D 1 - Pr 3, 5, 6, 7, 9, 15, 16, 21, 23; D2 - Pr 1, 2, 3, 4, 9, 12, 17; D 3 - Pr 1, 6, 7, 13; D 5 - Pr 1, 5, 7, 8, 11, 12, 13, 15, 19. |
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.
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. |
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 - Pr 5, 8, 10, 11, 22, 23 ; D2 - Pr 1, 2, 3, 4, 5, 12, 13, 14, 15, 16, 17; D3- Pr 1, 6, 7, 8, 9, 10, 11, 15: D 4- Pr 1, 2, 3, 4; D 5 - Pr 1, 2, 3, 6, 7, 8, 11, 12, 13, 15, 19. |
Dependencies |
Module Recommendations
This is prior learning (or a practical skill) that is recommended before enrolment in this module.
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10052 |
MODL C1701 |
Professional Social Care Practice: Contexts, Models and Legal System) (Draft) |
10054 |
PRAC C1701 |
Professional Social Care Theory and Practice |
Co-requisite Modules
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No Co-requisite modules listed |
Additional Requisite Information
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No Co Requisites listed
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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.
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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, 9, 15, 16, 21, 23; D2 - Pr 1, 2, 3, 4, 9, 12, 17; D 3 - Pr 1, 6, 7, 13; D 5 - Pr 1, 5, 7, 8, 11, 12, 13, 15, 19.
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Disability and Ageing in context
Impact of Disability legislation framework; Assisted Decision Making (Capacity) Act 2015; UNCRPD ; Also impact of specific social polices such as 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: Time to Move on from Congregated Settings. Working with families and individuals affected by homelessness and other structural inequalities in society. 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.
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Practice Concepts applied to the areas of disability and ageing.
Human Rights based approach in social care services; Anti Discriminatory Practice: Advocacy: Ageism: Dual Diagnosis: Social Inclusion concepts; Empowerment; Self Determination. D1 - Pr 5, 8, 10, 11, 22, 23 ; D2 - Pr 1, 2, 3, 4, 5, 12, 13, 14, 15, 16, 17; D3- Pr 1, 6, 7, 8, 9, 10, 11, 15: D 4- Pr 1, 2, 3, 4; D 5 - Pr 1, 2, 3, 6, 7, 8, 11, 12, 13, 15, 19.
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Module Content & Assessment
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Assessment Breakdown | % |
Continuous Assessment | 100.00% |
AssessmentsFull Time
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.
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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 |
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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,
Guest lectures (as part of lecture time allocated)– the module will be complimented with selected guest lectures from the disability sector to reinforce theory to practice concepts. - D1 - Pr 2,3 5, 6, 9, 17, 20, 21, 23. D2: Pr. 1, 2, 4, 8, 10, 12, 13, 14, 15, 16, 17, D.3 - 1, 5, 6, 7, 8, 10, 14; D4 - Pr 4, 5, 6 D 5 - Pr 6, 7, 8, 9, 10, 1
D4 - Pr ,4,12.
D5 - Pr |
12 Weeks per Stage |
3.00 |
36 |
Independent Learning |
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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
E Learning –the module will be supported with on-line learning materials to assist independent learning. 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
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Recommended Book Resources |
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Colin Cameron. (2013), Disability Studies, SAGE Publications Limited, p.184, [ISBN: 9781446267677].
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Dan Goodley. (2016), Disability Studies, Sage Publications Limited, p.296, [ISBN: 9781446280683].
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Garcia Iriarte, E., McConkey, R., & Gilligan, R. (Eds.) (2016).. Disability and Human Rights: Global Perspectives. London: Palgrave Macmillan..
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Health Information and Quality Authority. (2013), Guidance for Designated Centres Intimacy and Sexual Relationships., Government publications, Dublin.
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Health Information and Quality Authority. (2013), National Standards for Residential Services for Children and Adults with Disabilities, Government Publications, Dublin.
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Health Information and Quality Authority. (2013), About the Regulation of Residential Services for Children and Adults with Disabilities, Government Publications, Dublin.
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Massie, B. (2019). Life Without Limits: Disability Rights Activist and Advocate, Cirencester: Mereo Books..
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Oliver, M. (2009). Understanding Disability: from Theory to Practice, 2nd edition. London: Palgrave MacMillan..
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Priestley, M. (2016).. Disability. In P. Aloch, T. Haux, M. May & S. Wright (Eds.) The student’s companion to social policy (5th Edition). Wiley-Blackwell: pp. 439-445..
| Supplementary Book Resources |
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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].
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Karín Lesnik-Oberstein. (2015), Rethinking Disability Theory and Practice, 1st. Palgrave Macmillan, p.216, [ISBN: 9781137456960].
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Mackleprang, R.W. and Salsgiver, R.O.. (2015), Disability: A Diversity Model Approach in Human Service Practice, Lyceum Books, [ISBN: 9781935871675].
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Ryan, F. (2020). Crippled: Austerity and the Demonization of Disabled People, 2nd edition, London: Verso..
| Recommended Article/Paper Resources |
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Amin, M., MacLachlan, M., Mannan, M., El
Tayeb, S., El Khatim, A., Swartz L. et
al. (2016). EquiFrame: A framework for
analysis of the inclusion of human
rights and vulnerable groups in health
policies. Health and Human Rights, 13
(2),,
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Berghs, M. (2019) Do disabled people
need a stronger social model: a social
model of human rights? Disability and
Society, 34 (7/8), pp. 1034-1039..
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Broderick, A. (2018) The United Nations
Convention on the Rights of Persons with
Disabilities and the European Convention
on Human Rights: a tale of two halves or
a potentially unified vision of human
rights? Cambridge International Law
Journal, 7(2).
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Connors C and Stalker K. 2007.
Children's experience of disability:
pointers to a social model of childhood
disability. Disability and Society 22:
19–33.
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Department of Justice and Equality
(2017). National Disability Inclusion
Strategy. Available from,
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Inclusion Ireland (2018). 19 Stories of
Social Inclusion. Available from,
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Pearson, A. (2018) The debate about
wheelchair spaces on buses goes
"round and round": access to
public transport for people with
disabilities as a human right, Northern
Ireland Legal Quarterly, 69(1), pp.1-17..
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Shakespeare, T., Zeilig, H. and Mittler,
P.,. (2017), Rights in mind: Thinking differently
about dementia and disability, Dementia.
| Other Resources |
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person centred planning,
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National Disability Authority. Website of the National Disability
Authority Ireland,
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HIQA (2021)- Guidance on a Human
Rights-based Approach in Health and
Social Care Services,
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