OT 823 course outline of September 2011
QUEEN’S UNIVERSITY
SCHOOL OF REHABILITATION THERAPY
OT 823 Disability Theory
COURSE OUTLINE
Fall and Winter 2010-2011
Course Coordinator:
M. Jamieson
Instructors:
M. Jamieson
M.A. McColl
A. O’Riordan
Guest speakers
Teaching Assistant:
TBA
On-Line Facilitators:
A. O’Riordan
M. Jamieson
TBA
Calendar Description:
This course introduces the concepts of disability, citizenship and societal participation.
Conceptual frameworks of disability and issues and implications of disability will be discussed
along with Canadian health and social policies relating to people with disabilities.
Course Objectives:
Upon completion of this course, the student will be able to:
1. Perceive disability as an attribute of diversity and explore social structures and values
that have led to current theories of disability.
2. Compare and contrast models used for conceptualizing disability.
3. Explain and utilize the International Classification of Functioning, Disability and Health
as description and explanation of disability.
4. Explore Disability Policy in Canada; review and critique existing programs and services
within the framework of legitimacy.
5. Discuss issues associated with service delivery as they affect people with disability in
contemporary Canadian society.
6. Acquire self-knowledge of attitudes toward disability.
7. Apply disability theories to fieldwork experiences.
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OT 823 course outline of September 2011
Profile of Occupational Therapy Practice in Canada (2007) and OT 823*
E.1.1 Function effectively as a client-centred expert in occupation, occupational performance and
occupational engagement
E.1.1.4 Establish positive therapeutic relationships with clients that are characterized by
understanding, trust, respect, honesty, and empathy.
E.1.4 Apply core expertise and professional reasoning
E.1.4.1 Apply relevant and current knowledge of the physical, social, psychosocial,
environmental and fundamental biomedical and social sciences to practice
E.5.2 Advocate for occupational needs related to the determinants of health, well-being and
equity for clients served
E.5.2.1 Identify the determinants of health of the clients served, including barriers to
access services and resources
E.5.2.2 Identify vulnerable or marginalized clients among those served
E.7.3 Display awareness of diversity and the power issues involved in a professional relationship
E.7.3.1. Demonstrate awareness of professional privilege and sensitivity to client issues
related to professional privilege and client power
Format: lectures, seminars, on-line discussion, independent study, self-evaluation
Learning Resources:
Required text: Whalley-Hammell, K. (2006). Perspectives on Disability and
Rehabilitation: Contesting Assumptions; Challenging Practice. Philadelphia, PA: Churchill
Livingston. (Available in the Campus Bookstore)
Required readings: In this course syllabus, the list of required readings can be found in
the Readings column of the Lecture Schedule beside the Topics to which they apply. Students
are to read the assigned readings prior to the class for which they have been assigned. Please note
that other readings may be identified throughout the course. Should this happen, you will be
notified where a copy can be located on Rehab Central.
Contacting the Course Coordinator:
Students may contact M. Jamieson by e-mail at m.jamieson@queensu.ca by telephone at
613-533-6088
Accommodation:
Please be informed that the university welcomes feedback on accessibility. Feedback about
accessibility related to any element of this course can be provided directly to the Course
Coordinator.
Queen’s Policy Concerning Students with Disabilities [Approved by Senate, November 21,
1996]
Queen’s University is committed to facilitating the integration of students with disabilities into
the University community. While all students must satisfy the essential requirements for courses
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OT 823 course outline of September 2011
and programs, the administration, faculty, staff, and students at Queen’s are expected to provide
reasonable accommodation to students with disabilities. Reasonable accommodation may require
members of the University community to exercise creativity and flexibility in responding to the
needs of students with disabilities while maintaining academic standards. This policy
acknowledges that fundamental to the academic and personal success of students is their
responsibility both to demonstrate self-reliance and to identify needs requiring accommodation.
(source : http ://www.queensu.ca/secretariat/senate/policies/disablty.html)
Evaluation:
Assignment
Legitimacy Paper (Learning team assignment)
Value
15%
Amazing Race(Learning Team assignment)
15%
On-line Learning Team Discussions – to be completed
during OT 846 in conjunction with assigned readings
45%
Disability Policy Analysis
15%
Due
Due October 17 at
9:00am
Due November 14 at
9:00am
See description of the
On-line Learning Team
Discussions
Due March 22, 2012
Self-Evaluation of Learning Team Contribution
10%
Due March 22, 2012
Getting assignments in on time: Students are expected to submit their assignments on
time. Unless a student experiences extenuating circumstances, 5 marks will be deduced from the
total mark for the assignment for each day (24 hours) that an assignment is late. All assignments
will be marked out of 100. Students with extenuating circumstance should inform the course
coordinator of this prior to the date that the assignment is due.
Copy Right:
Please note that the materials posted by your instructor(s) within Rehab Central, the Learning
Management System (LMS), comply with Canadian Copyright law. As such, images used for
projection in class may not all appear posted within the LMS for download. Images remaining in
the posted version are those that the instructor has determined may legally be there. Where
appropriate, your instructor(s) will endeavor to provide source information such that you may
access materials for “private study”. Student learners are encouraged to read and understand
Copyright law through online and Queen’s campus resources at
http://library.queensu.ca/copyright/about.
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OT 823 course outline of September 2011
OT 823 Schedule:
Date and
Time and
Location
Topics and Presenters
Readings
Monday,
Sept 19,
2011
Introduction to the
Course
Required
14:30 –
17:30
Understanding
Disability
Recommended
M. Jamieson
Human Resources and Skill Development Canada
(2009) Advancing the inclusion of people with
disabilities
http://www.hrsdc.gc.ca/eng/disability_issues/report
s/fdr/2009/page00.shtml
Classifying Disability
Required
M. Jamieson
Whalley-Hammell, K. (2006). Chapters 3 & 4
Walter Light
Hall 210
Monday,
Oct 17, 2011
Whalley-Hammell, K. (2006). Chapters 1 & 2
14:30 –
17:30
Recommended
Walter Light
Hall 210
WHO International Classification of Functioning,
Disability, & Health
http://www.who.int/classifications/icf/en/
Monday Oct Disability Policies
31, 2011
M. Jamieson
14:30 –
17:30
Required
Walter Light
Hall 210
https://qcat.library.queensu.ca/vwebv/search?searc
hArg=journal+of+disability+policy&searchCode=J
ALL&recCount=25&searchType=1
Jongbloed, L. (2003). Disability policy in Canada: An
overview. Journal of Disability Policy Studies, 13(4),
203-209
http://dps.sagepub.com/content/13/4/203.full.pdf+html
Monday,
Nov 21,
2011
Exploring and
Analyzing Disability
Policies
14:30 –
M.A. McColl
Required
McColl, M.A. & Jongbloed, L. (2006). Disability and
social policy in Canada (2nd ed). Concord, ON: Captus
University Publications (On reserve at Bracken
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OT 823 course outline of September 2011
Library); read the final chapter: Directions for the
future and refer to Section IV, Chapter 15-23 as
reference material.
17:30
Walter Light
Hall 210
January 9,
2012 to
March 2,
2012
On-Line Learning
Team Discussions
Thursday,
Mar 15,
2012
What is Disability
Anyway?
14:30 –
16:30
See description below
See description below
TBA
M. Jamieson
A. O’Riordan
Botterell
Hall B143
Guests
TBA, March
2012
Sports and Athletes
with Disabilities (IPE)
TBA
TBA
Evaluation: Assignment Descriptions
Students will be evaluated in the following ways:
Assignment 1: Legitimacy Paper
This assignment has students working in their learning teams. In your teams, you will read and
discuss one assigned disability issue’s articles. Select a key issue that is addressed in the article
and expand on the key issue by placing it within the context of ‘legitimacy’ as explained by
DePoy & Gilson (2004) and state how model(s) of disability as discussed in class help to inform
your understanding of the issue. You may also consider the relationship of this issue to other
relevant media stories to enrich your perspective. Submit a three-page summary of the key points
of your team discussion of the issue, demonstrating your application to the concept of legitimacy
and your understanding of the models of disability. Articles will be assigned during the class of
September 19, 2011. This assignment is valued at 15% of the course; it is to be submitted to the
course coordinator for marking by October 17th at 9:00am.
Assignment 2: Amazing Race
This assignment has students working in their learning teams. In learning teams students will
‘race’ to find the answers to a series of questions on disability policies. The learning activity and
expectations will be described in the class of October 31st. Some of this assignment will be
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OT 823 course outline of September 2011
completed as part of the class of October 31st and will require web-based searching. This
assignment is valued at 15% of the course; the results of the learning activities will submitted to
the course coordinator by November 14, 2011 at 9:00am.
Assignment 3: On-line Learning Team Discussions
In this assignment students will be evaluated on their individual participation and individual online submissions. While students are on their OT 846 placement, they will participate in three (3)
on-line, interactive learning team discussions: Discussion 1 (weeks 2 and 3; Jan. 15- Jan. 28,
2012); Discussion 2 (weeks 4 and 5; Jan. 29 – Feb. 11) and Discussion 3 (weeks 6 and 7; Feb. 12
- Feb. 25). These on-line discussions are to enable students to link disability theory with the
service aspects of occupational therapy practice. Each discussion will focus on the content of the
assigned chapters of Whalley-Hammell (2006). Each discussion will begin with each student
submitting an independent posting, followed by one-line exchanges among students of a learning
team. A discussion facilitator will be assigned to each learning team.
Learning Objectives
By participating in the On-line Learning Team Discussions, students will:
1. Extend their understanding of the concepts introduced in the fall term of OT 823 and OT
825;
2. Integrate ideas from the readings assigned during the winter term with their evolving
knowledge of disability theory and clinical experience;
3. Appreciate the diversity of perspectives that comprise disability theory;
4. Appraise how occupational therapy services respond to the needs of disabled people and
link this to disability theory; and
5. Appreciate the breadth of information and fields of study that contribute to our
understanding and study of disability.
Each online discussion forum will open in weeks 2, 4, and 6 for a total of 3 discussion forums
over 8 weeks during the winter term of OT 823.
Role of the Course Coordinator: To organize and open each discussion forum and to monitor
each discussion boards. The course instructor will also support the discussion facilitator.
Role of Discussion Facilitators: The discussion facilitators will monitor student participation in
ongoing discussions and may respond when needed to clarify or support discussions. Discussion
facilitators will use the grading rubric to provide students with a grade for this assignment.
Role of the Student: Students are required to read the assigned readings from Whalley-Hammell
2006, reflect on their application to fieldwork/experience, and actively participate in on-line
discussions that integrate the two. Discussions will commence with each team member posting a
substantive individual posting (approximately 750 words), using their assigned role to direct
their initial contribution in each discussion; the roles are described below. Following this,
students will be required to respond to the postings of their team members 1-2 times per
discussion, in a substantive way. A substantive response (approximately 150-250 words) is
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OT 823 course outline of September 2011
described as one that engages in ideas under discussion, provides examples based upon
experiences within the clinical setting, and is supported by literature. Engaging in ideas requires
the individual to respond to ideas posted by another in a constructive manner. Substantive
postings require attention to spelling, grammar, and APA referencing format (where applicable).
Reference all direct and indirect quotations.
Description of On-line Learning Team Discussions
Each of the two (2)-week discussions consists of a 2-stage process: Stage 1:
Independent Postings and Stage 2: Responses to Independent Postings.
Stage 1: Independent Postings: At the beginning of a two (2) week discussion period,
each member of the learning team should read the required chapters of Whalley-Hammell’s
Perspectives on Disability and Rehabilitation: Contesting Assumptions; Challenging Practice.
Refer to Table Assigned Readings from Whalley-Hammell to identify the required chapters
for each of two (2)-week period.
Table Assigned Readings from Whalley-Hammell for each two (2) week period
WEEKs
2-3
READINGS FROM TEXT
Whalley-Hammell, K. (2006). Perspectives on Disability and Rehabilitation:
Contesting Assumptions; Challenging Practice.
For Discussion 1
Chapter 5: The cultural perpetuation of disability
Chapter 6: The body and physical impairments
4-5
For Discussion 2
Chapter 7: Disability, rehabilitation and liminality
Chapter 8: Rehabilitation fundamentals
6-7
For Discussion 3
Chapter 9: Client-centred philosophy: Exploring privilege and power
Chapter 10: Researching disability and rehabilitation
Chapter 11: Contesting assumptions; Challenging practice
After reading the required chapters, each member will open the discussion with an
independent posting from the vantage of the role assigned to him/her for a given discussion
period. Each member is to post his/her independent posting to the Rehab Central by 9:00pm of
the first Thursday of each discussion period (Discussion 1: Jan.19; Discussion 2: Feb. 2;
Discussion 3: Feb. 16)).
There are six (6) roles that each member of a team can assume during each discussion
period. Roles will rotate among team members for each of the discussions so that you can try on
different roles. The roles are as follows:
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OT 823 course outline of September 2011
1) SUMMARIZER - Your role is a wise one; you are to synthesize the readings into a
brief and coherent summary that will help your team to focus on the salient ideas presented in the
assigned readings.
2) ILLUSTRATOR – Your role is the coolest; you are to draw a picture or diagram that
illustrates the concepts or ideas presented in the readings and how they relate to one another.
Through your picture/diagram, your team will come to understand the concepts or ideas better.
You are the only person allowed to attach documents to your posting; you can scan your
drawing/illustration.
3) INVESTIGATOR – Your role is historical or contextual one; you are to locate
background information on an important idea/concept presented in the readings and then share
this information and the reference details in a way that helps your other team members place the
idea/concept into perspective or context.
4) DISCUSSION DIRECTOR – Your role is to inquire; you are to pick out at least three
key ideas, develop them into questions, and pose these questions for your team. You will want
to begin each question with a brief preamble to keep your questions context bound.
5) VOCABULARY ENRICHER – Your role is a fastidious one; you are to choose words
or concepts that are complex or have been used in an unfamiliar way and then enrich the
understanding of your team members by elaborating on the meaning and significance of these
words or concepts.
6) PASSAGE PICKER – Your role is a philosophical one; you are to choose a selection
(or selections) of particular significance (or interest) and discuss why this passage is particularly
important.
The independent posting should be not more than 750 words in length. Except for the
independent posting of the Illustrator, postings may not have attachments.
Stage 2: Responses to Postings: Following the independent posting, students will select
and respond to independent posting made by other team members or to the responses of team
members to independent postings. The aims of such responses are to:
1.
2.
3.
4.
Develop a cogent, articulated opinion;
Encourage deeper thought and understanding;
Demonstrate connections between the readings and experiences on placement;
Extend knowledge of disability into professional practice considerations and reflect
on your development as a professional OT in light of the course content.
The length of your 1-2 responses should be approximately 150-250 words maximum,
excluding reference. Post by the Thursday of the 2nd week by 9 pm your responses. The
following information and questions (taken with permission from: Sheila Pinchin, Office of
Health Sciences Education) may help you when responding to a posting or response:
What is a response? How can you respond effectively?
A response is a communication with the person who posted the information (i.e.,
independent posting, response) and may serve a variety of purposes:
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OT 823 course outline of September 2011
1.
2.
3.
4.
5.
6.
Establishing a positive group communication climate, build a sense of class community
Asking questions to find out more information, details or ideas or to clarify ideas
Supporting aspects of the posting
Supporting your own experience and/or trying out your own ideas
Providing assistance to the person who posted
Moving the discussion forward to next steps or creating something new
Ask yourself?
. What aspects of this posting are positive or helpful? Why were they positive or helpful? What
questions do I have about any piece of the posting?
. How does this posting link to my experience, especially in this clinical fieldwork setting?
. What have I experienced that is different, or similar to the experiences of the person who
posted? Why is there a difference?
. What examples from my fieldwork setting can I give to further illustrate points made in the
posting? How do these add to the points?
. What solutions do I have for any dilemmas or issues posed in the posting?
. What have I read that supports or raises issues with the posting?
. What are common themes or patterns that emerge from this and other postings? How can we
illustrate this, in a chart or diagram, for example?
. What are some next steps for both of us?
. What can we create together from ideas from this and other postings?
. How will this posting and our dialogue together help with later assignments?
Organizing Responses using Threaded Discussion
Please use the following illustration of a threaded discussion to help you initiate and guide
your independent responses so as to keep the discussion organized around the same general idea.
This does not mean that you need to rush to post your response; instead, communicate
thoughtfully on-line by following the discussion and submitting your ideas into the appropriate
thread. Consequently, if you are introducing a new idea you need to introduce a new thread.
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OT 823 course outline of September 2011
Independent
original
question
posting 1
(instructor)
(e.g.
summarizer)
response (member 1)
response (member 4)
8)
response (member 5)
response (member 2)
response (member 4)
response (member 6)
response (member 1)
8)
response (member 3)
8)
response (member 4)
response (member 2)
7)
Figure: Example of Threaded Discussion
Number of Postings and Responses
Each student will be expected to post a minimum of 2 and not more than 3 substantive
responses to a given independent posting or a response to a posting in each discussion
period.
Evaluation of the Three On-line Learning Team Discussions
Over each two-week discussion period, each student will generate an independent posting
and 1-2 substantive responses to a team member’s independent posting or his/her responses to a
posting. This will mean that over the three (3) discussion periods, each student will have
generated three (3) independent posting and 3 to 6 substantive responses. It is these individual
responses that will be basis of a student evaluation. Students will also be evaluated in their
participation (independent postings and substantive and non-substantive postings). The OT 823
On-Line Learning Team Discussion Grading Matrix will be used to grade each student’s
performance. This assignment is valued at 45% of the total mark for this course.
Privacy, Confidentiality, Professionalism and Netequette
As with in-class learning, students are expected to conduct themselves professionally
within the online environment according to the expectations of Queen’s University, the School of
Rehabilitation Therapy, and the Profession. Refer to the document titled Professional Practice
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OT 823 course outline of September 2011
before commencing the on-line section of this course. This document can be found in your
fieldwork resource manual. It is also posted to OT 823 Rehab Central.
Assignment 4: Disability Policy Analysis
Each student is to complete this assignment individually. Prepare a two-page briefing note on a
disability policy that interests you or that you have encountered in your placements or other
experiences. Use the questions for disability policy analysis discussed in Dr. McColl’s class of
November 21, 2011 and summarized in the final chapter of McColl & Jongbloed (2006) to make
a table that describes the policy (one page), and write one page of text analyzing/critiquing the
policy. This assignment is valued at 15% of the total mark for this course. The assignment is to
be submitted to the course coordinator by March 22, 2012 at 12:00pm (noon).
Assignment 5: Self-evaluation of Learning Team Contribution
Students will also be expected to complete a self-evaluation of their learning and overall
contribution to the team learning assignment (assignment 1, assignment 2, and assignment 3).
The OT 823 Self-Evaluation of Overall Learning and Contribution has you rate on a scale of 110 10 different criteria and given evidence of your contributions. The self-evaluation is valued at
10% of the total mark for this course. The self-evaluation is to be submitted to the course
coordinator by March 22, 2012 at 12:00pm (noon)
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OT 823 course outline of September 2011
OT 823 Legitimacy Paper Grading Matrix
Student Names: _______________________________________
Date: _______________________________________
Component
Key Issue
Ideas
. identifies and briefly
explains an issue
presented in the article
. the issue is a key issue
Connections
. only includes critical
and relevant details
. details are well
integrated and
thoughtful
Extensions
. recognizes the
multidimensional
nature of the issue
. details are
supported with
relevant
information from
article
. identifies and briefly
. only includes critical . recognizes the
Concepts of
explains
the
concept
of
and relevant details
multidimensional
legitimacy and models
legitimacy
. details are well
nature of the
of disability
. identifies and briefly
integrated and
concepts
explains relevant models thoughtful
. details are
of disability
supported with
relevant
information from
class information
or other articles/
books
. links are relevant
. recognizes the
Linking the key issues . identifies and briefly
explains links between
. links are support
multidimensional
with the concept of
the issue and the
using information
nature of the
legitimacy and
concept/models
from
class
relationships
relevant models of
information, the article . details are
disability
supported with
critical and
relevant
information,
drawing on other
sources outside
those presented in
class such as other
relevant media
stories
. introduces the
. introduction and
. considers the
Quality of writing
assignment and state its purpose are focused
reader throughout
purpose
and relevant
e.g., when
. explains all critical
. masters basic
structuring the
terms
punctuation
paper, organizing
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OT 823 course outline of September 2011
. uses simple, clear
sentences
. correct spelling and
grammar
. includes referencing
list that follows APA
. limits assignment to
maximum page length
(excluding reference list,
title page)
Mark out of 100%:
. uses professional and
appropriate language
. varies sentence
structure and length
. content is logically
sequenced
and presenting
content
. introduction,
purpose and
conclusion help
guide and focus
the paper
. uses complex
sentences
. vocabulary
articulates shades
of meaning
%
Please note that this outline is worth 15% of the total mark for this course.
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OT 823 course outline of September 2011
OT823 On-line Learning Team Discussion Grading Matrix
Student Name: _______________________________________
Facilitator: ___________________________________________
Date: ________________________________________________
Criteria
Below Standard
Meets Standard
Exceeds Standard
Participation
Participates
Contributes actively to
Contributes to discussions in an
minimally during the discussions, providing
interactive manner by responding to
assigned week
evidence that readings have others and posting insightful
been completed
comments and questions that prompt
further discussion.
Application of
content
Discussion contains
no reference to
content of readings
Short perfunctory
postings
Some integration of
assigned readings and
experiences/observations
incorporated into the
discussion
Assigned readings and
experiences/observations well
integrated into discussion
Additional sources of information
suggested
Offers new interpretations/
implications of discussion material
Level of
analysis
Responses are
superficial or lack
synthesis of content
from readings
Responses demonstrate
analysis and synthesis of
content from readings and
experiences/observations
Analysis, synthesis and evaluation of
readings, experiences/observations
and discussions reflect meaning,
significance, and implications
Postings convey
personal/emotional
reactions to readings,
experiences/observations
and discussions
Postings indicate an understanding
of the complexity of issues at
personal and macro levels
Reacts to, and critiques the work of
others
Offers an occasional divergent
viewpoint
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OT 823 course outline of September 2011
Critical
Thinking
Student states a
position with no
supporting analysis
Student takes a position in
relation to experiences/
observations, readings and
discussions and supports
statements with literature/
evidence
Student consistently integrates
experiences/observations, readings
and discussions; draws conclusions
and supports statements with
references to experience, literature
and other sources.
Poses thought-provoking questions
Evaluates significance of evidence
and ideas (of other students and
literature)
Discusses implications for
professional practice and health care
provision
(Adapted with permission from: 2007, K. English, Trent University)
Mark out of 100%:
%
Please note that this outline is worth 45% of the total mark for this course.
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OT 823 course outline of September 2011
OT823 Self- Evaluation of Overall Learning and Contribution
Name: ______________________________________
Date: _______________________________________
Please rate your contribution on a scale of 0 – 10 based on each of the following criteria. Use
the space provided to reflect on your rating for each criterion giving examples as evidence of
your contribution
0
1
2
3
below average
average
4
5
6
7
average
8
9
10
above
1) Attendance:
__
I attended all classes. I regularly visited the OT823 Rehab Central
discussion board, reading postings.
2) Preparation:
__
I was prepared for class discussions by completing the required
readings and exploring the planned topic for each class.
3) Innovation:
__
I added innovation and creativity to both the content and process of
class and online discussions.
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OT 823 course outline of September 2011
4) Participation __
I actively engaged in class and online discussions and learning
activities, submitting independent posting/reflection as per the
criteria set out for online participation
5) Contribution: __
I would rate my overall contribution to the content of the team
assignments as:
6) Process:
__
I would rate my overall contribution to the process (e.g.
participation at team meetings; developing the format for
presentations…) of the team assignment as:
7) Listening:
__
I would rate my overall skill with listening during class discussions
and teamwork (e.g., active listening, turn taking, respective others,
sharing) as:
8) Presentation: __
I shared my ideas in a professional manner during each
class/team/on-line discussion.
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OT 823 course outline of September 2011
9) Resources:
__
I used relevant resources and materials to support my learning and
shared these resources in class/team/online discussions through
direct sharing with my colleagues or asking questions to stimulate
discussion.
10) Self-Direction __
I consistently went beyond the required resources and class/online
discussion to find relevant information to support my own
learning.
Add the above for a mark out of:
Student Signature:
/100
____________________________________________
Please note that this outline is worth 10% of the total mark for this course.
18