EDAC225 - Family Studies and Disability

Year

Credit points

Campus offering

Prerequisites

EDAC133 Attitudes and Inclusion

Unit rationale, description and aim

This unit builds on the knowledge gained in the unit EDAC133 Attitudes and Inclusion to apply students' understanding of attitude formation and inclusion and apply this knowledge to understanding the experiences of families who are living with disability.

This unit enables students' to further develop their foundational knowledge to achieve the overall course outcome by exploring the nature of family life with particular reference to families in which there is a member living with a disability. The unit will explore the strong role families play in often being the strongest ally/advocate of individuals living with disability. In line with this understanding students will gain an appreciation for the role of family members and will reflect on their own families to appreciate the varying ranges of family units and their functioning. Students will be challenged to consider their own professional practice when working with families.

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

On successful completion of this unit, students should be able to:

LO1 - Identify and measure the diverse and dynamic nature of family life, across the life cycle especially in relation to families in which there is a member living with a disability (GA1)

LO2 - Define the impact of societal and professional attitudes on families living with disability (GA1, GA2)

LO3 - Describe the experience of being a primary caregiver and / or sibling of a person living with a disability (GA1, GA2).

Graduate attributes

GA1 - demonstrate respect for the dignity of each individual and for human diversity 

GA2 - recognise their responsibility to the common good, the environment and society 

Content

Topics will include:

• Family systems concepts
• The varied experiences of families for example; siblings, same sex relationships and extended family members.
• Identity development for example: intimate relationships and discrimination
• Impact of societal and professional attitudes on families
• Siblings
• Parents living with disability.

Learning and teaching strategy and rationale

150 hours in total with a normal expectation of 36 hours of directed study and the total contact hours should not exceed 36 hours. Directed study might include lectures, tutorials, webinars, podcasts etc. The balance of the hours then becomes private study.

The teaching and learning organisation may take a number of forms, depending on specific course/subject requirements at the time of delivery, this may include a combination of face to face and/or online learning delivered on a weekly or intensive schedule. Tutorials and/or synchronous learning will enable students to participate in cooperative and supportive learning opportunities. All learning modes will be delivered and/or supported by a range of resources and activities on ACU’s technology learning platform (LEO).

Assessment strategy and rationale

Students are required to complete all three assessment tasks. The first assessment task asks students to write an essay exploring the issues relating to traditional behaviour support practices and compare these to contemporary practices (LO1). The second assessment task requires students to reflect on their learning (LO2 & 3). The purpose of the third assessment is to use the knowledge gained throughout the unit and through further research to discuss the external factors which may have an effect on individuals with a disability (LO3 & 4).

On completion of their studies students will have developed their understanding of historical approaches and theories to change behaviours, whilst reviewing the positive behaviour support framework, students will gain an appreciation that there are multiple considerations when reviewing behaviour.

Assessment Tasks 

The assessment will include three assignments which will specifically address each learning outcome and graduate attribute as outlined below. The total of assessment tasks will amount to the equivalent of 4,000 words.

Overview of assessments

Representative texts and references

Burke P. (2008). Disability and Impairment: Working with children and families. London: Jessica Kingsley Publishers.

Deane, K. (2009). Shut out: the experience of people with disabilities and their families in Australia: national disability strategy consultation report. Canberra, ACT: National People with Disabilities and Carer Council, Dept. of Families, Housing, Community Services and Indigenous Affairs.

Hanson, M.J., & Lynch E.W. (2013). Understanding families: supportive approaches to diversity, disability, and risk (2nd Ed.). Baltimore, MD: Paul H. Brookes Publishing.

Llewellyn, G. (2010). Parents with intellectual disabilities: past, present and futures. Hoboken, NJ: Wiley.

Mann, G. (2011). Diving for pearls: An account of parents' quest for an inclusive education in Queensland. Brisbane: Queensland Parents for People with a Disability Inc.