Qualifications are made up of courses. Some universities call these papers. Each course is numbered using six digits.
The fourth number of the course code shows the level of the course. For example, in course 219206, the fourth number is a 2, so it is a 200-level course (usually studied in the second year of full-time study).
Each course is worth a number of credits. You combine courses (credits) to meet the total number of credits needed for your qualification.
Course planning information
Students must successfully complete all three written assignments and participate in online Stream discussions to pass the course.
General progression requirementsYou may enrol in a postgraduate course (that is a 700-, 800- or 900-level course) if you meet the prerequisites for that course and have been admitted to a qualification which lists the course in its schedule.
What you will learn. Knowledge, skills and attitudes you’ll be able to show as a result of successfully finishing this course.
- 1 Utilise and critique the WHO Model of Functioning, Disability and Health (ICF) as a platform for understanding rehabilitation.
- 2 Define rehabilitation by purpose, practice and process and place it in a historical perspective.
- 3 Compare the ICF model with other models and theories of health and disability; critique the models and identify their strengths and weaknesses in relation to the practice of rehabilitation.
- 4 Differentiate among types of rehabilitation by purpose and practice and methods of service delivery by focus of intervention (impairment, function, and/or participation).
- 5 Identify advantages and disadvantages of various delivery systems in terms of ethics, person-centredness and family engagement.
- 6 Critique rehabilitation outcome studies in terms of their design and the outcome measures used; identify the most appropriate measures for use relative to a particular rehabilitation need and make a case for utilising that (those) measure(s).
- 7 Consider the role of advocacy in the field of rehabilitation and propose new approaches/opportunities for advocacy.
Learning outcomes can change before the start of the semester you are studying the course in.
|Assessment||Learning outcomes assessed||Weighting|
|Written Assignment||1 2 3||20%|
|Written Assignment||3 4||30%|
|Written Assignment||5 6 7||40%|
|Participation||1 2 3 4 5 6 7||10%|
Assessment weightings can change up to the start of the semester the course is delivered in.
You may need to take more assessments depending on where, how, and when you choose to take this course.
Explanation of assessment types
- Computer programmes
- Computer animation and screening, design, programming, models and other computer work.
- Creative compositions
- Animations, films, models, textiles, websites, and other compositions.
- Exam College or GRS-based (not centrally scheduled)
- An exam scheduled by a college or the Graduate Research School (GRS). The exam could be online, oral, field, practical skills, written exams or another format.
- Exam (centrally scheduled)
- An exam scheduled by Assessment Services (centrally) – you’ll usually be told when and where the exam is through the student portal.
- Oral or performance or presentation
- Debates, demonstrations, exhibitions, interviews, oral proposals, role play, speech and other performances or presentations.
- You may be assessed on your participation in activities such as online fora, laboratories, debates, tutorials, exercises, seminars, and so on.
- Creative, learning, online, narrative, photographic, written, and other portfolios.
- Practical or placement
- Field trips, field work, placements, seminars, workshops, voluntary work, and other activities.
- Technology-based or experience-based simulations.
- Laboratory, online, multi-choice, short answer, spoken, and other tests – arranged by the school.
- Written assignment
- Essays, group or individual projects, proposals, reports, reviews, writing exercises, and other written assignments.
Textbooks can change. We recommend you wait until at least seven weeks before the semester starts to buy your textbooks.
PERSPECTIVES ON DISABILITY AND REHABILITATION: CONTESTING ASSUMPTIONS; CHALLENGING PRACTICE.
Campus Books stock textbooks and legislation. Current second-hand textbooks are also bought and sold. For more information visit Campus Books.