Disability and Independence

UNIT OUTLINE
SWSP6323: Disability and Independence
Discipline of Social Work
Some Social Work units in Trimester 1 2022 will be delivered online to ensure the health of
students and staff during the COVID-19 pandemic. This is a temporary mode of delivery
that has the approval of the AASW.
Social workers acknowledge the Aboriginal and Torres Strait Islander peoples, the First Australians,
whose lands, winds and waters we all now share, and pay respect to their unique values, and their
continuing and enduring cultures, which deepen and enrich the life of our nation and communities.
Social workers commit to acknowledge and understand the historical and contemporary disadvantage
experienced by Aboriginal and Torres Strait Islander peoples and the implication of this for social work
practice. Social workers are responsible for ensuring that their practice is culturally competent, safe
and sensitive.

Document Name	Unit Outline SWSP6323 Disability and Independence
Responsibility	Academic Dean
Version	UO SWSP6323.V1

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Unit Outline: SWSP6323 Disability and Independence V1 (02/02/2022)
1. Unit Description
This unit introduces students to current social work practice focusing on supporting people living with
a disability. It attempts to convey an impression of what it is like to be living with a disability and the
challenges that people with disabilities face within everyday life. Students are introduced to the notion
of self-determination and the discourse of choice and control that underpins current assessment and
support approaches.
2. Unit Information

Unit level and type	Masters level Elective unit
Credit point value	6 (out of a total of 96)
Prerequisites	SWSP6003
Co-requisites	Nil
Equivalent units	Nil
Delivery mode	Online
Course	Master of Social Work (Qualifying)

3. Development of Learning Outcomes and Graduate Attributes
3.1 Unit Learning Outcomes
On successful completion of this unit the student should be able to:
a. Describe how the concept of disability is socially constructed.
b. Have an in-depth understanding of the rights of people living with disabilities.
c. Critique the key features of Australia’s disability support arrangements.
d. Demonstrate creativity in understanding and working with the concepts of choice, control, and
autonomy as translated into care arrangements in Australia.
e. Demonstrate awareness of key challenges that social workers face in a disability care context.
f. Apply key social work theories and concepts to the lived experience of disability.
g. Apply creative solutions to key challenges that face social workers in a disability care context.
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Unit Outline: SWSP6323 Disability and Independence V1 (02/02/2022)
3.2 Course Learning Outcomes
This unit, SWSP6323, covers the learning required to deliver the following Course Learning
Outcomes:

Values and Ethics
Professionalism
Culturally Responsive and Inclusive Practice
Knowledge for Practice	knowledge sources inform practice
Applying knowledge to practice
Communication and Interpersonal Skills
Information Recording and Sharing
Professional Development and Supervision

 

1.1 Practice in accordance with the AASW Code of Ethics 2020 1.2 Manage ethical dilemmas and issues arising in practice

2.1 Represent the social work profession with integrity and professionalism according the AASW Practice Standards 2013. 2.2 Behave in a professional manner and be accountable for all actions and decisions

3.1 Work inclusively and respectfully with cultural difference and diversity 3.2 Respect and strive to understand and promote the right of Aboriginal and Torres Strait Islander peoples and their cultures

4.1 Understand higher level systemic influences on people with respect to area of practice 4.2 Understand and articulate social work and other relevant theories and concepts 4.3 Understand the role of research and evaluation in obtaining and generating new knowledge for practice 4.4 Understand and articulate how and when theories, knowledge bases and

5.1 Assess and analyse needs to inform practice 5.2 Work collaboratively 5.3 Use a range of social work methods and techniques appropriate to the area of practice 5.4 Apply critical and reflective thinking to practice

6.1 Communicate with a diverse range of people 6.2 Communicate the details and nature of the service offered to people 6.3 Work with others in a team environment 6.4 Use information technology to communicate and provide services

7.1 Record and manage information appropriately 7.2 Keep and maintain information in accordance with ethical principles and relevant legislation

8.1 Actively participate in professional supervision 8.2 Engage in continuing professional development 8.3 Where appropriate, to contribute to the professional development of others

3.3 ACAP Graduate Attributes
Successful completion of this unit also contributes specifically to the development of the following
ACAP Graduate Attributes:
• GA1 COMMUNICATE: Apply effective communication skills with others in diverse contexts
and through multiple modalities
• GA2 SUSTAIN: Sustain an intentional commitment to maintain currency and further develop
knowledge and skills over their lifetime
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Unit Outline: SWSP6323 Disability and Independence V1 (02/02/2022)
• GA3 THINK: Apply critical, creative and flexible thinking to contribute and respond
constructively across diverse settings
• GA4 ENGAGE: Engage effectively with contemporary and traditional knowledges across
multiple contexts
• GA5 WELLBEING: Utilise skills and knowhow to maintain resilience, personal and
professional wellbeing when responding to challenges and opportunities
• GA6 EQUALITY: Enact inclusive practices that deliver social justice and equality of
opportunity
• GA7 INTEGRITY: Apply integrity and ethical standards to study, research and practice
• GA8 COMMUNITY: Use teamwork and leadership knowledge and skills to advance teams,
groups and communities
• GA9 GLOBAL: Apply culturally sensitive professional knowledge and skills to contribute to a
sustainable global future
4. Learning and Teaching Process
This unit is taught over 13 weeks and totals 3 student contact hours per week.
Students will participate in teaching and learning activities including:
a) Lectures and critical discussion
b) Tutorials and skill development activities
c) Online pre-learning activities
d) Online post-learning
A weekly 3-hour learning session [via Zoom or on Campus]. One three-hour workshop comprised of
didactive material delivered, interactive class time, group discussion, readings, assessments and
class activities
In addition to timetabled contact hours, students are expected to do at least 6 hours of personal
study each week to review lectures and read prescribed and recommended materials for this unit. The
total individual workload of this unit will be around 9 hours (including teamwork, individual self-study
and reading).
5. Student Attendance: Social Work
The Australian Association of Social Workers requires students maintain 80% attendance for each unit of study.
Students are responsible to provide supporting documentation for missed classes. Students are also required to
provide evidence of how they have kept abreast with the course content, this will be assessed by submitting a
500-word outline summarising the content of each missed session. Students who miss more than three (3)
sessions for a class offered weekly or one (1) session for a weekend block will not be able to pass the unit. In
circumstances where attendance requirements are not met, the result ‘Fail Incomplete’ will be awarded. For
more information refer to the participation and learning policy: Student Participation and Attendance Policy
5.1 Trimester Key Dates
The Trimester Key Dates can be accessed at https://www.acap.edu.au/current-students/key-dates/
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Unit Outline: SWSP6323 Disability and Independence V1 (02/02/2022)
6. Weekly Schedule

Week	Topic	Assessment
1.	Defining conditions, impairment and disability.
2.	Theories of disability and models of support – from institutions to the NDIS
3.	Social work, disability and working within multidisciplinary teams
4.	Experiences of disability
5.	Attitudes, stereotypes and stigma	Assessment 1 – Case Study (Group Report) due
6.	Working with and without the NDIS
7.	Break Week: no classes
8.	Assessment, planning and support
9.	Sources of knowledge
10.	Health/employment	Assessment 2 – Critical Reflection (Individual Submission) due
11.	Sexuality, abuse and neglect
12.	Advocacy, politics and policy	Assessment 3 – class participation, weeks 1–12
13.	Self-directed learning

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Unit Outline: SWSP6323 Disability and Independence V1 (02/02/2022)
7. Assessment Overview
The assessment in this Unit has THREE components as listed below:

Assessment Type	Due Date	Learning Outcome	Weighting	Length
Assessment 1: Case Study (Group Report)	Week 5 Sunday, by 11.55pm AEST/AEDT	a,b,c,d,e,f,g	40%	3000 words
Assessment 2: Critical Reflection (Individual Submission)	Week 10 11.55pm AEST/AEDT	e,f	50%	2000 words
Assessment 3: Class Participation	Weekly during the trimester	a,b,c,d,e,f,g	10%	N/A

*Students must submit all assignments and achieve at least an overall Pass grade to pass the unit.
8. Assessment Policy and Procedures
The ACAP Assessment Policy and Procedure located on the ACAP website is a full statement of the
principles and practice, which inform the design, development and implementation of assessment at
ACAP. Available: https://www.acap.edu.au/current-students/managing-my-course/a-z-policies/
8.1 Assessment Practice
Academic integrity and professional standards
Plagiarism is the inclusion of another person’s work within your submission without acknowledgement
or permission. Plagiarism is regarded as a form of cheating. The penalties associated with
misconduct are severe, and plagiarism may result in failure or variation of grade in the Unit. All ACAP
students must familiarise themselves with the ACAP Academic Integrity Policy, and the ACAP
Academic Misconduct Policy. Available at https://www.acap.edu.au/current-students/managing-mycourse/a-z-policies/..
Submitting Assessments
Assignments are submitted via the class space by the due date and time given in the Assessment
Overview. Unit educators will provide instructions and demonstration of the submission process prior
to the due date for the first assessment in the unit. Students who experience technical issues when
attempting to submit their assignment should contact ACAP IT Support and email their educator.
Please submit assessments with a completed coversheet. Assessment cover sheets are available
from: http://www.acap.edu.au/current-students/managing-my-course/a-z-forms/
Ensure you keep a copy of all assessments submitted. This includes audio visual recordings.
Examinations and presentations must be attended as scheduled, unless by prior arrangement due to
Special Circumstances. Non-attendance at a scheduled assessment may result in a Fail grade for the
assessment piece and may impact a student’s overall grade in the unit.
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Unit Outline: SWSP6323 Disability and Independence V1 (02/02/2022)
Late submission of assessments
Should a student without an approved extension fail to submit an assessment piece by the due date,
they will attract a 5% penalty for every calendar date the assessment is submitted late. The late
penalty is deducted from the total marks available for the assessment piece, not the mark awarded.
For example, an assessment worth 50% will incur a late penalty of 2.5 marks per day. No assessment
will be accepted after 10 calendar days from the due date unless an extension has been granted.
Extensions
Should a student require an extension they must apply in accordance with the Official Assessment
Extension Guidelines (refer to Attachment 2 of the ACAP Assessment Policy and Procedure). All
students apply online: via the official ACAP Extension Application Form.
Academic Consideration
Students may apply for Academic Consideration based on unforeseeable adverse circumstances
which have impacted their or one or more members of their group’s ability, to meet assessment
deadlines. (Refer to Attachment 4 of the ACAP Assessment Policy and Procedure). Access the form
on the ACAP website).
Receiving marks for assessments
Students will normally be notified of marks for individual assignment via the class space.
Changes to assessments
Other than in exceptional circumstances, no changes should be made to the assessment profile
published in this Unit Outline after the end of Week 1 in any teaching period. If after this time it
becomes necessary to make changes to an assessment, any modifications must be approved by the
Dean and communicated to all students in writing.
Appeals against grades
Each student has the right to appeal against an assessment decision. The student is the only person
who can lodge an appeal. In the case of an assessment appeal, the student must approach the unit
Academic Teacher directly first and every attempt should be made to resolve the issue at this level. If
there are grounds for a more formal appeal, access the ACAP Assessment Appeal Form on the
ACAP website.
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Unit Outline: SWSP6323 Disability and Independence V1 (02/02/2022)
9. Prescribed and Recommended Readings
9.1 Prescribed
No prescribed textbook.
Details of readings for each topic will be provided in the online class space.
9.2 Recommended
Policy Papers
http://www.un.org/disabilities/documents/convention/convoptprot-e.pdf
https://www.dss.gov.au/sites/default/files/documents/05_2012/national_disability_strategy_2010_2020.pdf
https://www.ndis.gov.au/html/sites/default/files/documents/Provider/201617-vic-nsw-qld-tas-price-guide.pdf
Legislation
http://www.humanrights.gov.au/our-work/disability-rights/guides/brief-guide-disability-discrimination-act
Journals
• Australian Social Work
• British Journal of Social Work
• Critical Social Work
• Disability and Health Journal
• Disability and Society
• Journal of Disability Policy Studies
• Disability Studies Quarterly
• Journal of Intellectual Disabilities
• Journal of Intellectual Disability Research
• Journal of Intellectual and Developmental Disability
• Journal of Learning Disabilities
• Journal of Literary and Cultural Disability Studies
• Learning Disability Practice
• Learning Disability Quarterly
• Australasian Society for Intellectual Disability
Other Sources
• Australian Bureau of Statistics (www.abs.gov.au)
• Australian Institute of Health and Welfare (www.aihw.gov.au)
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Unit Outline: SWSP6323 Disability and Independence V1 (02/02/2022)
10. Learning Resources and Support
Academic and Learning Support
Students’ first point of contact for academic support is their unit educator. Contact details for the staff
in this unit are available in the class space. Here students will find consultation hours for this unit and
the best means for contacting individual staff.
Library
Comprehensive library services are available to support and enhance your learning experience at
ACAP. The ACAP Library site (http://libguides.navitas.com) provides access to book collections,
including electronic books and professional journals listed in this unit. ACAP librarians can help with
your research needs in person at our Sydney, Melbourne and Brisbane campuses, and by email or
phone. Contact details: http://libguides.navitas.com/contact_us
Technical Support
For user guides, IT policies and technical: https://www.acap.edu.au/current-students/it-acap/
The Student Learning Support (SLS) service
The SLS website (https://sls.navitas-professional.edu.au/) provides information on effective study
habits and information that will assist you to structure, format and reference an assignment
successfully. This site also provides information on a range of workshops and tutorials to support
students with study skills, academic writing and language learning. SLS Advisors offer consultations
online or in person, at our Sydney, Melbourne, Brisbane, Perth, Adelaide and Byron Bay campuses.
Contact details: https://sls.navitas-professional.edu.au/contact-us
Smarthinking
Smarthinking is an assignment review service available in many Diploma and Bachelor level units.
Check the class space for links to the Smarthinking service.
Personal Support
ACAP counsellors provide free confidential support and personalised assistance to help students to
manage their personal issues and to help develop strategies to concentrate on their studies.
Sessions are available online or in person, at our Sydney, Melbourne, Brisbane, Perth, Adelaide and
Byron Bay campuses: https://www.acap.edu.au/current-students/services-and-support/counsellingsupport/
Administrative Support
All students have access to a dedicated Student Experience team who can assist with administration
matters. For more information: https://www.acap.edu.au/current-students/student-services/studentadministration/
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Unit Outline: SWSP6323 Disability and Independence V1 (02/02/2022)
11. Appendix: Assessment Detail
Assessment 1

Week Due	Sunday, Week 5, by 11.55pm (AEST/AEDT)*
Assessment Type	Case Study – Group Report
Weighting	40%
Aligned Learning Outcomes	a. Describe how the concept of disability is socially constructed. b. Have a good understanding of the rights of people living with disabilities. c. Describe the key features of Australia’s disability support arrangements. d. Describe how the concepts of choice, control, and autonomy have been translated into care arrangements in Australia. e. Demonstrate awareness of key challenges that face social workers in a disability care context. f. Apply key social work theories and concepts to the lived experience of disability. g. Demonstrate awareness of key challenges that social workers face in a disability care context.
Length	3000 words

*Australian Eastern Standard Time (AEST)/Australian Eastern Daylight-Savings Time (AEDT).
Check your time zone to ensure that you submit your assessment on time. If required, use a time
zone converter.
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Unit Outline: SWSP6323 Disability and Independence V1 (02/02/2022)
Assessment 1 Details and Instructions
This task asks students to consider the social worker’s perspective of disability. Students will work in
groups of approximately 5-6 members. Students will receive three case studies and may choose one
(1) to focus their assessment 1 on. Groups will create a 500-word discussion on each of the six (6)
key topics covered during this unit (and specified below). Each topic should be supported by a
minimum of three (3) references. The first five (5) topics should be supported by peer reviewed journal
articles or scholarly literature (books). The last topic, the creation of the plan, also requires a minimum
of 3 references however, these can include organisational websites and other grey literature. Below
are the topics:
1. Defining conditions, impairment and disability
2. The social model of disability and rights-based approaches to disability
3. Attitudes, stereotypes and stigma
4. Sources of knowledge
5. Health/Employment/Sexuality
6. Creating a plan: working with and without the NDIS; a person-centred approach to
assessment, planning and support
How to do well in Assessment Task 1
• Participate in all learning activities
• Develop group strategies to share the workload and prevent difficulties within the group
• At the conclusion of each class/activity make notes of how the key concepts are involved in the chosen
scenario.
• Spend time exploring websites such as the NDIS or Ask Izzy to become familiar with support options
and to develop creative responses.
• Work collaboratively.
• Implement a project management approach to the task.
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Unit Outline: SWSP6323 Disability and Independence V1 (02/02/2022)
Marking Criteria: Assessment 1

Criteria	Outstanding	Very Good	Good	Satisfactory	Not Satisfactory
1. Identified and explored six (6) key issues affecting the person living with disability and/or their support networks from a social work (SW) perspective (weighting 10%)	Report demonstrates a sophisticated understanding of 6+ key issues affecting the person with disability and/or their support networks from a SW perspective	Report demonstrates a comprehensive understanding of 5-6 key issues affecting the person with disability and/or their support networks from a SW perspective	Report demonstrates a satisfactory understanding of 4-5 key issues affecting the person with disability and/or their support networks from a SW perspective	Report demonstrates a basic understanding of 3-4 key issues affecting the person with disability and/or their support networks from a SW perspective	Report contains frequent errors. It is unclear whether key issues are understood from a SW perspective
2. Social work concepts, theories, evidence and practise are clearly explained and supported with academic social work literature, in accordance with the AASW Code of Ethics 2020 and the Practice Standards 2013. A person-centred approach is at the forefront of the discussion (weighting 15%)	Outstanding explanation of social work concepts, theories and practise, keeping a person centred focus by using the AASW Code of Ethics 2020 and the Practice Standards 2013.	Comprehensive explanation of social work concepts, theories and practise, keeping a person centred focus by using the AASW Code of Ethics 2020 and the Practice Standards 2013.	A satisfactory explanation of social work concepts, theories and practise, keeping a person-centred focus by using the AASW Code of Ethics 2020 and the Practice Standards 2013.	A basic explanation of social work concepts, theories and practise, keeping a person-centred focus by using the AASW Code of Ethics 2020 and the Practice Standards 2013.	Unsatisfactory/ limited explanation of social work concepts, theories and practise, keeping a person centred focus by using the AASW Code of Ethics 2020 and the Practice Standards 2013

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Unit Outline: SWSP6323 Disability and Independence V1 (02/02/2022)

Criteria

Outstanding

Very Good

Good

Satisfactory

Not Satisfactory

 

3. A succinct case plan (with or without NDIS) is provided and includes clear and SMART goals and actions, again adopting a person-centred approach. (weighting 10%)	Outstanding case plan demonstrating the implementation of 5+ SMART goals and actions by adopting a person-centred approach.	Comprehensive case plan demonstrating the implementation of 4 SMART goals and actions by adopting a person-centred approach.	Satisfactory case plan demonstrating the implementation of 3 SMART goals and actions by adopting a person-centred approach.	Basic case plan demonstrating the implementation of 2 SMART goals and actions by adopting a person-centred approach.	Unsatisfactory case plan with no clear SMART goals and actions present. Plan is not adhering to a person-centred approach.
4. Scholarly expression with attention to paragraph construction, grammar, punctuation, spelling and APA 7 style referencing (weighting 5%)	Language is appropriate to academic writing and aids overall clarity of argument. No spelling or grammatical errors. Excellent variety of 3 high quality scholarly resources per	Language fluid with only very minor spelling/ grammatical errors. Very good variety of 3 high quality scholarly resources per topic areas with minor errors in APA 7 style referencing.	Language mainly fluid, though some improvements could be made with respect to language/tone and/or spelling and grammar. Good variety of 3 high quality scholarly resources per	Meaning is mostly clear but problems with spelling, grammar, syntax and/or word choice cloud the argument from time to time. Used 3 basic scholarly resources per	Language not fluent. Frequent spelling/grammatic al errors. Overall meaning is not clear. Inaccurate references, plagiarism insufficient research or references

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Unit Outline: SWSP6323 Disability and Independence V1 (02/02/2022)

topic areas with consistent APA 7 style referencing.	topic areas with a minimum number of errors in APA 7 style referencing.	topic areas with quite a few errors in APA 7 style referencing.
Total Mark: /40

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Unit Outline: SWSP6323 Disability and Independence V1 (02/02/2022)
Assessment 2

Week Due	Sunday, Week 10, by 11.55pm (AEST/AEDT)*
Assessment Type	Critical reflection – Individual Submission
Weighting	50%
Aligned Learning outcomes	e. Demonstrate awareness of key challenges that social workers face in a disability care context. f. Apply key social work theories and concepts to the lived experience of disability.
Length	2000 words

*Australian Eastern Standard Time (AEST)/Australian Eastern Daylight Savings Time (AEDT).
Check your time zone to ensure that you submit your assessment on time. If required, use a time
zone converter.
Assessment 2 Details and Instructions
This task is a critical reflection. Critical reflection requires students to demonstrate how an individual’s
or group’s learning experiences relate to the social work theories, concepts and models studied
throughout this unit. Using the same case study from Assessment 1, students are asked to critically
reflect on the client’s and/or their support networks experiences of disability and intersecting social
issues. This is an opportunity for students to: compare those experiences to scholarly social work
literature, reflect on what has been learnt about the disability and social work knowledge and skills
being developed. It is appropriate to use the personal pronoun (“I”) since it is reflecting on your
learning and/or your understanding of the experience of disability and social work.
Much of the content of this unit focusses on the lived experience of disability from the perspective of
people living with disability. In this task you are required to critically reflect upon your personal
experiences, thoughts and feelings and how (if at all) your perspective and understanding has
changed throughout this unit.
How to do well in Assessment Task 2
• Choose 4 topics from Assessment 1 and discuss the same case study.
• A minimum of 7 academic references are required to pass this assessment. These 7 references can
include AASW policies and practices.
• Scholarly writing style is required.
• You can use the personal pronoun (‘I’) but it is not compulsory.
• Participate in all learning activities
• Write a diary or journal entry at the conclusion of each class/activity.
• Make note of academic literature that is relevant to your experiences and thoughts.
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Unit Outline: SWSP6323 Disability and Independence V1 (02/02/2022)
Marking Criteria: Assessment 2

Criteria	Outstanding	Very Good	Good	Satisfactory	Not Satisfactory
1. A minimum of four (4) topics from Assessment 1(A1), using the same case study, have been critically reflected on using the students’ personal experiences, thoughts and feelings and how (if at all) their perspective and understanding has changed throughout this unit. This critical reflection is linked to social work (SW) concepts, theories, evidence and practises. (weighting 30%)	An outstanding and sophisticated critical reflection on 4 topics from A1 that has been linked to appropriate and excellent SW concepts, theories, evidence and practises.	A comprehensive critical reflection on 4 topics from A1 that has been linked to appropriate SW concepts, theories, evidence and practises.	A satisfactory critical reflection on 4 topics from A1 that has been linked to some SW concepts, theories, evidence and practises but may have minor errors.	An adequate critical reflection on 4 topics from A1 that has been linked to some SW concepts, theories, evidence and practises but may have quite a few errors.	An unsatisfactory/ limited critical reflection with insufficient number of topics without linking it to SW concepts, theories, evidence and practises.
2. Explored the benefits of using group work approaches in supporting people with disability. For e.g. Multidisciplinary teams, interdisciplinary teams, family and friends and other people with disability. This exploration requires support from academic literature. (weighting 10%)	An outstanding and sophisticated exploration of benefits of group work in supporting people with disability and their support networks and an excellent use of academic literature to	A comprehensive exploration of benefits of group work in supporting people with disability and their support networks and a great use of academic literature to support this discussion.	A satisfactory exploration of benefits of group work in supporting people with disability and their support networks and a good use of academic literature to support this discussion.	A basic exploration of benefits of group work in supporting people with disability and their support networks and a basic use of academic literature to support this discussion.	An unsatisfactory exploration of benefits of group work with no or limited use of academic literature.

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Unit Outline: SWSP6323 Disability and Independence V1 (02/02/2022)

support this discussion.

 

3. Scholarly expression with attention to paragraph construction, grammar, punctuation, spelling and APA 7 style referencing. A minimum of 7 academic references are required to pass this assessment. (weighting 10%)	Language is appropriate to academic writing and aids overall clarity of argument. No spelling or grammatical errors. Excellent variety of 12 high quality scholarly resources with consistent APA 7 referencing.	Language fluid with only very minor spelling/ grammatical errors. Great variety of 10+ high quality scholarly resources used, minimum errors in APA 7 referencing.	Language mainly fluid, though some improvements could be made with respect to language/tone and/or spelling and grammar. Good variety of 8+ high quality scholarly resources used, with some errors in APA 7 referencing.	Meaning is mostly clear but problems with spelling, grammar, syntax and/or word choice cloud the argument from time to time. The minimum of 7 quality scholarly resources used with multiple errors in APA 7 referencing.	Language not fluent. Frequent spelling/grammatic al errors. Overall meaning is not clear. Inaccurate references, plagiarism insufficient research or references
Total Mark: /50

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Unit Outline: SWSP6323 Disability and Independence V1 (02/02/2022)
Assessment 3

Week Due	Weeks 1–12
Assessment Type	Class Participation
Weighting	10%
Aligned Learning outcomes	a. Describe how the concept of disability is socially constructed. b. Have an in-depth understanding of the rights of people living with disabilities. c. Critique the key features of Australia’s disability support arrangements. d. Demonstrate creativity in understanding and working with the concepts of choice, control, and autonomy as translated into care arrangements in Australia. e. Demonstrate awareness of key challenges that social workers face in a disability care context. f. Apply key social work theories and concepts to the lived experience of disability. g. Apply creative solutions to key challenges that face social workers in a disability care context.
Length	NA

Assessment 3 Details and Instructions
This task reflects the expectation that students in this class actively participate in class. Active
participation includes contributing to class discussion and role play activities and arrive in class
prepared by having read the assigned readings for the week. If studying online this also includes the
expectation that students keep their camera on during class, unless there are special circumstances
that have been explained to the educator.
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Unit Outline: SWSP6323 Disability and Independence V1 (02/02/2022)
Marking Criteria: Assessment Task 3

Criteria	Outstanding	Very good	Good	Pass	Fail	Mark
Attendance in class, camera on	Attends all classes camera on, unless explained	Attends 80% classes camera on, unless explained	Attends 75% classes camera on, unless explained	Attends 70% classes camera on, unless explained	Attends less than 70% classes camera not always on, no explanation for no camera or absences	/5
Evidence of reading: presentation of small group facilitation summaries of readings. Contributions to class discussions through comments and questions	Insightful, critically informed ideas, questions and discussion of weekly set and additional readings	Insightful, informed questions and discussion of weekly set and additional readings	Good questions and some discussion of weekly set readings	Basic questions and limited discussion of weekly set readings	Minimal or no comments, questions or contributions to discussion of readings in class	/5
Total Mark /10

-End