Module Title
Occupational Well-being And Inclusion Through Design
Keywords
Participation, environment, accessibility, housing, transport, leisure, productivity, telehealth. |
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Prerequisites for Module
Successful completion of Stage 2 modules of the BSc (Hons) Occupational Therapy course or equivalent.
Corequisite Modules
None.
Precluded Modules
None.
Aims of Module
To enable the student to explore the principles of best practice and application of inclusive design to facilitate occupational participation and inclusion.
Learning Outcomes for Module
On completion of this module, students are expected to be able to:
| 1. |
Analyse the legislation and best practice principles associated with inclusive design.
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| 2. |
Analyse the leisure, employment, housing and transport needs of individuals.
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| 3. |
Discuss the impact of service provision and environmental design on participation in meaningful occupations.
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| 4. |
Demonstrate skills in evaluating, designing and promoting accessibility and inclusivity of the built environment and services.
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| 5. |
Critically examine the role of the individual, carers and professional groups in promoting and enabling access.
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Indicative Module Content
Environmental and service design, accessibility, inclusion, participation, occupational well-being, environmental barriers, legislation and policy, building standards and regulations, architectural drawings and planning, telehealth, telecare, access audits, adaptation, inequalities, empowerment.
Indicative Student Workload
Contact Hours
| Full Time | Lectures
| 15 | Practical
| 20 | Tutorials
| 20 | Visits - student-led
| 10 |
Directed Study
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| 20 |
Private Study
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| 65 |
Mode of Delivery
This is a practical based, blended learning module with supporting key note lectures, facilitated tutorials, workshops, external visits, use of web based resources, directed and self-directed study.
| Assessment Plan
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Learning Outcomes Assessed
| | Component 1 | 1,2,3,4,5
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Component 1 - coursework
Indicative Bibliography
| 1. | CONWAY, M., 2008. Occupational therapy and inclusive design. Chichester: Blackwell Publishing.
| | 2. | CURTIN, M., MOLINEUX,M., and SUPYK-MELLSON, J., 2010. Occupational therapy and physical dysfunction: enabling occupation. 6th ed. Edinburgh: Churchill Livingstone
| | 3. | EDELMAN, C. and MANDLE C.L. 2010. Health Promotion throughout the lifespan. St. Louis: Mosby.
| | 4. | LETTS, L., RIGBY, P. & STEWART, D., 2003. Using environments to enable occupational performance. New Jersey: Slack Incorporated.
| | 5. | MCMURRAY. A. 2007. Community health and wellness: a socio-ecological approach. Sydney ; Edinburgh : Mosby/Elsevier.
| | 6. | MOLINEUX, M., 2004. Occupation for occupational therapists. Oxford: Blackwell Publishing Ltd
| | 7. | SCOTTISH EXECUTIVE, 2004. The Building (Scotland) Regulations. Edinburgh: Scottish Executive.
SCOTTISH BUILDING STANDARDS ASSOCIATION, 2013. Domestic Technical Handbooks. Livingstone: Scottish Building Standards.
| | 8. | WARWICK-BOOTH, L., CROSS, R. & LOWCOCK, D., 2012. Contemporary health studies: An introduction. Cambridge: Polity Press.
Students will also be guided to a range of current Government policies and legislation.
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Additional Notes
In addition, in order to pass the module the student must attain least 80% attendance for all timetabled classes. Failure to comply with this will require the student to complete additional teaching and learning activities as determined by the module co-ordinator in order to demonstrate achievement of all learning outcomes. This can result in a student being withdrawn from the subsequent practice placement until they evidence they have completed all required additional elements. A record of this process may be made in relation to the student’s professional behaviour.
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