| CODE | DBS5014 | ||||||
| TITLE | Sensory and Physical Disabilities | ||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||
| MQF LEVEL | 7 | ||||||
| ECTS CREDITS | 5 | ||||||
| DEPARTMENT | Disability Studies | ||||||
| DESCRIPTION | Physical and sensory impairments can either be present from birth or acquired through accidents, illness or natural age progression. Physical impairments discussed in this study-unit will include long-term, progressive, fluctuating (relapsing) and non-progressive conditions and the characteristics of each type. The sensory impairments will include visual, hearing, tactile, olfactory and spatial types. Double-sensory impairments such as deaf-blindness will also be covered. Physical and sensory impairments are being proposed in one study-unit such that the students will have the opportunity to delve deeper into the specific impairment-related needs of these people but also to explore the barriers that they are challenged with through societal oppressive policies and practices. The complex interplay between biological and social realities for people with physical and sensory impairments will be discussed. These will mainly include issues of access to information and the environment (such as housing, transport and educational/work/recreational places), issues around rehabilitation professionals and practices, and the access and use of assistive technology and service animals. Possible support strategies such as Universal Design of places, things and information and the role of specific support services (such as sign language interpretation, mobility and orientation training, training in communication technology use) and policies/legislation will be presented and discussed. The above will be applied to aspects of family life, education, play, work, and leisure in real life experiences of people with physical and sensory impairments. Study-Unit Aims: The study-unit aims to introduce students to the range of physical and sensory impairments, both congenital and acquired. It also aims to help students reflect upon the complex realities that people with such impairments have to live with, because of both biological and social barriers. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Outline the different types of physical and sensory disabilities. and how these have specific impact related to gender and age. - Describe the specific impairment-related needs related to people with physical and sensory disabilities along the life course, such as issues regarding access to information and the environment. - Understand the socially-created barriers that people with physical and sensory disabilities meet with in different aspects of daily life, such as lack of reasonable accommodation in education, work and leisure spheres. 2. Skills: By the end of the study-unit the student will be able to: - Distinguish between biological impairment and social disablement in the context of physical and sensory disabilities. - Analyse the socio-material challenges that are particular to people with physical and sensory disabilities and compare/contrast to those of people with other disabilities. - Critically examine case studies/life stories of people with physical and sensory disabilities and debate in class. - Propose political and practical strategies and tools that are available (or can be made available) for people with physical and sensory disabilities to support them in their participation in society. Main Text/s and any supplementary readings: Main Texts: - Chouinard, V., Hall, E. & Wilton, R. (2016). Towards enabling geographies : 'disabled' bodies and minds in society and space, Routledge. - Cook, A.M. & Polgar, Jan Miller. (2014). Assistive technologies : Principles and practice (Fourth ed.). St. Louis, Missouri: Elsevier/Mosby. - Davis, L.J. (1995). Enforcing Normalcy: Disability, Deafness, and the Body. Verso; First Edition (US) First Printing edition (December 17, 1995). - Kuusisto, S. (1998). Planet of the Blind. Delta. - Preiser, W., & Smith K. (Eds). (2011). Universal Design Handbook. Second Edition. New York: Mc Graw Hill. - Bellamy, G., Croot, L., Bush, A., Berry, H., & Smith, A. (2010). A study to define: profound and multiple learning disabilities (PMLD). Journal of Intellectual Disabilities, 14(3), 221-235. [made available on VLE by lecturer] -Hodges, L., & McLinden, M. (2015). LEARNERS WITH SEVERE AND PROFOUND LEARNING DIFFICULTIES AND SENSORY IMPAIRMENTS. The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Additional readings: - Freund, P. (2001). Bodies, Disability and Spaces: The social model and disabling spatial organisations. Disability & Society, 16(5), 689-706. - Dan Goodley, & Katherine Runswick-Cole. (2012). The body as disability and possibility: Theorizing the ‘leaking, lacking and excessive’ bodies of disabled children. Scandinavian Journal of Disability Research, 15(1), 1-19. - Hirsch, D., & Hill, K. (2016). The additional cost of disability: A new measure and its application to sensory impairment. Disability & Society, 31(7), 897-913. - Imrie, R., & Kumar, M. (1998). Focusing on Disability and Access in the Built Environment. Disability & Society, 13(3), 357-374. - Naraine, M., & Lindsay, P. (2011). Social inclusion of employees who are blind or low vision. Disability & Society, 26(4), 389-403. [Available] - Ryan, F. 2017. What is life really like for disabled people? The Disability Diaries reveal all. The Guardian, Wed Nov 15th https://www.theguardian.com/inequality/2017/nov/15/whats-life-really-like-for-disabled-peopld-disability-diaries-reveal-all - Smith, D., & Andrews, J. (2015). Deaf and hard of hearing faculty in higher education: Enhancing access, equity, policy, and practice. Disability & Society, 30(10), 1521-1536. [Available] - Wilkinson-Meyers, L., Brown, P., Mcneill, R., Reeve, J., Patston, P., & Baker, R. (2015). To live an ordinary life: Resource needs and additional costs for people with a physical impairment. Disability & Society, 30(7), 976-990. |
||||||
| STUDY-UNIT TYPE | Blended Learning | ||||||
| METHOD OF ASSESSMENT |
|
||||||
| LECTURER/S | Claire Lucille Azzopardi Lane Maria Victoria Gauci Benjamin Matthews |
||||||
|
The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2024/5. It may be subject to change in subsequent years. |
|||||||