1. Critical knowledge and understanding of theories, models and definitions of disability
SG3, SG9 (Communication, Knowledge and Understanding)

2. The ability to critically analyse disability policy and service provision in the light of competing definitions and theories of disability SG3, SG9 (Analysis)

3. Identify relevant research findings and critically evaluate their implications for particular disability issues within policy and practice Sg1, sg9, sg10, sg11 (Analysis, Enquiry)

4. Demonstrate knowledge and understanding of diversity and reflect on its implications in the context of disability SG3, SG9 (Knowledge and Understanding, Reflection)

This module provides an overview of contemporary disability issues, including theories of disability and policy approaches. It seeks to develop students' knowledge of the experience and perspectives of disabled people, and the way these have influenced current theoretical and political debates in Disability Studies. The module covers overarching issues in disability policy, with reference to the relationship between policy and competing theoretical perspectives. This is illustrated with reference to anti-discrimination policy, employment, education and social care / independent living. The module will include;

Definitions and models of disability;
- Contextualising disability welfare policy
- Media representation of disabled people;
- The history of exclusion;
- The concept of ‘care’ and ‘caring’ in the context of disability - Disability policy
- children and young people (education and mainstream lives)
- adults (working age, employment)
- older people (independent living, choices and rights)
- anti-discrimination and relationships

A computer with internet access.
Key texts and journals

Harris, J.P. & Roulston A. (2011) Disability Policy and Practice, London: Sage.

Roulstone, A. & Prideaux, S. (2012) Understanding Disability Policy, Social Policy Association.

Simcock, P & Castle, R. (2016) Social Work and Disability, Polity Press.

Swain, J., French, S., Barnes, C. & Thomas, C. (2014) Disabling Barriers – Enabling Environments, 3rd Edition, London: Sage

Summative Assessment
Students will be required to undertake ONE piece of summative assessment for this module:

An essay of 2500 words, weighted at 100% This will require students to meet learning outcomes 1 to 4

Formative Assessment.
The tutor will provide regular comment on-line as well as through emails on each student's understanding of concepts and knowledge and the quality of their communication of these. Formative assessment will also be provided through tutor participation in the on line forums and through tutor response to non-assessed tasks.

PLEASE NOTE ALTERNATIVE ASSESSMENTS FOR Semester 2 2020/21 DUE TO COVID-19 AS FOLLOWS:
Presentation via TEAMS and 2 questions (100%)

The is a distance learning award, and the Blackboard VLE will provide a structured framework for the delivery of this module.

Scheduled Learning and Teaching Activities: (3 hours)
1 hour - Telephone and skype tutorials
2 hours - Scheduled discussion boards

Guided Independent Study: (147) This will be made up of:
Preparation for tasks and online discussions and seminars; wider reading including exploring additional sources of information, (particularly web based), updating their knowledge in line with developments and changes
Reading study materials, asynchronous online seminars, interactive tasks
Preparation for and completing the assignment

All sections of the profile must be included in order to achieve a pass