As potential leaders in the field of developmental disability, students undertaking this unit will develop a framework for considering the major concepts in the field from a variety of viewpoints. This unit forms a conceptual underpinning for the Developmental Disability course and introduces students to basic concepts such as models of disability, language and disability, and models of intervention. The unit takes a life-span approach and deals with topics from birth and diagnosis to end of life, with a focus on key transitions at different life stages. Also covered are historical developments, biopsychosocial aspects, family issues, and legal issues such as guardianship.

Students will examine a range of historical and contemporary theoretical views of disability, and the way that these views inform personal and societal responses to disability. Perspectives covered will include (but not be limited to) the human rights approach; the International Classification of Functioning, Disability and Health (ICF); the social model of disability, and biopsychosocial perspectives. Students will examine important developments such as the UN Convention on the Rights of People with Disabilities (2006) and the World Report on Disability (World Bank and WHO, 2011) and relevant disability legislation and policies to identify the theoretical approaches, values and power relations underpinning these initiatives.

As potential leaders in the field of developmental disability, students undertaking this unit will develop a framework for considering the major concepts in the field from a variety of viewpoints. This unit forms a conceptual underpinning for the Developmental Disability course and introduces students to basic concepts such as models of disability, language and disability, and models of intervention. The unit takes a life-span approach and deals with topics from birth and diagnosis to end of life, with a focus on key transitions at different life stages. Also covered are historical developments, biopsychosocial aspects, family issues, and legal issues such as guardianship.

Students will examine a range of historical and contemporary theoretical views of disability, and the way that these views inform personal and societal responses to disability. Perspectives covered will include (but not be limited to) the human rights approach; the International Classification of Functioning, Disability and Health (ICF); the social model of disability, and biopsychosocial perspectives. Students will examine important developments such as the UN Convention on the Rights of People with Disabilities (2006) and the World Report on Disability (World Bank and WHO, 2011) and relevant disability legislation and policies to identify the theoretical approaches, values and power relations underpinning these initiatives.

As potential leaders in the field of developmental disability, students undertaking this unit will develop a framework for considering the major concepts in the field from a variety of viewpoints. This unit forms a conceptual underpinning for the Developmental Disability course and introduces students to basic concepts such as models of disability, language and disability, and models of intervention. The unit takes a life-span approach and deals with topics from birth and diagnosis to end of life, with a focus on key transitions at different life stages. Also covered are historical developments, biopsychosocial aspects, family issues, and legal issues such as guardianship.

Students will examine a range of historical and contemporary theoretical views of disability, and the way that these views inform personal and societal responses to disability. Perspectives covered will include (but not be limited to) the human rights approach; the International Classification of Functioning, Disability and Health (ICF); the social model of disability, and biopsychosocial perspectives. Students will examine important developments such as the UN Convention on the Rights of People with Disabilities (2006) and the World Report on Disability (World Bank and WHO, 2011) and relevant disability legislation and policies to identify the theoretical approaches, values and power relations underpinning these initiatives.

This unit of study in the Master of Health Science (Developmental Disability) forms a capstone for Master's students. The purpose of this unit of study is to provide the student with the opportunity to investigate an area relevant to theory, practice and professional interests in developmental disability. The outcome of this inquiry topic is a comprehensive paper that may involve an extended literature analysis and critical review (or another mutually agreed format) of the chosen topic. This unit must be taken toward the end of the student's course, typically as a final or near final unit of study. Students must discuss their topic with the unit coordinator, who will organise a suitable supervisor. Approval from the coordinator is required prior to enrolling in this unit.

Dissertation is an opportunity to undertake an advanced investigation in a topic or issue in developmental disability through the development of either a proposal for independent research on that topic or a substantial paper that demonstrates the application of scholarly literature to an important issue. On completion of this unit, students will have gained research skills and experience of formulating a problem, of designing a study using the most appropriate methodology, and of drawing conclusions. Thus, the dissertation will provide an ideal preparation for those who choose to go on to postgraduate research. This unit forms a capstone for Masters students and must be taken toward the end of the students course, typically as a final or near final unit of study. Students must initially develop a short proposal and discuss this with the unit coordinator, who will organise a suitable supervisor. Approval from coordinator is required prior to enrolling in this unit.

Dissertation Part 1 is the first part of a two-semester sequence (with Dissertation Part 2) that provides an opportunity for students to undertake an advanced investigation on a topic or issue. This could be through the development of either a proposal for independent empirical research on that topic or a substantial paper, such as a literature review, that demonstrates the application of scholarly literature to a practical problem. On completion of this two-unit sequence, students will have gained research skills and experience of formulating a problem, of designing a study using the most appropriate methodology, and of drawing conclusions. Thus, the Dissertation will provide an ideal preparation for those who choose to go on to postgraduate research. Dissertation Part 1 is a prerequisite for Dissertation Part 2.

Dissertation Part 2 is the second part of a two-semester sequence (with Dissertation Part 1) that provides an opportunity to undertake an advanced investigation on a topic or issue through the development of either a proposal for independent empirical research on that topic or a substantial paper, such as a literature review, that demonstrates the application of scholarly literature to a practical problem. On completion of this two-unit sequence, students will have gained research skills and experience of formulating a problem, of designing a study using the most appropriate methodology, and of drawing conclusions. Thus, the Dissertation will provide an ideal preparation for those who choose to go on to postgraduate research. Dissertation Part 1 is a prerequisite for Dissertation Part 2.

This unit introduces students to the empirical literature on communication issues for people with developmental disability. Students will be introduced to the communication issues that impact on the lives of people with developmental disability and those who support them, functional communication assessment and intervention strategies, and the importance of multimodal communication systems in facilitating community participation.

This unit focuses students' understanding of autism spectrum disorders across the life span in both historical and current contexts. The unit will cover topical issues in autism including but not limited to: 'autism spectrum or spectra': exploring issues of definition, assessment and diagnosis in autism; current understanding of brain pathology in autism; changes in treatment and management of autism over time; 'from research to practice': exploring the relationship between empirical information and the management of autism across the life span; 'beyond the Triad': exploring what we now know about the underlying characteristics of autism, which inform observable autistic behaviours; 'crossing the boundaries': and issues in the provision of a multi-disciplinary collaborative approach to the assessment and management of autism.

This unit provides students with a contemporary understanding of assessment, intervention and evaluation techniques relevant to the support of people with developmental disability whose behaviour is challenging, or of concern. Challenging behaviour comprises any behaviour that is a barrier to the person participating in and contributing to their community; that undermines the person's rights, dignity and quality of life; and poses a risk to their health and safety and/or the safety of those with whom they live or work. Biological, psychological, social and community causes of challenging behaviour will be discussed. Ecological, functional and clinical approaches to assessment and support planning will be covered, as will the evaluation of quality of life outcomes. Legal and ethical issues will also be addressed.

This unit provides students with an understanding of contemporary issues in provision of community living services to people with a developmental disability. The unit will be of most benefit to those students who have some experience of developmental disability services. Topics to be covered include: deinstitutionalisation and community living. Differing approaches to provision of accommodation support in the community both in Australia and internationally. The funding, legislative and regulatory environment in which community living services currently operate. Quality service provision in community living, with a focus on resident outcomes, and the evaluation and management of quality. Values underpinning community living and quality service. The Active Support Model and quality provision of community living services. Self-determination. National and international data on provision of community living services.

This unit introduces students to the challenges and achievements typically found in the lives of parents with a developmental disability and their children. Students will critically examine 'popular' and professional narratives about, and responses to parents with a developmental disability. Students will become familiar with the empirical literature on parenting with a developmental disability, including but not limited to evidence-based parent education and family support strategies. Students will apply this knowledge to identify service gaps, and opportunities in their own local area to promote the health and wellbeing of families headed by a parent with a developmental disability.

This unit provides an overview of the main physical health conditions, health care and wellness in people with developmental disability. Topics include mortality and life span; genetics of developmental disability, including important syndromes and their relevant features; an examination of major conditions such as epilepsy, sensory impairments, endocrinological disorders, gastro-oesophageal and nutritional problems. This unit will also consider historical perspectives and emerging trends in the delivery of integrated health care to people with developmental disability, including a focus on wellness. Students will also examine theoretical models of health care within a life-stage and transitional framework.

This unit will provide students with knowledge about the sexual lives of people with developmental disability. Students will become aware of the range of sexual issues that people with developmental disability face across the lifespan. The issues include sexual health and hygiene, legal and ethical issues, masturbation, use of pornography, sexual opportunities and choices, pregnancy and contraception, sexual abuse, sexual offending, sex education, use of sex workers, and the policy framework of disability services. Students will demonstrate the ability to analyse approaches/programs and formal services in relation to the sexual lives of people with a developmental disability, their family members, carers or advocates and assist them to understand, appreciate and support the realisation of a healthy sexual life for people with developmental disability.

This unit examines mental health issues in people with developmental disability, including the major psychiatric conditions, behavioural phenotypes, and challenging behaviour across the lifespan. A practical, multi-disciplinary approach to prevention, assessment and management will be discussed. Students will also critically review the factors influencing mental health care and mental health care access for people with developmental disability. Students will have the opportunity to examine a topic of individual interest in further depth.

Students will examine a range of historical and contemporary theoretical views of disability, and the way that these views inform personal and societal responses to disability. Perspectives covered will include (but not be limited to) the human rights approach; the International Classification of Functioning, Disability and Health (ICF); the social model of disability, and biopsychosocial perspectives. Students will examine important developments such as the UN Convention on the Rights of People with Disabilities (2006) and the World Report on Disability (World Bank and WHO, 2011) and relevant disability legislation and policies to identify the theoretical approaches, values and power relations underpinning these initiatives.

This is a transdisciplinary unit of study on the role of work (including voluntary work) in the lives of persons with developmental disabilities and the state of practice, policy, theory and research in facilitating full participation in these roles. Both inclusive and segregated employment are encompassed as work. The unit will focus on the full age span of work life: transition to work, issues involved in obtaining and maintaining employment, as well as transition from work to retirement. These issues will include work training and support, work-related skills (e.g., travel skills), adaptations of work processes and environments, social inclusion and social interactions at work, industrial relations, wages systems (including productivity-based wages), job loss and return to work, career pathways and development, and the relevant policy and social context. Work-related rights, such as employment discrimination and income support entitlements will be addressed.