| Unit name | Disability in Society |
|---|---|
| Unit code | SPOL30075 |
| Credit points | 20 |
| Level of study | H/6 |
| Teaching block(s) |
Teaching Block 2 (weeks 13 - 24) |
| Unit director | Dr. Series |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
None |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
None |
| School/department | School for Policy Studies |
| Faculty | Faculty of Social Sciences and Law |
Why is this unit important?
Around one in five people globally and nationally are disabled. Disabled people face significant social inequalities, including poverty, limited educational opportunities, health inequalities, social exclusion, and reduced wellbeing. In this unit you will look at examples of social exclusion, inequality and barriers experienced by disabled people in society, for example health inequalities, barriers to education for disabled children, mental health inequalities, and the role of social care for supporting disabled people to live independently. You will learn about different theoretical models and approaches to understanding disability in society, and how to use these to analyse and consider how policy could address the barriers and inequalities that disabled people experience. You will learn about the history of social exclusion and radical activism by disabled people, with guest lectures from academic experts and experts by experience.
How does this unit fit into your programme of study
This is an optional unit for third year undergraduate students in the School for Policy Studies, who are particularly interested in issues impacting on disabled adults and children, who may be interested in how systems like health, social care and education can better serve their needs.
An overview of content
Academically, you will learn about the historical roots and contemporary policies that contribute the social situation of disabled people, and the barriers and inequalities they experience. As a research-led unit, the policy topics covered depend on the teaching team’s expertise, but have included: co-production of policy, inclusive research, mental health, education, healthcare, adult social care, sexual relationships, and parents with disabilities. Some lectures may focus on problems experienced by particular groups of disabled people (e.g. learning disability, autism). You will be introduced to key theoretical models and approaches used within disability studies and disability policy.
How will students, personally, be different as a result of the unit
You will be challenged to think differently about the nature of disability, and its relationship to the wider social inequalities experienced by disabled people. You will consider how disability can be understood as a social rather than primarily medical problem. We hope that by the end of this course you will be critically attentive to how disability is presented in our societies and culture and consider how these cultural representations of disability can contribute to – or contest – social inequalities experienced by disabled people.
Intended Learning Outcomes
On successful completion of this unit, you will be able to:
You will learn through lectures and seminars. Where possible, lecturers with lived experience of disability or research expertise will be invited to contribute. Seminars will use structured learning activities to deepen your understanding, developing skills to express ideas, and critically evaluate problems using evidence and disability theory. These are key skills for their summative assessment. You will be asked to undertake work prior to seminars, including reading, as well as independent research and exploring disability in society through other cultural sources (e.g. books, film, TV, etc). Online materials will be available on Blackboard and via the Resources list.
Tasks which help you learn and prepare you for summative tasks (formative):
Seminars will be designed to help prepare you for your summative assessment. This will include opportunities for students to discuss and share their own insights and analysis of problems, policies and disability theories, and deepening knowledge of lecture topics. Seminars will provide opportunities to share and get feedback on essay outlines and samples of academic writing, including through self- or peer-marking. Students will also be given a toolkit on how to prepare their essay.
Tasks which count towards your unit mark (summative):
Essay (3000 words, 100%)
This assessment covers all of the intended learning outcomes.
When assessment does not go to plan
Subject to the university regulations for taught programmes, unsuccessful students may be offered an opportunity for reassessment. This will comprise a task of the same format as the original assessment.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. SPOL30075).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the University Workload statement relating to this unit for more information.
Assessment
The assessment methods listed in this unit specification are designed to enable students to demonstrate the named learning outcomes (LOs). Where a disability prevents a student from undertaking a specific method of assessment, schools will make reasonable adjustments to support a student to demonstrate the LO by an alternative method or with additional resources.
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
