Postgraduate Diploma in Disability and Rehabilitation Studies

Purpose

The purpose of this qualification is to strengthen and deepen the learner's knowledge in concepts of disability and rehabilitation in general and to be able to apply it in their professional field.

The other important consideration is to enable working professionals to undertake advanced reflection and development by means of a thorough critical analysis of current thinking and practice in an area of disability and/or rehabilitation. The qualification also seeks to ensure that learners understand and be able to contribute in relation to policy documents rooted in the social model and seeks to address long-standing problems and challenges of people with disabilities.

Rationale

There is specific emphasis on ensuring that people with disabilities are treated professionally and are placed in a warm and welcoming environment. Thus it is vital that the professionalism of persons working with children and adults with disabilities in human service and rehabilitation settings is developed so as to enable individuals who have physical, mental and emotional disabilities to become productive and active citizens. Rehabilitation and disability professionals work in:

• Addiction treatment centers.
• Hospitals and clinics that treat people with head injuries.
• Independent-living and other community programs.
• Programs that serve individuals with intellectual and developmental disabilities.
• Mental health centers.
• Probation and parole offices.
• Veterans Affairs centers.

The qualification provides a broad knowledge of the purpose, practice and philosophy of rehabilitation, along with instruction in the social sciences with particular emphasis on human health, psychology and sociology. The qualification also enables learners to understand the outcomes in the context of disabling disease and in cardiac, locomotor and neurological disorders.

This qualification is developed to address a need for interdisciplinary and intersectoral integration of disability and rehabilitation concepts within the rehabilitation and other fields related to the rehabilitation studies as expressed in various provincial, national and international policy documents, charters and treaties. It also seeks to develop learners to think critically as rehabilitation practitioners.

Recognition of Prior Learning (RPL)

The institution has an Assessment Policy and Recognition of Prior Learning (APRL) policy in place.

The Postgraduate Diploma in disability and rehabilitation qualification will conform to the University's Policy for the Assessment and Recognition of Prior Learning (ARPL) as well as the ARPL policy of the Faculty of Health Sciences.

The policy defines the process that must be followed in the assessment of an application for Recognition of Prior Learning (RPL) at Postgraduate Level and provides information pertaining to assessment tools that can be used in the assessment of RPL applications. The APRL process is subjected to the Faculty's quality assurance process. Unsuccessful applicants may appeal according to the relevant appeal procedures as stated in the University's General Calendar Part 1.

Entry Requirements

Learners are required to have the following in place in order to be considered for admission

• A Bachelor of Medicine.

Or,

• A Bachelor of Surgery (MBChB) Degree.

This qualification consists of 4 compulsory modules at NQF Level 8, totalling 120 Credits.

Modules

• Disability and Rehabilitation Theory and Practice, 30 Credits.
• Reflective Ethical and Community Constructs, 30 Credits.
• The Community Integration of the Disabled Person, 30 Credits.
• Policy Analysis on Health, Disability and Rehabilitation, 30 Credits.

1. Have an advanced understanding and reflection on the development of disability and rehabilitation definitions and models.
2. Critically apply advanced skills and concepts to be able to be a reflective practitioner in the scope of practice.
3. Display critical management skills within the disability and rehabilitation fields.
4. Identify and reflect on the rehabilitation policies that drive the rehabilitation services in South Africa.

Associated Assessment Criteria for Exit Level Outcome 1

• Skills to conduct a SWOT analysis on disability and rehabilitation programmes and services to ensure implementation of inclusive development principles and concepts are demonstrated.
• An advanced reflection on the suitability of existing disability and rehabilitation models of service delivery for disability management and rehabilitation scope of practice is conducted.
• Current literature on research evidence on disability and rehabilitation to inform the development of model of best practice in disability and rehabilitation field of practice is used.

Associated Assessment Criteria for Exit Level Outcome 2

• The principles and concepts of community diagnosis and how to utilise these in community participation and mobilisation is understood.
• How the concept of ethics of care can be applied to disability and rehabilitation is critically analysed.

Associated Assessment criteria for Exit Level Outcome 3

• Awareness on socio-economic rights of disabled people and the related social policies that are in place is raised.
• Strategies required for the social integration and creation of equal opportunities for persons with disabilities are identified.

Associated Assessment Criteria for Exit Level Outcome 4

• The process of policy formulation, with particular emphasis on the policy analysis process, in order to determine the optimal implementation mechanisms to maximise the benefits of the users of the service is applied.
• The influence and involvement of government in the development and implementation of the rehabilitation policy is identified.
• Different role players that should be engaged in the implementation of the policy are identified.

Integrated Assessment

Formative assessments are performed on a monthly basis. This is done via the monitoring procedures for the qualification. Monitoring of learners learning in the qualification is performed via a monthly discussion between the qualification committee, modular convener and lecturer in charge of that module.

This process helps to identify specific weaknesses in the learner's knowledge before engaging in a formal assessment process. The summative assessment is performed by a process of formal internal and external moderation of examination papers and examination scripts. This is performed by Faculty appointed internal and external examiners according to prescribed University standards and policy.