Monash OCC1011: Professional Issues Lived Experience Essay

This reflective essay, submitted by a student, explores the lived experiences of individuals with disabilities within the context of occupational therapy. The essay begins with an introduction to disability and the importance of occupational therapy in supporting individuals to achieve their goals. It then details two simulated experiences: navigating a university campus using a wheelchair, and navigating the campus with simulated visual impairment. The descriptions highlight the physical and attitudinal barriers encountered, such as narrow pathways, inaccessible buildings, and difficulties with directional signage and technology. The essay includes a critical reflection on the experience, discussing the student's learnings about empathy, accessibility, and the importance of considering the needs of disabled people in the design of public spaces. The student reflects on the need for greater awareness and understanding of disability, and the role of occupational therapists in promoting inclusivity and improving the quality of life for individuals with disabilities. The essay concludes with a summary of the key learnings and a reiteration of the student's commitment to applying this knowledge in their future practice. References to academic sources are included to support the analysis and reflection throughout the essay.

OCC1011: Professional Issues
Assessment Task 1
Lived Experience Reflective Essay
(2,500 words; 30% of unit grade)
Student Name: Lateifah Rashed Ahmed Alyammahi
Student Number:28978579
Tutor:
Time of Tutorial:
Total Word Count:
Date of Submission:
Number of Pages:
Number of References:

Introduction:
Before discussing about disabilities it is important to know that people are essential
members of our society. Disability can be experienced by anyone at any stage of their life and
can be a result of sensory, neurological, physical, intellectual, cognitive or psychiatric
impairment or a combination of these. Furthermore, people with disabilities need special care
and a therapist can pursue their goals and dreams for a good life. Consequently, occupational
therapy is a section of the overall treatment plan that people with disabilities are using. The
overall aim is to promote the individual’s skills to proceed with daily activities in a way that
can help the teaches to enhance their quality of life. As a student of occupational therapy, it is
essential to examine the challenges that disabled people, face that can help us understand the
skills of analysis and thinking outside the box. This is an important aspect for achieving a
high level of awareness and enhance our experience as future therapists. This essay, will
provide two types of disability including the inability to move, which requires the owner to
use the wheelchair (Sunderland, Newby & Andrews, 2013). The second disability is the loss
of sight or visual impairment which requires the use of glasses and will display the
difficulties. A student can face these difficulties in the university life or their movement in the
campus.
Description of First Lived Experience:
Firstly, a wheelchair is a type of chair with wheels to help people move around. It is used
by disabled people. People having the issue called physical impairment are observed with
using the wheelchairs mostly. In this case, the wheelchairs are used as a tool to measure the
physical challenges faced by the physically challenged people (Vila, Darcy & González,
2015). We proceeded our assignment by following the instruction provided by the instructors.
Every individual student was provided with the facility to select the partner to start the
experiment with wheelchair. I started the experiment with visiting building D of the library.
The library was flexible enough with one obstacle of narrow pathway for wheelchair
movement (Brooker et al., 2013). However, the entrance of the library was expanded enough
for proper movement. Entering into the library was comparatively easy than moving upward
to the second floor through the staircase. The facility was not enough to take the impaired
people at the second floor and access the books. If the disabled person has any connection
with the librarian or assisted with any family members then only the person can access books
from the library. On the other hand, the computer access provide a benefit for the impaired
members of the library. After that, my partner was positioned for the wheelchair and we
moved towards the G building (Cologon, 2013). The entrance contains an electrical door that
was not comfortable to be used by the people with wheelchair. On the other hand, the
elevator made it quite easy to move from floor to floor in this building. There was a café at
the building and we moved forward to examine the feasibility and accessibility of the café by
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the disabled person. It was an attractive café with fast and quality service by the workers.
Afterwards, we headed for the D building using the same elevator of the G building.
Description of Second Live Experience:
Second obstacle selected for the assignment was visual impairedness or vision loss. We
used the simulated glass to examine for this case analysis. A simulated glass provides the
person the ability to move between one place to another. Here, we will be examining the
simulating glass in helping the needy people to perform library related activities. Visual
impairment or vision loss is one of the most challenging situations faced by the most
Australian people (Le et al., 2013). According to the study, the average rate of blindness is
three times more in the indigenous people rather than the non-indigenous people. After
fulfilling the first task, we started with the second measurement followed by a forty-five
minutes break. I used the simulated glass first and moved towards the campus bookshop to
locate the textbook of my choice. I selected the book related to my research work with
appropriate information for the subject of anatomy and physiology. Visit to the bookshop and
selecting the book was a good experience. However, using the computer for locating the book
in the library was not easy enough. Yet the entire procedure was not way to complicated for
me. Only hurdle was to access the computer with the simulated glass. After that, it was the
turn of the partner to complete the task. My partner for this assignment also faced the similar
experience. As per the instruction, completing the two tasks, we went from the front parking
to the Student Service office at the U building. We reached at the U building following the
direction signs provided at the campus instructions. According to my colleague, the signs
were not clear enough and we reached at the building with my assistance. Along with this,
my partner got a text message and it was difficult to understand the message from the less
bright screen with the simulated glass. However, the last task assigned for the work was to
visit the cafeteria which was a greater experience for me as well as for my partner. This was
the time we enjoyed most among all the assigned tasks of the assignment.
Critical Reflection:
The assignment is an experience of examining two different kinds of disability commonly
found within the Australian community. As the initial requirement, the tutor provided us with
some specific tips and specification to fulfill the assignment. It included, focusing on the
tools to be experimented by us for the activity. The tools used for this assignment are
wheelchair and simulated glass. It is important to note that, use of wheelchair require the
proper knowledge about its handling. The person needs to understand the safety and cautious
steps to be followed for using a wheelchair. The first task was to access the library of
building D moving along with the wheelchair. It was important to note the facility of the
staircase and proper spacing at the enter and exit of the building. We tried to enter into the
building from building G and the obstacle was still there for the wheelchair user. Second task
was dedicated for the visually impaired person. Accessing the library with the simulated glass
was not easy for me as well as for my partner. Even, my partner experienced difficulty in
reading the parking direction and text message received in the phone.
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During this assignment, I have learned that the people with proper educational,
cultural, and social skills are paid with more attention. It is not considered that the person
with little impairedness can have equal or more capability as a common person. It has been
noticed that, people with special abilities or gifted abilities often show greater interest and
integrate with the mainstream community. They only need some compassion and kindness as
we show for a regular person, a family member, and a friend. After completing both the tasks,
we headed back to the classroom to write the reflection about our experience during the
course of the assignment. The initial thought came up into the mind is to evaluate the
challenges faced by the specially abled people in day to day lives. According to me, in spite
of disabilities, a sympathetic attitude for them can uplift their way of living. All they want is
to integrate with the mainstream society to enjoy their existence within the humanly world.
Hence, the common lifestyle should be designed with proper consideration of the disabled
people. The design should address the challenges faced by the common disabled people of
Australia. Their disabilities should act as a catalyst for ensuring success at the end of their
lives. Impairedness should not be treated as any disorder. Rather, considering them as the
people with disability makes the common person mentally disabled. During the course of the
assignment, I have learned many things and developed a sympathetic attitude for the disabled
people. I have recognised that, the specially abled people go through thousand time more
obstacles than a common person. I hope that the acquired knowledge will help me to aid the
people with special need. I will be looking forward to implement the gathered knowledge in
future to address the challenges of people with special difficulties. Sharing my knowledge
with others can increase the awareness about disabilities and disabled people. Along with
this, I have learned to use the two tools including wheelchair and simulated glass. Apart from
this, performing within these activities I have developed a collaborative spirit. This
assignment provided a scope to engage myself with one of my colleagues. Moreover,
summarising the entire situation it can be said that, from the beginning to the end, the
assignment was highly engaging. It provided the scope to analyse the lifestyle of the disabled
people. It also helped in understanding the effectiveness of the library buildings to be
accessed by the people with special needs. It helped me to consider the situation first before
measuring any condition or person. Moreover, the primary skill that we learnt is that
understanding the situation is the key to visualising any issues from different aspects. It is one
of the ways to enhance skills like thinking outside the box. This is an essential skill that has
been used by researchers to find solutions for different problems that can make the life easier
for the people with special needs. It is vital as a student of occupational therapy by striving to
see things in multiple ways and help all children or patients who are receptive to overcome
their disability for a healthy life. Also, this activity was a practice and of fundamental use for
next year placements. If I had the opportunity and enough time I will try to evaluate the use
of toilets for wheelchair users and then I will examine the health care services offered for
disabled people in the campus. This experiment can help them to have a healthy lifestyle.
Eventually, I could do this activity again and I will try to do all activities that is listed in the
paper within the scheduled time to get more knowledge and experience.
Conclusion:
In conclusion it can be said that, disability is a term that expresses a person's inability
to perform a particular activity as a result of a problem in his body, accompanied him from
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birth, or suffered some exposure to an accident, prevented him from performing a job or a set
of basic functions. These inabilities make their lives a bit harder than the common people. In
order to help them in the implementation of the remedies, and the degree of difficulty found
by the inefficiency in his life depending on the society in which the person survives. The
overall goal of the assignment is to enhance the individual's skills in following daily activities
in a way that teaches their quality of life.
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References:
Ates, H. C., Fiannaca, A., & Folmer, E. (2015, January). Immersive simulation of visual
impairments using a wearable see-through display. In Proceedings of the Ninth
International Conference on Tangible, Embedded, and Embodied Interaction (pp.
225-228).
Brooker, J., Julian, J., Webber, L., Chan, J., Shawyer, F., & Meadows, G. (2013). Evaluation
of an occupational mindfulness program for staff employed in the disability sector in
Australia. Mindfulness, 4(2), 122-136.
Cologon, K. (2013). Inclusion in education: Towards equality for students with disability.
Dunai, L. D., Lengua, I. L., Tortajada, I., & Simon, F. B. (2014, May). Obstacle detectors for
visually impaired people. In 2014 International Conference on Optimization of
Electrical and Electronic Equipment (OPTIM) (pp. 809-816). IEEE.
Goodman-Deane, J., Waller, S., Collins, A. C., & Clarkson, P. J. (2013). Simulating vision
loss. In Contemporary Ergonomics and Human Factors 2013 (Vol. 347, No. 354, pp.
347-354). ROUTLEDGE in association with GSE Research.
Hariyanto, E. A., Dickson, D. C., & Pitt, D. G. (2014). Estimation of disability transition
probabilities in Australia I: Preliminary. Annals of Actuarial Science, 8(1), 131-155.
Korres, G., El Issawi, A., & Eid, M. (2014, June). TActile Glasses (TAG) for obstacle
avoidance. In International Conference on Universal Access in Human-Computer
Interaction (pp. 741-749). Springer, Cham.
Langridge, A. T., Glasson, E. J., Nassar, N., Jacoby, P., Pennell, C., Hagan, R., ... & Stanley,
F. J. (2013). Maternal conditions and perinatal characteristics associated with autism
spectrum disorder and intellectual disability. PloS one, 8(1).
Lausegger, G., Spitzer, M., & Ebner, M. (2017). OmniColor–A Smart Glasses App to
Support Colorblind People. International Journal of Interactive Mobile Technologies
(iJIM), 11(5), 161-177.
Le Fevre, A. K., Taylor, S., Malek, N. H., Horn, D., Carr, C. W., Abdul‐Rahman, O. A., ... &
Bain, N. (2013). FOXP1 mutations cause intellectual disability and a recognizable
phenotype. American journal of medical genetics Part A, 161(12), 3166-3175.
Nario-Redmond, M. R., Gospodinov, D., & Cobb, A. (2017). Crip for a day: The unintended
negative consequences of disability simulations. Rehabilitation psychology, 62(3),
324.
Nasri, Y., Vauchey, V., Khemmar, R., Ragot, N., Sirlantzis, K., & Ertaud, J. Y. (2016). ROS-
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O'Brien, T. D., Noyes, J., Spencer, L. H., Kubis, H. P., Edwards, R. T., Bray, N., & Whitaker,
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advanced nursing, 71(2), 430-440.
Qiu, S., Anas, S. A., Osawa, H., Rauterberg, M., & Hu, J. (2016, February). E-gaze glasses:
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Rehabilitation: Assistive Technology, 10(3), 191-197.
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Sparkes, D.(2017).Indigenous eye health: Blindness, trachoma rates improve dramatically,
but more work needed.ABC news. Retrieved from
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Record of activities and barriers encountered template
Task Tick tasks
completed
Note level of difficulty:
Manageable, difficult,
very difficult
Barriers encountered (e.g. physical, attitudinal) and strategies used to overcome
these
Using two different types of visual loss simulated glasses:
Visit the campus bookshop, locate the
textbooks on research, and decide which
include good information on qualitative
research. Make a record of this.
/
Manageable Everything was comfortable and easy
Visit the campus library; search the web and
catalogue to find the causes of retinitis
pigmentosis or cataracts. Make notes.
/
difficult
The letter should be bigger and the screen should be brighter
Visit the campus library, look on the shelves
with a view to borrowing some books for one
of your assignments
/ Manageable Easy to borrow books
Use your laptop or phone and find the
Peninsula Campus mobility map on the
Monash website and consider how you might
best return to Building B following this map.
Navigate from the front car park to the
student services office located in building U.
Use the direction signs located on campus
for guidance.
/
difficult
Its hard to see the signs
Send a text message to a friend, telling them
you are wearing visual loss simulated
glasses
Visit the cafeteria, purchase a coffee, sit at a
table and drink the coffee.
/ Manageable If the person what to order
Use your laptop or phone and look up your
emails and navigate to the assessment
section of the OCC1011 MOODLE site
Visit the lecture theatres and/or the tutorial
rooms you usually use for Tuesday classes &
ascertain what arrangements might be
needed to assist you participate in class.
/ Manageable Easy to see from first seats
Other (complete your own task)
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Task Tick tasks
completed
Note level of difficulty:
Manageable, difficult,
very difficult
Barriers encountered (e.g. physical, attitudinal) and strategies used to overcome
these
Using a wheelchair:
Take yourself on a tour around the Peninsula
Campus visiting the book store, the
Paramedics building, nursing building, and
Building C. Note any wheelchair access
problems.
/ Manageable
Visit the lecture theatres and/or the tutorial
rooms you usually use for Tuesday classes
and ascertain what arrangements are in
place for wheelchair users.
/ difficult Push the door was hard.
The atomic door is a bit narrow to acess.
Visit the campus library; look on the shelves
with view to borrowing some books for one of
your assignments.
/ Manageable Building D path was narrow
The library entrance was enough to enter
Hard to collect books from level 2
Access university toilets. Note any problems
with wheelchair access.
Access one of the campus cafes in a
wheelchair and purchase a snack. Note any
problems with wheelchair access.
/ difficult There is no problems with purchase a snack
Visit the student living quarters and check
accessibility between the campus and these
buildings.
Enter Building D, G or A, and use the
elevators to access a higher floor.
/ Manageable The elevator use was flexable
In a wheelchair survey the campus for
disabled parking and mark these allocations
on the Peninsula Map
Other
Note: Please do not be too narrow in your focus with the exercises, include any valuable experiences that you encounter that add insight into what it may be
like for a person living with a disability to access their community. You need to be respectful of other people’s reactions and also need to report back on safety
issues encountered.
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