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    The application of philosophical frameworks within practice to support individuals to optimise health, behavioural challenges and services access for people with intellectual disability across the lifespan.

    This paper will advance the knowledge base, clinical and practical skills of health and disability professionals working in the specialist field of and alongside people with an intellectual disability. The core aim is to understand the current philosophical underpinnings within the sector and to explore the application of these through practical tools to support individuals and communities to proactively manage physical health, dual diagnosis and behavioural and access challenges that arise for people living with intellectual disability across the life span.

    About this paper

    Paper title Intellectual Disability: Theory into Practice
    Subject Nursing
    EFTS 0.25
    Points 30 points
    Teaching period Semester 1 (Distance learning)
    Domestic Tuition Fees ( NZD ) $2,984.25
    International Tuition Fees Tuition Fees for international students are elsewhere on this website.
    PSME 439
    Limited to
    MAdvNP, MHealSc, PGCertHealSc, PGDipHealSc

    The applicant will:

    • Hold a professional health/education qualification and/or undergraduate degree.
    • Be a professional working in the health and/or disability sector.
    • Nurses must hold registration from a three-year programme or course, congruent with the Health Practitioners Competence Assurance (HPCA) Act (2003).
    Teaching staff

    Convenor: Dr Henrietta Trip

    Paper Structure

    To understand the population and their citizenship in the community, the application of philosophical drivers in the disability sector are demonstrated through a range of topics, which include but are not limited to:

    • Diagnostics
    • Autistic Spectrum Disorder
    • Prader Willi and Down Syndrome
    • Health care and ageing with intellectual disability
    • Epilepsy
    • Movement disorders
    • Applying evidenced-based models of into practice
    • Ethical and legal frameworks
    • Sexuality
    • Positive behaviour support
    • Child and adolescent neurodevelopment and pharmacology
    Teaching Arrangements

    This Distance Learning paper is a combination of remote and in-person teaching

    This paper includes in-person assessment and is taught with a blended learning approach and combines on-campus and online study days. This may be up to 8 days across the semester.

    There are no required textbooks for this paper. Recommended readings and texts will be advised.
    Graduate Attributes Emphasised
    Global perspective, Interdisciplinary perspective, Lifelong learning, Scholarship, Communication, Critical thinking, Cultural understanding, Ethics, Environmental literacy, Information literacy, Research, Self-motivation, Teamwork.
    View more information about Otago's graduate attributes.
    Learning Outcomes

    Within their scope of practice, students who successfully complete the paper will be able to:

    • Critique a relevant philosophy and demonstrate how it underpins their professional practice within the intellectual/learning disability sector.
    • Synthesise a range of evidence-based literature, research, national and international guidelines as they pertain to the student's professional role working alongside people with intellectual/learning disability.
    • Discuss the underlying ethical concepts informing practice that are respectful of personhood and relevant to supporting people with an intellectual/learning disability within their context of family, whānau and/or systems of support.
    • Evaluate key elements that should be considered at each stage of transition across the life span.
    • Demonstrate an understanding of culturally responsive inter-professional roles and collaborations between individuals, family and whānau, communities, health, disability and education services.
    • Operationalise the principles of positive behaviour support.
    • Demonstrate advanced knowledge about the implications and management of the prevalent physical and mental health conditions that present in people with intellectual/learning disability and alongside differing aetiologies.
    • Appraise and apply a model of community care that advances their practice and achieves commonly identified human rights and quality of life goals for people with intellectual/learning disability, including community integration, meaningful relationships, education and employment.
    • Analyse the utility and application of statutory legal frameworks to demonstrate practice competency in their area of practice.


    Semester 1

    Teaching method
    This paper is taught through Distance Learning
    Learning management system
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