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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
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To begin with, disabilities 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 that 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 teaches their quality of life. As a student of occupational therapy, it is essential to examine the challenges that disabilities people, face which make us understand the skills of analysis and thinking outside the box to achieve a high level of awareness and enhance our experience as future therapists. This essay, will provide two types of disability which are the inability to move, which requires the owner to use the wheelchair and the second disability is the loss of sight, which requires the use of glasses and will display the difficulties that can face these cases in the university life or their movement in the campus.

Description of First Lived Experience:
Firstly, a wheelchair is a type of chairs with wheels to help people move around. It is used by disabilities people, that have ailments that limit their ability to walk. This chair was our tool to determine the challenges that can affect wheelchairs user during their movement on the campus. Before we start our lived experience, we heard the instruction for our task from our tutors that we should follow during the mission. Then, the class students begin to choose their partner to start the experience of using a wheelchair. I began to use the wheelchair first to move from building D to the library; the way to the library was flexible. Except for the path for wheelchairs in building D, It was narrow. As for the library, the entrance was adaptable to move through. Moving into the library on the first floor was easy, but the difficulty was in the staircase leading to the second floor. There is no path for the disabled to go and take books from the second floor only if a librarian or their friends can go and bring the book or books they wheelchair users looking for, the use of the computer in the level one was easy and comfortable. After, the library my partner and I switch so she used the wheelchair, and I helped her to push it until we arrived at building G. The electrical entrance in the building was difficult to excess because it was narrow, and the standard door was hard to pull to excess. However, using the elevator in the building was so flexible, and the lift is significant to carry more than one wheelchair for approximately three wheelchairs. Moreover, we moved to the cafe to examine if it is easy to choose the snack by using a wheelchair the experience it the cafe was attractive because we moved quickly and we were able to order the food we wanted. Eventually, we used the elevator in the same building to go back to building D while we use the path for wheelchairs it was difficult for my colleague to ascension alone we helped each other in order to reach the main entrance of the same building.

Description of Second Lived Experience:

Secondly, vision loss is the second disability that we examine by using a simulated glass to study the ability of vision loss people to move in the campus efficiently and to choose books from the library without any challenges. Also, vision loss is a destructive and increasing problem throughout Australian groups. The average of blindness among indigenous Australians is three times the average of non-indigenous Australians, and the eye health cavity in regional and distant communities is gaping (Sparkes, 2017). The journey of this task started after forty-five minutes that means after we accomplished the first task of using a wheelchair. As a start, I tried the simulated glass first, then I visited the campus bookshop, to locate a textbook for my research, and I decide to choose a book that includes useful information for my research which was anatomy and physiology book. Visiting the bookshop and selecting a text for me was easy and it was a good experience. Subsequently, we went to the library as mentioned in the instruction paper using the computer was a little hard because the letter was small that I can’t see yet clearly. After using the library computer, I went with my colleague to try and borrow a book the process wasn’t complicated for me. After accomplishing both tasks, I gave my colleague to try and use the glass to complete the other two task because the time wasn’t enough to finish all of the activities. According to the instructions in the paper we moved from the front parking to the Student Services Office located in the U Building. We used the direction signs on the campus for instructions. But those signs were not clear to my colleague, and I had to guide her until we got to the building. After that my friend sent a text message to a friend to tell him that she is wearing a simulated vision loss glasses while she texting her friend, she felt that the screen should be a brighter to be able to see clearly , and the last work we did and enjoy is to visit the cafeteria and buy coffee and sitting at a table and drinking coffee was equivalent to us secure and fun at the same time.
Critical Reflection:
As a reflection, the activity was to experience two different types of disability that most common in our society such as the movement disability and vision loss. We had started the experience in the class in week two the tutor of this subject introduces the task for us, and they gave some tips and specific instruction. That we should focus on during the experience time after that, the tutor introduces the tools that we will use in the activity which were the wheelchair and the simulated glass — entering the device was important especially how to use the wheelchair with full safety condition that necessary to protect the chair and the users at the same time. Furthermore, to be cautious not to get injured during the use of a wheelchair. Subsequently, we started to choose our team and then we started the activity directly. The first activity was to use the wheelchair to move from building D to the library; in the way we were thinking and evaluating the experience from moving outside building D to the library and we found that the path way for library was flexible comparing to the path of the building D . We tried a different entrance from different building that we felt that it narrow to access most building by wheelchairs. However, the elvertos was much easier to use to move to high levels. This activity took forty-five minutes to accomplish it . After finishing we started the second activity of using simulated glass to experience what can challenge the people with visual loss in campus life. We moved to many building in the university we found it flexible to move around but the challenges were in follow the signs for the direction in the university and to use the computer in the university. After that my colleague sent a text message to her friend telling him that she is wearing a simulated vision loss glasses while she texting her friend, she felt that the screen should be a brighter to be able to see the letters clearly , and the last work we did and enjoy is to visit the cafeteria and buy coffee and sitting at a table and drinking coffee was equivalent to us secure and fun at the same time. Through this experience I found that attention is given to people with special needs who are human, educational, social and cultural. This concern is no longer under the umbrella of mercy, kindness and compassion, but because the handicapped person is capable and has the potential of a proper level and the opportunity to make him a successful person able to compete with the healthy in all fields. I saw how many people with special needs, physical, visual and mental disabilities, are interested and integrated into society to show the energies of the university community.At the end of the activity, we went back to the class to write some notes about both experiences. At this instant, I started to think about how important to evaluate the challenges that can face those who have disabilities. Because they have disorder the need people to help them live like ordinary people do the things they want by themselves in other words. They are looking to be independent, also the need to move everywhere to reach the places. They want it. So the ways should be designed efficiency to them not to struggle in movement. Furthermore,Many people suffer from disability, be it physical or mental, and disability is a challenge to the person, and must be such a challenge and not allow the disability to be an obstacle to the achievement of ambition or work or study or to achieve advanced levels, But must be a catalyst for success and progress and development, the real disability is not that the person has a disability, but the disability to be lazy and backward and does not do any useful work, and to be frustrated and negative feelings for any reason. During the thinking, my emotion starts to present I felt happy that in future I will help that kind of people. That I will make their life easier with full of hope and high ambition, I felt sad at other times and that there were obstacles that might be encountered especially in university life and I felt the responsibility to be the first to help them if they asked for help. This experience has many advantages such as raise the awareness for us as a future occupational therapist to help people achieve they are well being by destroying the challenges that may work as a wall in continuing their life.Furthermore, learn how to help people in the time of need. Accordingly, I learned that skill when I helped my colleague to push her wheelchair and guide her to the building when she was wearing glasses for the visually impaired. Moreover, the primary skill that we learnt is that understanding the situation is the key to seeing any issues from different aspects, and its the way to enhance skills like thinking outside the box, which is an essential skill that been used by researchers so that they can find solutions for different problems, which makes life easier. It is vital as a student of occupational therapy by striving to see things in multiple ways to help all children or patients who are receptive to overcome their disability for a healthy life. Also, this activity was a practice and fundamental for next year placements. If I had the opportunity and enough time I will try to evaluate the use of toilets to wheelchair users and then I will examine the health care services that offer for disability people in the campus that can help them have a healthy lifestyle. Eventually, I could do this activity again I will try to do all activities that list in the paper in short time to get more knowledge and experience.
Finally, disability is a term that expresses a persons inability to perform a particular activity as a result of a problem in his body, accompanied him from birth, or suffered some exposure to an accident, prevented him from performing a job or a set of basic functions and thus can not maintain a normal social life. In order to help him in the implementation of some things, and the degree of difficulty found by the disabled in his life depending on the society in which he lives. The overall goal is to enhance the individuals skills in following daily activities in a way that teaches their quality of life. As a student of occupational therapy, it is necessary to examine the challenges faced by people with disabilities, which enable us to understand the skills of analysis and thinking outside the Fund to achieve a high level of awareness and enhance our experience as treatments in the future.

Sparkes, D.(2017).Indigenous eye health: Blindness, trachoma rates improve dramatically, but more work needed.ABC news. Retrieved from

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. /
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)

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

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.