Intellectually Disabled Offenders

This subject has the following teaching availabilities in 2008:

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, Assessment and Generic Skills sections of this entry.

It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and Student Equity and Disability Support: http://services.unimelb.edu.au/disability

An examination of psychological ASSESS and intervention strategies as applied to the special population of offenders with an intellectual disability. Included are considerations of: (i) the postulated link between intellectual ability and offending behaviour (including historical, socio-cultural, biological, psychological and methodological issues); (ii) major skills and methods for the ASSESS of offenders with an intellectual disability; (iii) descriptions of, and justifications for, intervention and management programs for this particular group of offenders; (iv) issues arising from the characteristics of special needs groups in this population, for example, sex offenders, offenders with dual disability (mental illness as well as intellectual disability); (v) selected legal issues which may involve the clinician dealing with offenders with an intellectual disability; and (vi) philosophical and ethical considerations in this area.

A subject reader will be available for purchase at the University Bookstore.

This subject is not available as a breadth subject.

• achieve a capacity for independent critical thought, rational inquiry and self-directed learning;
• Achieve an ability to incorporate theoretical principles and concepts into professional practice;