Study of the psychological, social, and medical aspects of various congenital, hereditary, and trauma-induced disabilities with specific emphasis on the effect of these factors on vocational adjustment. Saclink account required for class.
1. To provide
students with a basic set of skills for evaluating and interpreting psychological,
social, medical and vocational factors of disability.
2. To familiarize students with the types of disabilities most frequently encountered
by rehabilitation professionals working in agencies, facilities, hospitals and
other organizations.
3. To promote the development of resources that can be utilized by rehabilitation
professionals to assist persons with disabilities in coping with functional
limitations, adjustment to disability, and vocational implications of disability.
4. To provide an overview regarding rehabilitation philosophy and process to
enable the student to view the course content from a holistic standpoint.
Medical, Psychosocial and
Vocational Aspects of Disability (1993). Brodwin, Tellez & Brodwin. Bookstore
or direct order: (706) 548-8161
Disability Handbook (1994). University of Wisconsin, Stout. Bookstore or direct
order: (501) 575-6412
Handout packet at the Hornet Bookstore; includes reading and course activities
1. The
Energy Model: A New Approach to Rehabilitation
2. Body Systems: An Overview
3. An Integrated Model of Psychosocial Adjustment Following Acquired Disability
4. Coping with a Journey Toward Recovery: From the Inside Out
5. Neuromuscular Disorders
6. Twelve Aspects of Coping for Persons with Serious and Persistent Mental Illness
7. Deal With Depression and Manic Depression for People with Mood Disorders
8. Dual Diagnosis of Mental Illness and Substance Abuse: Contemporary Challenges
for Rehabilitation
1. Complete
reading assignments by the date of the scheduled class
2. Complete 10 activities as indicated on the schedule (instead of tests!);
you may either complete the assignments before class or turn them in the week
after they are assigned on the schedule.
3. Complete a paper and presentation on a disability we discuss this semester
(see Paper and Presentation).
4. Compile a list of website resources that are specific to the disability you
reported on (see Disability Resources).
5. Attend class and participate in discussion (see Attendance Policy).
Each student
will research one of the disabilities we discuss this semester with the goal
of becoming an expert on that disability. This research will culminate in the
development of a paper and an informative presentation for the class related
to that disability. Pertinent handouts for class members should be created to
summarize information presented to the class. You can model your handout after
those provided by the instructor in the handout package. The paper and presentation
will be graded separately.
Your presentation will occur on the date the related disability is discussed
per the above schedule if possible. Presentations and discussion should be no
longer than 25-30 minutes. A sign-up sheet will be passed out during the class
and you will indicate when your presentation will occur. Please select the disability
you plan to research by the second class and be prepared to commit to the date
your presentation will occur.
The paper you prepare for this instructor should be typed and double-spaced
with a reference section. Approximate length might be 6-10 pages, although,
I am more concerned with quality than quantity. It should be in APA style and
references should be no more than 5 years old. A minimum of 5 references would
be acceptable. You may use Internet references but appropriate citations should
be included in your paper.
During your presentation, you will be sharing the information you gathered in
an informative fashion that should extend beyond what is presented on the handout
you create. In other words, do not read your paper to the class but share information
in a more interesting and casual manner. The handout should be a supplement
to what you report to the class. For example, you might create an outline of
your presentation or if you use PowerPoint, you might make a “handout”
copy of your slides similar to those used by your instructor. If you would like
to use the instructor’s projector for your presentation, please notify
the instructor one week in advance.
The following information should be included in your paper:
Description of the Disability. What is it, how does it manifest itself,
what are the signs and symptoms, is it congenital, etc.?
Cause. Is the cause or etiology of this disability known or suspected?
If so, what is it, and can it be prevented and/or remedied via treatment.
Prevalence and Incidence Data. How common is this disability in the general
population? Does it tend to strike any particular population more frequently
than others? What is the usual age of onset or could it occur at any age?
Effect. What effect does the disability usually have upon the individual?
Is there a progressive course to the disability or is it stable? How does it
affect the person’s ability to function at home or work? What are the functional
limitations associated with this disability?
Psychosocial Impact. What is the psychosocial impact of the disability?
How do the individual, the family and the community perceives it? Are there
common stereotypes and/or prejudices regarding this disability?
Treatment and Recovery. What can be done to lessen the impact of this
disability? This might include medication, therapies, assistive technology or
accommodation. Focus on state of the art developments such as new medication,
therapies or assistive technology.
Summary. What is your feeling about this disability? What
did you learn from doing this paper? Share the result of this learning experience
with me and yourself in a reflective manner so that you can consider how your
new awareness may affect your life or your work in the future.
Each student will create a set of disability resources related to the disability
selected for the project above. Utilizing the Internet, students will find a
minimum of 5 websites that offer pertinent information concerning this
disability. This information will be provided to the instructor in an attached
Word document by email. You should include the name of the website, the
address and a brief description of why you feel this site is worthwhile. At
the end of the semester, a complete list of the websites will be posted by this
instructor on the course website for students to download if they wish to do
so.
This instructor believes that attendance and participation is the most important
element of this class. Your engagement in the learning process cannot occur
unless you are present, physically and intellectually. Therefore, a maximum
of one absence will be allowed prior to the deduction of points from your
attendance score. Each absence in excess of one absence will automatically result
in the following point deductions from your attendance score:
| First absence | 0 points |
| Second absence | 2 points |
| Third absence | 4 points (total) |
| Fourth absence | 8 points (total) |
| Fifth absence | 10 points (total) |
Credit will be given for assignments based upon the following:
Activities |
50 points (5 points each) |
| Paper | 15 points |
| Presentation | 15 points |
| Disability Resources | 10 points |
| Attendance and Participation | 10 points |
| Total Points | 100 |
| A | 90-100 |
| B | 79-89 |
| C | 69-78 |
| D | 59-68 |
| F | 58 or below |