California State University, Sacramento

School of Education

Department of Special Education, Rehabilitation, and School Psychology

EDS 260b

Psychological, Social and Medical Aspects of Disability

Spring 2003

INSTRUCTOR: Bonnie Drumwright, Ph.D.

TIME: Monday, 4:00-6:50

11230 Gold Express Dr., Ste. 310-366

Gold River, CA 95670

LOCATION: Yosemite 119

PHONE: (916) 635-3365

E-mail: bdrum@sbcglobal.net

OFFICE HOURS: TBA

Course Description

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.

Course Objectives

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.

Texts and Materials

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

Schedule

Date	Topic	Assignment
1/27	Course Overview
2/3	Attitudes towards disability Meet in Solano 2003 for WebCT orientation	Complete Language & Etiquette Survey (in handout packet) H: History of Treatment of PWD Decide Project Topic
2/10	Cardiovascular & Pulmonary Disabilities Meet in Solano 2003; complete Cardo & Resp. Webquest activity (H)	B: Chap 18 & 19 DH: Allergies, Asthma, Cardiovascular Disorders, Respiratory Disorders
2/17	Diabetes; Renal/Kidney Dysfunction	Diabetes Assignment due-B: Chap. 17 & 33; DH: Diabetes & Renal-Kidney Disease
2/24	Cancer; Meet in Solano 2003 for Cancer Assignment	B: Chap. 16; DH: Cancer
3/3	Hematological Disorders: Lymphoma, Leukemia, Hemophilia, Sickle Cell Disease;	B: Chap. 15 & 16 DH: Hemophilia, Sickle Cell Anemia
3/10	HIV & AIDS; Hepatitis	HIV assignment due; B: Chap. 6; DH: HIV
3/17	Miscellaneous: Sleep Disorders, Chronic Fatigue Syndrome; Post Polio Syndrome; Chronic Pain	Hepatitis Assignment Due DH: Post-polio Syndrome, Eating Disorders, Obesity; B: Chap. 1
3/24	Burns: Field Trip ñ Shrinerís Hospital	DH: Burns & Spina Bifida B: Chap. 7 & 8
3/31	Amputation	Reaction Paper: Shrinerís Hospital Visit B: Chap 24 DH: Amputations
4/7	Spinal Cord Injury	Spinal Cord Injury Assignment due B: Chap 22
4/14	Spring Break	HAVE FUN!!!
4/21	Back Injury; Arthritis; Lupus	Arthritis Assignment Due B: Chap 20 & 21; DH: Arthritis & Low Back
4/28	Upper Extremity Disorders: Carpal Tunnel; Tendonitis, Cumulative Trauma	B: Chap 23 DH: Carpal-Tunnel Syndrome
5/5	Visual Impairments	B: Chap 13 DH: Visual Impairments
5/12	Hearing Impairments	Hearing Impairment Assignment due; B: Chap. 12; DH: Hearing Impairments

Note: B = Medical, Psychological, and Vocational Aspects of Disability; DH = Disability Handbook.; H = reading in handouts (see Handout Readings)

Assignments

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 they are assigned on the schedule. You mail email them to the instructor via the WebCT site.

3. Complete a paper and presentation on a disability we discuss this semester (see Paper and Presentation).

4. Compile an annotated bibliography of website resources that are specific to the disability you reported on (see Disability Resources).and email this to instructor as a Word attachment. Students should provide a minimum of 5 resources.

5. Attend class and participate in discussion (see Attendance Policy).

Paper and Presentation

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. No 2 students may select the same disability, however you may select a subtype of a similar disability (e.g., respiratory disordersñ asthma and emphysema).

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 ìhandoutî copy of your slides similar to those used by your instructor. If you would like to use the instructorís 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 personís 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.

Disability Resources

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 a Word document by email. The list will be in the form of an annotated bibliography meaning it includes the following: the name of the website, the address in the form of a link, a brief description of the site and 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.

Attendance Policy

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, after the first week of class, 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:

First absence	0 points
Second absence	2 points (total)
Third absence	4 points
Fourth absence	8 points
Fifth absence	10 points

Evaluation Criteria

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