Society for Disability Studies

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Institute for Human Development
Arizona University Center on Disabilities

The Institute for Human Development at Northern Arizona University conducts research, training, and service in support of disability policy and practice.

DIS 698 – Interdisciplinary Seminar
Spring 2008

General Information

Instructor: Karen Applequist
Credit Hours: 3 credit hours
Prerequisites: Acceptance into the Certificate in Disability Policy and Practice program
Phone: 523-9276
E-Mail: Karen.Applequist@nau.edu
Office: EEC Room 165
Office Hours: Mondays 10-12 and Wednesdays 2-4

Course Description

This seminar is limited to only those students who are currently participating in the Interdisciplinary Graduate Certificate Program in Disability Policy and Practice. The overall purpose of this course is to provide a forum for discussion of topical issues pertaining to individuals with disabilities across the life span and is the capstone course for the certificate program. Information obtained through selected readings, presentations by guest lecturers and other appropriate mediums will serve as the basis for group discussions
Course Objectives

At the conclusion of this course the student will demonstrate an understanding of the factors impacting the lives of individuals with disabilities (including federal and state legislation and policy, cultural diversity, and lifespan issues) and those practices that promote independence and self determination (interdisciplinary practices, cultural competence, person and family centered practices, and positive behavioral support).

Objectives for this course align closely with those for the certificate program shown below

Students will:
1. demonstrate the knowledge and skills and attitudes that promote effective interdisciplinary practices.
2. demonstrate the ability to identify and advocate for evidence-based practices.
3. demonstrate an understanding of the importance of family support and self determination and be able to incorporate this philosophy into their professional practice.
4. demonstrate an understanding of laws affecting persons with disabilities, and how to promote participation of consumers in advocating for policy formation or change.
5. be able to develop assessment or intervention plans that are responsive to the unique strengths and needs of each individual.
6. demonstrate an understanding of ethical practice and the importance of promoting best practice and advocating for change.
7. demonstrate knowledge of how various disabilities affect a person’s ability to learn, work and live a quality life.

Course Structure/Approach

These objectives will be accomplished through

• Discussions focused on assigned readings
• Presentations by instructor and guest presenters
• Small group activities
• Video presentations
• Role playing and dissemination

Readings and Materials

All readings are accessed through the course shell for this class. The articles are listed in sequence.

1. Blue-Banning, M., Summers, J.A., Frankland, M.C., Nelson, L.L., & Beegle, G. (2004). Dimensions of
family and professional partnerships: Constructive guidelines for collaboration. Exceptional Children, 70(2), 167-184.

2. Epe-Sherwindt, M. & Kerlin, S.L. (1990). Early intervention with parents with mental
retardation: Do we empower or impair? Infants and Young Children, 2(4), 21-28.

3. Hagner, D., Helm, D.T., Betterworth, J. (1996). "This is your meeting": A qualitative
study of person-centered planning. Mental Retardation, 34(3), pp. 159-171.

4. McWilliam, P.J. (1993). Supermom. In P.J. McWilliam and D.B. Bailey (Eds). Working
Together with Children and Families: Case Studies in Early Intervention. Baltimore: Maryland. Paul Brookes Publishing.

5. Braddock, D., & Parish, S. (2001). An institutional history of disability. In G. Albrecht, K. Seelman, & M.
Bury (Eds.). Handbook of disability studies. pp. 11-68. New York: Sage.

6. Barrera, I., & Corso, R.M. (2002). Cultural competency as skilled dialog. Topics in Early
Childhood Special Education. 22(2), 103-113.

7. Arrendondo, P., Toporek, R., Brown, S.P., Jones, J., Locked, D.C., Sanchez, J. & Stadler,
H. (1996). Operationalization of the multicultural counseling competencies. Journal of Multicultural Counseling and Development, 24, 42-78.

8. Demchak, M.A., Alden, P., Bergin, C., Tingy, S., & Lacey, S. (1995). Evaluating
transdisciplinary teaming for students with disabilities. Rural Special Education Quarterly, 14(1). 24-28.

9. McWilliam, R.A. (1999). Controversial practices: The need for a reacculturation of early
intervention fields. Topics in Early Childhood Special Education, 19(3). 177-188.

10. Schwartz, I.S. (1999). Controversy or lack of consensus? Another way to examine
treatment alternatives. Topics in Early Childhood Special Education, 19(3). 189-193.

11. Strain, P.S. & van den Pol, R. (1999). Some personal perspectives on controversial
practices in early childhood special education. Topics in Early Childhood Special Education, 19(3). 193-198.

12. Rueda, R., Monzo, L., Shapiro, J., Gomez, J., Blacher, J. (2006). Cultural models of transition: Latina
mothers of young adults with developmental disabilities. Exceptional Children, 71(4) 401-416.

13. Rusch, F., R., Braddock, D. (2004). Adult day programs versus supported employment (1988-2002):
Spending and service practices of mental retardation and developmental disabilities state agencies. Research and Practice for Persons with Severe Disabilities, 29(4), 237-242.

Course Requirements

Class attendance and participation are required. Participation is defined as relevant and consistent contribution in a manner appropriate for professionals. You may have one unexcused absence. Each additional absence will result in a deduction of 5% of the total course points. Consistent tardiness will count as one absence. This decision is totally at the discretion of the instructor.

Reading assignments: Read the assignments prior to the class session on each topic. You are responsible for all reading assignments.

Assignments/Activities:

1. Participation in class discussions – 75 points

The seminar format requires participants to actively engage in discussions surrounding pertinent issues. You are expected to contribute to these discussions.

2. Facilitation of a discussion – 25 points

You will be divided into groups of two or three to facilitate a seminar discussion for approximately one hour. It is your responsibility to generate discussion questions pertaining to the readings and jointly facilitate the discussion. Should you determine that additional readings or information is pertinent to the discussion, please let your instructor know so that these can be made available as appropriate.

Family-Centered and Person-Centered Practices

Meghan Q.
Sarah S.

Historical Foundations

Kristen L.
Sharon H.
Nicole Z.

Cultural Competence

Ramona C.
Rachel D.

Consultation/Collaboration/Supervision

Libby Q.
Kristen Y.

Evidence-Based Practice

Andrew H.
Amy S.
Amy R.

Transition and Adults

Brandy R.
Tennell G.

3. Family Activity – 25 points

You and a fellow student will be given the names of two different families of children with disabilities who have agreed to participate in this activity. Schedule a time to visit the family in a place of their choosing to have a conversation. Your conversation should address most of the topics listed below. You will submit a paper responding to four of the topics at the end of the spring semester:

• Impact of a child with a disability on current and future family activities
• Ways in which a child with a disability affects family characteristics, interactions, functions and family life cycle.
• Reactions to the initial diagnosis and subsequent recommendations from professionals
• Ineffective and effective practices or behaviors that promote effective partnerships between families and professionals
• Ways that professionals can facilitate a family’s understanding of their child’s disability.
• Choices families have in meeting their child’s needs and the needs of the entire family.

Your paper should be 5-10 pages long (double spaced)

4. Case Study- Oral presentation of a case chosen by student- 50 points

For this activity you will identify an individual with a disability from your IHD practicum site or your primary discipline practicum and gather in-depth information about the person and their disability and the services they are receiving. You will organize this information into a coherent oral presentation which you will give to your fellow trainees near the end of the spring semester. You must address the following core principles when presenting the case:
• Disability
• Teaming
• Strengths-based approaches to assessment and intervention
• Use of evidenced based practices in assessment, intervention and service delivery
• Ethics
• Self-determination
• Policy
Please refer to the rubric for more detailed information about these core areas.

The oral presentation should be approximately 20 minutes in length. You must prepare an outline of the case addressing the core areas which can be used to guide the oral presentation. The outline will be turned in at the conclusion of the presentation. Presentations will be scheduled during clinic times on the following dates: April 1, 8, 22 and 29

5. Policy and Practice Project – 50 points total

This assignment is divided into two parts (Part 1 Disability Policies and Laws: and Part 2: Evidenced-Based Practice)

Part 1 (30 points): In class we will review major laws and policies in this country and the process by which a law is established. For this assignment you are asked synthesize what you have learned in a 5 page paper, describing the major steps in the legislative process, how professionals and consumers can be involved in this process and key laws affecting the laws of persons with disabilities in the nation.

Part 2 (20 points): McWilliam discusses intervention approaches that are controversial for a number of different reasons. Select one of the approaches that he highlights or another one of your choosing and examine the literature that informs the practitioner about its efficacy.
Submit a paper that includes the following:

1. Using one of the articles you reviewed, critique the article. In class we will review elements that you should consider in your critique.
2. Summarize the results of your investigation and discuss how persuasive the evidence is in support of the practice.

5. Final Oral Question(s) – 25 points

Each student will have 45 minutes to respond to a question pertaining to the topics discussed during the seminar. Any topic may be addressed in the question.

Evaluation Methods

Total Points: 250

A...92%-100% of all possible points
B...84%-91% of all possible points
C...76%-83% of all possible points
D...69%-75% of all possible points
F...less than 69% of all possible points

Course Policies

1. Regular attendance is expected; you are allowed one unexcused absence. Five percent of the total points in the course will be deducted for each additional absence. Consistent tardiness will be counted as one absence. This is at the discretion of the instructor.
2. If you must be absent, arrange for another student to pick up handouts for you. You are responsible for getting class notes, announcements, etc. from another student.
3. All assignments must be typed or completed on a word processor. Writing errors, such as spelling, punctuation, grammatical errors, etc., will be taken into consideration and may lower the grade. All assignments should be professional in appearance, such as you would submit to your principal or other employer.
4. Students are permitted and encouraged to proofread each other’s assignments.
5. Submit written assignments through the course shell.
6. Assignments should be submitted on the due date to receive full credit. Any assignment may be turned in earlier than the due date.
7. Assignments cannot be redone for additional credit, nor may additional assignments be done for extra credit.
8. Please turn off your cell phone during class.
9. In the event of an unusual final point distribution, the final point requirements may be lowered. This will be solely at the instructor’s discretion.
10. Assignments submitted as a requirement for another class should not be submitted for this class. All assignments should be the original work of the student completed for this class.
11. I consider plagiarism a willful act when a person knowingly uses the work of others and attempts to present it as his/her own. This obviously cannot be permitted. Academic dishonesty includes cheating on tests or lying about the work involved in class. If an individual engages in these activities I reserve the right to use all appropriate measures at my disposal to correct the situation. The policy in the NAU Student Handbook may be applied.

University Policies

NAU has policies pertaining to Safe Environment, Students with Disabilities, Institutional Review Board, Academic Integrity and Academic Contact Hours which are described in the student handbook and can be found at http://jan.ucc.nau.edu/academicadmin/plcystmt.html

Topics*

DATE TOPIC READINGS

January 15 Introduction/Terminology

January 22 Family-Centered and Person-Centered Approaches
Note: Some class time set aside for group assignments

January 29 Family Support and Self Determination 1, 2, 3, 4
Group Discussion (Facilitated)

February 5 Positive Behavior Support

February 12 Historical Foundations
Group Discussion (Facilitated) 5

February 19 Legislation and Policy - Legislative Process

February 26 Legislation and Policy – Overview of Laws

March 4 Focus on Features of the Law
Evidence-Based Practice
Note: In addition to the readings, visit the website of your professional organization to review its position on evidence-based practices

March 11 Evidence-Based Practice
Group Discussion (Facilitated) 9,10, 11
Part 1 of Policy and Practice Assignment due

March 18 Spring Break (No Class)

March 25 Consultation/Collaboration/Ethics 8
Group Discussion (Facilitated)

April 1 Consultation/Collaboration/Ethics
Cultural Competence 6, 7
Part 2 of Policy and Practice Assignment due

April 8 Cultural Competence
Group Discussion (Facilitated)

April 15 Adults 12. 13 Group Discussion (Facilitated)

April 22 Life-span issues

April 29 Synthesis
Family Interaction Activity Report due

May 5 - May 8: Oral Finals scheduled during Reading and Finals weeks
* This list is tentative and is subject to change