Graduate Studies Reports Access
Graduate Course Proposal Form Submission Detail - MHS6065
Tracking Number - 2344
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Current Status:
Approved, Permanent Archive - 2011-05-10
Campus: Tampa
Submission Type: New
Course Change Information (for course changes only):
Comments: Reviewed by GC 11/1/10; Need revised Objectives and Lrng Outcomes. Updated 3/11/11. Approved 3/21/11. to System 3/24/11. To SCNS 4/1/11. Approved effective 5/15/11. posted in banner
Detail Information
- Date & Time Submitted: 2010-04-27
- Department: Child and Family Studies
- College: BC
- Budget Account Number: 583000050
- Contact Person: Bobbie J. Vaughn
- Phone: 813 9746104
- Email: vaughn@fmhi.usf.edu
- Prefix: MHS
- Number: 6065
- Full Title: Issues and Trends in Developmental Disabilities
- Credit Hours: 3
- Section Type: D -
Discussion (Primarily)
- Is the course title variable?: N
- Is a permit required for registration?: N
- Are the credit hours variable?: N
- Is this course repeatable?:
- If repeatable, how many times?: 0
- Abbreviated Title (30 characters maximum):
- Course Online?: C -
Face-to-face (0% online)
- Percentage Online: 75
- Grading Option:
R - Regular
- Prerequisites: bachelor's degree
- Corequisites: none
- Course Description: This interdisciplinary Disability Studies course provides students with a background in the history of disabilities and an overview of the impact of and latest trends in disabilities across the life span.
- Please briefly explain why it is necessary and/or desirable to add this course: Offered as enrichment course (not part of program/concentration/certificate)
- What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service? The University Center of Excellence in Developmental Disabilities (UCEDD), the Florida Center for Inclusive Communities (the FCIC),is funded by the Administration on Developmental Disabilities (ADD) authorized under Public Law 106-402,The Developmental Disabilities Act. UCEDDs are charged with interdisciplinary preservice education in developmental disabilites as a critical part of their funding and activities. The FCIC is offering this course in partial fulfillment of it's interdisciplinary activities as mandated by ADD. It is expected to attract students campus wide as an elective or enhancement to their current course of study.
- Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? No
- What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) Knowledge of disabilities and impact across age, race, culture,gender, and sexual orientation
- Objectives: 1.0 To describe evolutionary perspectives and concepts on Disability
1.1 To articulate how view points on disabilities have changed over time
1.2 To articulate the tenets of the Life Course Theory underpin the support of underserved and diverse populations including those with developmental disabilities
2.0 To describe the impact of race and culture on developmental disabilities
2.1 To discuss in interdisciplinary group settings global perspectives on developmental disabilities
2.2 To describe racial and ethnic perspectives on developmental disabilities
3.0 To issues and trends associated with early intervention and early childhood and developmental disabilities
3.1 To articulate basic tenets of legislation that encompasses young children with developmental disabilities
3.2 To describe within interdisciplinary groups the importance of early intervention and healthy social emotional development
4.0 To form interdisciplinary groups and launch projects
4.1 To decide on groups for projects
4.2 To explore group project topics/activities within interdisciplinary groups
5.0 To debate to others issues and trends associated with school-aged children with developmental disabilities
5.1 To articulate basic tenets of legislation that encompasses school-aged children with developmental disabilities
5.2 To discuss and demonstrate through class activities the issues related to the inclusion of children in general education
5.3 To reflect on self advocate and family member presentation on the merits of inclusion
6.0 To articulate to others challenges associated with transition to adulthood for young adults with developmental disabilities
7.0 To describe (to others) options for community living and employment for adults with developmental disabilities
7.1 To describe the merits and options for work in the general public
7.2 To describe the merits and options for community living
8.0 To present group project topics and plans for accomplishing project goals on Blackboard
8.1 To post project plan in blackboard, including topics and timelines
9.0 To articulate issues and trends related to sexuality and developmental disabilities
9.1 To describe in interdisciplinary groups the challenges associated with sexuality for teens and adults with developmental disabilities
9.2 To reflect on family perspectives about their children’s sexuality
10.0 To Identify advocacy and post secondary options for adults with developmental disabilities and their families
10.1 To articulate post secondary options and challenges associated with those options
10.2 To identify self advocacy and advocacy groups and options for involvement
11.0 To describe and relay information associated with victims of abuse and who have developmental disabilities
11.1 To articulate legislation surrounding the abuse of persons with disabilities
11.2 To discuss interventions including technology to prevent or deter abuse
11.3 To discuss methods of uncovering abuse from persons with developmental disabilities
12.0 To submit interdisciplinary group project progress reports and finalize plans for class presentation
12.1 To upload time lines and summary of progress toward their final presentations
12.1 To upload outline of presentation
13.0 To relay family and self advocate perspectives on marriage and child-rearing
13.1 To articulate the debate on marriage and child bearing for adults with intellectual disabilities
13.2 To articulate the challenges of parenting a child and having a developmental disability
14.0 To describe issues for the elderly with developmental disabilities and their caregivers
14.1 To reflect on aging caregiver issues and their elderly children with developmental disabilities
15.0 To present a poster session on group projects
15.1 To conduct a brief presentation
15.2 To videotape presentation for archives
- Learning Outcomes: In this course students
• will apply Maternal and Child Health Life Course Theory to support families and children with developmental disabilities within student’s respective disciplines and the wider community
• will exhibit family-centered practices in their respective personal/discipline/professional endeavors concerning children and adults with developmental disabilities to others and in the wider community
• will implement cultural and linguistic competence practice in their personal/professional endeavors
• will extend and relay the legislation, policies and practices in the support of young and school age children with developmental disabilities and relay that knowledge within their respective disciplines/professional practices
• will extend and relay the community and employability challenges related to children and young adults with developmental disabilities as they move from school to adulthood and relate these through interactions with others in their discipline and in professional practices
• will extend and relay social/emotional complexities of adults with developmental disabilities in relation to marriage and sexuality and relate these through interactions with others in their discipline and in professional practices
• will extend and relay the issues of aging and developmental disabilities and caregiver challenges through interactions with others in their discipline and in professional practices
- Major Topics: History of Disability
Race, Culture, and Global Impact on DD
Issues and Trends in Early Intervention and Early Childhood
Schools and children with disability
Transition to Adulthood
Community Living and Employment
Adult/Relationships/Sexuality
Women and Disability
Victims w/DD and Abuse
Self-Advocacy/Post Secondary
Aging/End of Life Care
- Textbooks: no textbook
- Course Readings, Online Resources, and Other Purchases: Alexander, L., Bullock, K., & Maring, J.R. (2008). Challenges in the recognition and management of age-related conditions in older adults with developmental disabilities. Topics in Geriatric Rehabilitation, 24(1), 12-25.
Alexander, L.B., Richman, K.A. (2008). Ethical dilemmas in evaluations using indigenous workers. American Journal of Evaluation, 29(1), 73-85.
Aunos, M., Goupal, G. & Feldman, M. Mothers with intellectual disabilities who do or do not
have custody of their children. Journal on Developmental Disabilities, 10, 65-79.
Barczyk, A. N, Davis, K. (2009). Analysis of the civil rights of institutionalized persons act (CRIPA) of 1980: The current avenue for protecting individuals in
institutions. Journal of Policy Practice, 8(3), 188-203.
Blau, A. F. & Allbright, A. L. (2006). 50-State roundup: Ensuring children with disabilities a free appropriate public education. Mental & Physical Disability Law Reporter, 30, 11-19.
Braddock, D. L. & Parrish, S. L. (2001). An institutional history of disability. In G. L. Albrecht, K. D. Seelman, & M. Bury (Eds). Handbook of Disability Studies, (pp. 11-68). Thousand Oaks, CA: Sage Publications.
Bruder, C., Kroese, B.S. (2005). The efficacy of interventions designed to prevent and protect people with intellectual disabilities from sexual abuse: A review of the literature. The Journal of Adult Protection, 7(2), 13-27.
Carter, E. & Hughes, C. (2006). Including high school students with
severe disabilities in general education classes: Perspectives of general and special educators, paraprofessionals, and administrators. Research & Practice for Persons with Severe Disabilities, 31, 174-185.
Cobb, R. B.; Alwell, M. (2009). Transition planning/coordinating interventions for youth with disabilities: A systematic review. Career Development for Exceptional Individuals, 32, 70-81.
Cook, B. G., Cameron, D. L., & Tankersley, M. (2007). Inclusive teachers' attitudinal ratings of
their students with disabilities. The Journal of Special Education, 40, 230-238.
Davidson, J. (2007). 'In a world of her own…’: Re-presenting alienation and emotion in the lives and writings of women with autism. Gender, Place and Culture, 14, 659-677.
Grigal, M., Dwyre, A., Davis, H. (2006). Transition services for students aged 18-21 with intellectual disabilities in college and community settings: Models and implications of success. Information Brief: Addressing Trends and Developments in Secondary Education & Transition, 5(5), 1-5.
Hart, D., Grigal, M., Sax, C., Martinez, D., Will, M. (2006). Postsecondary education options for students with intellectual disabilities. Research to Practice, 45, 1-4.
Horner-Johnson, W. & Drum, C. E. Prevalence of maltreatment of people with intellectual disabilities: a review of recently published research. Mental Retardation and Developmental Disabilities Research Reviews, 12, 57-69.
Long, T., & Kavarian, S. (2008). Aging with developmental disabilities. Topics in Geriatric Rehabilitation, 24, 2-11.
Haley, W. E. & Perkins, E. A. (2004). Current status and fuure directions in family caregiving and aging people with intellectual disabilities. Journal of Policy and Practice in Intellectual Disabilities, 1, 24-30.
Hendricks, D. R.; Wehman, P. (2009). Transition from school to adulthood for youth with autism spectrum disorders: Review and recommendations. Focus on Autism and Other Developmental Disabilities, 24, 77-88.
Hollingsworth, H. L.; Buysse, V. (2009).Establishing friendships in early childhood inclusive settings: What roles do parents and teachers play? Journal of Early Intervention, 31, 287-307.
Hughes, C. (2008). Postsecondary outcomes in the 21st century—A change is gonna come? Research & Practice for Persons with Severe Disabilities, 33,100-102.
Ingstad. B. (2001). Disabilities in the developing world. In G. L. Albrecht, K. D. Seelman, & M. Bury (Eds). Handbook of Disability Studies, (pp. 772-792). Thousand Oaks, CA: Sage Publications
Jones, J. (2007). Persons with intellectual disabilities in the criminal justice system: Review of issues. International Journal of Offender Therapy and Comparative Criminal, 51(6), 723-733.
Lysaght, R., Oulellette-Kuntz, H., Morrison, C. (2009). Meaning and value of productivity to adults with intellectual disabilities. Intellectual and Developmental Disabilities, 47, 413-429.
Mandell, D., Wiggins, L. D., Carpenter, L. A., Daniels, J., DiGuiseppi, C. Durkin. M.S., et al. (2009). Racial/ethnic disparities in the identification of children with autism spectrum disorders. American Journal of Public Health, 99. 493-498.
Odom, S. L. (2009). The tie that binds: Evidence-based practice, implementation science, and outcomes for children. Topics in Early Childhood Special Education, 29, 53-61.
Oschwald, M., Renker, P., Hughes, R.B., Arthur, A., Powers, L.E., Curry, M.A. (2009). Development of an accessible audio computer-assisted self-interview
(A-CASI) to screen for abuse and provide safety strategies for women
with disabilities. Journal of Interpersonal Violence, 24(5), 795-818.
Perkins, E. A. (2010). The compound caregiver: A case study of multiple caregiving roles. Clinical Gerontologist, 33, 248-254.
Perkins, E. A. & Moran, J. A. (2010). Aging adults with intellectual disabilities. JAMA,304, 91-92.
Rivera Drew, J.A. (2009). Disability and the self-reliant family: Revisiting the literature on parents with disabilities. Marriage and Family Review, 45, 431-447.
Shogren, K. A., Wehmeyer, M. L., Buchanan, C. L., & Lopez, S. J. (2006). The Application of positive psychology and self-determination to research in intellectual disability: A content analysis of 30 years of literature. Research & Practice for Persons with Severe Disabilities, 31, 338-345.
Stahmer, A. C., Sutton, D. T., Fox, L., & Leslie, L. K. (2008). State part c agency practices and the child abuse prevention and treatment act (CAPTA). Topics in Early Childhood
Special Education, 28, 99-108.
Ward, M. (2005). An historical perspective of self-determination in special education:
Accomplishments and challenges. Research & Practice for Persons with Severe Disabilities, 30, 108-112.
- Student Expectations/Requirements and Grading Policy: 1. Discussion Board Postings: Discussion board postings will be evaluated on a continuum according to the rubric below. The grades for these postings will account for 25% of the overall grade. Each night the student will be expected to respond to one of the posted questions and to respond to one of your classmates’ offerings. Your response to a classmate must address a different question than the student’s post. Students are reminded that plagiarism applies to your fellow students’ work. It is fine to agree with another student’s post but your main posting must be supported with reasons and references.
2. Completion of one Self-Checks for Learning well integrated into each week’s lesson and will account for 20% points. Students must achieve a score of on the self-check to get credit for completion. Students may retake the self checks if is not achieved.
3. Completion of in-class assignments- A total of 11 in-class applied assignments will be given throughout the course. These assignments are worth 20%.
4. A field project which shows evidence of at least ?? hours of field experience. The project will consist of a proposal, which defines the scope of work. This will be due midway through the semester (see Course Readings /Activities). A final project will be presented in class with evidence of an end product. This project is 35% of a student’s grade.Sample proposal and project will be provided in BlackBoard.
- Assignments, Exams and Tests: Discussion thread postings
Self check (short quiz)
Participate in class discussion of the readings
Application activity
Field Project that gives students experience in a disability setting
- Attendance Policy: Attendance
Students are expected to attend all classes. Absenteeism affects classroom interdependency and function. Students with unexcused absences will not be permitted to make up in-class assignments. If you need to be absent due to medical reasons (yours or your immediate family's) on a day that an assignment is due, please provide a physician's note and notify me prior to class.
Absences due to Religious Observances:
Students are expected to notify their instructors at the beginning of each academic term if they intend to be absent for a class or announced examination. Students absent for religious reasons, as noticed to the instructor at the beginning of each academic term, will be given reasonable opportunities to make up any work missed. For further information, please refer to: http://generalcounsel.usf.edu/policies-and-procedures/pdfs/policy-10-045.pdf
- Policy on Make-up Work: Incomplete Work:
As of fall 2008 a new policy for Incomplete (“I”) Grades went into effect. This policy changes
the way that incomplete grades are processed. Please familiarize yourself with this policy as
listed in the 2008‐09 Graduate Catalog: http://www.grad.usf.edu/newsite/grad_council/Catalog/2008_09/I_Grades.pdf :
Incomplete (I)
An I grade indicates incomplete coursework and may be awarded to graduate students at the
discretion of the instructor, only when a small portion of the student’s work is incomplete and
only when the student is otherwise earning a passing grade. The course instructor and
student must draft and sign a contract that describes the work to be completed, the date it is
due, and the grade earned including the zero for the incomplete portion. The instructor must
file a copy of the contract in the department before the date grades are due (Editorial note:
the original is submitted to the Graduate School).
11. Missing Work:
Missing work requires an excuse of illness or a extenuating circumstances. In this event the student must work with the instructor to arrange within an agreed upon time frame, a time to complete the assignment. For unexcused missing assignments the student will lose 10 pts each week. No grade below “C” will be accepted toward a graduate degree or endorsement, including a C-.
- Program This Course Supports: Interdisciplinary program of activities by the Florida Center for Inclusive Communities
- Course Concurrence Information: Masters in Social Work
Masters in Special Education
Masters in Maternal and Child Health
Masters in Sociology or Anthroplogy
Masters or Ph.D. in Psychology
Family Medicine
- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.