southern university department of rehabilitation … › assets › subr › rehaband...rehb 332...

REHB 332 SYLLABUS: SPRING 2018 1

SOUTHERN UNIVERSITY

DEPARTMENT OF REHABILITATION AND DISABILITY STUDIES

REHB 332 SUPPORTED EMPLOYMENT SYLLABUS Instructor: Dr Derek Ruiz. PhD, CRC, LPC (Illinois)

Office: Room 236 Blanks Hall

Phone: (225) 771-3671

Emails: [email protected] Office Hours: Monday; 10-11, 1230PM-230PM Wednesday; 12:30-5PM; OR by appointment

via ZOOM

Class Time: Monday & Wednesday: 11 AM – 12:20 AM Class Location: Augustus C. Blanks Bldg, Room

Course Description This course provides students with the fundamental principles of Supported Employment needed for service delivery to individuals with disabilities. Emphasis will be placed on addressing the supported employment needs of individuals with significant disabilities as defined by Federal criteria.

Student Learning Outcomes:

Upon completion of this course students will be able to:

1. understand the history and origin of supported employment 2. recognize and describe the roles of rehabilitation agencies and human services

organization in the provision of supported employment. 3. understand the need and ways of advocating for supported employment 4. understand and describe supported employment planning 5. recognize the supported employment resources available in their community 6. acquire skills in facilitation of supported employment services 7. acquire skills and describe role of AT in supported employment 8. understand the various support resources that enhance supported employment services

Required Textbooks

Wehman, P., Inge, K. J., Revell Jr, W. G., & Brooke, V. A. (2007). Real work for real pay: Inclusive employment for people with disabilities. Paul H. Brookes Publishing Co. Baltimore: MD.

Recommended textbook: American Psychological Association. (2009). Publication manual of the American Psychological

Association (6th

ed.). Washington, DC: Author.


Required Readings

The instructor may assign additional readings as needed, and will provide such readings in class.

Course Expectations and Requirements

Students are expected to complete class readings and assignments, and to actively participate in class discussions and exercises. There will be 7 graded assignments/activities in this course.

1. Class Attendance = 10 points Attendance to class is mandatory in order to pass this course. Students are expected to attend classes regularly and punctually, and participate actively in class discussions and activities. Students are required to obtain excuse from instructor when attendance to class is not possible

due to illness or death in the family; and provide the necessary documentation for the excuse. Students should be advised that “excuses explain absences, but do not remove them”

2. Quiz (6 quizzes) = 60 points Seven quizzes will be taken; one quiz with lowest score will be dropped. Quizzes cannot be made up unless a reasonable excuse for missing class is provided as determined by the instructor.

3. O*NET Assessments (Interest Profiler & Work Importance Profiler) 15 points

The Occupational Information Network (O*NET) program is the primary source of occupational

information provided online by the US Department of Labor. O*NET includes a set of free self-

directed career exploration/assessment tools to help individuals consider various options and

plan for their careers. For this assignment you will use the O*NET Interest Profiler (60 question)

and (MAYBE) the O*NET Work Importance Profiler.

These inventories will not be used in any way to determine the fit or appropriateness of your own

career path, or the career path of your participant. The goal of this assignment is to help you gain

understanding about the use of career assessment tools and their connection to career

development theory. You will complete a brief written report to describe the results of the

assessments and provide recommendations based on the information obtained. Additional

instructions and information about this assignment will be posted on Moodle

4. Write Your Own Career History - 15

As a career counselor, in any setting, it is easy to become somewhat disconnected from the

realities of the job search, limiting your ability to empathize and understand the needs of those

you serve. I have found it helpful while studying the theories of career development to relate it

back to the realities of my own career development and to the career development of those with

whom I have worked. The purpose of this assignment is to help you consider your own career

development up to the present time. It is also meant to be a useful exercise for considering the

complexities of individual career development as we discuss theories of career development.

http://www.onetcenter.org/overview.htmlhttp://www.onetcenter.org/IP.htmlhttp://www.onetcenter.org/WIP.html


The finished product from this assignment will be (1) a timeline of your career development (no

page requirement) and (2) a 1-2 page discussion of the key life events that influenced your career

path and how these events influenced that path.

You are able to use any format, as long as it contains the same content.

5. Professional Behavior = 10 points Professional behavior includes but not limited to: submission of assignments on timely manner, coming to class on time, etc.

6. Final examination = 40 points Final examination will be in class, comprehensive and will be multiple choice and short answer essay examination. This will be based on lectures, readings and course materials.


7. Community Resource Manual = 25 points

This assignment involves the student researching on local organizations that are involved in providing supported employment services in the student’s community. The student will provide a list of at least 8 organizations and briefly explain the type of services that such organizations

provide. A rubric for this assignment will be given in class.

Grading Final grades for the course will be based on completion of all the assignments. Your final grade will be translated into a letter grade (A, B, C, D, F). I will let you know now that I don’t round grades.

Class Attendance: 10 Quizzes: 60

Write your own career History 15

ONET 15

Professionalism 10

Final exam 40

Community Resource List 25 TOTAL POSSIBLE POINTS 175

Other Course-Related Information:

Required reading. Students are required to complete all required reading before attending class in order to participate in fully understand the concept/topic under study and participate in class discussions.

Assignments. All assignments are to be completed independently. Please give credit in your written work to all sources. All students are expected to conduct themselves in accordance

with the standards published in the Southern University, Code of Student Conduct. Students are responsible for obtaining a copy of the handbook and reviewing its contents. If an instance of cheating or plagiarism is detected, the instructor is obligated to follow Southern University disciplinary procedures. All academic work, written or otherwise, submitted by students to their instructors or other academic supervisors, are expected to be the results of their own thought, research, or self-expression. When students submit work purporting to be their own, but which in any way borrows ideas, organization, wording or anything else from another source without appropriate acknowledgment of the fact, the students are guilty of plagiarism. Plagiarism includes reproducing someone else's work, whether it be published

article, chapter of a book, information from a website, a paper from a friend, etc. Plagiarism also includes the practice of employing or allowing another person to alter or revise the work which a student submits as his/her own, whoever that other person may be. Students may discuss assignments among themselves or with an instructor or tutor, but when the actual work is done, it must be done by the student, and the student alone.


Class decorum. Please use your best judgement with regard to use of electronic

communications. If you need to use your device for talking or texting, please do it outside of

class.

Academic Integrity: Students are expected to adhere to the Code of Academic Honesty

outlined in the graduate handbook. Cheating or plagiarism in any form is unacceptable and

inexcusable behavior. Simply stated, plagiarism is presenting someone else’s work as one’s own.

Some common forms of plagiarism include submitting an assignment that was copied from

another student or submitting a written assignment where the narrative was copied word-for-

word from one or more references. Any incident of plagiarism or cheating in this course will

result in a failing grade, and further action will be taken as specified by the Code of Academic

Honesty.

Diversity: Each student taking this course brings an array of different experiences and

knowledge. It is my expectation that classes be conducted in a manner that is respectful of

diversity, gender, sexuality, disability, age, socioeconomic status, ethnicity, race, religion, and

culture. If you feel that in some way that respect has been violated or you have recommendations

on how to better fulfill this expectation, please meet with me.

Students with Special Needs

The American with Disabilities Act (ADA) is a federal anti-discrimination statute that

provides comprehensive civil rights protections for persons with disabilities. Among other

things, this legislation requires that all students with disabilities be guaranteed a learning

environment that provides a reasonable accommodation for their disabilities. If you believe you

have a disability requiring an accommodation, please notify your instructor within the first two

weeks of class. Any student requesting such an accommodation must bring certification from

the Office of Disability Services. Contact Ms Patricia R. Hébert, 225.771.3546(V/TTD) for

more information, or visit the Office of Disability Services web page at

http://www.subr.edu/index.cfm/page/13/n/29

This course syllabus may be modified by the instructor if necessary; the student will be notified

of any such modification.

http://www.subr.edu/index.cfm/page/13/n/29

REHB 332 SYLLABUS: SPRING 2018

Alignment with CORE & CACREP: This course meets the following competencies and

objective for accreditation.

CORE Standards C.1.1 Rehabilitation counseling scope of practice

C.1.1.a. explain professional roles, purposes, and relationships of other human service and

counseling/psychological providers.

C.1.1.b. articulate the principles of independence, inclusion, choice and self-

determination, empowerment, access, and respect for individual differences.

C.1.2 History, systems, and philosophy of rehabilitation

C.1.2.a. integrate into one’s practice, the history and philosophy of rehabilitation, as

well as the laws affecting individuals with disabilities.

C.1.2.b. describe, in general, the organizational structure of the rehabilitation,

education, and healthcare systems, including public, private-for-profit, and not-for-

profit service settings.

C.1.2.c. explain the role and values of independent living philosophy for individuals with a

disability.

C.1.3 Legislation related to people with disabilities

C.1.3.a. apply the principles of disability-related legislation, including the rights of

people with disabilities, to the practice of rehabilitation counseling

C.1.4 Ethics

C.1.4 a. practice rehabilitation counseling in a legal and ethical manner, adhering to the

Code of Professional Ethics and Scope of Practice for the profession.

C.1.6 Informed consumer choice and consumer empowerment

C.1.6.a. integrate into practice an awareness of societal issues, trends, public policies, and

developments, as they relate to rehabilitation. C.1.6.b. articulate the value of consumer empowerment, choice, and personal responsibility in

the rehabilitation process.

C.1.7 Public policies, attitudinal barriers, and accessibility

C.1.7.a. assist employers to identify, modify, or eliminate architectural, procedural,

and/or attitudinal barriers.

C.1.8 Advocacy

C.1.8.a. educate the public and individuals with a disability regarding the role of

advocacy and rights of people with disabilities under federal and state law.

C.2.1 Sociological dynamics related to self-advocacy, environmental influences, and

attitude formation C.2.1.a. identify and articulate an understanding of the social, economic, and

environmental forces that may present barriers to a consumer’s rehabilitation.

C.2.1.b. identify strategies to reduce attitudinal barriers affecting people with disabilities. C.2.3 Implications of cultural and individual diversity including cultural, disability, gender,

sexual orientation, and aging issues C.2.3.a. provide rehabilitation counseling services in a manner that reflects an understanding of

psychosocial influences, cultural beliefs and values, and diversity issues that may affect the

rehabilitation process.

C.2.3.b. identify the influences of cultural, gender, sexual orientation, aging, and disability

differences and integrate this knowledge into practice.


C.2.3.c. articulate an understanding of the role of ethnic/racial and other diversity characteristics

such as spirituality and religion, and socio-economic status in groups, family, and society.

C.3.5 Learning styles and strategies

C.3.5.a. develop rehabilitation plans that address individual learning styles and strengths of

individuals with a disability.

C.4.1 Disability benefits systems including workers’ compensation, long-term

disability, and social security. C.4.1.a. demonstrate understanding of various public and private disability benefits

systems and the influence on rehabilitation, independent living, and employment.

C.4.1.b. explain the requirements of benefits available to people with disabilities through systems

such as workers’ compensation, long-term disability insurance, and social security. C.4.2 Job analysis, transferable skills analysis, work site modification and restructuring

C.4.2.a. utilize job and task analyses methodology to determine essential functions of jobs for employment planning and placement, worksite modifications, or job restructuring.

C.4.2.b. apply the techniques of job modification/restructuring and the use of assistive devices to

facilitate placement of people with disabilities.

C.4.2.c apply transferable skills analysis methodology to identify alternative vocational and

occupational options given the work history and residual functional capacities of individuals with

a disability. C.4.2 Job analysis, transferable skills analysis, work site modification and restructuring

C.4.2.a. utilize job and task analyses methodology to determine essential functions of jobs for employment planning and placement, worksite modifications, or job restructuring.

C.4.2.b. apply the techniques of job modification/restructuring and the use of assistive

devices to facilitate placement of people with disabilities.

C.4.2.c apply transferable skills analysis methodology to identify alternative vocational and

occupational options given the work history and residual functional capacities of individuals with

a disability.

C.4.3 Career counseling, career exploration, and vocational planning

C.4.3.a. provide career counseling utilizing appropriate approaches and techniques.

C.4.3.b. utilize career/occupational materials to assist the individual with a disability

in vocational planning. C.4.3.c. facilitate involvement in vocational planning and career exploration.

C.4.4 Job readiness development

C.4.4.a. assess an individual’s (who lives with disability) readiness for gainful employment and

assist individuals with a disability in increasing this readiness.

C.4.5 Employer consultation and disability prevention

C.4.5.a. provide prospective employers with appropriate consultation information to facilitate

prevention of disability in the workplace and minimize risk factors for employees and employers.

C.4.5.b. consult with employers regarding accessibility and issues related to ADA compliance.

C.4.6 Workplace culture and environment

C.4.6.a. describe employer practices that affect the employment or return to work of

individuals with disabilities and utilize that understanding to facilitate successful employment.

C.4.7 Work conditioning/work hardening

C.4.7.a. identify work conditioning or work hardening strategies and resources as part of the

rehabilitation process.

C.4.8 Vocational consultation and job placement strategies


C.4.8.a. conduct and utilize labor market analyses and apply labor market information

to the needs of individuals with a disability.

C.4.8.b. identify transferable skills by analyzing the consumer’s work history and

functional assets and limitations and utilize these skills to achieve successful job placement.

C.4.8.c. utilize appropriate job placement strategies (client-centered, place then train, etc.)

to facilitate employment of people with disabilities.

C.4.9 Career development theories

C.4.9.a. apply career development theories as they relate to an individual with a disability.

C4.10 Supported employment, job coaching, and natural supports

C.4.10.a. effectively use employment supports to enhance successful employment.

C.4.10.b. assist individuals with a disability with developing skills and strategies on the

job. C.4.11 Assistive technology

C.4.11.a. identify and describe assistive technology resources available to individuals with a

disability for independent living and employment.

C.5.3 Counseling skills and techniques development

C.5.3.a. develop and maintain confidential counseling relationships with individuals with

a disability using established skills and techniques.

C.5.3.b. establish, in collaboration with the consumer, individual counseling goals

and objectives.

C.5.3.c. apply basic counseling and interviewing skills.

C.5.3.d. employ consultation skills with and on behalf of the consumer.

C.5.8 Individual empowerment and rights

C.5.8.a. promote ethical decision-making and personal responsibility that is consistent with

an individual’s culture, values and beliefs.

C.7.1 Role of assessment

C.7.1.a. explain purpose of assessment in rehabilitation process.

C.7.1.b. use assessment information to determine eligibility and to develop plans for services.

C.7.5 Selecting and administering the appropriate assessment methods

C.7.5.a. explain differences in assessment methods and testing instruments (i.e., aptitude,

intelligence, interest, achievement, vocational evaluation, situational assessment). C.7.5.b.

apply assessment methods to evaluate a consumer's vocational, independent living and

transferable skills.

C.9.4 Assistive technology

C.9.4.a. determine the need for assistive technology and the appropriate intervention

resources. C.9.4.b. support the evaluation of assistive technology needs as they relate to

rehabilitation services.

C.9.5 Environmental implications for disability

C.9.5.a. evaluate the influences and implications of the environment on disability.

C.10.1 Vocational rehabilitation

C.10.1.a. describe the systems used to provide vocational rehabilitation services to people

with disabilities including the state/federal vocational rehabilitation program in the United States,

private rehabilitation, and community-based rehabilitation programs.

C.10.1.b. identify and plan for the provision of vocational rehabilitation services

with individuals with a disability.

C.10.1.c. provide information to prospective employers about the benefits of hiring people with

disabilities.


C.10.5 Disability management

C.10.5.a. describe employer-based disability management concepts, programs, and practices.

C.10.6 Forensic rehabilitation and vocational expert practices

C.10.6.a. describe the purpose of forensic rehabilitation, vocational expert practice, and the

reasons for referral of individuals for services.

C.10.8 Psychiatric rehabilitation

C.10.8.a. identify and recommend treatment options that facilitate recovery and successful

rehabilitation outcomes.

C.10.10 Community Resources

C.10.10.a. work with community agencies to advocate for the integration and inclusion

of individuals with disabilities within the community.

C.10.10.b. identify the benefits of rehabilitation services to potential individuals with a disability,

employers, and the general public.

C.10.11 Community-based rehabilitation and service coordination

C.10.11.a. assist individuals with a disability to access and utilize services available in

the community.

C.10.11.b. collaborate with advocates and other service providers involved with the individual

and/or the family.

C.10.15 Current technology and rehabilitation counseling

C.10.15.a. explain and plan for the appropriate use of assistive technology including computer-

related resources.

C.10.15.b. utilize internet and other technology to assist in the effective delivery of services.

C.10.15.c. assist individuals with a disability in developing strategies to request appropriate

accommodation.

C.10.15.d. assess individual needs for rehabilitation engineering services.

CACREP Standards 4. CAREER DEVELOPMENT

a. theories and models of career development, counseling, and decision making b. approaches for conceptualizing the interrelationships among and between work,

mental well-being, relationships, and other life roles and factors c. processes for identifying and using career, avocational, educational, occupational and

labor market information resources, technology, and information systems d. approaches for assessing the conditions of the work environment on clients’ life

experiences e. strategies for assessing abilities, interests, values, personality and other factors that

contribute to career development f. strategies for career development program planning, organization, implementation,

administration, and evaluation g. strategies for advocating for diverse clients’ career and educational development and

employment opportunities in a global economy h. strategies for facilitating client skill development for career, educational, and lifework

planning and management i. methods of identifying and using assessment tools and techniques relevant to career

planning and decision making


D. CLINICAL REHABILITATION COUNSELING

2. CONTEXTUAL DIMENSIONS

a. roles and settings of rehabilitation counselors

b. relationships between clinical rehabilitation counselors and medical and allied health

professionals, including interdisciplinary treatment teams

c. rehabilitation service delivery systems, including housing, independent living, case

management, public benefits programs, educational programs, and public/proprietary vocational

rehabilitation programs

k. effects of discrimination, such as handicapism, ableism, and power, privilege, and

oppression on clients’ life and career development

n. transferable skills, functional assessments, and work-related supports for achieving and

maintaining meaningful employment for people with disabilities

o. role of family, social networks, and community in the provision of services for and

treatment of people with disabilities

p. environmental, attitudinal, and individual barriers for people with disabilities

q. assistive technology to reduce or eliminate barriers and functional limitations

3. PRACTICE

b. career- and work-related assessments, including job analysis, work site modification,

transferrable skills analysis, job readiness, and work hardening

c. strategies to advocate for persons with disabilities

d. strategies for interfacing with medical and allied health professionals, including

interdisciplinary treatment teams

e. strategies to consult with and educate employers, educators, and families regarding

accessibility, Americans with Disabilities Act compliance, and accommodations

j. ethical and culturally relevant strategies for addressing career development

Course Schedules

Class Date Topic/Activity Reading Assignments Due

1 1/10/14 Introduction: Review of course syllabus Course Syllabus

2 1/17/14 Academic survival strategies and writing skills

3 1/22/14 Inclusive Employment Textbook: chap 1

4 1/24/14 Roles of Community Rehab programs/Human Chap 2 Term paper outline due Services

5 1/29/14 Self-Advocacy for Supported Employment Chap 3 Quiz 1

(SE)


6 1/31/14 Person-Centered Planning Chap 4 Quiz 2

7 2/5/14 Staff and Staff Development Chap 5

8 2/7/14 SE and Workplace supports 1 Chap 6 Quiz 3

9 2/14/14 SE and workplace supports II Chap 7

10 2/19/14 Supporting people with significant disabilities Chap 8 Quiz 4

11 2/21/14

13 2/26/14 Chap 9 Community Resource List

Assistive Tech in workplace support

14 2/28/14

15 3/5/14 Personal Assistants in Workplace Chap 10 Quiz 5

16 3/7/18 Self-employment Chap 11 Case Study

3/12/18 3/14/17 NCRE Conference

18 3/19/14 Alternative Work Arrangement Chap 12

19 3/21/14 Quiz 6

20 3/26/14 Moving from Segregation to Integration Chap 13

21 3/28/14 Quiz 7 22 4/2/14 Current Trends on Partnerships and Private Chap 14


Enterprises

23 4/4/14 Interagency Partnerships Chap 15 Submit term paper

on/before April 10th

to

24 4/9/14 Current Trends in Funding Employment Chap 16 receive 5 bonus points

Outcomes

4/11/14 SPRING BREAK 4/17/14

25 4/23/14 Impacts of Employment on Social Security Chap 17 Term paper

Administration Benefits

26 4/25/14 Review SESSION

28 4/30/14 Final Exam Final Exam

southern university department of rehabilitation … › assets › subr › rehaband...rehb 332...

Documents