FLORIDA INTERNATIONAL UNIVERSITY

Transcription

1 FLORIDA INTERNATIONAL UNIVERSITY University Park Campus Department of Educational and Psychological Studies Medical Aspects of Disability EEX 6208 Spring 2009 Wednesdays, 5:00-7:40 pm Graham Center, Room 273A Instructor: Dr. Henry C. Sterner Phone: (305) I. Required Textbook: Zaretsky, H.H., Richter.E.F.111., & Eisenberg, M.G.,(eds) 2005, Medical Aspects of Disability (3 nd. Edition) New York, NY: Springer Publishing, ISBN II. Course Description: An introduction to medical terminology, basic body systems, common malfunctions, therapeutic services, restorative techniques, and disability evaluation. This course will introduce unique characteristics of various disability groups and discuss the vocational implications of the disability. Due to the broad scope of the material, this course will concentrate on disabling conditions that are most frequently served by Vocational Rehabilitation Counselors. Other conditions will be referenced to a lesser extent. III. Course Objectives: 1. To understand the use and definition of medical terminology. 2. An understanding of selected medical specialties and how they interact with the rehabilitation practitioner in working with people with diseases and disabilities. 3. An identification of the function of body systems and the effect of disease or disability in those systems and on the adjustment of the individual. 4. An understanding of the commonly encountered disabling conditions seen in vocational rehabilitation. IV. Method of Accomplishing Objectives: Class lecture and readings Class participation/discussion Class Quizzes Term Paper Student Presentations Page 1 of 8

2 V. Instructional Methods: Course instruction will consist of classroom lectures and discussions, assigned readings, papers, quizzes, overviews, midterm and final exam. It is the student s responsibility to attend all classes, submit assignments, and participate in classroom discussions. VI. The College of Education Conceptual Framework Vision and Mission of the College of Education The desired future of the College of Education at Florida International University is one in which candidates, faculty, and staff embrace the shared experiences of a diverse, international, professional learning community. (Vision Statement of the Conceptual Framework of the College of Education Revised 2007, p.1). The mission of the College of Education includes a three-pronged approach. First, the College is charged to prepare professionals who have the knowledge, abilities, and dispositions to facilitate and enhance learning and development within diverse settings. Second, the College must promote and facilitate the discovery, development, documentation, assessment, and dissemination of knowledge related to teaching and learning. The third part of the College s mission is to develop professional partnerships in the larger community that foster significant educational, social, economic and political change. Consistent with the institution s role of public, urban, multicultural research university, the unit s mission is to serve the population of Southeast Florida, the State, the Nation and the international community by imparting knowledge through excellent teaching, creating new knowledge through research, and fostering and nurturing creativity and its expression through service (Mission Statement of the College of Education Conceptual Framework, 2007). Student Learning Outcomes The three major outcomes become the lens through which each program organizes learning experiences and contributes to the vision and aim of the College of Education. o Unit Content Outcome: Stewards of the Discipline (Knowledge) o Unit Process Outcome: Reflective Inquirer (Skills) o Unit Dispositions Outcome: Mindful Educator (Dispositions) VII. Knowledge Base: Federal legislation and policies affect the delivery of services to persons with disabilities and the profession of rehabilitation counseling. These are influenced by societal trends, intervening social factors, culture, communities, families, and individuals with disabilities. Laws, policies, and guidelines impact on the delivery and Page 2 of 8

3 funding services to persons with disabilities. The goal of rehabilitation counseling has been to help the individual with a disability achieve his or her full human potential whether this may be to productive work employment or improving the quality of live. Students will learn the basis for the American rehabilitation movement and its affect on persons with disabilities. They will learn and analyze legal and ethical considerations and practices when counseling persons with disabilities and discuss the importance of maintaining professional standards and dispositions. The rehabilitation process will be discussed in the context of servicing the consumer. (Please see me as soon as possible if you have special needs or problems with an assignment.) **Students with a physical impairment or other learning difficulty that necessitates special circumstances or devices in the classroom or when taking examinations, should consult with the professor regarding their special needs. The Office of Disability Services for Students offers a variety of services to assist students needing such accommodations and students are encouraged to contact this office. They can be reached at Graham Center 190, (305) ** Mission of the College of Education The College of Education exists in an urban, multicultural setting and has a three-part mission: To prepare professionals who have the abilities and dispositions to facilitate and enhance learning and development within diverse settings. To promote and facilitate the discovery and dissemination of knowledge related to learning, teaching, and development. To develop professional partnerships that promotes meaningful educational, social, economic, and political change. VIII. Taskstream efolio Artifact and 3-point Rubric TaskStream is the COE s new web-based electronic portfolio application that will allow you to upload and share selected work via the world wide web. TaskStream also has tools that allow you to create standards-based lesson plans, evaluation rubrics, and entire instructional units. All students enrolled in the College of Education are required to subscribe and maintain a TaskStream account throughout their FIU career so that they can generate and maintain an electronic portfolio of their work in the college. You can purchase TaskStream directly online at anytime of the year. You have the option of selecting the terms of their subscription. However, the Taskstream account must be maintained throughout your professional preparation program. Costs and Page 3 of 8

4 other Taskstream information can be found at this COE website: IX. Academic Integrity Statement Florida International University is a community dedicated to generating and imparting knowledge through excellent teaching and research, the rigorous and respectful exchange of ideas, and community service. All students should respect the right of others to have an equitable opportunity to learn and honestly to demonstrate the quality of their learning. Therefore, all students are expected to adhere to a standard of academic conduct, which demonstrates respect for themselves, their fellow students, and the educational mission of Florida International University. All students are deemed by the University to understand that if they are found responsible for academic misconduct, they will be subject to the Academic Misconduct procedures and sanctions, as outlined in the Student Handbook. Students who plagiarize or cheat can be charged with academic misconduct. Penalties for academic misconduct can include up to dismissal from the University. Be assured and forewarned that cheating will not be tolerated in this course. All cases of suspected cheating or plagiarism will be referred to the University's Committee on Academic Misconduct. This action is required by all instructors. Regarding the consequences of being found guilty of dishonest academic practice, the instructor shall make an academic judgment about the student's grade on that work and in that course and shall report such incidents to the Primary Administrative Officer. Misconduct includes: Cheating: The unauthorized use of books, notes, aids, electronic sources; or assistance from another person with respect to examinations, course assignments, field service reports, class recitations; or the unauthorized possession of examination papers or course materials, whether originally authorized or not. Plagiarism: The use and appropriation of another's work without any indication of the source and the representation of such work as the student's own. Any student, who fails to give credit for ideas, expressions or materials taken from another source, including internet sources, is guilty of plagiarism ( X. EPS Code of Professional Decorum The following expectations constitute the Code of Professional Decorum governing conduct in the Department of Educational & Psychological Studies (EPS). These expectations are essential to the department's goal of providing students with a quality education in an environment conducive to learning. A committee of EPS students and faculty developed this Code. Students and faculty in the department of EPS shall: a) be Page 4 of 8

5 respectful of the learning environment; b) be respectful of all individuals in class; c) have a professional commitment to learning; and d) have professional integrity. 1. Shall be Respectful of the Learning Environment Be punctual: Arrive to class and return from breaks on-time Keep beepers and cellular phones off or on silent mode during class Avoid disruptive conduct (i.e., any behavior that interferes with class functions) 2. Shall Be Respectful of All Individuals in Class Appropriately participate in classroom discussions and activities Allow equal opportunity for all class members to participate Have respect for the opinions of others by voicing disagreements in a professional manner 3. Shall Have a Professional Commitment to Learning Complete and turn in assignments on time Make personal efforts to get assistance from fellow classmates/faculty to facilitate learning Strive for perfect class attendance 4. Shall Have Professional Integrity Engage in academic honesty If absent from class, take personal responsibility for missed content Professionally represent yourself and the university at all intern sites XI. Student Responsibilities: As a student taking this course, your responsibilities are to: 1. Attend class regularly and actively participate in all classroom activities (discussions, quizzes, term paper). Your attendance and active participation in the class are critical to your own learning as well as that of your peers and the overall success of the course. 2. Submit an overview of the Vocational Implications of the 18 focused disabling conditions, assigned by the instructor. 3. Complete all required assignments and submit them according to the schedule in the Schedule of Classes and Assignments. (The format for the course will necessitate your active involvement in learning, discussing, and applying information from class readings.) XII. Term Paper: Page 5 of 8

6 Each student will complete a term a paper. The term paper will focus on a particular disabling condition and cover the medical and vocational implications of the impairment. The paper is to be eight to ten pages in length, doubled- spaced computer text with one-inch margins and using a minimum of eight references with at least some from the internet and some from publications. Rehabilitation students are expected to author professional papers which use the American Psychology Association style formatting, i.e. APA style, that will be followed in this class. Referencing and formatting should follow the exact instructions in the 5 th sedition of The American Psychology Association Publication Style Manual (APA) and deviation from this style manual will result in a loss of points. The APA style manual can be purchased at the reference section of local bookstores or checked out from the library. The main section of the paper should briefly cover the medical aspect of the chosen impairment with liberal use of references, and the last section should be concerned with the vocational implications of the disability. Grading on the paper will be weighted equally on the following three areas: content, including interest and coverage of the subject; writing style, including grammar, neatness, and spelling; and correct use of APA style including referencing. The term paper is due with a presentation between March 11 and April 8, Students are to schedule a presentation date with instructor. XIII. Tests: Short class quizzes will be given to test material covered in lecture and text. The two major exams will be given in class and consist of 20 questions each, primarily of the short essay format, and will cover assigned reading and lecture-presented material covered from the last class. The final exam will be given during the final exam week and will not be a comprehensive final, but instead will cover material from the second test until the end of the semester. XIV. Student Evaluation: The grade for this course will be based on the following criteria: Class Participation and Presentation Quizzes Term Paper Midterm Final Exam 10 Points 5 Points 25 Points 30 Points 30 Points TOTAL 100 Points Grading Scale Page 6 of 8

7 Class Points Grade A B C D < 59 F COURSE TOPICS MEDICAL ASPECTS OF DISABILITY January 7, 2009 January 14, 2009 January 21,2009 January 28, 2009 February 4, 2009 PART I: Course Introduction, Review of Syllabus, Getting Acquainted Chapter 1: Comprehensive Rehabilitation, themes, models, & issues Chapter 2: Body Systems PART II: Disabling Conditions & Disorders Chapters 3 & 4: HIV ; Alzheimer s Disease Chapters 5 & 6 : Traumatic Brain Injury; Burn Injuries Chapters 7 & 8: Cancers; Cardiovascular Disorders February 11,2009 Chapters 9,10 & 11: Chronic Pain Syndromes ; Diabetes Mellitus; Epilepsy February 18,2009 Chapters 12, 13 & 14: Speech, Language, Hearing ; Hematological Disorders ; Developmental Disabilities February 25,2009 Chapters 15, 16 & 17: Neuromuscular Disorders; Orthopedic Impairments; Ostomy Surgeries Midterm Exam Page 7 of 8

8 March 4, 2009 March 11,2009 March 25, 2009 April 1, 2009 April 8, 2009 Chapters 18, 19 & 20: Pediatric Disorders; Peripheral Vascular Disorders ; Psychiatric Disabilities Chapters 21,22 & 23: Pulmonary Disorders; Chronic Kidney Disease; Rheumatic Diseases Chapters 24 & 25: Spinal Cord Injury; Hemiplegia Chapters 26 & 27: Substance Use Disorders; Visual Impairments Chapter PART III: Special Topics April 15, 2009 Special Topics ( cont. ) April 22, 2009 Final Exam Page 8 of 8