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HSDD 5300 - Legal & Ethical Issues in Disabilities Se me ste r and Ye ar: Winter 2022

I. Course Information Se me ste r and Ye ar: Winter 2022 Course Start and End Date s: 01/03/2022 - 05/01/2022 Course CRN and Se ction: 30115 - L01 B uilding and Room: Online Venue - CANVAS

II. Instructor Information Profe ssor: Marilyn S Anglade Email: [email protected]

If the instructor cannot be reached, please contact the Department offering this course.

III. Class Schedule and Location Day Date Time Location Building/Room

01/03/2022 - 05/01/2022 Programs On-line Online Venue-CANVAS

IV. Course Description This course discusses current laws related to disabilities, such as ADA and IDEA, as well as contemporary issues affecting the lives of individuals with disabilities and the daily responsibilities of disability professionals. This course further examines the application of ethical principles to matters associated with genetics, treatment decisions, and competency determination. P rerequisite: HSDD 5000

V. Course Objectives / Learning Outcomes 1) Discuss the importance and impact of disability law such as ADA and IDEA. 2) Demonstrate an understanding of the most common ethical issues affecting individuals with disabilities and disability professionals. 3) Demonstrate an understanding of the application of ethical principles to the resolution of common dilemmas in the disability field.

VI. Materials and Resources B ook Url: NSU Book Store Course Re quire d Te xts and M ate rials: We hme ye r, M . L., B rown, I., Pe rcy, M ., Shogre n, K. A. & Fung, W. L. A. (2017). A comprehensive guide to intellectual and developmental disabilities. B rooke s. ISB N:978-1-59857- 602-3

American P sychological Association. (2019). Publication Manual of the American Psychological Association (7th ed.). Author. ISB N: 978-1-4338-3217-8

Course Supple me ntal M ate rials: Ouellette, A. (2013). Bioethics and disability: Toward a disability-conscious bioethics. Cambridge University P ress.

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U.S. Department of Justice Civil Rights Division Disability Rights Section. (n.d.). A Guide to Disability Rights Laws. https://www.ada.gov/cguide.htm

He lpful We bsite s: Americans with Disabilities Act (ADA). (n.d.). Information and technical assistance on the Americans with disabilities education act. https://www.ada.gov/2010_regs.htm

The National Alliance for Direct Support P rofessionals (2020). Frontline initiative. https://nadsp.org/frontline-initiative/ US Department of Education. (n.d.). Office of Special Education and Rehabilitative Services. http://www2.ed.gov/about/offices/list/osers/osep/index.html US Department of Labor. (2020). Office of Disability Employment Policy. https://www.dol.gov/agencies/odep

VII. Course Schedule and Topic Outline Class schedule subject to modification, but not without prior notification. Course Sche dule :

**Class schedule subject to modification, but not without prior notification.** We e k Topic

Week 1 1/3- 1/9

Ethics of Decision Making and Consent in P eople with Intellectual and Developmental Disabilities

Week 2 1/10- 1/16

Changing P erspectives on Intellectual and Developmental Disabilities

Week 3 1/17- 1/23

Trends and Issues in Intellectual and Developmental Disabilities

Week 4 1/24- 1/30

Responding to Cultural and Linguistic Differences Among P eople with Intellectual Disability

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Week 5 1/31- 2/6

Maltreatment of Children with Developmental Disabilities

Week 6 2/7- 2/13

Sexuality and P eople Who Have Intellectual and Developmental Disabilities

Week 7 2/14- 2/20

Historical Overview of Intellectual and Developmental Disabilities

Week 8 2/21- 2/27

What Is Meant by the Terms Intellectual Disability and Developmental Disabilities?

Week 9 2/28- 3/6

Spring Break

Week 10 3/7- 3/13

Advocacy and Legal Considerations to Ensure Civil Rights

Week 11 3/14- 3/20

Self-Advocacy

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Week 12 3/21- 3/27

Nutritional Considerations for Children with Intellectual and Developmental Disabilities

Week 13 3/28- 4/3

Making Services More Effective Through Research and Evaluation

Week 14 4/4- 4/10

P eople with Intellectual and Developmental Disabilities and Mental Health Needs

Week 15 4/11- 4/17

Future Trends and Advances in Intellectual and Developmental Disabilities

Week 16 4/18- 4/24

Introduction to Early Development: A Multidisciplinary P erspective

Week 17 4/25- 5/1

Introduction to Genetics, Genomics, Epigenetics, and Intellectual and Developmental Disabilities

VIII. Assignments Assignme nt # 1: Disability Encounte r Re action Pape r (Due we e k 4) Students will be asked to write a short reflection paper (3 pages) describing one of the following encounters with disability: • Interview a person with a disability and provide transcript • Read a first-person account of a person with a disability

The reflection paper will focus on basic information about the type of disability as well as the individual’s experience(s) of and attitude(s) towards the disability. Be sure to use literature to support your statements (at least 3 citations from disability-related journals). When citing the literature, please remember to follow

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APA style.

P age 1: Background and description of the disability P age 2: Description of your encounter (i.e. describe the interview, summarize the articles read, summarize biographical description) P age 3: Reflect on the individuals experiences and provide personal reactions/reflections to your experiences learning from an individual with a disability.

Assignme nt # 2: Ethical Issue s and Challe nge s Re action Pape r (Due we e k 11) Students will be expected to discuss the common issues and challenges when working with individuals with disabilities, including methods of overcoming these challenges while considering ethical and legal aspects along the way. In addition, talk about how specific laws, such as ADA, IDEA, etc… play a role in addressing the challenges and issues encountered. Be sure to use literature to support your statements (at least 5 citations from disability-related journals). Your paper should be between 4 to 5 pages. When citing the literature, please remember to follow APA style.

P age 1: Identify common issues and challenges when working with individuals with disabilities P age 2: Discuss ethical and legal aspects of the issues/challenges you presented P age 3-4: Discuss laws (ADA, IDEA, etc) and how they can specifically play into supporting or hindering individuals encountering the common issues/challenges you identified. P age 5: Discuss your personal reflections, thoughts, ideas

Assignme nt # 3: Program Re se arch Pape r (Due we e k 13) Students are expected to produce a 8-10 page paper with at least 10 citations from disability-related journals. When citing the literature, follow APA style. For this assignment, students are to DESIGN a service program for individuals with a specific disability including the following components: administrative considerations, ethical and legal considerations, managing staff and workplace conflict, and utilizing well researched and effective techniques with the population chosen.

P age 1: Identify and describe a disability P age 2-3: Describe a program need for individuals with this disability (cite current research surrounding this need, what programming currently exists, why additional programming is needed.) P age 4-6: Discuss your program design in detail using research-based techniques. P ages 7-8 Include additional sections to discuss any legal/ethical considerations that may emerge with the program you are implementing. P ages 9-10: Include personal reflections/opinions, ideas for future research.

Assignme nt # 4: Program Re se arch Pre se ntation (Due we e k 14) Students are expected to create a power point presentation of 10-15 slides discussing their assignment #3 papers. These presentations will be shared during class and posted.

Discussion Posts: (Due throughout the se me ste r) Throughout this course, you will be prompted to respond to a discussion question. Discussion post assignments are due as indicated on the course schedule. P rior to completing the discussion post, you should read all assigned material for the week so as to incorporate what you’ve learned (and any additional research you’ve done) into your response. Your discussion posts should not solely consist of your opinions – all opinions/conclusions should be supported by research and/or the text demonstrating your understanding of the assigned materials. For each discussion post, you are required to respond to one classmate’s post. Both your initial post as well as your response post must be submitted by the Sunday of that week by 11:59 p.m., EST.

Chat participation: There will be four (4) live chat sessions, held via Zoom, throughout the semester. Students who are unable to attend the live session should submit a one (1) paragraph synopsis of the discussion held in order to

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obtain points for attendance. See “course policies” below for further information.

IX. Grading Criteria Your final grade is determined by your performance on a number of different tasks: Grade Quality P oints P ercentage P oints

A 4.00 90 - 100

B 3.00 80 - 89

C 2.00 70 - 79

F 0.00 Below 70

NP R 0.00 -

P 0.00 - Additional Grade s: I (Incomplete), W (Withdrawn), AU (Audit), NPR (No P rogress), and TR (Transfer). The grade of PR (P rogress) may be used for programs with a thesis or dissertation in which the student continues to demonstrate progress towards requirement completion. P rograms with clinical rotations, internships, or externships in which grades may not be available within the university’s approved grading period may use the IP (In P rogress) grade.

Final Course Grade : GRADING CRITERIA: Your final grade is determined by your performance on the following grade categories and scale GRADE CATEGO RIES WEIGH T

Assignment #1: Disability Encounter Reaction P aper 15%

Assignment #2: Ethical Issues & Challenges Reaction P aper 15%

Assignment #3: P rogram Research P aper 15%

Assignment #4: P rogram Research P resentation 25%

Discussion P osts (x7) 20%

P articipation in Live Chats (x4) 10%

TOTAL: 100%

X. Course Policies Ge ne ral Policy: This course consists of readings, live classes, and discussions. While you are not required to attend live sessions, you are strongly encouraged to do so. Students who do not attend a live session should listen to a recording of that week’s discussion which will be posted on the Canvas site within 48 hours of the live session. To obtain points for the session, students are required to submit a 1 paragraph synopsis of the discussion held during that live session. Students are charged with the knowledge and information disseminated during the live sessions. Therefore, while attendance is not mandatory, reviewing the recording is suggested such that students are kept abreast of course information. While previous knowledge and/or experience are not required for this course, it is the responsibility of the student to contact the instructor to clarify any issues regarding the concepts being studied each week.

Specifically, this course is taught in eight week-long sessions. The materials are presented in eight weekly

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modules. Each week, the Module will open on Monday at 12:01 a.m. EST and will close the following Sunday. All assignments for a given week will be due on Sunday at 11:59 p.m. EST. In addition to the module material, we will have 4 live chat sessions, as noted above in the course schedule. Each week, the student is expected to complete the assigned readings as well as either a research/reaction paper or a discussion post and response.

If a student anticipates being unable to complete an assignment by the listed deadline, he/she may contact the instructor for a possible extension. Stude nts should not assume the y will be grante d an e xte nsion but must contact the instructor for further information.

Both the subjects covered and the required readings may necessitate modification during the semester. The instructor will make every effort to advise students of any changes. However, it is the responsibility of the student to check the course site often for adjustments made to the syllabus or for any other announcements.

The Internet is an extension of the classroom. As such, the decorum and professionalism expected of you in class extends to the Website and all postings made regarding the course or its content. I expect that you will extend the same courtesy to your fellow students on the list as you do in class. Feel free to disagree with the ideas expressed but work to keep the discussions polite and focused on the ideas.

XI. University Policies P lease consult the FCE catalog for information on college and department policies and the NSU Student Handbook for information on NSU policies: https://education.nova.edu/students/current- students/studentcataloghandbook.html

NSU Class Recording P olicy: Class content throughout this course may be recorded in accordance with the NSU Class Recording P olicy. If class content is recorded, these recordings will be made available to students registered for this course as a supplement to the classroom experience. Recordings will be made available to all students who were registered to attend the live offering of the class, regardless of a student’s section or discipline, or whether the student is participating in the course online. If recordings are intended to be accessible to students or third parties who were not registered for the live offering of the class, students’ personally identifiable information will be removed or redacted from the recording, unless (1) their written consent to such disclosure was previously provided, or (2) the disclosure is permissible in accordance with the Family Educational Rights and P rivacy Act (“FERPA”). Students are prohibited from recording audio or video, or taking photographs in classrooms (including online classes) without prior permission from the instructor or pursuant to an approved disability accommodation, and from reproducing, sharing, or disseminating classroom recordings to individuals outside of this course. Students found engaging in such conduct will be in breach of the Student Code of Conduct and subject to disciplinary action.

XII. Bibliography McAfee, J. K., Cockram, J., & Wolfe, P. S. (2001). P olice reactions to crimes involving people with mental retardation: A cross-cultural experimental study. Education and Training in Mental Retardation and Developmental Disabilities, 36, 160-171. Morris, C. D., Niederbuhl, J. M., & Mahr, J. M. (1993). Determining the capability of individuals with mental retardation to give informed consent. American Journal of Mental Retardation, 98, 263-272. Niederbuhl, J. M., & Morris, C. D. (1993). Sexual knowledge and the capability of persons with dual diagnoses to consent to sexual contact. Sexuality & Disability, 11, 295-307. P arker, T., & Abramson, P. R. (1995). The law hath not been dead: protecting adults with mental retardation from sexual abuse and violation of their sexual freedom. Mental Retardation, 33, 257-263. P etersilia, J. (1997). Unequal justice? Offenders with mental retardation in prison. Corrections

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Management Quarterly, 1(4), 36-43. P etersilia, J. (2000). Doing justice? The criminal justice system and offenders with developmental disabilities. California P olicy Research Center, University of California: Los Angeles, CA. Stavis, P. F. (1991). Harmonizing the right to sexual expression and the right to protection from harm for persons with mental disability. Sexuality and Disability, 9, (2), 131-141.

XIII. Appendix/Appendices P lease refer to the grading rubrics below for specific scoring:

Rubric for Classroom Participation Criteria 0 points 1 point 2-3 points

Actively contributes to classroom discussions

P rofessor has no ability to connect student’s name, voice, and ideas. Student “multi- tasks” or distracts others in class.

Student follows classroom discussion and offers thoughts during some classes.

Student initiates discussions or actively contributes to discussions in a variety of ways, including those below.

Displays awareness of class readings

Contributions display lack of awareness of the readings.

Contributions display tangential or vague awareness of readings.

Contributions connected to readings. Student able to reference ideas from the readings.

Generates questions/challenges

Student passively accepts, passively rejects, or gives up on ideas from readings.

Student participates in discussions of questions related to readings, or testing of ideas.

Student initiates questions arising from the reading or challenges ideas in response to other, contrasting ideas.

P resents areas of confusion/“miss- understandings”

Student presumes that confusion is a statement about their own inadequacies, or the difficulty of the content, and remains silent.

Student participates in discussions about areas of confusion or “miss- understandings.”

Student raises areas of confusion and collaborates with seminar members to think through confusions and “miss- understandings.”

Rubric for Discussion Postings Criteria 0-1 point 2 points 3-4 points

Sufficient number of contributions

Less than six contributions, and/or contributions only added at the last minute, and/or few visits to site

Six contributions and/or site visited once per week or less.

More than Six contributions and site visited once per week or more.

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Contributions related to readings/ discussions

Contributions unrelated to course content

Contributions related to others’ comments about the course material, without adding new responses related to course material

Contributions are clearly that —contributions that draw from (with citations) course readings/discussions.

Engagement of contributions

Contributions only congratulatory, critical, and/or of the “thanks-that-was- great” variety

Contributions relate to and expand upon the contributions of others.

Contributions initiate new threads and/or introduce new ideas to discussion.

Rubric for Re action Pape rs Assignme nts 1 and 2

0-2 points 3-4 points 5-7 points Comments

P resents own ideas, thoughts, questions around personal reflection, the course, or other relevant matters stemming from participation in the course

P aper is based solely on course content, e.g. a summary of one of the chapters or articles.

Some, thin discussion of personal reflections based on the course content

P aper reflects personal consideration of personal reflection, the course or other relevant matters stemming from participation in the course.

Relates own thoughts to specific course content, particularly readings, and other empirically validated and supportive literature

Reflections are entirely personal without evidence of engagement with course readings or experience.

P ersonal reflections related to course materials and research literature, but these are not specifically cited.

P ersonal reflections are founded in course materials, particularly based on specific reference to course readings and research literature. Reference to class discussions may be included.

Adheres to APA format; well- written.

Multiple errors in APA format; errors from previous papers not corrected in subsequent papers. Writing poorly edited; awkward construction and/or poor flow of ideas.

Some APA errors. Writing shows evidence of self-editing with some construction and/or flow problems.

Accurate use of APA format with minimal errors. Evidence that errors from previous papers are corrected in later papers. Coherent development of the ideas using well- formed sentences and flowing paragraphs.

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Rubric for Program Re se arch Pape r Assignme nts 3

0-2 points 3-4 points 5-7 points Comments

P resents ideas, thoughts, and questions in a manner that addresses the research question chosen and relates information to course content.

P aper does not fully answer the research question chosen.

Some components of the question chosen are addressed and integration of student’s ideas, thoughts, and questions with course content is noted.

P aper reflects full integration of personal ideas, thoughts, and questions with course content and all components of the question chosen are answered thoroughly.

Information presented provides evidence of knowledge and skills gained through research, as well as application of these skills.

Responses to the question chosen are entirely personal without evidence of engagement with course readings, experience, or supportive literature.

P ersonal responses to the question chosen are related to course materials and supportive literature but these are not specifically cited.

P ersonal responses to the question chosen are founded in course materials, particularly based on specific reference to course readings and research literature. In addition, there is evidence of the application of knowledge and skills learned.

Adheres to APA format; well- written.

Multiple errors in APA format; errors from previous papers not corrected in subsequent papers. Writing poorly edited; awkward construction and/or poor flow of ideas.

Some APA errors. Writing shows evidence of self-editing with some construction and/or flow problems.

Accurate use of APA format with minimal errors. Evidence that errors from previous papers are corrected in later papers. Coherent development of the ideas using well- formed sentences and flowing paragraphs.

Rubric for Program Re se arch Pre se ntation Assignme nt 4

0-2 points 3-4 points 5-7 points Comments

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P resents ideas, thoughts, and questions in a manner that addresses the research question chosen and relates information to course content.

P resentation does not fully answer the research question chosen.

Some components of the question chosen are addressed and integration of student’s ideas, thoughts, and questions with course content is noted.

P resentation reflects full integration of personal ideas, thoughts, and questions with course content and all components of the question chosen are answered thoroughly.

Student disseminates information and research findings clearly and provides their personal thoughts, feelings, or ideas that support or contradict these findings.

P resentation does not provide information addresses the question chosen nor does it provide the audience with research data and conclusions.

P resentation answers the components of the question and presents some research data and conclusions with no elaboration or personal views mentioned.

P resentation fully answers the research question chosen and provides detailed research data and conclusions. In addition, the student provides his/her personal views that either support or contradict the research findings.

P resentation generates active participation from the audience, as well as questions for discussion.

P resentation generates no interest from the audience or any questions for discussion.

P resentation generates some interest from the audience in the form of active participation or some short questions that do not lead to discussion.

P resentation poses questions to the audience, engages them in activity, and generates many questions for discussion.

Stude nts comple ting H SDD 5300 will be able to me e t the following program obje ctive s by the following asse ssme nt me asure me nts and me thods: Course : Le gal and Ethical Issue s in Disability

Le arning Outcome s/Obje ctive s and Program Obje ctive s

Dire ct Asse ssme nt Asse ssme nt M e thod

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Learning Outcome 1: Discuss the importance and impact of disability law such as ADA and IDEA. P rogram Learning Objectives: P LO 1: Knowledge of Leadership P LO 2: Knowledge of Developmental Disabilities and Challenges P LO 3: Understanding impact of systems P LO 4: Apply ethical and legal principles P LO 6: Demonstrate research, analytic, and writing skills

Discussion P osts, Ethical Issues and Challenges Reaction P aper

A 20-point criterion-based rubric is used to assess students’ ability to review literature and discuss how specific laws play a role in addressing challenges when working with individuals with disabilities.

Learning Outcome 2: Demonstrate an understanding of the most common ethical issues affecting individuals with disabilities and disability professionals. P rogram Learning Objectives: P LO 1: Knowledge of Leadership P LO 2: Knowledge of Developmental Disabilities and Challenges P LO 3: Understanding impact of systems P LO 4: Apply ethical and legal principles P LO 5: Apply knowledge of strategic planning and administration to provide services P LO 6: Demonstrate research, analytic, and writing skills

Discussion P osts, Disability Encounter P aper, Ethical Issues and Challenges Reaction P aper,

A 20-point criterion-based rubric is used to assess students’ ability to reflect on an individual with a specific disability in interviewing and discussing that individual’s experiences, attitudes, and challenges with regard to their disability. A 20-point criterion-based rubric is used to assess students’ ability to review literature and discuss how specific laws play a role in addressing challenges when working with individuals with disabilities.

Learning Outcome 3: Demonstrate an understanding of the application of ethical principles to the resolution of common dilemmas in the disability field. P rogram Learning Objectives: P LO 1: Knowledge of Leadership P LO 2: Knowledge of Developmental Disabilities and Challenges P LO 3: Understanding impact of systems P LO 4: Apply ethical and legal principles P LO 5: Apply knowledge of strategic planning and administration to provide services P LO 6: Demonstrate research, analytic, and writing skills

Discussion P osts, Ethical Issues and Challenges Reaction P aper, P rogram Research P aper, P rogram Research P resentation

A 20-point criterion-based rubric is used to assess students’ ability to review literature and discuss how specific laws play a role in addressing challenges when working with individuals with disabilities. A 20-point criterion-based rubric is used to assess student’s ability to do an extensive review of literature in designing a service program for individuals with a specific disability. A 20-point criterion-based rubric is used to assess student’s ability to present information retrieved in research in designing a service program for individuals with a specific disability.

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Learning Outcome 4: Recognize the function of his or her professional code of ethics when working with individuals with disabilities. P rogram Learning Objectives: P LO 1: Knowledge of Leadership P LO 2: Knowledge of Developmental Disabilities and Challenges P LO 3: Understanding impact of systems P LO 4: Apply ethical and legal principles P LO 5: Apply knowledge of strategic planning and administration to provide services P LO 6: Demonstrate research, analytic, and writing skills

Discussion P osts, P rogram Research P aper, P rogram Research P resentation

A 20-point criterion-based rubric is used to assess student’s ability to do an extensive review of literature in designing a service program for individuals with a specific disability. A 20-point criterion-based rubric is used to assess student’s ability to present information retrieved in research in designing a service program for individuals with a specific disability.

Learning Outcome 5: Analyze and apply the appropriate legal concepts of privacy, confidentiality, and informed consent when working with individuals with disabilities, understanding the unique factors that affect these concepts with this population. P rogram Learning Objectives: P LO 1: Knowledge of Leadership P LO 2: Knowledge of Developmental Disabilities and Challenges P LO 3: Understanding impact of systems P LO 4: Apply ethical and legal principles P LO 5: Apply knowledge of strategic planning and administration to provide services P LO 6: Demonstrate research, analytic, and writing skills

Discussion P osts, P rogram Research P aper, P rogram Research P resentation

A 20-point criterion-based rubric is used to assess student’s ability to do an extensive review of literature in designing a service program for individuals with a specific disability. A 20-point criterion-based rubric is used to assess student’s ability to present information retrieved in research in designing a service program for individuals with a specific disability.

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Learning Outcome 6: Reflect on the core concepts discussed in the course and the relevance of these concepts and ideas to your work with individuals with developmental disabilities. P rogram Learning Objectives: P LO 1: Knowledge of Leadership P LO 2: Knowledge of Developmental Disabilities and Challenges P LO 3: Understanding impact of systems P LO 4: Apply ethical and legal principles P LO 5: Apply knowledge of strategic planning and administration to provide services P LO 6: Demonstrate research, analytic, and writing skills

Discussion P osts, Ethical Issues and Challenges Reaction P aper, P rogram Research P aper, P rogram Research P resentation

A 20-point criterion-based rubric is used to assess students’ ability to review literature and discuss how specific laws play a role in addressing challenges when working with individuals with disabilities. A 20-point criterion-based rubric is used to assess student’s ability to do an extensive review of literature in designing a service program for individuals with a specific disability. A 20-point criterion-based rubric is used to assess student’s ability to present information retrieved in research in designing a service program for individuals with a specific disability.

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