Activity

HSDD 5200 - Disability and the Family Life Cycle Se me ste r and Ye ar: Fall 2021

I. Course Information Se me ste r and Ye ar: Fall 2021 Course Start and End Date s: 08/23/2021 - 12/12/2021 Course CRN and Se ction: 20049 - L01 B uilding and Room: Online Venue - CANVAS

II. Instructor Information Profe ssor: Stephanie T Camejo 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

08/23/2021 - 12/12/2021 Programs On-line Online Venue-CANVAS

IV. Course Description This course focuses on disability viewed from the perspective of lifespan development and the family life cycle. The course will discuss a wide range of issues in this area including: the sociology of the family; the experience of family members of persons with a disability; the educational system and its impact on outcomes of children with disabilities; characteristics of successful inclusion efforts, and the relationship between inclusion and school reform. Transitional issues from youth to adult life for individuals with disabilities will also be discussed. These will include: family life of adults with disabilities such as, marriage, parenting, and caring for aging parents; the importance of social networks and support in the lives of people with disabilities; and approaches to challenging dynamics, such as individuals dually diagnosed with intellectual disabilities and mental illness. Finally, the use of various treatment approaches and support options for individuals with disabilities will be discussed. P rerequisite: HSDD 5000

V. Course Objectives / Learning Outcomes 1) Compare and appraise the merits and challenges associated with inclusion decisions and inclusion issues in the context of the development and characteristics of children with disabilities. 2) Apply knowledge about the various transitional issues that individuals with disabilities encounter as they progress into adulthood in real-world scenarios and case studies. 3) Demonstrate an understanding of the application of at least three treatment/support approaches when working with individuals with disabilities and their families.

VI. Materials and Resources B ook Url: NSU Book Store Course Re quire d Te xts and M ate rials: · Hanson, M.J., & Lynch, E.W. (2013). Understanding families: Approaches to diversity, disability, and risk (2nd ed). Baltimore: Brookes. · Odom, S.L., Horner, R.H., Snell, M.E., & Blacher, J. (Ed.). (2009). Handbook of developmental

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disabilities. New York: Guilford. Course Supple me ntal M ate rials: · American P sychological Association. (2019). Publication Manual of the American Psychological Association (7th ed.). Washington, DC: Author. ISB N: 978-1-4338-3217-8

VII. Course Requirements A. Fie ld Expe rie nce :

Interview at least three family members of individuals with ASD or individuals with ASD themselves about their perception of ASD, the effect ASD has had on his or her family or themselves, and coping strategies they have developed to handle its effects. Write a 2-3-page paper summarizing the interview. Focus should be placed on the individual’s or family members’ experiences as well as a summary at the end indicating what professionals can learn from this type of experience. Due : Week 4 Total Value : 20 points Scoring Rubric for Fie ld Expe rie nce 5 points if: the student interviewed at least three family members who have a member with ASD or individuals with ASD. 5 points if: they describe the interviewed individuals’ perceptions of ASD and the effect it has had on his or her family or themselves. 5 points if: student describes coping strategies the interviewees developed and contrast experiences between those interviewed. 5 points if: paper summarizes the interviewees’ experiences and what professionals can learn from them. B . Family Support/Training Activity: Due : Week Total Value : 20 points Students will prepare a training module for families on one of the topics listed below (or another topic with approval by the instructor). The training module should include a P owerP oint presentation and other handouts appropriate to the training, notes on the information that will be shared beyond the P owerP oint slides, and a resource list for families of where they can find further information on the topic. Training Topics:

Coping with a new diagnosis of ASD, Down syndrome, Cerebral palsy, Spina bifada, or another developmental disability Understanding your child with high-functioning ASD Understanding your child with autism with a co-occurring condition. Be specific with the condition (e.g., mental health, blindness, Down syndrome) Teaching social cognition to your child with ASD Teaching self-calming to your child with developmental disabilities Making decisions about intervention strategies Supporting siblings of children with a developmental disability The IEP process The transition process P reparing students with ASD for adulthood

Scoring Rubric for the Family Support/Training M odule Crite ria Points

Possible Points Awarde d

Comme nts

The topic chosen is from the list or approved by the instructor

2

The topic is outlined to define the specific topic of the presentation

3

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The student used the notes sections on P owerP oint to indicate additional information not included on the slides

3

The material in the presentation provides coping strategies as well as information for families

3

References for the slides were cited in the presentation and the student cited relevant research-based material when constructing the slides

3

A resource list was developed for families on the topic for where they could find additional information.

3

The student followed APA format and grammatical style (e.g., used quotation marks, in-text citations, had reference slide at the end)

3

TOTAL 20 1. Lite rature Re vie w on Issue s for a Family Life cycle Stage

Students will conduct a literature review on either early childhood, inclusion (elementary age), or transition- age issues that individuals with disabilities encounter as they progress into adulthood. Students will include the following:

Description of early childhood, inclusion, or transition depending upon your topic (What is it, when does it happen, when to begin preparation?)

(See Odom, Horner, Snell, & Blancher, Handbook of developmental disabilities). P rotections, services, and rights included in the IDEA, P art C or P art B, Americans with Disabilities Act (ADA), Rehabilitation Act of 1973. Students will discuss at least 3 issues of that age. One reflection page (at the end of the literature review) including how the information researched and obtained will assist them in their current or future work in the field. Students should provide at least one real-world example and/or case study to exemplify how the information will be utilized.

A 5- to 7-page paper, not including title page and reference section, is required. Students should select at least 6 articles from peer-reviewed journals (e.g., Journal of Autism and Developmental Disabilities) to be included in the paper (DO NOT include articles found on the internet). The articles referenced by the student in the paper should be listed in the Reference section at the end of the paper. Course materials (readings from books and journals) should also be incorporated in the paper. The student should also address at the end of the paper how the information researched and obtained will assist them in their current or future work in the field. The entire paper and reference section should be in APA format. Grading Rubric:

0-1 points 2-3 points 4-5 points Comments

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B re adth of information obtaine d about life stage issue s

Vague, inaccurate or failure to provide information or describe the above mentioned areas of transition; vague, inaccurate, or failure to present a review of the different aspects of the life stage.

Thin/minimal description of the different aspects of the life stage issues; addresses some of the above mentioned characteristics in the paper, but not enough details and specific aspects of the life stage.

P rovides substantial and accurate information of the areas of the life stage; and provides a detailed and accurate report of the different aspects of the life stage.

Pe e r-re vie we d article s se le cte d and re vie we d in pape r

Did not provide at least 6 peer-reviewed articles from journals pertinent to the topic at hand; did not provide summary of the research articles found; provided articles found on the internet.

P rovided at least 6 articles, but not all were peer-reviewed or from journals pertinent to the topic; minimal summarizing of research articles found.

P rovided at least 6 peer-reviewed articles from journals pertinent to the topic and provided substantial information of the research findings from each of the articles to support ideas.

Application of Course Re adings and M ate rial Le arne d

Does not apply any of the information obtained and learned from the course in the paper; does not incorporate information from the course readings; does not address how the information obtained will assist them in their current or future work in the field.

P rovides minimal application of course readings and material learned in class; addresses, to some extent, the value of information obtained and how this information will assist them in their current or future work in the field.

P rovides ample application of course readings and materials learned in class to support information obtained; Addresses in detail how the information obtained will assist the student in his/her current or future work in the field.

Organization, Grammar, and APA style

The paper is less than 5 pages; does not include a Reference section; does not follow or has multiple errors in APA format; Writing is poorly edited; Awkward construction and/or poor flow of ideas

The paper includes a Reference section with some APA errors throughout; writing shows evidence of self-editing with some construction and/or flow problems.

The paper is at least 5 pages; includes a well- written Reference section with minimal errors; has minimal errors in APA format; Writing is properly edited and reviewed; Good construction and flow of ideas; appropriate use of direct quotes and within-text citations.

Grade Crite ria Points Possible Points Earne d

Breadth of information obtained on the life stage

5

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P eer-reviewed articles selected and reviewed in paper

5

Application of Course Readings and Material Learned

5

Organization, Grammar, and APA style

5

Total 20

D. Guide for Familie s Students will create a guide for families and parents who have a family member with a developmental disability. This is not a literature review, but it should be a professional guide (with references) that can be given to a family who has a young child with a disability. The guide should “walk” the family through the process of early intervention, inclusion education, and transition into adulthood. Additionally, the guide should give descriptions, definitions, and resources for all family members as the member with the disability transitions through the life cycle. Throughout the guide, students must include at least 3 different types of supports or approaches that have been supported by recent literature to be effective when working with individuals with disabilities and their families (examples: individual parent therapy, family support groups, facilitated family activities, individual behavior interventions, sibling support groups, etc.)

Description/Definition of the disability. Description, information, and resources about Early Intervention (P art C Services).

You should include: How to get services, what is an IFSP, how to get an IFSP, what kinds of services may be offered, what are the local resources that may be helpful.

Description, information, and resources about P ublic School transition and inclusion education (P art B Services).

You should include: How to get services, what is an IEP, how to get an IEP, what kinds of services may be offered, what are the local resources that may be helpful.

Description, information, and resources about transition into adulthood (Include information about the ADA here).

You should include: What is a transition plan, when does the process begin, how can I request that it begin, what should be included in the plan, what services in the area may be helpful.

Description, information, and resources for siblings. Description, information, and resources for parents (individually and as couples). Description, information, and resources for the entire family unit

Feel free to consider family fun activities and financial assistance in this section. Grading Rubric:

Points Possible Points Earne d

Thoroughness, organization, and clarity of the guide 3

Inclusion of each suggested area and associated resources

7

Inclusion of at least 3 different types of supports and approaches throughout the guide.

7

APA citations and referencing, resource citations and referencing

3

Total 20

E. Class Discussion Postings Discussion posts are to be posted weekly in the designated Discussion Board area of the course. Students

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should respond with a minimum of 100 words and include references in APA style, where appropriate, to support their statements and beliefs. In addition, students are to respond to at least one other student’s post each week. Initial posting is due on Thursday each week by 11:00 pm (as assigned by specific dates in the syllabus) and the response post to a classmate by Saturday at 11:00 pm each week. The following postings will be required as part of the course: Posting 1—Week #1 – Introduction and Personal Profile

Introduce yourself to the class. Describe who you are, what you do, your workplace, and your interest in this particular field of study. Be sure to include what areas of disability in the family cycle you are looking forward to learning more about. Also, make sure you respond to your colleague’s postings.

Posting 2—Week #1 – Definition of “Family” Describe what a family is, based on your own experiences and preconceived notion of the definition of family. Then compare this to some of the discussed families in Chapter 1 of Hanson & Lynch, Understanding Families. Chapter 2 outlines diversity in contemporary families and highlights many of the complex issues that may be easily overlooked.

Posting 3—Week #2 – Theoretical Perspectives Discuss the theoretical perspectives for understanding families as outlined in Chapter 3 of Hanson & Lynch, Understanding Families. Compare and contract the perspectives presented. Which theoretical perspectives can you imagine utilizing more often? Least often? Why?

Posting 4—Week #3 – Family Roles and Functions Discuss the traditional and evolving family roles and functions as outlined in Chapter 4 of Hanson & Lynch, Understanding Families. Add your thoughts and reactions from the perspective of a professional who may work with these families. Incorporate the race, culture, and diversity issues presented in Odom, Horner, Snell, and Blacher, Handbook of Developmental Disabilities Chapter 4.

Posting 5—Week #4- Family Life Discuss the impact of disability on family life as outlines in Chapter 5 of Hanson & Lynch, Understanding Families. Be sure to discuss the facets of family life that you did not originally expect to be impacted by disability. Next, read the case study on page 107-108 in Hanson & Lynch. Research and discuss 2 local (local to you) programs and/or supports that may of assistance to this family.

Posting 6—Week #5 – Families in Poverty Discuss the challenges faced by families in poverty who also have a family member with a disability. Explain the concept of cumulative risks as outlined in Chapter 6 of Hanson & Lynch, Understanding Families. How can you, as a service provider or program leader, help a family locate resources? What resources are currently available?

Posting 7—Week #6 – Addiction and Violence in the home Discuss the complications that addiction and violence can add to the home of a family with a member who has a disability as discussed in Chapter 7 of Hanson & Lynch, Understanding Families. Do you think having a family member with a disability increases the risk factors for addiction and violence and why? Find and discuss at least one local resource (local to you) that can assist families encountering addiction and/or violence.

Posting 8—Week #7 – Family – Professional Alliances Discuss the importance of family – professional alliances as outlined in Chapter 8 of Hanson & Lynch, Understanding Families. Discuss each myth of family-centered practice and incorporate what you should do as a professional to ensure you are providing family-centered practice to the families you may work with in the future. Lastly, be sure to discuss your own personal comfort in providing family-centered services and the obstacles that you may encounter in the future.

Posting 9—Week #8 – Communication and Collaboration with Families Discuss the stages/phases of family – professional partnerships as outlined in Chapter 9 of Hanson & Lynch, Understanding Families. Then discuss what you can do as a professional to improve communication with families. Read the case study presented on page 226-227 of Hanson & Lynch and discuss what the practitioner did well to foster communication and collaboration. What else would you do, in regards to this case study to promote further communication and collaboration?

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Posting 10- Week #9- Siblings Read the following article:

Williams, P.D., P iamjariyakul, U., Graff, J.C., & Stanton, A. (2010). Developmental disabilities: Effects on well siblings. Issues in Comprehensive Pediatric nursing, 33, 39-55.

Discuss the findings from the article and the themes discussed by the researchers. As a professional who will provide family-centered services, how can you include siblings in the supportive therapeutic process? Also, consider what responsibilities the siblings may encounter as they move into adulthood.

Posting 11- Week #10- Parent Involvement Discuss the benefits of being involved in child educational programming. Also discuss the obstacles that families may face in the attempt to be involved. Read the following sources to guide your background knowledge.

Odom, Horner, Snell, and Blacher, Handbook of Developmental Disabilities, Chapter 28. Spann, S.J., Kohler, F.W., & Soenksen, D. (2003). Examining parents’ involvement in and perceptions of special education services: An interview with families in a parent support group. Focus on Autism and Other Developmental Disabilities, 18, 228-237.

Posting 12- Week #11- Parent emotional support Describe the differences in services that you can provide for parents with a child diagnosed with a developmental disability. What kinds of recommendations can you suggest for the parents? Compare and contrast the different views/issues of mothers and fathers as well as the differences regarding the age of the child with a disability. Consider the possible implications having a child with a disability may have on parent relations an/or marriage. Lastly, discuss the possibility of parents and their identification with having a child with a disability and the impact this may have on their well-being (Does this define them? Have they lost their own identity?) P lease read the following articles for background knowledge:

Hastings, R.P., Kovshoff, H., Brown, T., Wards, N.J., Espinosa, F.D., & Remington, B. (2005). Coping strategies in mothers and fathers of preschool and school-age children with autism. Autism, 9, 377-391. White, N., & Hastings, R.P. (2004). Social and professional support for parents of adolescents with severe intellectual disabilities. Journal of Applied Research in Intellectual Disabilities, 17, 181-190.

VIII. Course Schedule and Topic Outline Class schedule subject to modification, but not without prior notification. Course Sche dule : Course Sche dule : We e k Topic Re adings Assignme nts

1 8/23/21- 8/29/21

Introduction and overview of Disability and the Family Life Cycle The Construct of Developmental Disabilities Families in the 21st Century Cultural, Ethnic, and Linguistic Diversity

Odom, Horner, Snell, & Blacher: Ch. 1 Hanson & Lynch: Chapter 1 Hanson & Lynch: Chapter 2

-Complete posting #1 & #2

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2 8/30/21- 9/5/21

Families in Context: Conceptual Frameworks for Understanding and Supporting Families Early Intervention for Infants and Toddlers with Developmental Disabilities Trends and Issues in Interventions for P reschoolers with Developmental Disabilities

Hanson & Lynch: Chapter 3 Odom, Horner, Snell, & Blacher: Ch. 8 Odom, Horner, Snell, & Blacher: Ch. 9

-Complete posting #3 (by Thursday respond to a classmate by Saturday) This is the typical pattern- Thursday, Saturday. Chat Session Tuesday at 8:30pm

3 9/6/21- 9/12/21

Traditional and Evolving Family Roles and Functions Early Intervention for Children with Autism Spectrum Disorder Communication intervention for Young Children with Disabilities: Naturalistic Approaches to P romoting Development Race, Culture, and Developmental Disabilities

Hanson & Lynch: Chapter 4 Odom, Horner, Snell, & Blacher: Ch. 10 Odom, Horner, Snell, & Blacher: Ch. 11 Odom, Horner, Snell, & Blacher: Ch.4

-Complete posting #4

4 9/13/21 – 9/19/21

Families with Children with Disabilities

Hanson & Lynch: Chapter 5

-Assignme nt #1 due Sunday -Complete posting #5

5 9/20/21 – 9/26/21

Families Living in P overty Inclusive Education

Hanson & Lynch: Chapter 6 Odom, Horner, Snell, & Blacher: Ch. 13

-Complete posting #6

6 9/27/21- 10/3/21

Academic Skills: Reading and Mathematics Social Interaction Interventions: P romoting Socially Supportive Environments and Teaching New Skills Family Life at Risk: P ressure from Outside and Turmoil Within

Odom, Horner, Snell, & Blacher: Ch. 14 Odom, Horner, Snell, & Blacher: Ch. 15 Hanson & Lynch: Chapter 7

Chat Session Tuesday - 8:30pm -Complete posting #7

7 10/4/21- 10/10/21

Infant/Family and Early Childhood Mental Health

Hanson & Lynch: Chapter 8

-Assignme nt #2 due Sunday

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8 10/11/21- 10/17/21

Creating P rofessional-Family Alliances Transition and Quality of Life Employment Living with Support in the Community: Factors Associated with Quality of Life Outcome

Hanson & Lynch: Chapter 9 Hanson & Lynch: Chapter 10 Odom, Horner, Snell, & Blacher: Ch. 18 Odom, Horner, Snell, & Blacher: Ch. 19 Odom, Horner, Snell, & Blacher: Ch. 20

Complete posting #8 & #9

9 10/18/21- 10/24/21

Independent Living Adult Social Relationships Effects on Well Siblings

Odom, Horner, Snell, & Blacher: Ch. 21 Odom, Horner, Snell, & Blacher: Ch. 22 *1 article to be provided by instructor

-Complete posting #10

10 10/25/21- 10/31/21

Communicating and Collaborating with Families Families as P artners in Educational Decision Making: Current Implications and Future Directions P arents Involvement in and P erceptions of Special Education Services

Odom, Horner, Snell, & Blacher: Ch. 28 *1 article to be provided by the instructor

Chat Session Tuesday- 8:30pm -Complete posting #11

11 11/1/21- 11/7/21

Strategies for Supporting Families Family Impact on Adulthood

Hanson & Lynch: Chapter 11 Odom, Horner, Snell, & Blacher: Ch. 27

-Assignme nt #3 due Sunday

12 11/8/21- 11/14/21

Coping Strategies in Mothers and Fathers of P reschool and School-age Children with Autism Social and P rofessional Support for P arents of Adolescents with Severe Intellectual Disabilities

*2 articles to be provided by the instructor (See course content)

-Complete posting #12

13 11/15/21- 11/21/21

Hanson & Lynch: Conclusion

14 11/22/21- 11/28/21

Happy Thanksgiving!

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Assignme nt Points Possible

Points Earne d

Family Interviews 20

Parent or Family Training 20

Literature Review: Lifecycle Stage 20

Family Guide 20

Weekly Discussion P ostings (12 @ 1 point each)/Chat Session P articipation (4 @ 2 points each)

20

Total 100

15 11/29/21- 12/5/21

The Family as a P ossibility A Family Camp for Children with Autism

Hanson & Lynch: Conclusion Camp Yofi Article (to be provided by the instructor)

Chat Session Tuesday- 8:30pm

16 12/6/21- 12/12/21

Family Guide Due Assignme nt #4 due : (Family Guide )

IX. Instructional Methods This course will consist of a combination of chat sessions, discussion posts, and assignments.

X. 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 :

The course evaluation and final grade will be based on the students' satisfactory completion of the course assignments and overall requirements. Assignments must be written and typed following the guidelines in the Publication manual of the American Psychological Association (APA manual), and must be

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written at a graduate level, with good sentence structure and good syntax. Students must also adhere to the professional guidelines for the use of copyrighted literature and commercially produced materials, as well as materials generated by colleagues and friends and information collected from conferences and presentations. The course assignments must be submitted to the instructor (or in the drop box if available) on time and on the days specified in the calendar. Stude nts are advise d to make and ke e p copie s of the ir assignme nts be fore turning the m in. Any assignme nt submitte d afte r the spe cifie d due date may have points de ducte d. Stude nts are also re sponsible for tracking the ir course grade s and ale rting the profe ssor if the grade ce nte r points are not consiste nt with the grade s that the stude nt e arne d.

XI. Course Policies A. Atte ndance and participation

Consistent participation in activities in the Discussion Area of Canvas. P articipation is required in class chat sessions. For Go to Training Chats: You must be present by the exact time the chat is scheduled to begin. The professor will take attendance at this time. If you are not logged on, you will not receive chat points. Students are expected to log on to the course at least two times per week to stay current with assignments and expectations. Students will be expected to complete postings and assignments in the Discussion Area, to check for updates from the instructor regarding posting requirements, and to respond to classmates’ postings.

1. Additional expectations for online learning All readings must be completed prior to posting responses and assignments in the Discussions Area. P ostings and assignments must reflect an understanding, appreciation, and synthesis of the readings and topics. Students are required to respond to a minimum of 1 posting each week from classmates when a post is due. Required responses to classmates should be substantive and thoughtful in nature and should be of at least a paragraph in length.

1. General course and writing expectations Thinking, writing, and expression of ideas appropriate for learners at the Masters’ level No grammatical errors in written assignments—all materials must be carefully proof read prior to transmission Coherent and logical flow of ideas Well-organized and clear written submissions Consistent, meaningful participation in the threaded discussions

1. Writing across the curriculum This course includes written assignments that make up the bulk of the final course grade.

1. Incomplete grades Incomplete grades will not be automatically awarded if the coursework is not completed within the time frame established for the course. A grade of Incomplete can only be requested when the papers cannot be completed due to serious circumstances. Incomplete grades will only be awarded if the participant requests a grade of Incomplete 2 weeks prior to the due date for the final assignment. If a grade of Incomplete is awarded, an Incomplete Contract must be completed by the faculty and student to establish expectations and due dates for the submission of required work. If the contract is not fulfilled within 90 days of the course end date, a grade of “F” will be entered on the student’s official NSU transcript.

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F. Withdrawal from Course In order to withdraw from a course, it is NOT enough to simply stop attending class. You must formally withdraw from a class; otherwise a grade of “F” may be entered for a class you have not completed. For further information on withdrawal policies and procedures, please refer to the refund section of the FSEHS catalog: http://www.schoolofe d.nova.e du/fgshome /catalog/stude nt_policie s_proce dure s.pdf If you withdraw from this class for any reason, please notify your professor in writing through NSU E-mail as soon as possible.

G. Plagiarism Policy Work that is submitted for credit must be the original work of the student. Assignments that are not the original work of the student are considered plagiarized and in violation of the Code of Student Conduct and Academic Responsibility. P lagiarism occurs when another person’s work, words, or ideas are represented as one’s own without the use of a school-recognized method of citation (e.g., copied from another source such as an author or another student without properly acknowledging the actual writer/author). P lagiarism also occurs when knowingly giving or allowing one’s own work to be copied or otherwise duplicated by another for academic credit, or when resubmitting one’s own work for academic credit. If the faculty or administration determines that plagiarism has occurred, the following disciplinary action will ensue:

Grade of zero / “0” points and referral to the program director for consideration of removal from the course, program, or both.

H. Ame ricans with Disabilitie s Act (ADA) Policy Nova Southeastern University complies with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 by providing reasonable accommodations for qualified individuals with a disability. The Fischler School’s ADA P olicies and P rocedures, and the necessary forms

for requesting disability-related accommodations, can be obtained by contacting the FSEHS Office of Student Judicial Affairs at 954-262-8617 or 1-800-986-3223, ext. 8617, or via e-mail at [email protected].

To ensure that reasonable accommodations can be provided in a timely manner, all forms and documentation must be completed and on file in the FSEHS Office of Student Judicial Affairs a minimum of four (4) weeks prior to the commencement of classes for any given semester. Certain accommodations may involve other professionals and specialists, and therefore, may require considerable time to implement.

For further information, please visit: http://www.usdoj.gov/crt/ada/adahom1.htm

XII. 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

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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.

XIII. Bibliography A. B ooks and Article s a. Brown, I. & P ercy, M. (2007). A comprehensive guide to intellectual & developmental disabilities. Baltimore: Brookes. b. Williams, P.D., P iamjariyakul, U., Graff, J.C., & Stanton, A. (2010). Developmental disabilities: Effects on well siblings. Issues in Comprehensive Pediatric nursing, 33, 39-55. c. Spann, S.J., Kohler, F.W., & Soenksen, D. (2003). Examining parents' involvement in and perceptions of special education services: An interview with families in a parent support group. Focus on Autism and Other Developmental Disabilities, 18, 228-237. d. Hastings, R.P., Kovshoff, H., Brown, T., Wards, N.J., Espinosa, F.D., & Remington, B. (2005). Coping strategies in mothers and fathers of preschool and school-age children with autism. Autism, 9, 377- 391. e. White, N., & Hastings, R.P. (2004). Social and professional support for parents of adolescents with severe intellectual disabilities. Journal of Applied Research in Intellectual Disabilities, 17, 181-190. B . Journals American Journal on Intellectual and Developmental Disabilities Analysis and Intervention in Developmental Disabilities Developmental Disabilities Bulletin Developmental Disabilities Research Reviews Education and Training in Autism and Developmental Disabilities Education and Training in Developmental Disabilities Education and Training in Mental Retardation and Developmental Disabilities Focus on Autism and Other Developmental Disabilities Journal of Developmental and P hysical Disabilities Journal on Developmental Disabilities Research in Developmental Disabilities C. We b Site s U.S. Department of Education: Individuals with Disabilities Education Act (IDEA) http://idea.ed.gov/ Americans with Disabilities Act http://www.ada.gov/ P arents Helping P arents: Adult Children with Developmental Disabilities http://www.php.com/support/adult-children-developmental-disabilities Centers for Disease Control and P revention (CDC): http://www.cdc.gov/ncbddd/dd/ National Institute of Child Health and Human Development (NICHD): http://www.nichd.nih.gov/health/topics/developmental_disabilities.cfm The Arc: http://www.thearc.org/ Autism Speaks: www.autismspeaks.org The Center for Autism and Related Disabilities: http://www.centerforautism.com/

XIV. Appendix/Appendices Stude nts comple ting H SDD 5200 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 : Program De sign and Evaluation

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Le arning Outcome s/Obje ctive s

and Program Obje ctive s

Dire ct Asse ssme nt

Asse ssme nt M e thod

Learning Outcome 1: Compare and appraise the merits and challenges associated with inclusion decisions and inclusion issues in the context of the development and characteristics of children 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, Literature Review of Early Intervention, Literature Review of Inclusion Education.

A 16-point criterion-based rubric is used to assess students' ability to synthesize relevant and current literature developmental disabilities, and describe the merits and challenges associated with early intervention within the context of childhood developmental disabilities. Additionally, students are required to reflect how they will utilize the information learned in real-life scenarios and/or case studies as a professional working with individuals and families encountering developmental disabilities. A 16-point criterion-based rubric is used to assess students' ability to synthesize relevant and current literature developmental disabilities, and describe the merits and challenges associated with inclusion education for school-aged children within the context of childhood developmental disabilities. Additionally, students are required to reflect how they will utilize the information learned in real-life scenarios and/or case studies as a professional working with individuals and families encountering developmental disabilities.

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Learning Outcome 2: Apply knowledge about the various transitional issues that individuals with disabilities encounter as they progress into adulthood in real-world scenarios and case studies. 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, Literature Review of Transition into Adulthood.

A 16-point criterion-based rubric is used to assess students' ability to synthesize relevant and current literature developmental disabilities, and describe the merits and challenges associated with transition into adulthood. Additionally, students are required to reflect how they will utilize the information learned in real-life scenarios and/or case studies as a professional working with individuals and families encountering developmental disabilities.

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Learning Outcome 3: Demonstrate an understanding of the application of at least three treatment/support approaches when working with individuals with disabilities and their families. 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, Family Guide

A 16-point criterion-based rubric is used to assess students' ability to compile a family guide to resources, supports, and treatments throughout the lifespan ranging from infancy to adulthood. Students are required to integrate the use of a minimum of three approaches or strategies throughout the family guide.

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