This introductory course focuses on an overall introduction to individuals with developmental disabilities. Within a broad scope, topics cover historical factors and attitudes, specific developmental disabilities as life-long and manifesting themselves prior to age 22, causes, legislation, specialized services and supports, education, vocational training and life-span planning.
Everyone should enjoy the benefits of recreation. This course addresses the role that recreation and leisure play specifically in the lives of individuals with disabilities and also individuals from diverse populations that include genders, ages, cultures, ethnicities, races, and religions.
This course addresses the challenges transition to adult life pose for individuals with mild to moderate disabilities. The goal of independent living will be explored through the integration and collaboration of various resources including the individual, the family, the school, support systems and the community. Advocacy and self-determination will also be covered.
This course provides in-depth understanding of the concepts related to the transition of young adults with exceptional learning needs, specifically, young adults with developmental disabilities. Issues, challenges, and practices involved in assisting them transition to a variety of options and participate to the fullest degree in society will be examined.
The supervised clinical practice experience consists of three overlapping phases: (1) orientation, (2) observation, and (3) participation. The proportion of the time devoted to each phase will depend upon the complexity of the agency's structure and services, and upon the student's background and readiness. It is most desirable that the greatest portion of time be devoted to participation. Experiences included in a given clinical practice prgram may, of course, vary according to the nature of the agency and the services it offers.
This course is designed to provide candidates with knowledge, skills, and dispositions of competencies essential to successful agency work. The seminar focuses upon the student's professional role in a rehabilitation agency. In addition, responsibilities for agency organization and management, and the use of technology in the agency are addressed. Further, creation of culturally relevant and gender equitable environments; attitudes toward working with families and the community; knowledge of ethics and a basic understanding of agency systems and community characteristics are considered.