DEPARTMENT OF REHABILITATION COUNSELING AND DISABILITY STUDIES
COURSE SYLLABUS
I. Descriptive Information
A. Course Number: REHB 470
B. Course Title: Supported Employment
C. Course Description
This course provides students with the fundamental principles of understanding and delivery of
supported employment services to individuals with disabilities. Emphasis will be placed on
addressing the supported employment needs of individuals with significant disabilities as
defined by Federal criteria.
D. Instructor’s Emphasis:
This course is designed to provide a broad overview of supported employment. Salient
discussion topics include: Historical roots of supported employment, key events which
established the foundation for supported employment, supported employment philosophy,
models of supported employment, supported employment services, planning for employment
and the superficial aspects of behavior management strategies and techniques.
E. Course Credit: 3 hours
F. Prerequisites: Introduction to Rehabilitation (REHB 340)
G. Intended Audience: This course is intended for Undergraduate
Rehabilitation services majors and Human service majors.
H. Instructor’s Name: Phyllis Kelly-Gailes, M.A.
Office: Room 311 Blanks Hall
Phones: 771-2667 or 771-3020 ext 207
Email Addresses: KellyGailes@yahoo.com or pkgsubr@yahoo.com
Department of Rehabilitation and Disability Studies
Office: Room 230 Blanks Hall
Phones: 771-2667 or 771-3020 ext 200
II. Specification of Course Goals and Objectives
A.
Statement of General Goals:
1. Foster an understanding of supported employment
2. Develop skills in the delivery of supported employment services
B. Statement of Course Objectives: Upon successful completion of this course,
the student will have demonstrated by way of examinations, homework
assignments, paper, PowerPoint presentation and oral presentation a
knowledge or understanding of:
1.
Describe the major types of supported employments models and state
advantages of each, in general, and for clients with various types of
developmental disabilities (physical, cognitive, behavioral, sensory).
2. Conduct a job analysis of an entry-level job such as cart retriever or dishwasher.
3. Distinguish among individuals in case studies whose assessment results indicate
that they are good candidates for supported employment vs. competitive
employment.
4. Identify 10 resources for job leads
5. Design or redesign a job so that it is specific to the client’s abilities and
capabilities.
6. Conduct a task analysis of an entry level job.
7. Write a social skills training program for remediation of various challenging
behaviors (i.e., attention to task; following instructions; violence/aggression, etc).
8. State the benefits of supported employment for the individual, the family,
employers and society.
9. Explain the 10 most common types of support needed by recipients of supported
employment services (i.e. travel training, recognition of important signs,
resolving family problems).
10. Discuss theories and practices in work adjustment
11. Conduct a simulated situational assessment for purposes of job matching.
12. Describe the role of the job coach from assessment to follow-up.
13. State 10 questions that they must be able to answer about the supported
employment candidate before embarking upon the job search/job match.
14. Role-play the selling of the Supported Employment concept to an employer and
to the parents.
15. Discuss specific rehabilitation-related legislation protecting the supported
Employment client.
C. Statement of Course Content:
II.
III.
Conceptually the content of this course covers the fundamental principles of
understanding and delivery of supported employment services to individuals with
disabilities. Emphasis will be placed on addressing the supported employment needs
of individuals with significant disabilities as defined by Federal criteria.
Readings
Textbook:
A.
Callahan, M. J., & Garner, J. B. (1997). Keys to the workplace skills and
supports for people with disabilities. Baltimore, MD: Paul H. Brooks.
B.
Wehman, P. (2001). Supported employment in business: Expanding the
capacity of workers with disabilities. Augustine, FL: Training
Resources Network.
General Reading Sources:
C.
D.
Hess, A., Minton, E., Shank, L., William, C. W., & Ward, I. M. (1997). Best
practices strategies that enhance supported employment. Cierco, NY:
Program Developmemt Associates.
Martin, G., & Pear, J. (2007). Behavior modification: What it is and how to do it.
(8th Ed.). Upper Saddle River, NJ: Pearson/Prentice Hall.
Chapters: 2,3,9,18,21,22,26,30
Web Sites:
Supported Employment Sites:
www.aamr.org/Policies/supported
www.bhrm.org
www.communityinterfaceservices.org
www.dol.gov
www.omh.state
www.uky.edu
IV.
Instructional Procedure
Instruction in this course consists of formal lectures, student-teacher
discussions, student-student discussions, and student presentations
V.
Course Requirements:
A. Academic Requirements:
Students are required to take examinations and do homework assignments.
B. Administrative Requirements:
Students are expected to attend all class sessions, take all examinations,
participate in all class activities, do a paper and PowerPoint presentation, and
complete all class assignments. All assignments must be submitted no later
than a given date set by the instructor.
C. Disability Statement:
Students with disabilities should make the needs for accommodations known to the
instructor during the first week of classes. The instructor, with assistance from the
Southern University Office of Students with Disabilities (771-3950) and other
recommended social service agencies, will make reasonable accommodations for
the student.
D. Live Text Subscription:
Southern University and A&M College-Baton Rouge has entered into partnership
with Live Text, Inc. to provide online academic resources for student
collaboration and learning outcomes assessment. Therefore, all students enrolled
in this course are required to purchase a subscription from Live Text, Inc. through
the Southern University Bookstore. Live Text, Inc. provides students with the
electronic tools and services needed to serve them in their courses and in their
career or academic pursuits beyond graduation.
Live Text is a dynamic tool that will enable you to:
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Create Electronic Portfolios for storing and displaying coursework for use
anytime and anyplace;
Share your résumés, professional portfolios and virtually any projects that can
be photographed, video recorded, and uploaded to prospective employers and
others who need or want to know about your accomplishments;
Engage in discussion boards with other students, exchange feedback, and
create study groups and other types of social networks.
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VI.
VII.
Complete assignments in key/required courses where Live Text has been
embedded (without Live Text, you will not be able to complete these
assignments).
Create a complete record of your academic career that is malleable and easily
accessible.
Engage in developing a results driven culture of assessment at Southern
University.
Participate in a process that will allow for data-driven curricular
improvements that foster improved student learning and performance.
Evaluation of Students
Homework/Presentations
Task Analysis
Job Analysis
Job Coach Training
Exams
Final Exam
200 points
100 points
100 points
100 points
600 points
100 points
TOTAL
1,200 points
Grading Scale:
100 – 90
=A
89 – 80
=B
79 - 70
=C
69 - 60
=D
59 – 0
=F
Class Schedule
Week One
Orientation
Week Two
What is Supported Employment?
Week Three
Types of Supported Employment
Week Four
Legislation
Week Five
ADA
Week Six
Assistive Technology
Week Seven
Situational Assessment
Week Eight
Mid-terms
Week Nine
Task Analysis
Week Ten
Transferable Skills
Week Eleven
Case Studies
Week Twelve
Job Development
Week Thirteen
Job Analysis
Week Fourteen
Job Coaching
Week Fifteen
Job Club
Week Sixteen
Finals