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: 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. 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