Department of Human Services
RHB 400.002 CRN 22151
Semester
Instructor: Barry H. Stafford
Office: HS 220
Office Phone: 936.468.5348
Other Contact Information:
Course Time & Location: Mondays 1-3 p.m. HS 314
Office Hours: M/W:9-12, T/TH: 1-3
Credits: 6
Email: bhstafford@sfasu.edu
Prerequisites:
I. Course Description: (brief paragraph)
This course covers an analysis and implementation of those skills, techniques and principles that enable the person who is visually impaired
to move independently throughout familiar and unfamiliar environments with safety and efficiency.
II. Intended Learning Outcomes/Goals/Objectives (Program/Student Learning Outcomes):
Listed below are the Vision, Mission, Goals and Core Values of the Perkins College of Education, which includes the Department of
Human Services. The objectives of this course clearly align with the goals and objectives of the college and the department. RHB
400 is the foundation course for all other courses in the Orientation and Mobility track and follows standards set by the professional
certifying body for Certified Orientation and Mobility Specialists (COMS), the Academy for the Certification of Vision, Rehabilitation,
and Education Professionals (ACVREP).
VISION
The Perkins College of Education at Stephen F. Austin State University will be the college of choice for students striving to achieve
professional excellence through exemplary programs that are recognized at state, national, and international levels.
MISSION
The mission of the Perkins College of Education is to prepare competent, successful, caring and enthusiastic professionals
dedicated to responsible service, leadership, and continued professional and intellectual development.
To accomplish this mission, the goals of the Perkins College of Education are to:
Provide programs at both undergraduate and graduate levels based upon sound pedagogical and clinical practice
Prepare teachers, support personnel, and educational leaders for Texas
Employ and support faculty members who are committed to excellence in teaching, scholarship, and service
Provide a variety of teaching venues incorporating the latest technologies to a range of diverse student interests, backgrounds,
and aspirations
Maintain resources and facilities that allow each program to meet its expected outcomes
Collaborate with external partners to enhance students’ knowledge, skills, and dispositions, and to influence the ongoing
exchange of ideas for mutual benefit
Engage in outreach services
To address specific needs in the broader community,
To enhance student learning,
To instill commitment to service, and
To promote the reputation of the University, and to
Conduct research to advance knowledge and to contribute to the common good.
CORE VALUES
In the Perkins College of Education at Stephen F. Austin State University, we value and are committed to:
Academic excellence through critical, reflective, and creative thinking
Life-long learning
Collaboration and shared decision-making
Openness to new ideas, to culturally diverse people, and to innovation and change
Integrity, responsibility, diligence, and ethical behavior, and
Service that enriches the community.
The Core Foundation and Vision, Mission, Goals, and Core Values describe a shared vision and purpose for the SFASU
College of Education. It provides coherence for our curriculum, clinical experiences, and assessments. It is linked to the
University vision and values, and describes how those values translate into knowledge, skills, and dispositions in the College of
Education. It is this philosophy and vision that helps to distinguish our graduates from those of other institutions
Program Learning Outcomes:
Program or Student Outcome # 1
What will the student know or be able to do or believe? Be specific.
Candidates for the O&M Program will submit both a pre and post-philosophy statement in which he/she clearly expresses
dispositions which reflect an understanding of the duties and ethical responsibilities of a Certified Orientation and Mobility Specialist
(COMS).
ASSESSMENT PLAN
Method of Assessment # 1 - Evaluation of pre-philosophy statement
Describe the procedures that will be used to collect information on student learning.
Candidate papers will be scored using the Pre-philosophy paper rubric in which they clearly state and understanding of the roles
and responsibilities of a Certified Orientation & Mobility Specialist (COMS).
B. Describe the criteria for success related to this means of assessment .
Candidate will be rated on a scale from 1-3, where 3 is exemplary.
List the program learning outcomes addressed in this course as identified in the course matrix for your degree program. If your
department requires a listing of all Program Learning Outcomes (PLOs) on the syllabus, please identify those that are directly
taught in this course. If this is a general education core curriculum course and no PLOs are taught in this course then insert
the following statement under this heading:
“This is a general education core curriculum course and no specific program learning outcomes for this major are addressed in
this course.”
Student Learning Outcomes:
The simulation training and material covered in this course will be structured in order for the students to develop competencies in
the following:

•
•
•
•
•
•
•
•
•
•
Methods and systems of independent travel utilized by the visually impaired person.
The history and development of Orientation and Mobility in the U.S. and other countries.
The history of the profession of Orientation and Mobility.
Personal experience and competency development in the utilization of a human guide.
Independent cane skills in familiar and unfamiliar indoor environments.
Independent cane skills in familiar and unfamiliar residential, business and major metropolitan environments.
Methods of recovery, maintaining orientation and problem solving.
Basic knowledge of kinesiology in relation to developing independent O&M skills.
Basic knowledge of perception and locomotion in independent travel.
Utilizations of the other senses during independent cane travel.
Audition and O&M for the hearing impaired.
•
Types of canes and desirable characteristics.
List all students learning outcomes (SLOs) for this course including the course specific student learning outcomes that support
the PLOs above. In general, SLOs in a course that support the PLOs are specific and include the exact knowledge, skill or
behavior taught in the course that supports the more global PLOs. For additional information on meaningful and measurable
learning outcomes see the assessment resource page http://www.sfasu.edu/assessment/index.asp
III. Course Assignments, Activities, Instructional Strategies, use of Technology:
COURSE REQUIREMENTS:
This class requires a minimum of 60 lessons of blindfold/simulation training. All lessons will be carried out under the direct one-toone supervision of an Academy Certified O&M Specialist. You are also required to observe 10 lessons of other students during their
training. Observation forms should be submitted on these lessons at the end of the course. A Teaching and Materials Notebook will
be compiled and submitted three times during the course and three written exams will be taken.
IV. Evaluation and Assessments (Grading):
GRADES: Will be based on the following:
1.
Exam I
2.
Exam II
3.
Exam III
4.
Notebook*
5.
Blindfold**
6.
Assessment
Total possible points
(90% - 100%) 550 - 600 pts = A
(80% - 89%) 500 - 549 pts = B
100 pts
100 pts
100 pts
100 pts
100 pts
100 pts
600 pts
(70% - 79%) 450- 499 pts = C
(60% - 69%) 400 -449 pts = D
Five points will be deducted from the notebook grade for every day it is late past the due dates.
**The blindfold grade is not based on your performance under blindfold but on attitude, effort, observations, attendance and
punctuality for seminars and blindfold lessons, etc.
V. Tentative Course Outline/Calendar:
SEMINAR SCHEDULE-SPRING 2013 (Seminars times: MONDAY 1:00- 3:00 PM)
JAN
JAN
14
21 Reading Assignment: Volume 1, Chapter 13: History and Development of O&M. Skill review and work on notebook.
(O&M History).
JAN
FEB
Review syllabus, discuss class requirements, review notebook, schedule
28
4
Reading Assignment: Volume 1, Chapter 14: Originators of O&M. Skill Review and work on notebook.
Reading Assignment: Volume 1, Chapter 15: Development of the Profession of Orientation and Mobility around the
world. Notebook review and review for Exam I.
FEB
11
Exam I - Indoor skills. Notebook Due – Indoor unit.
FEB
18
Reading Assignment: Volume 1, Chapters 1 & 2: Perception and Locomotion, and Establishing and Maintaining
Orientation for Mobility. Begin basic recovery. Skill review and work on notebooks.
FEB
25
Reading Assignment: Volume 1, Chapter 3: Low Vision for Orientation and Mobility. Block concepts. Continue recovery
procedures, - Corner Concepts - Skill review and work on notebooks.
MAR
4
Reading Assignment: Volume 1, Chapter 6: Psychosocial Dimensions of Orientation and Mobility. Teaching procedures.
Recovery: (Recovery Powerpoint)
MAR 11-15 SPRING BREAK –NO CLASSES
MAR
18
MAR
Reading Assignment: Volume 1, Chapter 7: Learning Theories. Work on Notebook and review for Exam II.
25 Exam II- Residential skills. Notebooks Due-Residential Unit
APR
1
Reading Assignment: Volume 1, Chapter 4: Audition - Audiograms. Hearing impairment and O&M. Work on notebook and
skill review. Intersection drill. Clock procedures for crossings
APR
8
Reading Assignment: Volume 1, Chapter 5: Kinesiology and Sensorimotor Function. O&M Terms. Skill Review and work
on notebooks. Discuss Shreveport lessons.
APR
15
Trip to Shreveport: City bus travel, downtown route, escalators, revolving doors and eating techniques.
APR 22 Reading Assignment: Volume 1, Chapter 11: Environmental Accessibility. Review Shreveport- Review all business skills
for Exam III. Final notebook review.
MAY
6 Exam III- Business skills. Final Notebooks Due- Business Unit
.
VI. Readings (Required and recommended—including texts, websites, articles, etc.):
BOOKS REQUIRED:
Orientation and Mobility Techniques, A guide for the Practitioner. By Hill and Ponder. American Foundation for the Blind, New
York, 1976.
Foundations of Orientation and Mobility-Third Edition (both volumes)- Blasch, Wiener, Welch. American Foundation for the Blind.
New York, 1998.
VII. Course Evaluations:
Include a statement about the importance of course evaluations, the process, and if the instructor allows, outline how the
students will be rewarded for completing the survey, i.e. extra points.
Here is a sample statement that may be used: “Near the conclusion of each semester, students in the College of Education
electronically evaluate courses taken within the COE. Evaluation data is used for a variety of important purposes including: 1.
Course and program improvement, planning, and accreditation; 2. Instruction evaluation purposes; and 3. Making decisions on
faculty tenure, promotion, pay, and retention. As you evaluate this course, please be thoughtful, thorough, and accurate in
completing the evaluation. Please know that the COE faculty is committed to excellence in teaching and continued
improvement. Therefore, your response is critical!
In the College of Education, the course evaluation process has been simplified and is completed electronically through MySFA.
Although the instructor will be able to view the names of students who complete the survey, all ratings and comments
are confidential and anonymous, and will not be available to the instructor until after final grades are posted.
VIII. Student Ethics and Other Policy Information:
Attendance: You are expected to attend every class, and every blindfold lesson. Prior notice of expected absences is
required. Especially if you must cancel a blindfold lesson, please inform your instructor a minimum of 45 minutes BEFORE
your scheduled lesson is to begin. This is a courtesy to your instructor and fellow students who may have planned to observe
your lesson.
Students with Disabilities
To obtain disability related accommodations, alternate formats and/or auxiliary aids, students with disabilities must contact the
Office of Disability Services (ODS), Human Services Building, and Room 325, 468-3004/468-1004 (TDD) as early as possible
in the semester. Once verified, ODS will notify the course instructor and outline the accommodation and/or auxiliary aids to be
provided. Failure to request services in a timely manner may delay your accommodations. For additional information, go to
http://www.sfasu.edu/disabiltiyservices/.
Academic Integrity
Academic integrity is a responsibility of all university faculty and students. Faculty members promote academic integrity in
multiple ways including instruction on the components of academic honesty, as well as abiding by university polity on penalties
for cheating and plagiarism.
Definition of Academic Dishonesty
Academic dishonesty includes both cheating and plagiarism. Cheating includes but is not limited to (1) using or attempting to
use unauthorized materials to aid in achieving a better grade on a component of a class; (2) the falsification or invention of any
information, including citations, on an assigned exercise; and/or (3) helping or attempting to help another in an act of cheating
or plagiarism. Plagiarism is presenting the words or ideas of another person as if they were your own. Examples of plagiarism
are (1) submitting an assignment as if it were one’s own work that has been purchased or otherwise obtained from an Internet
source or another source; and (3) incorporating the words or ideas of an author into one’s paper without giving the author due
credit.
Please read the complete policy at http://www.sfasu.edu/policies/academic_integrity.asp
Withheld Grades Semester Grades Policy (A-54)
Ordinarily, at the discretion of the instructor of record and with the approval of the academic chair/director, a grade of WH will
be assigned only if the student cannot complete the course work because of unavoidable circumstances. Students must
complete the work within one calendar year from the end of the semester in which they receive a WH, or the grade
automatically becomes and F. If students register for the same course in future terms the WH will automatically become an F
and will be counted as a repeated course for the purpose of computing the grade point average.
Acceptable Student Behavior
Classroom behavior should not interfere with the instructor’s ability to conduct the class or the ability of other students to learn
from the instructional program (see the Student Conduct Code, policy D-34.1). Unacceptable or disruptive behavior will not be
tolerated. Students who disrupt the learning environment may be asked to leave class and may be subject to judicial,
academic or other penalties. This prohibition applies to all instructional forums, including electronic, classroom, labs,
discussion groups, field trips, etc. The instructor shall have full discretion over what behavior is appropriate/inappropriate in the
classroom. Students who do not attend class regularly or who perform poorly on class projects/exams may be referred to the
Early Alert Program. This program provides students with recommendations for resources or other assistance that is available
to help SFA students succeed.
To complete Certification/Licensing Requirements in Texas related to public education, you will be required to:
1. Undergo criminal background checks for field or clinical experiences on public school campuses; the public school
campuses are responsible for the criminal background check; YOU are responsible for completing the information form
requesting the criminal background check; the completed information form is due _________________________ . If you
have a history of criminal activity, you may not be allowed to complete field or clinical experiences on public school
campuses. At that point, you may want to reconsider your major while at SFASU.
2.
Provide one of the following primary ID documents: passport, drivers license, state or providence ID cards, a national ID
card, or military ID card to take the TExES exams (additional information available at
www.texes.ets.org/registrationBulletin/ <http://www.texes.ets.org/registrationBulletin/>). YOU must provide legal
documentation to be allowed to take these mandated examinations that are related to certification/licensing requirements
in Texas. If you do not have legal documentation, you may want to reconsider your major while at SFASU.
3.
Successfully complete state mandated a fingerprint background check. If you have a history of criminal activity, you may
want to reconsider your major while at SFASU.
LiveText
LiveText is the data management system used by the Perkins College of Education for program improvement and
accreditation. All students are required to purchase a LiveText account, either through the University Bookstore or at
www.livetext.com. This is a one-time purchase, and the account will be used throughout your program. Required program
assignments must be submitted through LiveText. Successful completion of the course and program are dependent on
submission of all required LiveText assignments.