ࡱ> U Ebjbjnn 6aap=/2 2 8~DNp2"TTT///MMMMMMM$ORVM/////MTTM"""/`TTM"/M""pDIT@RC@@F4pMM0NtFpRRhII8RJT//"/////MM"///N////R/////////2 B t:  Department of Exceptional Student Education College of Education Florida Atlantic University Instructor: Office: Phone: E-mail: Office Hours: Class Day/Time: Classroom: Course Number: EEX 4776 Course Title: Professional development & disability Catalog Description: This is course prepares students with disabilities and other students interested in supporting the employment outcomes of individuals with disabilities in the pursuit of their employment potential. The course provides students with an understanding of the policies, procedures, and practices associated with seeking, maintaining, and advancing employment. PREREQUISITE or COREQUISITE: None COURSE CONNECTION TO CONCEPTUAL FRAMEWORK: As a reflective decision-maker the student will make informed decisions, exhibit ethical behavior, and provide evidence of being a capable citizens and professionals by communicating and reflecting on the needed societal changes related to self-advocacy and employment. REQUIRED TEXTS: Szymanski, E.M., & Parker (2010). Work and disability: Contexts, issues, and strategies for enhancing employment outcomes for people with disabilities. Austin, TX: Pro-Ed: An International Publisher. Ryan, D. J. (2011). Job search handbook for people with disabilities. Indianapolis, IN: JIST Publishing. RECOMMENDED TEXTS: OBrien, J., & Blessing, C. (Eds.) (1997). Conversations on citizenship & person centered work. Washington: NAEYC. SUGGESTED RESOURCES: Anderson, S.R. (2008) Taking pride in what sets us apart: A vision of hope and personal responsibility for people with disabilities. Diversity Inclusion. Purchased from  HYPERLINK "http://www.diversityshop.com/store/takingPride.html" http://www.diversityshop.com/store/takingPride.html AUDIO/VISUAL TECHNOLOGY: Computer: Blackboard Distance Learning (blackboard.fau.edu Do not type www. Follow links for Login) Computer: APA Style web sites: http://www.wisc.edu/writing/Handbook/DocAPA.html; http://www.english.uiuc.edu/cws/wwrorkshop/bibliography/apa/apamenu.htm http://www.apastyle.org/fifthchanges.html Computer: E-mail Computer: Power Point Presentations Computer: Word processing Overhead projector, Computer Projector, VCR CD-ROMs, DVD, Laser Disks Videos The Interviewing Edge for Job Seekers with Disabilities Entrepreneurship, Self-Employment and Disabilities GUIDELINES USED IN DEVELOPING COURSE OBJECTIVES: Council for Exceptional Children (CEC) Council for the Accreditation of Educator Preparation = (CAEP) American Disability Association = (ADA) United States Department of Labor, Office of Disability Employment Policy (ODEP) COURSE OBJECTIVES: Following the completion of this course, the successful student will be able to: 1. Share their personal story of disability or working with individuals with disabilities 2. Present disability as an asset in school and workplace 3. Identify and improve personal, academic, and professional skills needed to execute a successful employment search and acquisition 4. Prepare and maintain employment related materials for lifelong career achievement and growth (cover letter, resume, etc.) 5. Develop and maintain collegial partnership with a employee mentor 6. Develop career plan including graduate school options as needed COURSE CONTENT: Disability Experience: Past & Future Introduction to Special Education: History & Laws Disability Employment history & laws Self-advocacy and self-determination Understand the potential for disability in the workplace Problem solving skills Effective communication skills Self-marketing skills Disability-specific employment resources Career options & advancement Internship and job search support Disclosure Strategies Social Security Effective interview skills Workplace presence. practices, & planning Workplace accommodations Discrimination in the Workplace and Community COURSE REQUIREMENTS: 1. Personal Employment Portfolio and interview presentation The portfolio must contain an updated and current resume and sample cover letter as well as other appropriate work samples. Portfolio will be presented using an interview approach. 100 points. 2. Exams There will be two exams for this course. Exams will be focused on disability and employment history, policies and laws. 2 x 25 points = 50 points 3. Application Activities including Pre & Post surveys and other in-class discussions, assignments and activities This course is designed to provide the student with practical knowledge and skills to support employability. Attendance and participation are required. Application activities include assignments completed in class or in preparation for class discussions. 150 points 4. Mentorship Reflection Journal Students will keep a journal logging dates and discussion as well as a reflection related to meetings and discussions between student (mentee) and employer mentor. 100 points TEACHING METHODOLOGIES: Modeling Guided Practice Research Simulations Lecture Discussion Internet communication (use of e-mail, web sites, distance learning) Power Point presentations by instructor and students Cooperative Learning Presentations Use of overhead projector, videos, computer, and other media Guest speakers ASSESSMENT PROCEDURES: AssignmentPoints% of Course GradePersonal Employment Portfolio100Exam(s) 2 @ 25 pts.50Application/Class Activities 150Mentorship Journal100Total400 GRADING (ESE GRADING SCALE): Activity scores are cumulative and the grade scale represents percentage of total points earned. A = 93-100 A- = 90-92 B+= 87-89 B = 83-86 B-= 80-82 C+= 77-79 C = 73-76 C-= 70-72 D+= 67-69 D = 63-66 D-= 60-62 F = Below 60 All assignments must be completed in order to earn a grade of an A in this course. POLICIES AND PROCEDURES To avoid learner confusion or disappointment, the following are assumptions and expectations for this course: UNIVERSITY ATTENDANCE POLICY: According to University policy, Students are expected to attend all of their scheduled University Classes and to satisfy all academic objectives as outlined by the instructor. Attendance includes meaningful, active involvement in all class sessions, class discussions, and class activities as well as professional, ethical, conduct in class. Reasonable accommodations are made for religious observances. Students are expected to attend all of their scheduled University classes and to satisfy all academic objectives as outlined by the instructor. The effect of absences upon grades is determined by the instructor, and the University reserves the right to deal at any time with individual cases of nonattendance. Three class absences can result in a letter grade deduction. Attendance includes active involvement in all class sessions, class discussions, and class activities, as well as professional conduct in class. Students are responsible for arranging to make up work missed because of legitimate class absence, such as illness, family emergencies, military obligation, court-imposed legal obligations, or participation in University-sponsored activities (such as athletic or scholastic team, musical and theatrical performances, and debate activities). It is the students responsibility to give the instructor notice prior to any anticipated absence, and within a reasonable amount of time after an unanticipated absence, ordinarily by the next scheduled class meeting. Instructors must allow each student who is absent for a University-approved reason the opportunity to make up work missed without any reduction in the students final course grade as a direct result of such absence. ELECTRONIC DEVICES Use of any electronic devices in the classroom should be limited to the content and activities taking place there. Inappropriate use of such devices may result in removal from the classroom, a reduction in your grade, or some other consequence, as determined by the professor POLICIES: The course carries three (3) credits. Students are expected to complete course requirements sufficient to earn three credits during the time-span of the course. 2. Students are encouraged to talk with the instructor if there are concerns or problems relating to the course. 3. All written assignments must be typed, double-spaced with the name and number of the assignment. All projects assigned will be discussed in class and a format provided for each. 4. Due dates for assignments are provided in the course outline and will be enforced. Assignments submitted late will result in a grade less than A. 5. If you bring a laptop computer to class, it must be used only to take notes or to follow PowerPoint slides. Net surfing, emailing, etc. are strictly prohibited. STUDENTS WITH DISABILITIES: In compliance with the Americans with Disabilities Act (ADA) and policy, students with disabilities who require special accommodations to properly execute course work must register with Student Accessibility Services (SAS) and provide the instructor of this course with a letter from SAS indicates the reasonable accommodations that would be appropriate for this course. SAS offices are located on Boca, Davie and Jupiter campuses. Information regarding SAS services and locations can be found at:  HYPERLINK "http://www.fau.edu/sas/" http://www.fau.edu/sas/ . CODE OF INTEGRITY: Students at Florida Atlantic University are expected to maintain the highest ethical standards. Academic dishonesty, including cheating and plagiarism, is considered a serious breach of these ethical standards, because it interferes with the University mission to provide a high quality education in which no student enjoys an unfair advantage over any other. Academic dishonesty is also destructive of the University community, which is grounded in a system of mutual trust and places high value on personal integrity and individual responsibility. Harsh penalties are associated with academic dishonesty. For more information, see  HYPERLINK "/ctl/4.001_Code_of_Academic_Integrity.pdf" /ctl/4.001_Code_of_Academic_Integrity.pdf BIBLIOGRAPHY (A partial list of resources used in the development of this course) PUBLICATIONS Aroni, D., Hegarty, J., & Philalithis, A. (2013). Expectations of Greek parents about employment opportunities for their child with learning disabilities: Implications for social workers. Journal of Social Work Practice, 27(4), 357-373. Brooke, V.A., Revell, G., & Wehman. (2009). Quality indicators for competitive employment outcomes: What special education teachers need to know in transition planning. Exceptional Children, 41(4), 58-66. Carter et al. (2009). Conversations that Matter: Engaging communities to expand equal employment opportunities for youth with disabilities. Teaching Exceptional Children, 41(6), 38-46. Gale, S.F. (2014, August). The untapped talent pool of people with disabilities. Workforce Retrieved from http://www.workforce.com/articles/20700-the-untapped-talent-pool-of-people-with-disabilities Grubbs, J.K., Brice, B.R., & Jennings, S.E. (2012). Americans with disabilities act and e-commerce: Target corporation and beyond. Southern Law Journal 22(90), 89-115. Harris, S.P., Owen, R., Jones, R., & Caldwell, K. (2013). Does workfare policy in the United States promote the rights of people with disabilities? Journal of Vocational Rehabilitation, 39(1), 61-73. Henry, A.D., Petkauskos, K., Stanislawzyk, J., & Vogt, J. (2014). Employer-recommended strategies to increase opportunities for people with disabilities. Journal of Vocational Rehabilitation, 41(3), 237-248. Kim, M.M., & Williams, B.C. (2012). Lived employment experiences of college students and graduates with physical disabilities in the United States. Disability & Society, 27(6), 837-852. Maroto, M., & Pettinicchio, D. (2014). The limitations of disability antidiscrimination law: Policymaking and the econonmic well-being of people with disabilities. Law & Policy, 36(4), 370-407 Rosenthal et al. (2012). Facilitators and barriers to integrated employment: Results of focus group analysis. Journal of Vocational Rehabilitation, 36(2), 73-86. Schur, L., Shields, T., & Schriner, K. (2003). Can I make a difference? Efficacy, employment, and disability. Political Psychology, 24(1), 119-149. Skellern, J., & Astbury, G. (2012). Gaining employment: The experience of students at further education college for individuals with learning disabilities. British Journal of Learning Disabilities, 42(1), 60-67. Stoddard, S., & Nelson, J. (2001). Math, computers, and the internet: Better employment opportunities for persons with disabilities. American Rehabilitation, Spring Summer. Vedeler, J.S. (2013). Disabled persons job interview experiences: Stories of discrimination, uncertainty and recognition. Disability & Society, 29(4), 597-610. Whyte, A. (2015). Americans with disabilities act turns 25: Challenges met, challenges remain. Retrieved from http://www.workforce.com/articles/21501-americans-with-disabilities-act-turns-25-challenges-met-challenges-remain Yamamoto, S., Unruh, D., & Bullis, M. (2012). The viability of self-employment for individuals with disabilities in the United States: A synthesis of the empirical-research literature. Journal of Vocational Rehabilitation, 36(2), 121-134. B. INTERNET SITES (Note: If the address is not given, search using the title or name of the site. Remember, URLs may change.)  HYPERLINK "http://www.dol.gov/odep/" http://www.dol.gov/odep/ United States Department of Labor  HYPERLINK "https://disability.workforce3one.org/page/home" https://disability.workforce3one.org/page/home Disability and Employment  HYPERLINK "http://www.eeoc.gov/policy/ada.html" http://www.eeoc.gov/policy/ada.html U.S. Equal Employment Opportunity Commission CONTENT OUTLINE: Week Topic(s) Readings Assignments 1 Introductions Career & education goals, projections, etc., Pre-survey Purpose of course Barriers to employment Employment realities 2Introduction to The Big Five or Kiersey Temperament Sorter The Disability Experience Global & National Perspective Creating a New Perspective & Experience personally & in the Workplace 3Self-Advocacy & Self-Determination Personal Disability Message Accommodation Strategies Disclosure strategies 4Disability Demographics in the Workplace Disability and Emotional Response Evaluation & Reflection on Strengths, Weaknesses, Opportunities & Threats5History of Disability Disability Employment Laws Disability Benefits & Work disincentives Asset Development-What Skills Do You Still Need? Guest Speaker- local employers6Review of The Big Five or Kiersey Reflection on the Strengths of Differences Self-marketing Developing your elevator speech Representing yourself in the best light Soft Interview Skills Listening Skills 7Workplace Protocols job search, interviewing, and landing the job Job Search preparation 8 Workplace Pathways Community and national resources 9Creating a Workplace Presence Representing your best self 10Workplace Practices - Performing the job tasks and stablishing professional relationships11 Workplace Proficiencies & Patterns - job tasks, annual performance reviews, working collaboratively 12Workplace Planning Developing you career path and continuous career growth opportunities 13 Voices of Experience sharing of employees with disabilities in the local community and eventually of past students of course 14Final Presentations Portfolios     PAGE  PAGE 7 March 2016  ./D`almsy{|ÿøǸǸǸdzëø|tojt hW^5 hk5hbYh& 5hbYh& 5;hbYh& 5;>*h&h& CJaJ h/[h& h& CJaJh nh& 5 h& 5 h^h& hQ:h& hHh& 5hbN9h& 5\ h& 5\h& CJOJQJ\^JaJ jhah& UmHnHu(/D`a|' ( = A gdVgdVgd&  ^`gd& gd& $a$gd&  % ' ( ; = A I B }    , . 6 < @ I ĩ{wp hR6]hMrhhRho* hTGh*EhTGh*E5\ hVhVhbchV5>*hVh`hmhhhT hVhshVh& 5hVh& 5:hzh& 5:CJaJhVh& 5;hVh& 5;>* hVh& *  Q R f 17s`gdR/3 0^`0gd>gd% ^`gd;B h^h`gdR/3 h^h`gd3I J S T _ ` k l z { ! . 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