This syllabus is a representative sample for this course. Specific information such as texts, assignments, and schedule may vary by semester.

Florida Atlantic University
College of Education
Department of Counselor Education

This course is a survey of vocational aspects of disability, occupational classification as it is practiced in the United States, and career development for persons with disabilities. It examines the vocational impacts of disability, and the methods used to classify work activity, jobs and occupations. Job analysis as an outgrowth and function of occupational classification is explored. Job placement activities, labor market analysis, and post employment services for persons with disabilities are examined.

COURSE OBJECTIVES

To provide students with knowledge and understanding of:

1. Vocational aspects of disability.
2. Occupational Classification, historical development and present practice.
3. Career development unique to persons with disabilities.
4. Job analysis, Ergonomics, and assistive technology.
5. Vocational services and unique placement activities targeted toward persons with disabilities.
6. Labor market trends and analysis.

C.O.R.E COMPETENCIES ADDRESSED
C.2.4, C.2.5, C2.6

TEXTS AND SUPPLEMENTAL MATERIALS

1. Szymanski, E. M. & Parker, R. M. (Eds.) (1996) Work and disability: Issues and strategies in career development and placement. Austin, TX: pro.ed.

2. O'Neil, H. F. (Ed.) (1997) Workforce readiness. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.

3. American Psychological Association (1994). Publication manual of the American Psychological Association (4th ed.). Washington, DC: Author.

COURSE REQUIREMENTS

1. Complete all assigned readings. Each reading is to be done in advance of the class day.

2. Attend all class sessions. Attendance at all classes is mandatory. Only 1 class absence is allowed with the instructor's permission. Each absence beyond the first will result in a 20-point reduction in the total points available for this course.

3. One examination will be given. It will cover occupational classification.

4. A library research paper is required. The topic of this paper is to be mutually agreed upon by the student and the instructor. Students will select a specific topic in rehabilitation that is of interest to them. Topics can include, but are not limited to: an analysis of an existing labor market condition as it effects persons with disabilities, analysis of U.S. policy toward its disabled citizens regarding job placement or independent living, biography/history of a prominent figure in rehabilitation, or other topic as agreed. The paper will be 12 to 15 pages long (exclusive of bibliography), and will be in CORRECT APA style.

5. An interview of a person with a disability and a paper reporting the experience. The student will find and interview a person with a disability who is currently working. The student will investigate the way in which the interviewee obtained her/his job, what vocational services were used, what services were needed and not available. Further the student will explore the history of the interviewee's career development and the interviewee's expectations for the future as a working adult. The paper will include a report of the experience, and include recommendations for service improvement based on textbook readings or discussions held in class. The assignment will culminate with a class presentation.

COURSE EVALUATIONS

1. Class participation & attendance, 25 points
2. Examination 75 points
3. Interview paper & presentation 100 points
4. Research paper 100 points
TOTAL 300 POINTS

GRADING
A 282-300 Points
A- 270-281 Points
B+ 258-269 Points
B 249-257 Points
B- 240-248 Points
C+ 228-239 Points
C 219-227 Points
C- 210-218 Points
F 0-209 Points

SYLLABUS

The instructor reserves the right to make adjustments to this schedule, the topics covered, the assignments made, the evaluations required, or otherwise as may be need to effectively teach the material to be covered. Such adjustments will be made and announced at the beginning of the class or prior to the affected session if possible.

BIBLIOGRAPHY

Arokiasamy, C. Rubin, S., & Roessler, R. (1995). Sociological aspects of disability. In S. Rubin & R. Roessler (Eds.), Foundations of the rehabilitation process, 91-113. Austin, TX: PRO-ED.

Bailey, T. (1991). Jobs of the future and the education they will require: Evidence from occupational forecasts. Educational Researcher, 20, (2), 11-20.

Chubon, R. (1992). Defining rehabilitation from a systems perspective: Critical implications. Journal of Applied Rehabilitation Counseling, 23 (1), 27-31.

Cottone, R. & Emener, W. (1990). The psychomedical paradigm of vocational rehabilitation and its alternatives. Rehabilitation Counseling Bulletin, 34 (2), 91-102.

Degan, P. (1992). The Independent Living movement and people with psychiatric disabilities: Taking back control of own lives. Psychosocial Rehabilitation Journal, 15, (3), 3-19.

Dejong, G. & Batavia, A. (1990). The Americans with Disabilities Act and the current state of U. S. disability policy. Journal of Disability Policy Studies, 3 (1), 65-75.

Holmes, G. & Karst, R. (1990). The institutionalization of disability myths: Impact on vocational rehabilitation services. Journal of Rehabilitation, 56 (1), 20-27.

Jacques, M. & Hershenson, D. (1970). Culture, work, and deviance: Implications for rehabilitation counseling. Rehabilitation Counseling Bulletin, 13 (1), 49-56.

Livneh, H. (1989). Rehabilitation intervention strategies: Their integration and classification. Journal of Applied Rehabilitation Counseling, 55 (2), 21-30.

Mandeville, K. & Brabham, R. (1992). The state-federal vocational rehabilitation program. In R. Parker & E. Szymanski (Eds.), Rehabilitation counseling Basics and Beyond (2nd ed.), 43-72. Austin, TX: PRO-ED.

National Information Center for Children and Youth with Disabilities (1993). Transition summary: Transition services in the IEP. Washington, DC: Author.

O'Neil, H. F. (Ed.) (1997). Workforce Readiness: Competencies and assessment. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.

Parker, R. & Szymanski, E. (Eds.). (1998) Rehabilitation counseling: Basics and beyond (3rd Ed.). Austin, TX: PRO-ED.

Peterson, N. G., Mumford, M. D., Borman, W. C., Jeanneret, P. R., & Fleishman, E. A. (1999). An occupational information system for the 21st century: The development of the O*NET. Washington, DC: American Psychological Association.

Rubin, S. & Roessler, R. (1995) Foundations of the vocational rehabilitation process. Austin, TX: PRO-ED.
Scheer, J. & Groce, N. (1988) Impairment as a human constant: Cross-cultural and historical perspectives on variation. Journal of Social Issues, 44(1), 37-41.

Schriner, K. (1996). The Rehabilitation Act Amendments of 1992: Initiatives and issues. Journal of Applied Rehabilitation Counseling, 27(1), 37-41.

Secretary's commission on Achieving Necessary Skills (1991). What work requires of schools. Washington, DC: U. S. Department of Labor.

Social Security Administration (1994). Disability Evaluation Under Social Security. Washington, DC: author.

Szymanski, E. (1994). Transition: Life span and life-space considerations for employment. Exceptional Children, 60(5), 402-410.

Szymanski, E. M & Parker, R. M. (Eds.) (1996). Work and disability: Issues and strategies in career development and job placement. Austin, TX: pro.ed.

Wang, C. (1995). Culture, meaning, and disability: Injury prevention programs and the production of stigma. In M. Nagler (ed.), Perspectives disability (2nd ed.), 77-90. Palo Alto, CA: Health Markets Research.

Wehman, P. (1988). Supported employment: Toward zero exclusion of persons with severe disabilities. In P. Wehman and S. Moon (Eds.), Vocational rehabilitation and supported employment. Baltimore, MD: Brooks Publishing Company.