The purpose of this course is to examine, describe and discuss public and private sector policy as it impacts individuals with disabilities (physical and/or mental impairments that effect one or more major life activity). The philosophy of the course and its approach toward policy is presented in the context of systems and a bio‐psycho‐social approach to human development with the goal of attaining maximum quality of life and community inclusion. Topics include terminology, history, philosophy and legal aspects of rehabilitation and independent living, the state‐federal vocational rehabilitation program, benefit systems, workers compensation, employer‐based disability management, independent living, disability legislation, and ethical issues.

This course is a survey and practice course in counseling and psychotherapy. The course covers the theoretical approaches and best practices of counseling with a focus on individuals with disabilities. The underlying assumptions of human nature and personality are covered in addition to the specific techniques associated with each. Students are encouraged to develop their own theory and practice of counseling centered around a thorough reflection on the individual’s belief system, particular target populations they envision working, and individual traits, strengths, and weaknesses. Significant time is spent on experiential activities including dyads, triads, and role‐playing. Ethical, legal, multicultural and research issues are also covered in depth.

This course provides theoretical and practical (clinical) instruction in multicultural and ethical aspects of rehabilitation counseling and behavioral health professions. Topics include the historical perspectives of multiculturalism and cultural diversity in society, theories and models of identity development among diverse groups, supervisory issues, practical strategies and a review of current research. Direct role- playing and skill building exercises are employed along with case study methods and lectures. Students are encouraged to develop an awareness of different cultures, learned biases and how they may affect the counseling relationship. The purpose of this course is to provide students with knowledge and skill that will maximize access and effectiveness in serving underrepresented and culturally diverse populations, and to develop effective outreach strategies

The course covers concepts, skills and knowledge of the social and psychological factors that either directly or indirectly effect the quality of life, adjustment and full societal participation of individuals with severe disabilities. Particular focus is placed on coping mechanisms, individual, familial, and cultural attitudes, and strategies that seek to facilitate human dignity, productivity and inclusion. The course will address human growth and potential, attitudinal barriers and vocational implications of disability. Physical disability, mental illness, congenital, developmental and emotional disabilities are addressed. The social and psychological factors that contribute to resiliency and minimize vulnerability are emphasized.

This course involves an exploration of medical information and disabilities from a systems perspective. The course incorporates fundamental medical terminology, medical practitioners, and health care systems. The health care and related systems will be explored in view of their vocational implications, service provision, and resources for intervention, treatment, or therapy for individuals with disabilities. Case studies of systemically related disabilities and how they are managed through the medical model will be explored through the symptomatology, diagnosis, prognosis, and treatment phases of the disabilities. Consumer transition from the medical to the service model will be discussed. The psycho‐social and cultural impact of disabilities important to the rehabilitation process will be infused in the curriculum.

This course will provide the students with basic statistical concepts: a working knowledge of test selection, administration, interpretation of test results and communication of findings in a comprehensive evaluation report. A major emphasis will be on the application of the procedures and utilization of the tools of vocational evaluation including: interviews, work related behavioral observations, individual evaluation plans, vocational counseling, standardized tests, work samples, and situational assessment. Guest speakers and visitations to local evaluation centers may also be utilized to enhance student understanding of the evaluation process. Between 15‐20 clock hour’s practica of in vivo supervised assessment and vocational evaluation/counseling are required.

Concepts, principles, and skills related to the employment of individuals with physical, mental and congenital or developmental disabilities will be explored. Current best practices are covered within the context of various models, public and private, that seek to maximize productivity and life‐long career pursuits. Areas of emphasis include: the vocational counseling process, marketing approaches and networking strategies for working with employers, placement strategies, theories of vocational development and choice, labor market surveys and job analysis assessment of work readiness, job seeking and job retention skills, and major occupational classification systems. Knowledge of job modification and restructuring techniques and its importance to the employment of people with disabilities will be covered. Between 15‐ 20 clock hour’s practica of in vivo supervised vocational counseling are required.

This is a level survey and practice course covering case management concepts, systems, processes and competencies necessary for the effective delivery of services to individuals with disabilities and their families. The instructional approach seeks to concurrently provide didactic and experiential pedagogy. Various models of case management practice will be presented including the State/Federal system of vocational rehabilitation, workers’ compensation systems, health care case management, employer‐based disability management, and managed care models. An emphasis is placed on attaining knowledge of the range and level of community and professional resources, services and products that facilitate quality of life, independent living and work for individuals with disabilities in both urban and rural settings. The legal, ethical, cultural, social, and psychological aspects of case management are integrated into the course. The student will attain essential knowledge and skill in the cost‐effective coordination of services, vendor selection criteria, negotiation/conflict resolution skills, documentation, and evaluation techniques in providing quality, professional services.

This web-based course examines research methods and statistical concepts as they apply to the rehabilitation professional. Students will learn about quantitative, qualitative, and single-subject research methods; basic statistical concepts and use of the statistical database SPSS. Student will also learn about program evaluation and implement an evaluation of a program as part of the course requirements. They will develop critical thinking skills and learn to be good “consumers” of rehabilitation and popular research, as well as learn to collect, manage, analyze and evaluate data.

This course integrates family and group process theory, interventions and practices, and methods into an advanced applied course. The course addresses both clinical and organizational aspects of working with families, groups and organizations in the rehabilitation process. The student is challenged to develop an understanding of group processes that apply concepts, research and best practice models to a variety of settings, client profiles and organizational models. Social psychology, family systems theory, organizational and clinical models are covered in addition to experiential elements that build competencies that are effective in rehabilitation and healthcare settings. Between 15‐20 clock hours practica of in vivo supervised group counseling are required.

This course designed to provide rehabilitation counseling students with the opportunity to develop and refine their understanding of legal and ethical issues which impact the field of rehabilitation counseling and related specialty areas in counseling. (e.g., rehabilitation counseling, mental health counseling, alcohol and substance abuse counseling, marriage and family counseling, group counseling, supervision, consultation and research). In addition to public policy, law, and practice,(e.g., worker’s compensation, and expert testimony) legal and ethical issues related to rehabilitation counseling.

The Counseling Practicum is exclusively devoted to fulfilling the Council on Rehabilitation Education recommendation for practical experience. This is a 3 semester credit hour, 100 clock hour practical experience under the direct supervision of faculty who have fulfilled requirements to be Certified Rehabilitation Counselors (C.R.C). The practicum shall include on campus and off campus audio and video taping of individual and group counseling experiences dealing with rehabilitation counseling concerns which will facilitate the further development of rehabilitation counseling skills. Course requirements, competencies, and the Code of Ethics will be made available in the syllabus for the course.

The Master’s Seminar will focus on the review of current literature, and will include reading and discussion of specific aspects of rehabilitation. Topics include, but are not limited, to: adaptive/assistive rehabilitation technology, Centers for Independent Living, Supportive Employment, Order of Selection, Ethical Issues, Americans with Disabilities Act, Disability Management, Job Development, Assessment, Cultural Diversity and current legislation on disability issues. The outcomes for this class are an increased interest and proficiency in rehabilitation research, oral and written presentation and publication.

A supervised Rehabilitation Counseling Internship enables the student’s socialization into the field of rehabilitation counseling and the development of the appropriate professional skills, experiences and competencies as outlined by the Commission on Rehabilitation Education (CORE) and the Commission on Rehabilitation Counselor Certification (CRCC). The students will gain knowledge that will enhance their ability to help individuals with disabilities find and maintain adequate vocational and personal independence. The internship experience will take place under the supervision of a qualified rehabilitation, rehabilitation related or allied health professional and involve direct experiences with persons with disabilities. Appropriate selected facilities involved in the rehabilitation of individuals who have a physical, mental, developmental, behavioral, or sensory disability will provide an opportunity for students to apply theories and skills. These facilities may include state departments of rehabilitation, centers for independent living, psychiatric hospitals or psychosocial programs, sheltered workshops, supported employment agencies, and institutions or organizations serving individuals with developmental disabilities, substance abusing persons, the industrially injured, agriculturally‐ or rural‐related injuries, aged or adult/juvenile offenders. Students interested in higher education may opt to conduct their internship experience in the Services for Students with Disabilities program at an approved college or university.

This course is designed to be an introduction course to the topic of marriage and family counseling. The course will examine basic concepts of family counseling and special issues related to couples and families. The course will also examine the theoretical models and procedures appropriate to a variety of theories and specific settings.

This course constitutes a basic orientation to the field of psychiatric rehabilitation. The course will include historical antecedents, philosophical and traditional connections with the field of rehabilitation counseling, assessment, planning and service delivery methods for those intending to work in rehabilitation focused programs serving persons with psychiatric disabilities. This course will also examine the incidence of etiology of significant dysfunctional behavior patterns in individuals.

This course is designed to provide an overview of alcohol and drug use, misuse and abuse. Course content includes: historical perspective of drug use/abuse; psychosocial aspects;pharmacology; prevention strategies; drug education; treatment and rehabilitation; examination of personal alcohol and drug use practices and philosophies; and current issues.

This course is designed to be an advanced course in counseling. The course will examine advanced concepts and practices in current counseling modalities. The course addresses counseling strategies as it relates to common client issues, such as behavioral and emotional disorders; symptomatology for psychoses; and maladaptive behavior patterns. The course will also provide students with exposure to advanced counseling skills and intervention strategies which allows rehabilitation counselors to conceptualize mental disorders within various schools of counseling theory that underline clinical practice.

The Life Span, This course is an introduction to the basic concepts and issues of biological and psychological growth and development from conception through old age. Emphasis is placed on psychomotor, cognitive, and social development through the lifetime. Applied aspects of development psychology will be emphasized in the course.

• RECN 703: High Tech/Low Tech Rehabilitation Systems
  This course will provide an overview of high/low technology focused on adaptive and assistive rehabilitation technology, including aids for daily living. This technology will assist individuals with disabilities to achieve their maximum potential and provide training to students interested in gaining expertise in the use of technology while working with people with disabilities across the human lifespan. The student will become familiar with advanced computer technology such as Enabling Technologies (Braille/print systems), Dragon Dictate (speech input software), adaptive devices for computers, computer technology such as AlphaSmart, IntelliKeys, Delta Talker and a broad array of computer application technology available for working with individuals who are blind, deaf, or physically disabled. Other technology to be taught will include augmentative communication devices, voice output. This course will have a practical application of knowledge and didactic preparation for understanding the value and use of advanced technology. Technology for working with people with learning disabilities and a broad range of developmental disabilities will be included. Between 15-20 clock hours practica of in vivo supervised rehabilitation technology are required.
• RECN 713: Introduction to Private Sector Rehabilitation
  This course is designed to explore issues in rehabilitation pertinent to policy, practice, research and legal issues as addressed in the private sector. Topics include the insurance system, worker’s compensation, social security testimony, personal injury liability, and expert testimony within these systems.
• RECN 704: Program Evaluation & Organizational Development
  This course addresses current best practices in program evaluation. Program evaluations are fundamental to good planning. In order to plan and implement effective, valid and accurate evaluations, an understanding of organizational behavior and developmental concepts are significant. The increasing emphasis upon outcomes and program efficacy, necessitates knowledge and skill in determining return on investment, organizational effectiveness, cost/benefit analysis, research and planning as well as determining whether the needs of a constituency are being met. This course will focus on organizational factors, and evaluation design and technique. Upon successful completion, the student will be able to design, implement, and interpret the results of a basic evaluation strategy and possess a basic understanding of essential organizational behavior and planning processes. These skills are fundamental to effective and progressive organizational development and service to individuals with disabilities.