SMART /*REH 6220
Department of Special Education and Rehabilitation
Utah State University
REH 6220
May 2006
© 2006
This material is not to be duplicated or used for purposes other than learning resource support for Utah State University.

REH 6220
Culturally Valid Practices in Rehabilitation
Summer 2005
May 15-19
Page 2
Course Syllabus

Text: Hayes, P.A. (200 1). Addressing cultural complexities in practice: A framework for clinicians and counselors. Washington, DC: American Psychological Association.

Professor: Julie Smart, Ph.D., CRC, NCC, LPC, ABDA, CCFC
435-797-3269 Jones Education Building 322

Office Hours: Monday and Wednesday, 10:00- 12:00; Friday, 10:00-11:30
Other times by appointment

Class Time: Monday, May 15- Friday, May 19
8:00 - 5:00 pm

Course Objectives

1. Students will learn why racial/ethnic minority groups have higher disability rates.

2. Students will learn in why ways culture/ethnicity affects adaptation to and perception of disability.

3. Students will learn about the effects of acculturative stress upon the rehabilitation process.

4. Students will learn about the combined effects of prejudice, discrimination, racism, and handicappism.

5. Students will learn the pros and cons of affirmative action.

6. Students will learn about the importance of one's native language.

7. Students will learn how to use a professional translator/interpreter.

8. Students will learn about the migrant and seasonal farm worker experience.

9. Students will learn about the vocational evaluation/assessment of racial/ethnic minority individuals with disabilities.

10. Students will learn culturally relevant methods of interviewing and counseling with individuals with disabilities.

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11. Students will learn about cultural issues in psychiatric rehabilitation and the five ways in which the Diagnostic and Statistical Manual IV-TR incorporates cultural features.

12. Students will learn about the job placement/career development process with clients who have disabilities and are of racial/ethnic/cultural/linguistic minority groups.

Grading

Attendance at library orientation and 3 articles 100 points
Panel Discussions 100 points
Take home final exam 200 points
400 points

400-380 points = A 335-320 points = B-
379-360 points = A- 319-308 points = C+
359-348 points = B+ 307-296 points = C
347-336 points = B

Take home exams are due July 21, 2006. They may be emailed or sent through the postal mail.
All exams must be typed and they cannot be faxed (I can't read faxed exams).

Criteria for grading student presentation
Each individual will submit documentation of a library search for material for the panel discussion. This documentation should include copies of three articles from the professional/academic literature to be submitted to Dr. Smart.


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REH 6220
Culturally Relevant Practices in Rehabilitation
Summer Semester 2006
May 15-19

Course Schedule

Class #1
Monday Morning
Racial/ethnic demography of disability
Culture affects adaptation to and perception of disability


Monday Afternoon
Library Orientation 1:00 (1/2 of the students)
3:00 (1/2 of the students)


Class #2
Tuesday Morning
Acculturative Stress
The Combined Effects of Prejudice, Discrimination, Racism, and Handicapism
Affirmative Action: Pros and Cons
Film: The Tale of O

Tuesday Afternoon
Preparation for student panels 1:00-3:00
Student panel 3:00-5:00


Class #3
Wednesday Morning
The importance of language
The use of foreign language translators
Migrant and seasonal farm workers
Film: The Color of Fear

Wednesday Afternoon
Preparation for student panels 1:00-3:00
Student panel 3:00-5:00


Class #4
Thursday Morning
Vocational Evaluation of racial/ethnic minority individuals with disabilities
Interviewing and Counseling with Minority Individuals with Disabilities

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Guest Speaker


Thursday Afternoon
Preparation for student panels 1:00-3:00
Student panel 3:00-5:00


Class #5
Friday Morning
Cultural issues in psychiatric rehabilitation
Job Placement of racial/ethnic minority individuals with disabilities


Friday Afternoon
Student panel 1:00-?



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Student Presentations


This will be fun! All of the students will be required to do a class presentation (in a group.) Each student will be graded individually. These presentations will be worth 100 points (out of a class total of 400 points).

These presentations will teach us about the rights of PWDs and the Disability Rights movement. Each group of students will be assigned a chapter in a book entitled, The Disability Rights Movement: From Charity to Confrontation by Doris Zames Fleischer and Frieda Zames. (I will give each group a copy of their particular chapter. You do not need to buy the book!)

Basically, each group will be responsible for teaching the class (and me) the contents of their particular chapter. Handouts, visual aids, and any other teaching method will make these presentations fun. Also, each group will be responsible for providing two questions for the take-home final examination.


Here is the listing of chapters:

1. “Wheelchair Bound” and the “Poster Child”
2. Seeing by Touch, Hearing by Sign.
3. Deinstitutionalization and Independent Living
4. Groundbreaking Disability Rights Legislation—Section 504
5. The Struggle for Change
6. The Americans with Disabilities Act
7. Access to Jobs and Health Care
8. “Not Dead Yet” and Physician-Assisted Suicide
9. Disability and Technology
10. Disabled Veterans Claim Their Rights
11. Education: Integration in the Least Restrictive Environment
12. Identity and Culture


REH 6220
Culturally Valid Practices in Rehabilitation
Summer Semester 2006

Final Examination


This is a take-home final examination. There are 200 points out of a class total of 400 points. It is due no later than July 21, 2006. You may e-mail the exam.


1. According to Hayes, what are the differences between tacit knowledge and practical knowledge? (15 points)


2. Explain this statement: “The tendency of the MMPI-2 to overpathologize has been documented with regard to people of many minority cultures.” (15 points)


3. List and describe four approaches to decrease eurocentrism and other biases in standardized tests. (15 points)


4. According to Hayes, how can the DSM-IV be used to make diagnoses with clients who are not of the dominant culture? (15 points)


5. Define these terms:

behavioral acculturation (5 points)
value acculturation (5 points)
ADDRESSING (5 points)
“learning without earning” (5 points)


6. Read the following case study. Complete each of the following: (20 points)

Relevant Issues
Potential Barriers
Cultural Values and Demographic Information
Rehabilitation Plan







The Case of Shu-Li

Shu-Li is a 19-year-old Vietnamese female who became deaf at age five as a result of a childhood illness. Shu-Li, her mother, uncle, and two younger siblings fled Vietnam as a part of the second wave of refugees in 1982. Her father and one brother were left behind in Vietnam. Her mother has acquired limited English language skills and has found part-time work in a local Vietnamese-American restaurant. Her uncle is unemployed. A local Methodist church "adopted" Shu-Li and her family and made the referral to the VR agency. The family receives some support through the state public assistance agency. There appears to be a number of Vietnamese families in the community. Shu-Li's basic language development is in Vietnamese, and she has acquired a few American Sign Language (ASL) "survival" communication skills. She had participated in special education classes for two years before she dropped out. She spent a month at a rehabilitation workshop in work evaluation and work adjustment training. The available information from the workshops indicated that "she seems to catch on quickly, has good eye-hand coordination, very pleasant--smiles a lot--but is not sociable. The special education reports seem to contradict this information, indicating that Shu-Li is withdrawn and unable to handle simple tasks. While in school, Shu-Li was occasionally made fun of by her classmates due to her deafness and her national origin.

The counselor has little other assessment data available. Shu-Li feels pressured to obtain work to assist the family. Available medical information shows no other discernible physical limitations, although she has begun to describe recent severe headaches. Her uncle has expressed disappointment that Shu-Li did not finish school and that she has made no real contribution to the family. Shu-Li (through an interpreter) has been agreeable to all of the suggestions made by the counselor but has offered little information about herself or her interests.


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REH 6220

Culturally Valid Practices in Rehabilitation

Basic Search Strategies

• Determine the appropriate database
• Combine terms with Boolean Logic
• Use descriptors located at the bottom of the citation
• Retrieval methods - print, email; save

To locate books or journal titles, and citations or abstracts to journal articles, click on the Utah State University Library Gateway at http://libcat.usu.edu

• Books and journal titles - Online Public Access Catalog

• Journal citations and abstracts/Full Text - Indexes and Abstracts

Education
Dissertation Abstracts
Education Abstracts
ERIC

Social Sciences
Social Science Abstracts

Full Text Databases
Alt-Health Watch
EbscoHost
Education Abstracts
Expanded Academic Index
Health Reference Center
General Reference Center* - NOT scholarly


Search Example:

disabilities and minorities and rehabilitation



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Table described for screen readers:

DATABASES BY SUBJECT

Database: Dissertation Abstracts
Subjects covered: Humanities, Social Sciences; Sciences & Engineering
Retrieval results: citations and abstracts of theses and dissertations

Database: Education Abstracts
Subjects covered: Broad education areas, including Special and Vocational education
Retrieval results: full text from scholarly journals and some magazines

Database: ERIC
Subject covered: Education, including Special and Vocational education
Retrieval results: abstracts and citations to book chapters and professional journal articles

Database: PsycLIT
Subject covered: Includes education, sociology and other related fields
Retrieval results: abstracts and citations to book chapters and professional journal articles

Database: Social Science Abstracts
Subjects covered: Psychology, Sociology
Retrieval results: citations and abstracts to articles from professional journals


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FULL TEXT DATABASES

Database: Alt-Health Watch
Subjects covered: Health care and wellness
Retrieval results: peer-reviewed journals, academic/ professional publications

Database: EbscoHost
Subjects covered: General academic, general education; multi-cultural areas
Retrieval results: scholarly journals, magazines, newspapers

Database: Education Abstracts
Subjects covered: Broad education areas, including Special and Vocational education
Retrieval results: scholarly journals and some magazines

Database: Expanded Academic Index
Subjects covered: Psychology, Sociology, General Science
Retrieval results: scholarly journals

Database: Health Reference Center
Subjects covered: Public health, medicine
Retrieval results: general interest journals

Database: General Reference Center
Subjects covered: Broad coverage in many areas
Retrieval results: popular magazines, newspapers—nonscholarly