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The B.S in Disability and Community Services is a
program of study which combines course work in special education, social
work and communication studies. The completion of this multidisciplinary
curriculum prepares graduates to work as professionals serving individuals
with disabilities in a wide array of public and private sector agencies and
service providers, including Mental Health/Mental Retardation (MH/MR)
programs. Students who complete this program are prepared for employment as
instructional assistants in public or private schools, as therapeutic
support personnel, as job coaches, or in a wide array of capacities in MH/MR
programs, community-based employment or living programs, early intervention
programs, residential treatment programs, preschool/daycare programs, or
other agency service providers for individuals with disabilities. |
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Recent Employment Statistics
According to the Occupation Outlook Handbook 2010-11, published by the U.S.
Bureau of Labor and Statistics, the job outlook for professions for which
students who have earned a B.S. in Disability and Community Services is
excellent. Job growth is to be “much faster that average” for employment in the
categories of rehabilitation and vocational counseling, social and human service
assistants, and individual and family services. From 2008 to 2018, job growth in
these areas will increase by 19%, 23% and 73%, respectively. This increase is
expected due to the increasing elderly population who will need rehabilitative
support upon becoming injured or disabled. It is also expected that treatment
for mental health related disabilities will be increasing with our aging
population.
Required Coursework
The B.S. in Disability and Community Services includes many of the same
courses required by our teacher certification students. All students in this
program complete the same core classes as our dual special education majors;
however, in place of teaching methods classes, the students complete 15 semester
hours in social work. Additionally, in place of student teaching, the students
in the Disability and Community Services program complete a semester long
supervised field experience with a community agency. While this major is
rigorous in content, it does not have the same demands as the teacher
certification programs. Students in this program must earn a minimum of a “C”
letter grade in required major coursework, but there is no requirement of a
minimum overall GPA. There is also no requirement of a licensure exam as
students in this major are not eligible for teacher certification.
The special education coursework prepares students to be knowledgeable
regarding etiologies and characteristics of individuals low incidence
disabilities, high incidence disabilities, behavior disorders, and communication
disorders. Students also gain skills in assessing individual needs and planning
activities and interventions. The special education coursework utilizes a life
span approach so students are prepared to work with any age group.
The social work courses enhance the student’s understanding of working with
families, groups, organizations, and community systems. Since employment in
community services varies greatly, students in this program need to be prepared
to work with families, assist adults with daily living tasks, provide emotional
support, and seek out additional resources that will help enhance the quality of
life for their clients. Working collaboratively with the faculty from the social
work program, it was determined that students preparing to work in the social
and human service field would benefit greatly by completing introductory and
sophomore level social work courses where they learn about sequential physical,
emotional, socio-cultural and spiritual development from conception to old age.
Students also have the opportunity to choose two upper division special topics
social work courses of their own personal interest.
The culminating experience for students in this program is the completion of
a 480 hour supervised field experience working within a community agency. Given
the wide array of job opportunities in this field, students have the opportunity
to meet this requirement by selecting a site based on personal interest.
Students are expected to make contact with an agency of their choice and arrange
to complete the field experience including approvals from both the agency
supervisor and the LHUP field experience supervisor.
Coursework includes:
- 42
credits in General Education Study
- 30 credits of required Special Education coursework
- 15 credits of required Social Work coursework
- 6
credits of Professional Courses
- 15 credits of
free Electives
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1 semester-long field experience in a community agency
| Advisement
Sheets Download |
B.S. in Disability and Community Services
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Special Education Course Descriptions
SPECIAL EDUCTION REQUIRED COURSES
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SPEC105 - FOUNDATIONS OF SPECIAL EDUCATION
Addresses the
definitions, characteristics, etiologies, educational and transitional
needs of, interventions and strategies for diverse learners and
individuals with exceptional learning needs (ELN) through a life span
approach.
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3 sh
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SPEC202 - CULTURAL AND LINGUISTIC DIVERSITY IN EDUCATION
An
introduction to multicultural and global education as a concept.
Students will examine personal awareness and attitudes, cultural
knowledge, instructional strategies, and curricular resources impacting
PreK-12. Consideration will be given to the instructional needs of
English Language Learners (ELL) and effective teaching/learning
theories, approaches, research results, and public policies that pertain
to diverse learners
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3 sh
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SPEC212 - LOW INCIDENCE DISABILITIES SUPPORT
Examines the conceptual base, educational programming and curricular
options for persons with moderate to severe disabilities. The
relationship of sensory-motor development between classroom environments
and adaptations will be examined in depth. Attention will be given to
assessment, determination of goals, person-centered planning and the
family-system approach. Prerequisite: SPEC105 or SPEC 204 or
permission of instructor.
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3 sh
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SPEC215 - HIGH INCIDENCE DISABILITIES SUPPORT
A comprehensive examination of individuals with mild disabilities (high
incidence) and the accommodations/adaptations necessary for their
success. Specifically addresses parameters of mild disabilities,
theories of learning, learning styles, educational accommodations,
instructional strategies, organizations that serve this population.
Prerequisite: SPEC105 or SPEC 204 or permission of the instructor.
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3 sh
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SPEC300 - COMMUNICATION DISORDERS AND ASSISTIVE TECHNOLOGY
Reviews communication needs for individuals with disabilities.
Language development, assistive technology and alternative communication
systems will be explored. The scope of this course is intended to
enable students to become familiar with assessment and intervention
strategies for students with communication disorders.
Prerequisite: Must have attained candidacy in Teacher Education
and completed SPEC105 or SPEC204.
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3 sh
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SPEC338 - POSITIVE BEHAVIOR SUPPORTS
Designed to
examine the etiology, assessment practices, and intervention strategies
espoused by various theoretical perspectives for individuals with mild,
moderate, and severe emotional behavior disorders. Emphasis will be on
the use of functional behavior assessment and various positive behavior
support strategies that can be used in classrooms or related educational
facilities. Prerequisite: SPEC105, SPEC204 or permission of
the instructor.
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3 sh
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SPEC345 - LITERACY
INSTRUCTION FOR STUDENTS WITH DISABILITIES
Addresses the needs of pre-service teachers who have the responsibility
for literacy development and instruction for students with disabilities.
Emphasis will be given to literacy components, evidence-based practices,
and varying challenges students with disabilities have in learning to
read and write. Prerequisite: SPEC105, SPEC 204, or permission of
the instructor.
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3 sh
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SPEC310 - MANUAL COMMUNICATION AND SIGNING
An elective
designed to study the basic sign language vocabulary, finger spelling
techniques, and non-manual markers used in manual communication.
Emphasis is placed on developing proper receptive and expressive skills
required for an effective communicative process to occur. Topics
to be discussed are a brief history of sign language, cultural
principles, sign and manual alphabet formation, proper positioning, and
sign systems. Provides opportunities for practical experiences and
practice of dialogue and technique.
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3 sh
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SPEC325
- INFANT/PRESCHOOL SPECIAL NEEDS
Deals with the development and education of young exceptional children,
with an emphasis on ages birth through five years. Focuses on
issues of etiology, consequences of developmental delay, early
identification, assessment and educational programming designed to
promote optimum growth of cognitive language, psychomotor, psychosocial,
and self-help skills in young children with special needs.
Building effective family-centered intervention programs will be
modeled, while utilizing a trans-disciplinary approach. The course
seeks to correlate developmental concepts and behavioral strategies,
while stressing the likeness of exceptional and non-exceptional child
development. It will emphasize an inclusionary model and provide
practical experiences in inclusive settings. The consultative role
of the early intervention teacher will be examined, while providing
practical experiences in developing IFSPs and IEPs. Prerequisite:
PSYC102, Child Development.
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3 sh
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SPEC330
- PHYSICAL EDUCATION AND RECREATION FOR THE DISABLED
Provides acquaintance with various activities that can be used with
persons with disabilities and without disabilities in outdoor, indoor
and aquatic environments. Theory is combined with actual
practice. All content evolves around the goal of including persons
with disabilities with the non-disabled in regular physical education,
recreation and leisure settings, acknowledging choice and variety.
Prerequisite: SPEC105 or permission of the instructor.
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3 sh
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SOCIAL WORK REQUIRED COURSES
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SOCW 102
– Introduction to Social Work
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3 sh
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Introduction to social work values, ethics, knowledge, functions, and
roles necessary for practice by generalist practitioners. Provides a
foundation in the historical roots and theoretical underpinnings of the
social work profession. The social welfare system and social environment
in which individuals, families, groups, organizations, neighborhoods,
and communities participate are studied from a systems perspective.
Special emphasis on empowering marginalized and oppressed populations.
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SOCW 201- Human Behavior in the Social Environment 1
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3 sh
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Introduces the normal processes of
sequential physical, emotional, socio-cultural and spiritual development
from conception through young adulthood. Emphasizes common stresses and
crises effecting normal development and relates these to social work
practice. It utilizes a social systems framework and strengths
perspective in applying knowledge of different human contexts to better
understand the basis of concerns related to living in our society.
Prerequisites:
SOCW102 or SOCW110 or permission of the instructor
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SOCW 203- Human Behavior in the Social Environment 2
Introduces the normal processes of
sequential physical, emotional, and socio-cultural development from
middle adulthood through old age.
Emphasizes common stresses and crises affecting normal
development and maturity and relates these to social work practice.
Utilizes a social systems framework to focus on why humans behave
the way they do in the context of living in our society.
Prerequisites:
Open to declared social work majors and others by permission of
the instructor
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3 sh
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SOCW 4XX Social Work Elective
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3 sh
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SOCW 4XX Social Work Elective
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3 sh
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PROFESSIONAL COURSES
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EDTF 300 Educational Technology for Specialized Disciplines
A hands-on course designed to explore various forms
of electronic and digital technology and provides opportunities for
engagement and reflection on the role these technology tools play in the
workplace. The process of selecting and utilizing technological
resources for personal and professional purposes will be introduced.
In addition, this course will provide the students the ability to
design, use and manage appropriately, information and communication
technologies in educational and managerial settings.
Restrictions: Open to
declared sport administration, Special Education, Sociology, Social Work
majors, and others by permission of the
instructor
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3sh
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COMM 320 Business Communication
Advanced practice in effective
speaking and listening:
reports and sales presentations, policy speeches, and conference
leadership techniques employed in business and industry.
Special attention is paid to the vital role management plays in
developing, initiating and maintaining effective communication within
the business/industrial setting.
Prerequisite: COMM102, 103, 104, or 202
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3 sh
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