Washburn University · 2020-07-30 · exceptionalities Assignment 1: Instructor Rubric for Chapter...

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Washburn University

Department of Social Work

Fall Semester

Clinical Social Work Practice with the Exceptional Child SW 781 GE

Instructor: TBD Office Room Number and Building:

Office Phone with Area Code:

Other Phone with Area Code:

[email protected]

Office Hours: TBD

Please call in advance to make an appointment.

Classroom: TBD

Day, Time: TBD

Course Description

In SW 781GE Clinical Social Work Practice with the Exceptional Child, students are expected to develop an understanding of the historical and current social work practices relating to the educational characteristics, needs, and placement alternatives for exceptional learners. Emphasis is placed on procedures and strategies for working with exceptional learners. Prerequisites: Admitted MSW students only or consent. Student Learning Objectives and Outcomes Students in class will be introduced to a variety of learner exceptionalities and special educational needs such as: Mental Retardation, Learning Disabilities, Emotional or Behavioral Disorders, Attention Deficit Hyperactivity Disorder, Communication Disorders, Deaf or Hard of Hearing, Autism, Low-Incidence, Multiple, and Severe Disabilities, Physical Disabilities and Other Health Impairments, and Special Gifts and Talents. The goals and objectives of SW585 GE Clinical Social Work Practice with the Exceptional Child will be achieved by the following learning tasks, assignments, and activities. Each student/class participant will:

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SW Department Goals

Student Learning Outcomes

At the conclusion of this course, students will be able to do the following:

Learning Assignments/Class Activities

Methods of Assessment in Course

1. Identify as a professional social worker and conduct oneself accordingly.

a. advocate for client access to the services of social work

Lectures and Class Discussions

Instructor observation and student self assessment

b. practice personal reflection and self-correction to assure continual professional development



c. attend to professional roles and boundaries

Assignment 5 Educational Consumer/Provider interviews and presentation

Assignment 5: Instructor Rubric for Educational Consumer/Provider interviews and presentation

d. demonstrate professional demeanor in behavior, appearance, and communication

Assignment 3 Case for Reflection and Analysis for Exceptional Learner: Presentation of Case Study

Assignment 3: Instructor Rubric for Presentation of Case Study

e. engage in career-long learning Lectures and Class Discussions


f. use supervision and consultation Lectures and Class Discussions


2. Apply social work ethical principles to guide professional practice.

a. recognize and manage personal values in a way that allows professional values to guide practice



b. make ethical decisions by applying standards of the National Association of Social Workers Code of Ethics and, as applicable, of the International Federation of Social Workers/International Association of Schools of Social Work Ethics in Social Work, Statement of Principles



c. tolerate ambiguity in resolving ethical conflicts



d. apply strategies of ethical reasoning to arrive at principled decisions



3. Apply critical thinking to inform and communicate professional judgments.

a. distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom



b. analyze models of assessment, Assignment 1 Chapter Assignment 1:

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prevention, intervention, and evaluation

Reading and Posting on 15 exceptionalities

Instructor Rubric for Chapter Reading and posting

c. demonstrate effective oral and written communication in working with individuals, families, groups, organizations, communities, and colleagues

Assignment 2 Case for Reflection and Analysis for Exceptional Learner: Geno-gram, Eco-maps, Comparative timelines and SSW diagnostic statement

Assignment 2: Instructor Rubric for: Geno-gram, Eco-maps, Comparative timelines and SSW diagnostic statement

Assignment 4: Case for Reflection and Analysis for Exceptional Learner: questions for small group discussions

Assignment 4: Instructor Rubric for: questions for small group discussions

4. Engage diversity and difference in practice.

a. recognize the extent to which a culture’s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power



b. gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups

Reading and Posting on 15 exceptionalities

Assignment 1: Instructor Rubric for Chapter Reading and posting

c. recognize and communicate their understanding of the importance of difference in shaping life experiences


Assignment 2 Instructor Rubric for: Geno-gram, Eco-maps, Comparative timelines and SSW diagnostic statement

d. view themselves as learners and engage those with whom they work as informants



5. Advance human rights and social and economic justice.

a. understand the forms and mechanisms of oppression and discrimination

Assignment 1 Chapter Reading and Posting on 15 exceptionalities


b. advocate for human rights and social and economic justice



c. engage in practices that advance social and economic justice



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6. Engage in research-informed practice and practice-informed research.

a. use practice experience to inform scientific inquiry



b. use research evidence to inform practice



7. Apply knowledge of human behavior and the social environment.

a. utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation



b. critique and apply knowledge to understand person and environment



8. Engage in policy practice to advance social and economic well-being and to deliver effective social work services.

a. analyze, formulate, and advocate for policies that advance social well-being



b. collaborate with colleagues and clients for effective policy action



9. Respond to contexts that shape practice.

a. continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services



b. provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services



10. Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities.

Engagement

a. substantively and affectively prepare for action with individuals, families, groups, organizations, and communities



b. use empathy and other interpersonal skills develop a mutually agreed-on focus of work and desired outcomes



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Assessment

c. collect, organize, and interpret client data



d. assess client strengths and limitations



e. develop mutually agreed-on intervention goals and objectives; and select appropriate intervention strategies



Intervention

f. initiate actions to achieve organizational goals



g. implement prevention interventions that enhance client capacities



h. help clients resolve problems Assignment 4: Case for Reflection and Analysis for Exceptional Learner: questions for small group discussions


i. negotiate, mediate, and advocate for clients; and facilitate transitions and endings



Evaluation

critically analyze, monitor, and evaluate interventions



The instructor reserves the right to respond to situations that requires attention by coordinating with the program director and the department chair if necessary.

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Social Work Values and Ethics SW 781 GE Clinical Social Work Practice with the Exceptional Child is guided by social work values that include client well-being, individual dignity, self- determination, the right to have basic needs met, and opportunities to actualize the full potential of multilevel client systems. Students will demonstrate the knowledge of such values through discussion and assignments. Students will be able to identify ethical applications and basic decision-making steps in seeking resolution to ethical conflict, problems, and dilemmas.

Empowerment and Ecological Perspective

Empowerment and ecological perspectives are integrated into SW781GE Clinical Social Work Practice with the Exceptional Child course content, enabling students to develop an appreciation for the power and value of understanding and supporting clients in their various contexts, social networks, and environments. Required Textbook and Readings American Psychological Association (2009). Publication manual of the American Psychological Association, Sixth Edition. Washington, D.C.: Author.

Hallahan, Daniel P., Kauffman, Mark M. and Pullen, Paige C. (2009). Eleventh Edition Exceptional Learners: An Introduction to Special Education. Boston, MA: Allyn and Bacon.

Hallahan, Daniel P., Kauffman, Mark M. and Pullen, Paige C. (2009). Eleventh Edition Cases for Reflection and Analysis for Exceptional Learners An Introduction to Special Education. Boston, MA: Allyn and Bacon.

Standards of Measurement/Assessment/Assignments

The instructor subscribes to the adult learning approach, whereby class participants draw from the strength of their own life experiences to organize, analyze, and synthesize information presented in the course. Participants are encouraged to ask questions and share personal experiences when appropriate. Mutual respect and confidentiality will be the norm in this course. Each student will be evaluated in terms of his/her participation in discussions and other class activities (including online discussions, role-plays, demonstrations), working knowledge of the required readings, the quality of his/her written work, as well the caliber of any other assignments/tasks associated with the class. The following scheme provides guidelines in the weights for each measure of student performance: Performance Rubric: Readiness for School Social Work Practice The following descriptors are indicators of student readiness to work with exceptional learners within the school setting. Evaluation will come from the instructor’s total in class and out of class experiences, attendance, assignments, interpersonal skill and communication, as well as observations each student during the course. While the course syllabus is the guiding document for SW781 GE Clinical Social Work Practice with the Exceptional Child, it is ONE of several criteria that must be satisfactorily met in order to progress to working with real people who are vulnerable, at risk, or otherwise in need of services in a school social work setting.

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SW781 GE Clinical Social Work Practice with the Exceptional Child Ascending Scoring Scale Not Proficient….......................Exceptional Proficient

1. Student demonstrates a commitment to school social work values and ethics (e.g. Understanding the purpose and content of the NASW School Social Work Code of Ethics, Application of the Code of Ethics in all professional encounters and activities, Professional Development, Developing cultural competencies, Working with populations at risk, Works towards eliminating social and economic injustice)

0 1 2 3 4 5

2. Student demonstrates knowledge in providing clinical school social work services. (e.g.

Principles of human behavior in the social environment from the social work perspective, Practice principles, Cultural diversity, Impact of oppression and discrimination, Diagnosis of mental disorders, Agency/program structure, function and service delivery methods, Intra/inter-organizational relations, Community resources and service gaps, Social welfare policy relevant to the setting and its clients, Research/evaluation)

0 1 2 3 4 5

3. Student demonstrates comprehension of the theoretical bases of clinical school social work practice. (e.g. Biological theories, Psychological theories, Crisis intervention theories, Social theories, Transpersonal theories, Empowerment perspective, Person-in-environment perspective, Family systems perspectives, Group dynamics perspectives, Clinical social work perspective)

0 1 2 3 4 5

4. Students demonstrates the ability to critical analyze school social work information (e.g. Critically analyze information to assess functioning in the client systems individuals, families and groups, Critically analyze information to design appropriate multilevel interventions with client systems, Evaluate the effectiveness of their clinical practice interventions, Critically analyze and resolve ethical dilemmas, Critically analyze school and community services, Critically analyze own practice and professional growth)

0 1 2 3 4 5

5. Student demonstrates clinical school social work practice skills and competencies (e.g. Skills for effective nonverbal communication, Skills for effective oral communication, Skills for effective written communication, Skills for advocating for clients systems at multiple levels, Skills for applying effective clinical interventions, Skills for developing and maintaining relationships with colleagues, Skills for timely and accurate completion of case reports and other accountability documents, Skills for interacting with teams and multilevel systems, Skills for contributing to the improvement of service delivery)

0 1 2 3 4 5

6. Student demonstrates integration of knowledge, theories, value, and skills for clinical school social work practice. (e.g. Provide competent services at the micro level, Provide competent services at the mezzo level, Provide competent services at the macro level, Provide competent services for specialized agency needs, Integrate feedback to promote professional growth, Demonstrate a commitment to continuing professional growth)

0 1 2 3 4 5

Performance Rubric: Readiness for Field Practicum: Working With Clients, Agency, and Public

An ascending scoring scale from 0 to 5 is used for evaluation. The following applies.

0 Not Proficient 1 Minimally Proficient 2 Below Average Proficient 3 Average Proficient 4 Above Average Proficient 5 Exceptional Proficient

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Overview of Assignments Possible Points

Assignment 1: D2L Weekly Chapter Readings and Reactions Postings (15 chapters x10) 150

Assignment 2 a: Case Studies/ Genograms, Eco Maps and Timelines (13 cases x5) 65

Assignment 2 b: Presenting a Case Overview 20

Assignment 2 c: In Cases Study Reflection Questions (15 cases x5) 65

Assignment 3: Interviews and Outlines (2 interviews x 25) 50

Assignment 4: Interview Presentations 40

Assignment 5: Portfolio of Assignments 10

Total Points 400 points

The following percentages and corresponding total points are letter grades:

A = 90-100% 360-400 points

B = 80-89% 320-359 points

C = 70-79% 280-319 points

F = Less than 70% 279 or less points

Assignment 1: D2L Chapter Readings and Reaction Postings Weekly, students will demonstrate the learning of school social work knowledge by reading the assigned chapter and posting personal reactions. Postings may be brief; however, students should include specific chapter literature or quotes which are of particular interest to them and explain why. The sharing of personal school and life experiences is strongly encouraged because this will demonstrates students have found meaning (application) in what they have read. Postings are due the week before the chapter is required and discussed in class. By doing so, students will be prepared for class discussions when a particular chapter is assigned. 75 points (5 X 15 chapters= 75 points)

Assignment 2: Case Studies/Group Work Part a, b, c

2a. Cases Studies: Genogram, Eco Map and Educational Timelines There are thirteen case studies included in Cases for Reflection and Analysis for Exceptional Learners: An Introduction to Special Education (Hallahan, Kauffman and Pullen 2009). Students are required to read and complete a genogram, eco-map and timelines on each case study (13 total). Genograms and eco-maps are to be brought to class and turned in the day in which they are due. Students may refer to the course outline for case assignments. 2b. Presenting a Case Overview Students will sign up for one case study and display the case genogram, ego map and timelines on the class board. They may also select other visual methods to display case information such as computer, handouts, poster board. Please come early to class if you are using the class board and need time to draw genograms and eco maps. In addition to displaying the genogram and ego map, student will provided a brief verbal overview of the case. 2c. Case Study Reflection Questions Students will find reflection questions found at the end of the thirteen cases studies located in Cases for Reflection and Analysis for Exceptional Learners: An Introduction to Special Education (Hallahan, Kauffman and Pullen 2009). Each case touches on special education topics relevant to all categories including cultural diversity, collaboration, transition, parent/families and legal issues. The instructor will divide students into small groups and assign each group case reflection questions to solve. Chapter reflective questions will be given as well. This will require everyone to come prepared every class period a case is being studied (refer to course outline).

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Assignment 3: Interviews First Interview “Education Service Provider’s Perspective” The first interview requires conducting a face-to-face interview with a regular or special education teacher. The following topic and questions (not limited to) are to be covered: 1) from a teacher and educational service provider’s perspective, what has it been like working with children and youth with individual differences or special needs pertaining to diversity in general? 2) As a teacher and within the classroom, what are your thoughts, feelings or opinions related to any challenges working with diversity? 3) What have been the benefits of working with individual differences and diversity? (An outline of the interview is due the day you give your presentation). Second Interview “Educational Consumer’s Perspective” The second interview requires you conducting a face- to- face interview with any person who perceives that they have some type of difference, diversity or disability which has caused him/her to be ‘unique, more vulnerable or at risk in comparison to others. The following topic and questions (not limited to) are to be covered: 1) How in the past or currently have your unique differences or special needs affected your life in general? 2) From an educational consumer’s perspective, what are your thoughts, feelings or opinions related to any challenges you encountered in the school system or classroom setting? 3) What educational benefits did you obtained by having individual differences? (An outline of the interview is due the day you give your presentation.)

Assignment 4: Interview Presentations

Students are to present their findings from each interview in a formal presentation. Along with the information obtained from the interviewees, students are to present what they have learned, how they were inspired, and in what ways they can use this knowledge in the future. If students have personal diversity experiences they wish to share, this is encouraged as well. Visual aids, disability literature (from text or other references), and handouts are to be included.

Assignment 5: Portfolio (Notebook)

Students are to keep a notebook with tabs for all assignments. Upon completion, assignments are to be placed in your notebooks. This includes copies of D2L postings. All students are expected to prepare for all class sessions, to be punctual, to attend all class sessions, to participate in class discussions and to engage constructively in all other teaching-learning activities. Professional ethics with regard to confidentiality apply to the class at all times. Late assignments will receive a one-letter grade reduction and will not be accepted after they are late one week. Any in-class assignments must be completed on the date of class. Missed quizzes/examinations cannot be retaken. Exceptions will be considered only in bona fide emergencies or when the instructor was notified with a legitimate excuse prior to the due date. It is important for each student to understand that assignments are intended to help the instructor gauge the student’s learning. One way to evaluate this is to examine how well the student integrates readings, class discussions, and other materials (e.g., handouts, readings from other courses, ideas gleaned from readings outside the class through independent research) into his or her written assignments. Students are expected to use and cite primary as opposed to secondary sources (e.g., textbooks and Internet sources) when writing any kind of paper in this class.

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Coursework is graded according to:

Specific rubrics for each assignment include:

What was the overall quality of the work (accuracy, organization, punctuation, grammar, syntax, language usage, and spelling)? This includes careful and correct use of the latest, standard style of APA writing and referencing.

To what degree did the student integrate class discussion and readings?

To what degree did the student integrate critical thinking about information and thoughtful reflection?

To what degree did the student reflect understanding of ethical guidelines for research and evaluation?

Did the student demonstrate the ability to integrate and apply theoretical concepts? Did the student demonstrate an understanding of social work core values in analyses?

The overall quality of work (i.e., typed and double-spaced, clarity, organization, use of and

integration of class materials, readings, and correct punctuation, grammar and spelling).

Use of the latest, standard style of APA writing and referencing.

Confidentiality (please DO NOT IDENTIFY CLIENTS BY NAME. Change names and limit information when necessary to protect client anonymity and confidentiality).

Ability to integrate theoretical concepts into practice.

The final grade is determined by the total accumulation of points earned through various learning activities, and assignments such as exams and individual or team projects. There is a strict attendance policy and the course instructor has sole authority to determine attendance, deductions and final grade.

Coursework includes:

1. Readings.

2. In-class role-plays and demonstrations.

3. Participating in in-class discussions.

4. Viewing/listening to narrated Powerpoint slides and videos (both in-class and online).

5. Examinations/quizzes.

6. Papers and/or D2L postings.

Class Responsibility Reading the assignments prior to class will increase your understanding and retention of the material, and help you contribute to class discussions. Participation in class discussions (and debates) is critical to learning. Thus, if you miss more than two classes during the semester, it will not be possible to receive an “A” in this class, regardless of your point total In addition, starting the second week of class you may be expected to devote some time each week to materials posted on the web site for this course (D2L). This may include posted reading assignments, lecture notes, and a “bulletin board” related to this class. Additional information about the web component will be provided in class. Failure to participate in a satisfactory manner in the “web-assisted” portion of this course will mean that a student cannot receive an “A” in the course, regardless of the point total.

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Course Schedule

*Dates and content may change at the discretion of the instructor to accommodate the process and needs of the class.

Case Studies Course Lessons Required Reading and D2L

Week 1 [date] 1. Syllabus and Introduction 2. Important Points to Remember

Review only Chapter One: Exceptionality and Special Education

CASE: JUANITA Should I Take Juanita Pope? by Isabelle Dworkin

Week 2 [date] 1. Important Points to Remember 2. Small Group Case Studies 3. Course Attestations Due

Chapter Two: Integration, Inclusion, and Support of Positive Outcomes Post no later than noon [date].

CASE: SUSAN Filling Mr. K’s Shoes - Not! by Susan Washko

Week 3 [date] 1. Important Points to Remember 2. Small Group Case Studies

Chapter Three: Multicultural and Bilingual Aspects of Special Education Post no later than noon [date].

CASE : JACK How Did We Miss Jack All These Years? by Ginny Johenning

Week 4 [date] 1. Important Points to Remember 2. Small Group Case Studies Presentation 1:

Chapter Four: Parent and Families Post no later than noon [date].

CASE : JIM What Should We Do with Jim? by Frieda Bailey


Chapter Five: Learners with Intellectual and Developmental Disabilities Post no later than noon [date].

CASE : SHANNON More than LD by Erin Ireland


Chapter Six: Learners with Learning Disabilities Post no later than noon [date].

CASE : RYAN Never Give Up by Steven Browning


Chapter Seven: Learners with Attention Deficit Hyperactivity Disorder Post no later than noon [date].

CASE : TYLER The Red Belt by Cindi Peterson


Chapter Eight: Learners with Emotional or Behavioral Disorder Post no later than noon [date].

CASE: ALBERT Albert Says What? by Barbara Wing


Chapter Nine: Learners with Communication Disorders Post no later than noon [date].

CASE : BRIAN Least Restrictive for Whom? by Mary Scanlon


Chapter Ten: Learners Who are Deaf or Hard of Hearing Post no later than noon [date].

CASE : PETE The Reluctant Collaborator by Louise Gateway


Chapter Eleven: Learners with Blindness or Low Vision Post no later than noon [date].

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CASE : CHASE Getting to Know Chase by George McKenna


Chapter Twelve: Learners with Autism Spectrum Disorders Post no later than noon [date].

CASE: PATRICK Who Will Help Patrick? by Candace Keller


Chapter Thirteen: Learners with Low –Incidence, Multiple, and Severe Disabilities Post no later than noon [date].

CASE : PETER Praying for a Miracle by Margaret Darcy


Chapter Fourteen: Learners with Physical Disabilities and Other Health Impairments Post no later than noon [date].


Chapter Fifteen: Learners with Special Gifts and Talents Post no later than noon [date].


The instructor places considerable value on attendance/participation, punctuality, preparation, and readiness to work in class. Being in class (“seat time” or online), on time, and with an openness to work are basic expectations that are prerequisites for passing this course. Confidentiality is necessary. If there is an assignment that requires you to write about your practice (including practicum-based cases), please DO NOT IDENTIFY CLIENTS BY NAME. Change names and limit and/or alter other identifying information when necessary to protect client anonymity and confidentiality.

Date Case Overviews Sign Up Interview Presentations Sign Up

[Date] JUANITA

[Date] SUSAN Overview 1:

[Date] JACK Overview 2: Presentation 1

[Date] JIM Overview 3: Presentation 2

[Date] SHANNON Overview 4: Presentation 3

[Date] RYAN Overview 5: Presentation 4

[Date] TYLER Overview 6: Presentation 5

[Date] ALBERT Overview 7: Presentation 6

[Date] BRIAN Overview 8: Presentation 7

[Date] PETE Overview 9: Presentation 8

[Date] CHASE Overview 10: Presentation 9

[Date] PATRICK Overview 11: Presentation 10

[Date] PETER Overview 12: Presentation 11

[Date] PETER Overview 13: Presentation 12

[Date] Presentation 13

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Bibliography of Highly Recommended Readings APA Style Resources http://www.psywww.com/resource/apacrib.htm APA Style – Electronic References http://www.apastyle.org/elecref.html Google Social Work Directory http://directory.google.com/Top/Science/Social_Sciences/Social_Work/ Scott Miller’s web site http://www.talkingcure.com/ Genograms www.washburn.edu/sas/social-work/FORMS/Genograms_70.pdf

http://webpages.charter.net/jacobshouse/resources/genogram+eco-map/img_genogram+eco-map/eco-map_diagram2.png

Social Work Department-Wide Information and Policies, University-Wide Information and Policies:

http://www.washburn.edu/academics/college-schools/applied-studies/departments/social-work/sw-files/syllabus-part2_other-policies.pdf

http://www.psywww.com/resource/apacrib.htm

http://www.apastyle.org/elecref.html

http://directory.google.com/Top/Science/Social_Sciences/Social_Work/

http://www.talkingcure.com/

http://www.washburn.edu/sas/social-work/FORMS/Genograms_70.pdf





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Course Syllabus Attestation SW 781 GE - Clinical Social Work

Practice with the Exceptional Child

I, ____________________________________________________ have read the course syllabus for SW 781 GE Clinical Social Work Practice with the Exceptional Child carefully and completely. I understand and agree to abide by the course expectations, including the policies concerning class participation and late/missed assignments. I understand that I am expected to contact the instructor immediately if I have difficulties in this course. I also agree to let the instructor, social work department, and university registrar know if any of my personal information (e.g., name, address, telephone numbers, e-mail address, next of kin, etc.) changes.

Student’s Signature Today’s Date This course attestation is due no later than

Please return the signed/dated original copy to: Carolyn Szafran, LSCSW Washburn University Department of Social Work 1700 SW College Avenue 412 Benton Hall Topeka, Kansas 66621 (785) 670-1617 [email protected]

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