HSV 162 - Introduction to Human Disabilities and Services

Outcome 1: Students will measure the devaluations and a lack of resources, not individual pathology, are the primary obstacle facing people with disabilities.
Outcome 2: Students will propose that disability like race and gender is a social construct, and intervention with people with disabilities must be political in nature.
Outcome 3: Students will analyze disability culture and history that professionals should be aware of in order to facilitate the empowerment of persons with disabilities.
Outcome 4: Students will determine that persons with disabilities have the right to self- determination and the right to guide professionals’ involvement in their lives with capacity and potential.

Course Objectives:
Unit I - After successfully completing Unit I, the student will be able to:

1. Restate the history of persons with disabilities.
2. Associate the impact of the disabilities history on current practice.
3. Express the impact of disabilities on the identity development of persons with disabilities.
4. Restate the implications of the disabilities on the human development through the life span.
5. Discuss the force of disabilities on human behaviors.
6. Compare how disabilities interconnect with traditional theories of the human experience.

Unit II - After successfully completing Unit II, the student will be able to

1. Compare the medical and moral models as explanations to disabilities.
2. Classify the components and impacts of oppression to persons with disabilities.
3. Report the process of internalized ableism.
4. Differentiate the disability culture and how it developed and is transmitted.
5. Identify the national and international implications of the disabilities culture.
6. Compare the elements of the cultural development. 

Unit III - After successfully completing Unit III, the student will be able to

1. Name the laws, policies, and civil rights process through history.
2. Name significant legislation and impacts upon persons with disabilities.
3. Dramatize the evolution of the treatment and perceptions of people with disabilities.
4. Compare the international laws and rights of other countries.

Unit IV - After successfully completing Unit IV, the student will be able to

1. Discuss the varieties of disabilities related to mobility.
2. Debate the differences similarities between mobility acquired at birth at later.
3. Categorize the mobility issues that individuals experience.
4. Compare the development and the functioning of the individual and the deaf culture.
5. Name the definitions of these disabilities.

Unit V - After successfully completing Unit V, the student will be able to

1. Recite the issues around defining blindness and visual impairment.
2. Examine the stigma and consequences of the stereotyping and prejudices for the persons who are blind and visually impaired.
3. Express the unique problems of people who are both deaf and blind.
4. Distinguish the issues of defining developmental disabilities.
5. Recite the many varieties of developmental disabilities.
6. Compare the experiences of consumers and clients.
7. Classify the issues of autonomy.

Unit VI - After successfully completing Unit VI, the student will be able to

1. Differentiate and compare the medical, social, and political dimensions of mental health disabilities.
2. Compare the many variety of cognitive disabilities.
3. Determine the issues of the disabilities and how they have evolved through time.
4. Examine the social context of mental health and cognitive disabilities.
5. Distinguish some of the issues of learning disabilities.
6. Discuss some of the self-advocacy and self-help movement and the partnerships that develop.

Unit VII - After successfully completing Unit VII, the student will be able to

1. Classify health-related conditions and illnesses that can lead to disability.
2. Contrast medical diagnosis of chronic illness from life with a disability.
3. Define the impact of stigma and discrimination on the lives of people with health related disabilities.
4. Define the personal and social factors that influence the quality of life for people with health related disabilities.
5. Estimate the implications and limitations of the assessment models.
6. Report the impact of strength-based practice on the human development and independent living.
7. Demonstrate the assessment process and the components of biosocial, psychosocial, and social structure domains.
8. Discuss the application of the social model of assessment.

Unit VIII - After successfully completing Unit VIII, the student will be able to

1. Differentiate the traditional model’s approach to focus upon individual pathologica  perspective.
2. Define the limitations of the traditional approach.
3. Compare the strengths and limitations of the strength-based, empowerment, case management, and independent approach to human services provisions.
4. Contrast case management and independent living models for the individual, community and society.
5. Operate the mechanism by which effective practice models view the disability community as a source of power and change.