Fall Semester 2010CORE FACULTY:this work.SEPTEMBER 2 - INTERDISCIPLINARY COLLABORATIONSEPTEMBER 9 - NEURODEVELOPMENTAL DISABILITIES: CONCEPTUAL FRAMEWORKSRequired Readings:Required Reading:OCTOBER 14 - AUTISM: INTERVENTION AND EDUCATIONAL DECISIONSRequired Readings:Required Readings:Website: www.uvm.edu/~cdci/tripscy/?Page=TransHome.html&SM=TnsSubmenu.htmlRequired Readings:Required Readings:McGrew, K. S., & Evans, J. (2003). Expectations for students with cognitive disabilities: Is the cup half empty or half full? Can the cup flow over? (Synthesis Report 55). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.Hill, B. (n.d.). Adaptive and maladaptive behavior scales. Website:Error! Hyperlink reference not valid.Required Readings:Required Readings:Required Readings:Our Common GroundCOURSE SYLLABUS Fall Semester 2010 COURSE TITLE: CMSI 311 Interdisciplinary Seminar in Neurodevelopmental Disabilities COURSE DESCRIPTION: CMSI 311 is part one of an advanced graduate level seminar sequence offered through the Vermont Interdisciplinary Leadership Education for Health Professionals (VT-ILEHP) Program. It is cross-listed in several departments and offered through Continuing Education for three graduate credits. The five competency areas emphasized throughout the VT-ILEHP core curriculum guide the specific content: neurodevelopmental and related disabilities; interdisciplinary process and collaborative teaming; cultural competence; family-centered care; and leadership in Maternal and Child Health. The VT-ILEHP faculty has collaboratively developed the scope and sequence of the course content. As an advanced course in neurodevelopmental disabilities emphasizing interdisciplinary practice, leadership and research, this would not be a course typically taken by undergraduate students. Students who do not have graduate status are required to get the instructor’s permission to take this course. Some of the class sessions are on Blackboard and some are in person. Course materials (e.g., syllabus, powerpoints, handouts, outlines, etc.) should be accessed by students through Blackboard and brought to class either on a computer or in paper copies. Videos of lectures and family stories may be posted on Blackboard to facilitate your learning and enhance your on-line academic experience. All videos viewed should be considered confidential and any copying or distribution of these files outside of the Blackboard environment would be a breach of confidentiality. A breach of confidentiality would be in violation of the University’s Code of Academic Integrity as a student in this course. Along with signing a Confidentiality Form at the beginning of this semester, all students are required to delete from their computers all videos of lectures as well as any video recordings, audio recordings, or written family stories. This must be done within one week of the lecture date. Assignments should be sent to Jean Beatson ([email protected]) electronically by 5 PM on the date they are due. The only exception is the Evidence-Based Practice Critique assignment, which should be sent to [email protected] by 5 PM on the date they are due. Blackboard classes will be available to students on their scheduled date at 5:30 PM. Blackboard activities (discussion, assignments, etc.) are due to be posted by the following Wednesday by 5:30 PM. COURSE COORDINATORS: Jean Beatson, Ed. D., RN Training Director, Nursing Faculty VT-ILEHP Program Marie-Christine Potvin, MHS, OTR Occupational Therapy Faculty VT-ILEHP Program 1COURSE INSTRUCTORS: Core and Affiliated Faculty of the VT-ILEHP Program with expertise in particular content areas. CORE FACULTY: Jean Beatson (Nursing, Training Director) James Calhoun (Psychology) Stephen Contompasis (Pediatrics; Program Director) Mary Alice Favro (Speech Pathology, Clinical Director) Dorigen Keeney (Nutrition) Julianne Nickerson (Family Support) Deborah O'Rourke (Physical Therapy) Marie-Christine Potvin (Occupational Therapy) Marty Dewees (Social Work) Mary Ellen Seaver-Reid (Special Education) Peggy Sands (Physical Therapy) Susan Willis (Nutrition) COURSE DAY & TIME: Thursdays, 5:30-8:15 pm LOCATION: 427 Waterman Building VT-ILEHP PROGRAM VALUES: We believe that all individuals have a right to health. Systems that promote health should provide for universal access and accessibility, personal and family choice and promotion of independence within the community. We believe that the family provides the foundation for the health of our children and that programs supporting the health of children need to support the health of the family and provide services that are family-centered and family oriented. We believe that all supports should be integrated within the community and that individuals and families needing supports should exercise control over funding, delivery and quality of supports. We believe in a strengths approach to assessment and support rather than a problems approach. We believe in prevention and health promotion in order to manage crisis intervention. We encourage diversity throughout our community, in our classrooms, play, neighborhoods, marketplaces, and workplaces. We believe that communities should be fully accessible for every citizen. Religious Holidays: Students have the right to practice the religion of their choice. Each semester students should submit in writing to their instructors by the end of the second full week of classes their documented religious holiday schedule for the semester. Faculty must permit students who miss work for the purpose of religious observance to make up 2this work. GENERAL COURSE OBJECTIVES: 1. To increase the knowledge of VT-ILEHP trainees/fellows, faculty, graduate students and community professionals of primary, secondary and tertiary aspects of prevention and health promotion for children with special health needs and their families. 2. To increase the knowledge of VT-ILEHP trainees/fellows, faculty, graduate students and community professionals of various models of interprofessional collaboration and teaming and service provision in the health care of children with special health needs and their families. 3. To increase understanding and skill in developing partnerships with families, and learn how families and professionals can work collaboratively in providing family-centered, high quality integrated