SERP594 - II
1. COURSE TITLE AND NUMBER: SERP594 (II) Practicum – 3 units
COURSE INSTRUCTOR: Amos Sales, Ed.D., CRC, NCC, Room 430, 621-0941 [email protected], Office Hours: 9:30-11:30 AM Monday, Wednesday and by appointment
GA: Phil Johnson – Room 424
TIME AND LOCATION: Fall 2006, Tuesday 9:00-10:30 a.m. Room 430, Education
Supervised practice in rehabilitation counseling is designed to provide students pursuing a Master's degree in Rehabilitation Counseling with the opportunity to develop the knowledge, skills, and experiences necessary to provide effective professional counseling to rehabilitation clients throughout the life span. The practicum provides an opportunity for rehabilitation counselors-in-training to develop skills and to practice counseling approaches and techniques in the safety of a setting that allows for professional growth.
Practicum Instructors provide (1) skills training and (2) constructive feedback to facilitate the student's personal and professional growth. In addition, they assist the student by providing suggestions that facilitate client change and convey to students standards of professional conduct and require that students adhere to such standards.
Developing knowledge of professional codes of ethics and beginning to integrate these into their beginning counseling behavior and practice is an important component of this skill development course. Students will learn to clearly identify and follow ethical and legal standards of professional conduct.
Supervised practice in rehabilitation counseling is an essential component of the CORE Accredited master's curriculum in Rehabilitation Counseling. Students take SERP594 in both Fall and Spring terms. In the first semester of practicum. (Spring Semester), students will practice skills on campus and will identify a practicum site for second semester. In the second semester (Fall), students will conduct counseling with clients in community agencies and will return to campus for supervision.

Practicum students will be able to accurately and consistently demonstrate the following:
1. listening, attending, reflecting, clarifying, and responding to non-verbal cues
2. maintaining congruence of affect and verbalizations
3. tolerating ambiguity in counseling sessions
4. using silence constructively in counseling sessions
5. assisting the client in evaluating self and making constructive use of feedback
6. reinforcing appropriately of client change behaviors and decision making behaviors
7. recognizing own projections within the interview and differentiating between own need system and that of the client
8. demonstrating self-insight and self-understanding
9. describing and evaluating an effective assessment of suicide intent
10. accepting and integrating feedback
11. giving feedback to other students in a non-judgmental, non-threatening manner
12. beginning effective client relationships and sessions
13. developing appropriate short and long-term goals for clients and self
14. identifying clearly ethical and legal standards of professional conduct
15. following effectively ethical and legal standards of professional conduct
16. following standards of professional behavior
17. establishing and participating effectively in interviews with potential practicum agencies
18. demonstrating professional behavior throughout course including attendance on time at all individual and class meetings, following through on all assignments, effectively coordinating with faculty and students, and completing all assignments on time
19. managing all video and audio tapes, client notes and other materials according to professionally acceptable standards
20. demonstrating the ability to implement the roles and functions of the rehabilitation counselor.
Attendance is required. In the event of extenuating circumstances that affect attendance, the student is expected immediately to contact the instructor. Class participation is an essential part of the learning process in this course. Students with several absences may be dropped from the course or receive a non-passing grade–any questions about this should be addressed to the instructor.

Special Needs:

Students requiring any assistance or modification in the course due to special needs are expected to explain those needs to the instructor immediately after the first class meeting. Students who acquire special needs during the term should discuss those needs with the instructor at the earliest possible time. The instructor reserves the right to consult with University employees at DRC or SALT Programs or University ADA personnel regarding adequate accommodation of special needs. Students with special needs will have the same attendance requirements as other students.
University standards of conduct:
Students taking this course are expected to follow University policies regarding student conduct.
Incompletes are normally not granted in practicum. Students who have not completed all work for the course by the end of the term may be graded accordingly. Any student who has not successfully completed all requirements for first practicum may not participate in second practicum or any course having practicum as a prerequisite.
Review process:
A Review Process involving SERSP faculty or other University personnel and any relevant agency personnel may be conducted when necessary to resolve questions related to student conduct or progress in meeting course standards.
(As further outlined in the "SERP 594 Counseling Practicum Manual, Spring 2006)
1. Attendance and participation in class small-group activities.
2. Participation in all required individual supervision activities.
3. Completion of reading assignments.
4. Maintain a client caseload of at least three (3) clients you are seeing weekly.
5. Audio-taping of all client contacts.
6. Complete a minimum of twelve (12) individual faculty supervisor's critiques of tapes with clients.
7. Review pp 7-13 of Counseling Practicum Manual.

1. Mastery of all skills required in the course.
2. Accurate and consistent implementation of counseling skills.
3. Consistent and accurate implementation of all professional standards.
4. Student progress in developing counseling skills.
6. COURSE GRADES (See SERP594 Counseling Practicum Manual, Spring 2006 for more detail)
A Grade of "S"
1. Student meets all quantity requirements.
2. Student exceeds, in an exceptional, outstanding manner, the quality requirements.
3. Please note that it is rare for students to exceed quality requirements of the course to such an exceptional extent that they receive a grade of "S".
A Grade of "P"
1. Student meets all quantity requirements.
2. Student meets all quality requirements.
A Grade of "C"
1. Student does not meet all quantity requirements OR
2. Student does not meet all quality requirements.
3. Student making a "C" in first practicum will be required to repeat first practicum and obtain a "P" or an "S" in the repeat course prior to taking second practicum or any course having practicum as a prerequisite.
A Grade of "F"
1. Student does not meet course requirements in a significant manner.
2. Students making an "F" in first practicum will not be allowed to repeat the course without permission of the entire Rehabilitation Faculty.

Principles of Rehab 06 1

Professor Course Syllabus
SERP P565-901 (RSA/OSERS) 565-001 (traditional)
Principles of Rehabilitation, Fall, 2006
The University of Arizona

Dr. Charlene M. Kampfe, Ph.D., CRC, NCC, NCGC
Office Room 422
Office Hours Tuesday 12:00-1:30; Thurs 10:30-1:30 Phone 520-621-5166 (Dr. Kampfe) or 520-621-7822(Secretary) FAX 520-621-3821 e-mail [email protected]

Graduate Assistant
Class Time Class Rooms Phil Johnson
Office Room 224 Office Hours: TBA Phone:

Mondays 1:00-3:30 p.m. Teleconference Center Tucson
Video-conference Room Building 12
Old ATPT Campus 4701 E. 29th ST. Tucson, Arizona
In room line 520-790-0567 Susan Kilb
790-0787 ext.1215 Greg Swanson 444-7043 (Ext 1216);
FAX 790-73335 520-621-5176
4602 W. Indian School Rd STE # C6
Phoenix, AZ 85031
In room line 623-846-8106
Patty Thompson 602-463-7592
pthompson a
video-room: 623-846-8106 Break room 623-846-8119 Cell: 602-463-7592 FAX 623-873-7210

Karin Grandon
Elton Calnimptewa
1510 So. Rierdan Ranch St Flagstaff, AZ 86001 928-779-4147
(928) 699-2857; Yuma
Sergio Fernandez 928-782-4343 Ext 8 *Contact Patty Thompson 602-463-7592

Window Rock
Paula or Becky 928-871-7490 or 928-871-4664 Still need address
SERP 565-901/001. Principles underlying rehabilitation programs and interdisciplinary relationships of agencies engaged in rehabilitation services. Open to Rehabilitation Counselor Students only.

a. Description. Principles of rehabilitation is an introduction to the field of human rehabilitation's historical, philosophical, legislative, and organizational bases; the rehabilitation process, services and clientele; rehabilitation practices in the private and public sectors and facilities; and professional and membership organizations representing the interest of consumers and practitioners. Special emphasis is given to the role and function of the professional rehabilitation counselor and to current trends and issues in rehabilitation.
b. Knowledge Bases. The knowledge bases upon which the course rests are laws, philosophies, and practices of the Rehabilitation Act of 1973, and amendments; the Americans with Disabilities Act (ADA); the Council on Rehabilitation Education (CORE); the Commission on Rehabilitatoin Counselor Certification (CRCC); and the Rehabilitation Services Administration of the United States Department of Education, Office of Special Education and Rehabilitation.
Specifically, this course will address the following CORE standards: C.2.1. Foundations (a, b, c, d. e); C.2.2. Counseling Services (c, d, e, f); C.2.3. Case management (a, d); C.2.5 Assessment (a, b); C.2.6. Job Development and Placement (b); C.2.7. Research Utilization and Program Evaluation (a, b); C.3 Course or Unit Syllabi (a,b,c, d); C.4. Experience with individuals with disabilities; E.1.3 Knowledge, history, philosophy, legislation
c. Core Course. SERP 565 is a core course for rehabilitation counseling students and is required by our accrediting body (CORE).
d. Target audience. The for SERP 565 is graduate rehabilitation counseling students
e. Instructional Methods. Instructional methods will include faculty lectures, guest lectures, videotapes, professional community activities, group presentations, written assignments, tests, video conference, listserv, & E-mail.
f. Attendance and promptness. Attendance and promptness are required. Points will be deducted for lateness & non-attendance. Role will be taken at the beginning of each class. Points will be deducted for late assignments. Students will not be given the opportunity to improve grades with extra assignments.
g. University Statement of Academic Integrity: This instructor supports the Code of Academic Integrity of the University of Arizona. Students must realize that plagiarism (representing ideas or writing of another as one's own) or obtaining unauthorized assistance in any academic work is prohibited. Copies of this Code are available in the Dean of Students office. Note that the use of the same report, paper, presentation, etc. to meet requirements in more than one course will also be considered a misrepresentation and a violation of the Code of Academic Integrity.
h. Accommodation Needs: Any student needing any modifications to meet the requirements of this class due to a documented disability must notify the SALT and/or DRC program by the appropriate deadline, usually during the first two weeks of class. Students needing technological modifications should also consult with DRC; and DRC will advise faculty. The DRC can be reached at 520-626-7286.
I. Incomplete Grades: An incomplete may only be granted when a majority of course assignments and gradings have been completed. In any case, incompletes are strongly discouraged and will only be granted in highly unusual situations. Students should monitor their progress in the course, and if completion of assignments or improving grades appears problematic, should consider dropping the course within UofA deadlines.

Principles of Rehab 06 3
OBJECTIVES: To provide the student with:
1. A general understanding of history, philosophy, purpose, function, ethics, and process of rehabilitation
2. An awareness of legal, political, and legislative bases of rehabilitation
3. A knowledge of structural framework of the state-federal rehabilitation program as well as other typical rehabilitation organizations
4. An orientation to the methods and procedures that are applied in public and private rehabilitation agencies to facilitate the rehabilitation of persons with handicapping conditions.
5. An awareness of the various occupational professional specialties within the field of rehabilitation, with special emphasis upon the role and function of the professional rehabilitation counselor
6. An understanding of the legal and ethical principles that guide the practice of rehabilitation professionals
7. Information about the clientele typically served by rehabilitation programs
8. Knowledge of current trends and issues in the field of rehabilitation and their implications for practitioners
9. Knowledge of and ability to use the APA Manual of Writing Style (the style of writing used by this profession)
10. Networking opportunities with rehabilitation professionals and persons with disabilities in the community
PREREQUISITE COURSES There are no prerequisite courses.
COURSE OPEN ONLY TO Rehabilitation Counseling Masters Students Only students who have been accepted into program can register for the course. Exception: Students whose acceptance is pending and have been approved to take course from Rehabilitation Counseling Faculty.
A. The following are available for purchase at the Campus Bookstore, Student Union. Book Section:
Rubin, S. & Roessler, R. T. (2001). (5th ed.) Foundations of the vocational rehabilitation process. Austin, TX: pro.ed. 8700 Shoal Creek Blvd., Austin, TX 78757-6897 1-800-397-7633 Lisa at our UofA Bookstore 621-8867
Publication Manual of the American Psycholooical Association (APA Manual) (5th ed.). (found in the general reference book section of bookstore and library) 1-800-374-2721
Class Notes Principles of Rehabilitation: Variety
(found in photo-copy section unless RSA is planning to copy them)
B. Other readings in the form of class hand-outs will also be required.
C. Journals that Apply to Rehabilitation (used as references)
Journal of Rehabilitation Journal of Counseling and Development
Rehabilitation Education Rehabilitation Counseling Bulletin
Rehabilitation Psychology Journal of Rehabilitation of the Deaf
Rehabilitation Literature Journal of Applied Rehabilitation Counseling
Journal of Rehabilitation Administration

D. Code of Professional Ethics for Rehabilitation Counselors. (Effective 1/1/02; Commission on Rehabilitation Counselor Certification. Located at CRCC's web site at
1. Written Examinations Regarding Course Content: No final examination will be given, however, three (3) written examinations will be administered over the course of the semester covering assigned reading, lecture and handout material. Exams will consist primarily of multiple choice items, matching items, true-false items, and short answer essay items. See Course Outline Schedule for dates.
2. Letter to Representative (State or National). Students should be aware of current issues in the legislature by reading newsletters of professional organizations such as the National Rehabilitation Association or the American Rehabilitation Counseling Association, and/or by reading newspapers or watching television news. Each student will write at least one letter to a member of a state or national legislative body regarding a topic important to legislative action in the field of rehabilitation. The student may take any point of view he/she wishes. Guidelines for writing such a letter will be provided by professor, and in the required readings. This letter will not be graded, but students will receive an "incomplete" if the letter is not written. See course outline for due date in which to give letter to Phil Johnson. Keep a copy for yourself.
3.Attendance at one Meeting/Convention/Workshop of a Professional Association/Organization.
Students will be required to attend one meeting or training session of a professional organization/association. Students need only to spend 2.5 hours in this activity. (IMPORTANT NOTE: A professional organization/society is one in which professional counselors belong as voting/dues paying members. It is NOT a local facility or state agency that provides services or education.)
Each student will write a one-page typewritten report of this meeting/workshop/convention which includes the 1) the name of the event, 2) the location of the event, 3) the date of the event, and 4) a brief discussion of the experience. This report will not be graded, but students will receive an "incomplete" in the course if it is not written. See course outline for due date on which to give letter to Phil Johnson. Keep a copy for yourself.
NOTE: It is recommended that students avoid putting this assignment off, because there are few opportunities at the end of the semester to complete this. Announcements will be made during the semester regarding professional meetings/volunteer work in professional associations will be provided. Students are encouraged to share knowledge of upcoming conferences or volunteer opportunities.

Principles of Rehab 06 5
4. Professional Service
Each student will be required to participate (serve) in a rehabilitation counseling activity/project that is associated with a professional organization/society. (Note: A professional organization/society is one in which professional counselors belong as voting/dues paying members. It is not a local facility or state agency that provides services or training.) (You may work at the same site that your attend a conference).
Each student will provide Phil Johnson with a signed form from the person responsible for the event (see Class Notes). This form will not be graded, but students will receive an "incomplete" in the course if it is not done. See course outline for due date on which to give letter to Phil Johnson. Keep a copy for yourself.
5. Group Scholarly Exercise/Presentation.
Students will be divided into groups whose purpose will be to give presentations to the class (See Course Outline Schedule for date).
Each small group (approximately 3 or 4 people) will present on one of the topics listed in the course outline schedule for that day. Each group presentation will be 15 minutes long.
Guidelines for All Groups
a. All group members must contribute
b. Use of innovative, creative strategy for presenting
c. Presentation coordinated/synthesized among all members of the group Handouts should be included
Handouts must include at least one reference that has been typed in APA style (NOTE: In preparing references, strict adherence to APA style will be expected and graded)
Suggested Format for Presentation
a. Introduction and Overview (Tell 'em what you're gonna tell 'em)
b. Body of the presentation (Tell 'em what you tell 'em)
c. Summary that includes Implications for rehabilitation counselors and rehabilitation specialists (tell `em what you told `em)
Note: Student groups will be evaluated by the professor, and by the class on relevance of the topic, knowledge of the topic, the ability to describe the topic, and cohesive group presentation rather than individual presentations. The professor will also grade the adherence to APA style of the references, and include these in the final grade for the presentation.

METHODS OF EVALUATION SERP 565 Grades will be based on the following scale:
A 90+
B 80-89
C 70-79
D 60-69
F 59 or less
Grades will be based on performance on the following:
Test 1 100 points
Test 2 100 points
Test 3 100 points
Group Research Reports 20 points
Attendance and Promptness* 20 points
340 points
*Attendance and promptness are required: Role will be taken at the beginning of each class, and points will be deducted for lateness & non-attendance.

Principles of Rehab 06 7
Principles of Rehabilitation
TENTATIVE Course Schedule: Fall, 2006
SERP 565
Tucson: Greg Swanson 444-7043 (Ext 1216); Susan Kilb: 520-790-0787 (ext. 1215), FAX 790-73335 e-mail
Phoenix: Patty Thompson (602) 463-7592, (video-room, 623-846¬8106, Break Room 623-846-8119, FAX 623 873-7210;
Yuma: Sergio Fernandez 928-782-4343 Ext. 8
Flagstaff: Elton Calnimptewa or Karon Grandon (928-779-4147)
Windowrock: Paula or Becky 928-871-7490 or 928-871-4664

Sept. 4 Sept 11 1:00-3:30
Course Overview and Rehabilitation Philosophy (Kampfe) Syllabus Review
Students: Professional Counselors in Training
The Rehabilitation Philosophy
Students will form groups and choose topics for presentation


1:00-2:20 (Kampfe) Rehabilitation Philosophy continued (Kampfe) Dignity versus Dehumanization in Service Provision Divide into groups: Activity re Dignity Vs Dehumanization
or review revised course outline schedule

2:30-3:30 (Kampfe) Legislation and the Legislative Process Readings: Rubin & Roessler, Chapters 1, 2, 4, 5, 6;
Readings: Class Notes: Legislation and the Legislative Process Class Notes: Rehabilitation Counseling Week,
Commission on Rehabilitation Counselor Certification

1:00-2:00 Continue Legislation and the Legislative Process (Kampfe)
2:10- 3:30 Structural Framework of State-Federal Rehab. Program (Kampfe)

Class Notes: Rehabilitation Services Administration

1:00-2:20 Counselor's Role/ Rehab Specialist's Role
(Kampfe will coordinate)
Where working
What doing Who Serving Certification
Guest Speakers: Board of the Arizona Rehabilitation Association Karen Gardner, Past President. (602-312-1045) Lydia LEsperance, President (602-685-3931)
Class Notes
Rehabilitation Related Professions
Scope and Practice of Profession
Commission on Rehabilitation Counselor Supervision
2:30-3:30 Rehabilitation Counselor's role in related professions (Kampfe)
1:00-2:10 TEST 1 Cover content through September 18 (Johnson) 2:20-3:30 Professionalization (Professional associations) (Kampfe)
Readings: Rubin & Roessler, Chapters 1, 2, 7, 8, 12; Class Notes
OCT 16 VIDEO CONFERENCE (Dr. Kampfe out of town)
1:00-2:20 Legislative history (Degiorgio)
2:20-3:30 Americans with Disabilities Act Video "And Justice for All"
Rubin & Roessler, Chap 3, 14
AADA Home Page, Americans with Disabilities Act website inf.

1:00-3:30 Ethics
(Kampfe) Lecture: Code of Professional Ethics
Code of Professional Ethics Activity/Exercise
Readings: CRCC Code of Ethics, website READ PRIOR TO CLASS)
Rubin and Roessler, Chapter 6
NOTE to KAMPFE AND JOHNSON : Send student evaluation forms VIA LISTSERV
1:00-2:15 Rehabilitation Process (RSA/OSERS Student Presentations)
(1) The Rehabilitation Process and Status Code System
(2) Determining Eligibility
(3)Comparable Benefits
(4)Native American RSA Programs
ALL STUDENTS BRING EVALUATION FORMS (sent via Iistserv) Readings: Rubin & Roessler, Chapters 9, 10, 11;
2:30-3:30 Rehabilitation Counseling and the VA (Zolletheis)
1:00-2:00 TEST 2 Cover content through October 23 (Johnson)
2:15-3:30 Rehabilitation Technology/Assistive Technology (Kampfe will coordinate)
Private Sector Rehabilitation and Legislation: Worker's Compensation, Insurance, Personnel, Employee Assistance, Wellness Programs
1:00-1:30 Andrea DuBose, MA, CRC 733-6161
1:40-2:30 Staci Schunbrun, MA,CRC 881-6161
2:30-3:30 Kampfe, Private Rehabilitation Overview
Reading: Rubin & Roessler, Chapter 12, 16

1:00-2:00 Student Presentations: traditional students
(1) Current legislation
(2) Client Assistance Program
(3) Workers Compensation
2:10-3:20 Independent Living
Ann Meyers, M. A., CRC
DIRECT Independent Living Center, 1023 N. Tyndall Ave. Tucson, AZ. 85719 (624-6452)
Al Zuli, M. A., CRC
ILRSA (629-0225 (ext 244)
Independent Living: State DES Rehabilitation Services 100 N. Stone, Tucson
Readings: Rubin & Roessler, Chapters 13, 15 Class Notes: Independent Living
1:00-2:00 TEST 3 Cover all material from Oct 30 through Nov 27 (Johnson)
2:10-2:30 (Johnson and Kampfe)
Course evaluations
Other forms
2:30-3:30 To be announced

Principles of Rehab 06 11
Professional Service Form
Student Name: (Print or type)
Name or Description of Service:
Date Completed:
Name of Individual Responsible for the Activity: (Print or type)
Signature of Individual Responsible theActivity:

SERP 533 1
Department of Special Education, Rehabilitation, and School of Psychology
SERP-588, FALL, 2006
Room 436
Charlene M. Kampfe Room 422
Office Hours: Tues.12:00-1:30; Thurs 10:30-1:30 520-621-5166
Students will be expected to read from the professional literature related in rehabilitation and related fields. Students will be required to read information provided in a course pack
Professional Problems & Ethical Concerns in Rehabilitation is the seminar for students in the Rehabilitation Counseling Master's Specialty. Throughout this course, students will examine a variety of issues crucial to the practice of rehabilitation counseling. Topics will be identified by students and instructor and may include ethical, cultural, legal, and international concerns. (Rehabilitation Counseling Majors Only or instructor permission)
a. This course provides students the opportunity to investigate and engage in dialog about current topics important to the rehabilitation profession. The course is designed to be flexible so that students and faculty can take advantage of a variety of potential pedagogical strategies, e.g. international exchanges, web based course work, field trips, small group work, and professional shadowing.
The Fall, 2006 course will focus on the cultural competency, and will involve readings, activities, meetings, presentations, and lectures regarding the multi-cultural issues, including disability culture.
b. The knowledge bases upon which the course rests are principles of rehabilitation and various perspectives of disability. Specifically, this course will address the following CORE standards: c.2.1/d societal issues, trends, and developments as they relate to rehabilitation. And Seciton A.2 CRCC Code of Ethics, "Respecting Diversity." Rehabilitation counselors will demonstrate respect for clients' cultural backgrounds. Rehabilitation counselors will develop and adapt interventions and services to incorporate consideration of clients' cultural perspectives and recognition of barriers external to clients that may interfere with achieving effective rehabilitation outcomes. Rehabilitation counselors will not condone or engage in discrimination based on age, color, culture, disability, ethnic group, gender, race, religion, sexual orientation, marital status, or socioeconomic status.

SERP 533 2
c. Attendance and promptness are required. Students who miss class or who are late will have points deducted from their grade and will be required to do an extensive make-up assignment for any hours missed.
d. University Statement of Academic Integrity. The instructor supports the Code of Academic Integrity of the University of Arizona. Students must realize that plagiarism (representing ideas or writing of another as one's own) or obtaining unauthorized assistance in any academic work is prohibited. Copies of this Code are available in the Dean of Students office. Note that the use of the same report, paper, presentation, etc. to meet requirements in more than one course will also be considered a misrepresentation and a violation of the Code of Academic Integrity.
e. Accommodation Needs: Any student needing any modifications to meet the requirements of this class due to a documented disability must notify the SALT and/or DRC program by the appropriate deadline, usually during the first two weeks of class. Students needing technological modifications should also consult with DRC1and DRC will advise faculty. The DRC can be reached at 520-626-7286.
f. Incomplete Grades: An incomplete may only be granted when a majority of course assignments and gradings have been completed. In any case, incompletes are strongly discouraged and will only be granted in highly unusual situations. Students should monitor th it progress in the course and if completion of assignments or improving grades appears problematic, should consider dropping the course within UofA deadlines.
To have knowledge of and sensitivity to the following:
Multicultural concerns in rehabilitation
Disability Culture
International Culture and Disability
Cultures within the United States and Disability
To have knowledge of one's own culture and how that might influence interactions with consumers
To have reflected upon one's own level multicultural competence
To have a positive attitude about working with people of cultures other than one's own
There are no prerequisite courses, however this semester, only those students graduating in Fall, 2006 will be accepted into the course.

SERF 533 3
1. Class Attendance
Students will be expected to attend all classes and to arrive on time. Points will be deducted for non-attendance and for lateness. Furthermore, students who miss a class or portion of a class will be required to read three scholarly journal articles on the topic of that class period and write a 3 page typed review of each manuscript, using APA style.
2. Class Participation:
Students will be expected to demonstrate class participation through the quality and quantity of interaction in various activities. Assessment of quality will be the determination of the instructor.
3. Group Field Visit/Visits
Students will participate in one or two GROUP field visits to places that represent a culture to which most are not connected. These might be on or off campus, and will be held on days other than class time.
4. Summer Cultural Immersion Experiences
During the summer prior to the class, students will attend one, two, three (or more) events for a total of 12 hours that involve immersion into one or more cultures other than their own. Early in the semester, students will provide verbal and written reports of their summer experiences.
Students will document these activities by writing a half-page description of each of these. Each description should include:
Name of Activity
Date/s of Activity
Number of hours in the activity Description of the Activity
Personal reaction to the activity.
These papers will not be graded for writing quality. Rather they will be graded for depth of understanding of their own experience. (DUE: Sept 6)
Students will share information about their experiences during the first weeks of classroom discussion.

SERP 533 4
5. Student Presentations
Each student will make an individual 50 minute presentation of important information that rehabilitation counselors should know about a specific culture. The culture that is to be described is the student's own culture. This assignment is designed to encourage students to reflect on and understand their own culture and that of others.
These presentations should include a description of values, "rules," point of view, family interactions, group interactions, person-to-person interactions, patterns, symbols, language, spirituality, perspective on wellness, perspective on disability, identity, and language. It will be important for this presentation to include vital information that Rehabilitation counselors should know when working with people from this culture (i.e. what to do, what not to do, how to interact with a person from this culture, etc.). Each presentation should be accompanied by a short "fact sheet" about the culture being presented and can include an experiential component (i.e., meet at a site different from our classroom setting, group activity, etc.)
6. During • the semester attend Two Individual Outside of Class Cultural Corn etenc Activities
For each activity, students must do the following:
I. Attend the activity
2. Prepare a 2 page, typed response to the activity that includes two parts (Part 1 will describe the activity; Part 2 will describe the student's reaction to the activity)

7. Read Papers from Previous Class

SERF 533 5 8. The Culture of Disability Paper
You will be asked to write a short reaction paper to the viewing and/or reading of several pieces of art or writing in disability culture.
1. Choose one of the four below:
a) Read two (2) articles from Ragged Edge Magazine, found online at:
You may include the following article:
b) Read the following article about a blind person who regains his sight through surgery, found in your local library:
Kurson, R. (2005). Into The Light. Esquire. June 1, 2005.
c)View at least three (3) pieces of art as displayed on the Art, Disability & Expression Exhibit of VSA arts. Go to the Disability as Content section of the website. Note that there are 3 pages of this exhibit.
http://www.vsarts. org/prebuiltishowca se/gall ery/exhi bits/di sability/foreword.html
d) View a film regarding disability (e.g., Murderball, Whose Life is it Anyway?,
2. Write a 3 page paper regarding the above. Use the following topic headings:
• Description of the piece 1 read/viewed and what it/they say about disability culture
• How it/they help people and myself understand disability culture
• How this relates to my experience with my own culture(s)

12 Hours of Summer Activities & Documentation
Culture of Disability Paper
Cultural Competency Activity report
Cultural Competency Activity report
Contributions to Classroom Discussion
Attendance and promptness
Total Possible Points

90 and above A
80-89 70-79 60-69
59 or less
Grades will be calculated by dividing the total number of possible points by the total number of earned points

SERP 533 7 Course Schedule
May 1-Sept 5 Participate in at least 12 hours of cultural immersion experiences

Sept 6
Sept 13 9:00-11:00
Sept 27 9:00-12:00
Oct 11 9:00-11:00
Oct 25 9:00-11:00
Nov 1 9:00-11:00
Nov 15 9:00-11:30
Nov 29 9:00-11:00

Disability Culture Presentation (Kampfe) Disability Culture Presentation (Kampfe)
Two 50 minute presentations (students)
Two 50 minute student presentations (students) DUE: Culture of Disability Paper
Two 50 minute student presentations (students)
Two 50 minute student presentations (students)
DUE: Two Cultural Immersion Experience During the Semester Papers
One 50 minute presentation (student Celebrate Diversity meal
Course Evaluations

Rehabilitation Internship
SERF' 593-901 (Distance) 593-015 (Traditional)
Spring, 2006
The University of Arizona
Charlene M. Kampfe, Ph.D., CRC, NCC, NCGC Room 411
BOX 210069
Univ. of Az
College of Education
Tucson, AZ 85721
FAX 520-621-3821
Office hours: Tues. 9:00-12:00 Thurs. 10:00-12:00
CATALOG DESCRIPTION Not described in catalog
(a) SERP 593 is the final internship for masters degree rehabilitation counselors just prior to their graduation. It is a clinical experience that is the culmination of a program of study in which students are given the opportunity to test and further develop skills in a situation that closely simulates the requirements of future employment as a rehabilitation counselor.
(b) The knowledge bases upon which the course rests are the principles and practices of the Rehabilitation Act of 1973, and amendments; the Americans with Disabilities Act, the Commission on Accreditation of Rehabilitation Education (CORE), the Commission on Rehabilitation Counselor Certification (CRCC) Rehabilitation Code of Ethics, and the Rehabilitation Services Administration of the United States Department of Education, Office of Special Education and Rehabilitation.
The course is based on the requirements of CORE and CRCC Ethics which require 600 hours of internship. The following CORE Standard are represented in this course:
CORE Standards
C. 3. Syllabus includes:
a. Objectives
b. Content Areas
a. Texts Required
b. Student Evaluation Criteria
D.2 Internship activities include 600 clock hours in a rehabilitation setting
D.2.1 Internship should include:
a. Orientation to program components (of site)
Policies and procedures (of site)
Introduction to staff and their role and function (of site)
Identification of expectations for internship (of site)
Confidentiality procedures (site)
b. Observation of all aspects of the delivery of rehabilitation counseling service

c. Work assignments, performing tasks requires of an employed rehab. counselor in a rehabilitation setting from intake to discharge and/or placement
d. Reporting, including all required academic reports as well as logs, weekly progress reviews, and summaries of activities (see below for requirements)
D.2.2 Written expectations and procedures for the internship shall be contained in a manual or other appropriate document and distributed to students and supervisors
D.2.3 Internship shall include an evaluation of student performance, including self-evaluation by the student, the field site supervisor, and the faculty supervisor
D.2.4 Internship experiences shall be carried out under the regularly scheduled supervision of a CRC and the expectations of this supervision shall be communicated tot he on-site supervisor.
a. Student must have a CRC Supervisor as a part of the internship plan.
b. Any faculty responsible for internship supervision shall be a CRC
D.2.5 The program shall use internship sites that provide rehabilitation counseling services to individuals with disabilities appropriate to the mission of the program.
D.3 Individual supervision of five students shall be considered the equivalent to teaching one three credit hours course, due to the intensive, on-on-one instruction necessary in practicum and internship.
D.4 For both practicum and internship, there shall be a minimum of one (1) hour per week of individual supervision by a program faculty member or a qualified individual working in cooperation with a program faculty member.
E.1 Program graduates shall satisfactorily practice rehabilitation counseling in a legal and ethical manner and show understanding of the history, philosophy, and structure of the rehabilitation delivery systems in the United States, therefore all interns must have completed course work that covers these areas prior to the internship.
E.1.1. Interns will be expected to apply ethical principles and standards
E.1.2. Interns will be expected to apply appropriate ethical principles and utilize ethical decision-making skills in resolving ethical dilemmas
E.1.3 Interns will be able to demonstrate knowledge of history, philosophy, and legislation affecting rehabilitation and the scope of services of various service delivery systems , therefore interns will no be allowed to take the internship until they have completed courses that address these issues.
E.1.4. Interns will be able to apply the principles of disability-related legislation including the rights of persons with disabilities to independence, inclusion, choice and self-determination, access, and respect for individual differences, therefore they will not be allowed to take the internship until they have completed the courses that address these issues.
E.2 Interns will practice rehabilitation counseling with individuals, and when possible, with groups and families.
E.2.1 Interns will conduct individual counseling sessions.
E.2.2. Interns will develop and maintain a counseling relationship.
E.2.3. Interns will establish individual goals and objectives of counseling.
E.2.4. Interns will assist an individual with crisis resolution, when applicable.
E. 2.5 Interns will facilitate individual independent decision-making and personal responsibility of the consumer.
E.2.6 Interns will be given the opportunity to conduce group counseling sessions on adjustment and/or other vocational problems, when appropriate and with a co-leader who has group skills. E.2.7 Interns will involve , when appropriate, the individual family/significant others in the counseling sessions.
E.2.8 Interns will recommend strategies to resolve identified problems that impede the rehabilitation process.
E.3 Because programs graduates shall satisfactorily practice rehabilitation counseling in rehabilitation planning and case management, interns will not be allowed to take an internship until they have completed courses that focus on these activities and skills.
E.3.1. Interns will determine the adequacy of existing information
E.3.2. Interns will integrate cultural, social, economic, disability-related and environmental factors, where appropriate.
E.3.3 Interns will plan a comprehensive individual assessment, when applicable.
E.3.4 Interns will identify available personal and public resources, when applicable. E.3.5. Interns will facilitate client-centered rehabilitation and/or independent living

E.3.6. Interns will establish working relationships with other service providers, where appropriate. E.3.7. Interns will determine mutual responsibilities with other service providers, where appropriate.
E.3.8. Interns will develop a knowledge base of and refer individuals to other community resources, when applicable.
E.3.9. Interns will assist individuals in identifying areas of personal responsibility.
E.3.10. Inters will serve as consultants to other community agencies, when applicable. E.3.11. Interns will identify and plan for the appropriate use of assistive technology, when appropriate.
E.4. Program graduates shall satisfactorily practice rehabilitation counseling by using knowledge of vocational and career development, therefore students will not be allowed to register for the internship unless they have completed the courses that include these.
E.4.1. Interns will facilitate consumer involvement in determining vocational goals and capabilities , where applicable.
E.4.2 Interns will utilize career/occupational materials and labor market information, where applicable.
E.4.3. Interns will explore occupational alternatives and develop career plans, were applicable. E.4.4. Interns will understand career development theories and the importance of work to individuals.
E.4.5 Interns will identify the prerequisite experience, relevant training, and functional capacities of their consumers, where applicable.
E.4.6. Interns will determine and resolve job adjustment problems of their consumers, where applicable
E.5.Because program graduates shall satisfactorily practice rehabilitation counseling through the identification and utilization of assessment information, they will not be allowed to register for the internship until they have completed courses that focus on these practices.
E.5.1. Interns will utilize existing or acquired information about the existence, onset, severity, progression, and expected duration on an individual's disability.
E.5.2. Interns will determine an individual's eligibility for rehabilitation services and/or programs, when applicable.
E.5.3 Interns will evaluate the feasibility of an individual's rehabilitation or independent living objectives, when applicable.
E.5.4 Interns will review assessment information to determine appropriate services, when applicable.
E.5.5. Interns will consult with professionals in other disciplines, when appropriate.
E.5.6. Interns will assess the unique strengths, resources, and experiences of an individual. E.5.7. Interns will interpret assessment/evaluation results to the individuals and/or family members , when appropriate and applicable.
E.5.8. Interns will assess the individual's capabilities to make decisions.
E.5.9. Interns will determine an individual's vocational or independent living skills, aptitudes, interests, and preferences, when applicable.
E.5.10. Interns will assess an individuals need for rehabiliaton engineering/technology services throughout the rehabilitation process.
E.6. Because program graduates shall satisfactorily practice rehabilitation counseling in job development, placement, and job retention, they will be required to take courses that focus on these tasks prior to enrolling in the internship.
E.6.1. Interns will obtain and use labor market information, when applicable.
E.6.2. Interns will identify and contact employers to develop job opportunities, when applicable. E.6.3. Interns will evaluate work activities through the use of job and task analyses, when applicable.
E.6.6. Interns will educate prospective employers about the benefits of hiring persons with disabilities, when applicable.
E.6.7. Interns will assist employers to identify, modify and/or eliminate architectural, procedural and/or behavioral barriers, when applicable.
E.6.8. Interns will review available data to determine potential person/job match, when applicable. E.6.9. Interns will teach appropriate job-seeking and job retention skills, when applicable. E.6.10. Interns will provide support services to facilitate job retention skills, when applicable.

E.6.11. Interns will establish follow-up and /or follow along procedures to maximize an individual's independent functioning through the provision of post employment services, when applicable. E.7. Because program graduates shall satisfactorily practice rehabilitation counseling by using information from rehabilitation research, students will be required to complete courses that focus on research and application of prior to enrolling in the internship.
E.7.1. Interns will obtain and apply information from, professional literature and research in rehabilitation counseling.
E.7.2. Interns will participate in agency or community research activities, studies, and projects, when applicable.
CRCC Code of Ethics associated with Internship Supervision
G.1. Rehabilitation Counselor Educators and Trainers
a. Supervisors will clearly define and maintain ethical, professional, and social relationship boundaries with their students/supervisees.
b. Supervisors will not engage in sexual relationships with students/surpervisees and will not subject them to sexual harassment.
c. Supervisors will supervise only within the boundaries of their competence, based on their education, training, supervised experience, state and national professional credentials, and appropriate professional experience.
d. Counselors who supervise the rehabilitation counseling services of others will perform direct supervision sufficient to ensure that services provided to clients are adequate and do not cause harm to the client.
e. Supervisors will not endorse students or supervisees for certification, licensure, employment, or completion of an academic or training program if they believe students or supervisees are not qualified for the endorsement. Supervisors will take reasonable steps to assist students or supervisees who are not qualified for endorsement to become qualified.
G.2. Rehabilitation Counselor Education and Training Programs
a. Students should be provided with(1) the type and level of skill acquisition required for successful completion of the training, (2) subject matter to be covered, (3) basis for evaluation, (4) training components that encourage self-growth or self-disclosure as a part of the training process, (5) the type of supervision settings and requirements of the sites for required clinical field experiences, (6) student evaluation and dismissal policies and procedures, (7) up to date employment prospects for students.
b. Educators will clearly state, in advance of training to students and internship supervisees, the levels of competency expected, appraisal methods, and timing of evaluations for both didactic and experiential components. Supervisors will provide internship supervisees with periodic performance appraisal and evaluation feedback throughout the training program.
c. Educators will teach interns the ethical responsibilities and standards of the profession and the supevisees' professional ethical responsibilities.
d. NA Not internship
a. NA Not Internship
b. Educators will develop clear policies regarding field placement and other clinical experiences. Educators will provide clearly stated roles and responsibilities for the student and the supervisor.
G.3 Students and Supervisees

a. Supervisors, through ongoing evaluation and appraisal, will be aware of the academic and personal limitations of supervisees that might impede performance. Supervisors will assist supervisees in securing remedial assistance when ended, and will dismiss supervisees who are unable to provide competent service due to academic and personal limitaiton. Supervisors will seek professional consultation and document their decision to dismiss or to refer supervisees for assistance. Supervisors will advise supervisees of appeals processes as appropriate.
b. Educators, when designing training groups or other experiences conducted will inform students of potential risks of self-disclosure. Educators will respect the privacy of students by not requiring self-disclosure that could reasonably be expected to be harmful and student evaluation criteria will not include the level of student's self-disclosure.
c. Supervisees requesting counseling, supervisors or educators will provide them with acceptable referrals. Supervisors or educators will not serve as counselors to supervisees over whom they hold administrative, teaching, or evaluative roles unless this is a brief role associated with a training experience.
d. Supervisors will make every effort to ensure that clients are aware of the services rendered and the qualifications of students and supervisees rendering those services. Clients will receive Professional Disclosure information and will be informed of the limits of confidentiality. Client permission will be obtained in order for the students and supervisees to use any information concerning the counseling relationship in the training process.
Supervisors will provide appropriate working conditions, timely evaluations, constructive consultations, and suitable opportunities for experience and training.
(c) SERP 593 is a required core course for all SERSP students specializing in Rehabilitation Counseling, and is given at the completion of all other course-work.
(d) Supervision will be provided by a qualified UofA Internship Supervisor and qualified Internship Site Supervisors (those with a CRC).
(e) Instructional methods will include group meetings (once per month), availability of the UofA Internship Supervisor at any time during the internship for individual consultation; availability of the Internship Site Supervisor at any time for consultation (with one hour per week of on-to-one supervision); fading of UofA supervision; written assignments; clinical practice within community rehabilitation sites; Iistsery , and e-mail among students and UofA Internship Supervisor.
(f) Accommodation Needs. Any student needing any modifications to meet the requirements of this class due to a documented disability must notify the UofA Disability Resource Center (DRC) by the appropriate deadline, usually during the first two weeks of class. The DRC will advise and provide appropriate and required accommodations.
(g) Each student must have completed all course work prior to engaging in the final internship.
heart Students may not take incompletes for the internship. The program recommends that students take an internship a second time if they are unable to complete the internship, as designed.
(j) The intern is expected to be committed to the internship site agency's goals and functions and is expected to perform at the level of a professional rehabilitation counselor who is an employee at the site. The primary focus of each internship should be to provide rehabilitation counseling to individuals with disabilities.
(k) The theoretical underpinning received during course work and practical application of practicum is integrated with the overall functional of the site agency. The intern is expected to perform in those areas in which training has been received as well as to experience the intricacies and complexities of the agency site setting.

(I) Supervision on a daily basis is the responsibility of the internship site agency.
The primary objective of an internship in Rehabilitation Counseling is to provide the counselor trainee (i.e., Intern) with agency or institutional experience equivalent to that of an employee but with added supervision. The internship provides an opportunity for nterns to synthesize their learning, to date, in a total situation. It also provides students the opportunity to practice their new skills in new settings with new clients.
Students must complete all-clinical and academic core courses and all elective courses prior to taking the internship. They must have completed two (2) practica with a passing (P) or better grade and have no incompletes in any course. Students will document this in the Rehabilitation Counseling Internship Form prior to site selection. Faculty will review the application and make a decision regarding approval for the student to take the internship course. No other courses can be taken during the internship.
600 HOURS/12 UNITS Interns are required to register for twelve (12) credit hours of • SERP 593 and to work fifteen (15) forty-hour weeks in the site agency, for a total of600 hours. During this time, the intern is subject to the hours and holidays observed by the agency. Generally, these do not conform with the University schedule. The student internship plan will include all dates and times that the student will work, as well as any holidays they have negotiated with the University and site agency. The total number of actual internship hours should be at least 600 hours. These hours will include training associated with the internship, but they can not include hours spent at home on related internship activities (e.g., reading).
PROFESSIONAL DISCLOSURE STATEMENT By the end of the first week of the internship, the intern is expected to provide the UofA Supervisor with an individualized Professional Disclosure Statement that will be used with each of the clients with whom the intern works. This disclosure statement can be developed with the assistance of the Internship Primary Site Supervisor.
TIME LOG The intern will keep a weekly time log that will be signed at the end of each week by the Internship site Supervisor. The Time Log will be submitted to the UofA supervisor at the completion of the internship. Students will keep a copy of this important document for their professional files.
REPORTS of READINGS. Readings from the Sweitzer text will be assigned by the UofA Faculty. Students will be required to submit a typed paragraph –long response to each of the chapters and send it via e-mail to Charlene Kampfe. Due dates are listed below. NOTE: Strict adherence to these dates is expected.

FINAL REPORT. Interns are expected to provide the UofA Internship Supervisor with a final report of his/her activities during the internship. The report should include the following: A three -page narrative typed report that includes a description of the following: 1. A description of the activities, assignments, and responsibilities at the site and an estimate of the time involved in each; 2. A discussion of the meaning and importance of these to personal development as a professional, and 3. A discussion of the relationships of these

to personal goals as set forth in the Internship Plan.
WEEKLY PROGRESS NOTES. Students will develop a system by which they will keep BRIEF weekly notes of their client's progress. These notes will be developed in collaboration with their primary site supervisor. If the site currently uses a weekly progress report, the student may use that system. At the end of the semester, students will provide a copy of these (for 1 client) to Dr. Kampfe, with client names deleted.
SELF-EVALUATION BY STUDENT Interns will evaluate themselves, based on the 6 major areas of the internship. These evaluations will be shared with their site supervisors and sent to Dr. Kampfe at the same time as Site Supervisors send evaluations to Dr. Kampfe. This will be done at the mid-term and at the end of the internship.
A. An anonymous evaluation of the internship experience and Site Supervisor, using the Internship Site Evaluation Form
B. An anonymous evaluation of the UofA Internship Supervisor using a Departmental Form
CRC Code of Professional Ethics
Sweitzer, H. F., (2004). (2nd Ed.) The successful internship: Transformation and empowerment. Brook Cole. ISBN 0534558798. Publishers phone : 800-354¬9706.
Kampfe, C. M., (1991). Coping strategies of master's degree students during internships: A national study. Rehabilitation Education, 5, 1-2. ONLY for SERP 588-001
Students will be evaluated with respect to 6 major areas. Evaluations will be based on primary site Supervisor ratings given at mid-term and at the end of the internship. The evaluation will be based on a 5 point scale ( 1=Inadequate, 2=Below Average, 3=Average, 4=Above Average, 5=Superior). Students receiving an average of above 4.5 on all of the below will receive an "S" (Superior) for the course.
Students receiving an average of 3 to 4.49 average will receive a "P" for the course. Students who receive less than a 3.0 average will fail the course and be expected to take the course again.
EXCEPTION: If students receive extremely low scores (i.e., 2 or below) on any one or more of the 6 major areas, they will not receive a Superior Grade, and may not pass the course.
If for some reason, students are unable to continue with their site, due to circumstances that arise because they are not able to function as a counselor in that site, students will be dismissed from the internship and either receive a failing grade, a medical withdrawal or, on rare occasion, be given the opportunity to take an incomplete and start again in the following semester. Decisions regarding dismissal can only happen after consultation and agreement with the rehabilitation counseling faculty and the primary site supervisor.

The criteria for evaluation follow:
A. With clients
Desire to be helpful; treats clients with respect, accepts individual difference without prejudice; does not judge client; uses appropriate counseling strategies.
B. With Other Professionals
With Staff: works harmoniously with staff on professional matters; is accepted personally and socially by staff; participates effectively in staff meetings.
With Supervisors: Exhibits a friendly but professional attitude; shows initiative in benefiting from supervisory relationship; accepts suggestions and criticism; accepts all reasonable assignments willingly; exhibits understanding of and control of potential for dual relationships.
With Overall Agency: Identifies with the internship site agency; exhibits a "we" attitude; follows prescribed counseling/casework policies and procedures; accepts the agency limitation in policy and practice; adheres to personal policy and regulations.
With Outside Agencies: works harmoniously with representatives of outside agencies.
A. Demonstrates skills in developing a rehabilitation plan, where applicable, establishes and maintains an effective counseling relationship; obtains pertinent diagnostic information; properly interprets information in identifying problems.
B. Demonstrates skills in effectively coordinating and implementing a rehabilitation and/or treatment plan: Helps clients understand their strengths and weaknesses; formulates sound and realistic rehabilitation/treatment plans; makes optimum use of available rehabilitation services; evaluates progress of clients; operates effectively in job placement activities, when applicable; follows up adequately before closing, where appropriate.
A Skills and Abilities (Work Habits). Plans and organizes work effectively; expresses self well orally and in writing; presents neat, orderly work; produces accurate, high quality work; maintains adequate records; understands the organizational chart and the chair of command.
B. Personal Characteristics: Possesses maturity, shows good judgement and common sense, learns quickly, shows resourcefulness and originality ; is reliable and dependable; shows interest and enthusiasm for the work; is careful of personal appearance (i.e., matches the work place).

Accomplishes assigned tasks with a minimum of supervision; profits from previous experiences; recognizes own strengths and weaknesses; shows evidence of the potentiality to become a fully qualified counselor; has potentialities for supervisory or administrative work; identifies with the profession of rehabilitation.
A. Has knowledge of the ACA and the CRC Code of Ethics.
B. Practices the ACA and CRC Code of Ethics
Knowledge and practice include, but are not limited to the following:
1. Recognizes when consultation is required and obtains it.
2. Realizes when a dual relationship exists and avoids such situations.
3. Realizes when personal problems are affecting the counselor-in-training to to function in the internship, and informs his/her supervisor
A. Follows the goals, objectives, duties, and responsibilities set forth in the Internship Plan.
B. Consults with the Secondary Supervisor when the Primary Supervisor is not in the facility.
C. Adheres to the limitations of activities in the internship, as listed in the Internship Plan.

SERP 563
Client Assessment in Rehabilitation
3 units
Fall 2006
Course Instructors Dr. Mae Smith
Room 408, College of Education (520) 621-5170
S Smith@u. Arizona.Edu
Office Hours for Dr. Smith Wednesdays of class 12:00-1:OOp.m.
and by appointment. Students wishing in-person or telephone appointments are encouraged to communicate via email to establish a mutually agreeable time.(Please note that except when teaching via videoconferencing, I am normally in the office every day.However, times that I am at my desk will vary as schedules for meetings, other classes, etc., vary.)
Time/Location of classes Wednesdays (8:00a.m. -3:00p.m.), August 30 (Tucson only); September 20;
October 4 (Tucson only); November 8 (Tucson,only) November 22;
December 6 (Tucson only).
In Tucson, Old ATPT Campus, Building #12,
4701 East 29th Street
For approved out of town locations, check with Dr. Sue Moore.
Course Description
This course is designed to introduce students to the assessment process, to intricacies of assessment and test interpretation relevant to working with persons with disabilities, and to an array of evaluation instruments and techniques utilized in the rehabilitation assessment process. Theories of vocational choice as they relate to assessment may be referred to; however, such theories are pr

Last modified: Monday, 18 December 2006, 01:34 PM