CBLaws IHDD 2050(S) 1.10.171

IHDD 2050(S)Principles of Person-Centered Practices

Spring 2017Syllabus

Credit hours: 3

Instructor: Carol Britton Laws, PhD, MSW

Office Hours: By appointment

/ @CarolBLaws / DSatUGA / Carol Britton Laws

"Learning how people want to live is just the beginning, a foundation. Helping people have their own lives requires we change how we think, how we are organized, and how we act.”Michael Smull

Course Description:

This service-learning practicum course provides an in-depth understanding of the principles, design, planning, and application of person-centered practices to support people with disabilities. Students will engage in the person-centered planning process and provide supports using person-centered practices to students in the Inclusive Post- Secondary Education program at UGA.

This course includes a service-learning project during the semester that either employs skills or knowledge learned in the course or teaches new skills or knowledge related to course objectives. The course uses service-learning as the primary pedagogical tool for teaching course objectives. Students will work on a comprehensive project(s) and may be required to spend considerable time outside the classroom. Students will be engaged in the service-learning component for approximately 75- 100% of overall instructional time. For 3 credit hours, students volunteer a minimum of 30 hours as peer mentors applying person- centered support practices to assist students in the Inclusive Post-Secondary Education Program.

Course Format:

This course is hosted on eLC. It featuresonline readings, videos, discussion, on campus engagement, recorded journaling, and the completion of a final reflection paper.

It is imperative the student check his/her e-mail account and eLCoften.

No books are required for this course. However, we will be using a free online course developed by Cornell University's School of Industrial and Labor Relations:

Person Centered Planning Education Site:

Course Learning Objectives:

  1. To understand the philosophical underpinning and principles of person-centered practices.
  1. To apply the principles of person-centered practices by participating in development of person-centered plans for students enrolled in UGA’s inclusive post-secondary education program.
  1. To implement and document person-centered supports as a peer mentor to assist a student in the inclusive post-secondary education program to reach his/her goals as outlined in the plan.
  1. To use person-centered tools for problem solving with the person being supported.
  1. To critically think about the role a supporter plays in the life of a person with a disability and how outcomes can be achieved or hindered.

Grading:

A 91-100 B 81-90 C 71-80 D 65-70 F <65

Plus and minus grades will as assigned as appropriate.

Activities & Assessment:

Students will be evaluated on the basis of the following assignments. Late assignments aregraded down two percentage points per day unless arrangements are made in advance withinstructor in the event of extenuating circumstances.

  • Building Knowledge (25%) – Students will be required to work through the content in each module on eLC. Some modules include courses, activities, readings and self quizzes that are part of the Person Centered Planning Education Site created by Cornell University's School of Industrial and Labor Relations. Students should engage with this content and reflect what is learned in their service learning journals.
  • Learning by Serving as a Peer Mentor(25%) – Students will be required to document their service activities as a peer mentor in a journal using the template provided. Service activities will reflect supports provided and how the student applies the content on person centered practices from the course.
  • You will be expected to keep a journal in which you will record your thoughts/ feelings/learning over the course of the semester.
  • Journals will be handed in at 5 points in the semester – see syllabus. Final Journal will be due on May 1st along with your reflection paper.
  • You will make one brief entry each time you attend you meet with your student(s). Please include:
  • The date /day of the week
  • The times that you served (be sure your total hours meet the minimum of 30 for the course)
  • Your expectations/thoughts/feelings/learning gained from the activity
  • 1 -2 key concepts, theories, ideas from the course that apply to your service-learning / peer mentoring
  • Participating in Person-Centered Planning (25%) TBD- Once in the semester each student will be required to attend a meeting for one of our Destination Dawgs students as his/her Students Transitioning into Adult Roles (STAR) Person-Centered Plan is developed. Students may act as observers, interviewers, or plan recorders as appropriate. The dates and times of the planning meeting will vary and will be determined
  • Reflecting (25%) - Due May 1st, 2017
  • After your service is complete, you will write a 4 page (12 point Times New Roman font, 1 inch margins, double spaced) paper reflecting on the service experience. Be sure to:
  • Describe the experience: Who did you work with? What was your role? What did you expect? What happened?
  • Examine the process: What were your feelings? Was anything surprising/unexpected? What knowledge/attitudes/skills did you bring to this service? Which did you acquire or realize that you lacked? How did your understanding of Person Centered Practices change?
  • Contemplate the meaning: What insights did you gain? What impact did the activity have on the person? On you? What did you learn about the person/about yourself? About being an adult with a disability? How can you apply what you’ve learned in the future?
  • Write well! Check your spelling, grammar, and paragraph structure. Don’t forget to include an introductory paragraph and a conclusion as well.

Writing Support:

All students are eligible for free tutorial services through the English Department’s Writing Center. Day and evening appointments are available at the SLC, the ScienceLibrary, and Park Hall 66. Please keep in mind that these tutors cannot “proofread”papers, but they can assist in constructing arguments, answer specific writing questions,or give valuable feedback during the writing process. Visit the following website toschedule an appointment,

Academic Honesty:

All academic work must meet the standards contained in “A Culture of Honesty.” Each student is responsible to inform themselves about those standards before performing any academic work. The full version of “A Culture of Honesty: Politics and Procedures” detailing UGA’s policies on this matter can be found at:

FACS Diversity statement:

Diversity encompasses acceptance and respect. The term "diversity" encompasses differences of culture, background and experience among individuals and groups. Such differences include, but are not limited to, differences of race, ethnicity, national origin, color, gender, sexual orientation, gender identity, age, and abilities, as well as political and religious affiliation and socioeconomic status. The College of Family and Consumer Sciences at the University of Georgia embraces a commitment to diversity by modeling for the state and nation, a community of individuals and programs which seek to reduce prejudice, disparities, and discrimination and build a supportive environment for all.

Students with Disabilities:

Students with disabilities needing to request accommodations, please feel free to discuss this with me. All individuals receiving accommodations in the classroom must be registered with Disability Services. Please visit their website at for further information.

The course syllabus is a general plan for the course; deviations announced to the student by the instructor may be necessary

Date: / Topic:
1/20/17 / Review on eLC: The Role of a Peer Mentor in IPSE Programs
  • Complete required Peer Mentor Training

2/3/17 / Review on eLC: Principles of Person Centered Practices
2/10/17 / Review on eLC: Creating a Person Centered Plan
  • Reflection Journal 1 Due

3/3/17 / Review on eLC: Person Centered Tools
  • Reflection Journal 2 Due

3/17/17 / Review on eLC: Person Centered Support Implementation
  • Reflection Journal 3 Due

3/31/17 / Review on eLC: Problem Solving Using Person Centered Methods
  • Reflection Journal 4 Due

4/14/17 / Review on eLC: Recording and Documentation using Person Centered Tools
  • Reflection Journal 5 Due

4/28/17 / Review on eLC: Evaluating the Outcomes of Support in Goal Achievement
5/1/17 / REFLECTION PAPER AND COMPLETE JOURNAL DUE