Interdisciplinary Leadership Seminar

I&L 2594/3594

Interdisciplinary Leadership Seminar

In Developmental Disabilities I

Fall, 2014

Description: This seminar provides an opportunity to study and analyze with students and faculty from a variety of disciplines issues in the delivery of healthcare, education, and social services to children with neurodevelopmental disabilities and their families. Interdisciplinary teaming, family-centered practices, cross-cultural competence, and inclusive practices within a Life Course Theory perspective form the conceptual framework for the course.

Time & Class Location: Wednesdays, 9 – 10:50 AM, Posvar Hall 5130

Credits: 2 or 3

Coordinator:

Louise A. Kaczmarek, Ph.D.
Associate Professor, Special Education
Dept. of Instruction & Learning
School of Education
Posvar Hall 5160 / 648-7081 (fax)
e-mail:
Office Hours: by appt.

Blackboard: Course materials and modifications to the ongoing course will be made available on Blackboard (

Expected Student Competencies:

Upon completion of the seminar, the student will be able to:

1. Analyze and appreciate the commonalities and differences in knowledge, skills, and dispositions among the disciplines that provide healthcare, education, and social services to children with disabilities and their families.

2.Discuss the theory and principles of teaming, family-centered practices, cross-cultural competence, and inclusion within a Life Course Theory perspective. Evaluate the extent to which these concepts are applied in given case situations and synthesize intervention strategies that apply these concepts.

1. Discuss how healthcare, education, and social services are delivered to children with disabilities and their families and articulate how these services can be improved through service coordination, teaming, family-centered practices, cross-cultural competence and inclusion within a Life Course Theory perspective.

1. Discuss your strengths as a team member. Apply teaming strategies in the completion of assignments and the analysis of case studies.

Evidence-Based Practice

This course is designed to provide students with information for implementing evidence-based practice (EBP) for children and adolescents with disabilities, including those with autism spectrum disorders. EBP is a decision-making process that integrates the best available research evidence with practitioner expertise and family preferences and values (Buysse & Wesley, 2006; CEC, 2008, p. 29). In this course, students will not only learn about the research supporting interventions with this population and their families, but also how to modify those researched practices to best fit the individual needs of children and adolescents, their families, and the broader learning context.

MCH Leadership Competency Areas (references below to competencies refer to these MCH areas)

Self Areas

Competency 1:MCH Knowledge Base

Competency 2:Self-Reflection

Competency 3:Ethics and Professionalism

Competency 4:Critical Thinking

Other Areas

Competency 5:Communication

Competency 6:Negotiation and Conflict Resolution

Competency 7:Cultural Competence

Competency 8:Family-Centered Care

Competency 9:Developing Others through Teaching and Training

Competency 10:Interdisciplinary Team Building

Wider Community

Competency 11:Working with Communities and Systems

Competency 12:Policy and Advocacy

Methods of Instruction: Lecture, Discussions, problem-based case studies, written assignments

Textbooks:

Batshaw, M., Roizen, N., & Lotrecchiano, G. (2013).Children with Disabilities (SeventhEdition), Baltimore: Paul Brookes. (ISBN: 978-1-59857-194-3)Noted in the syllabus as Batshaw13

or

Batshaw, M., Pellegrino, L., & Roizen, N. (2007). Children with Disabilities (Sixth Edition), Baltimore: Paul Brookes. (ISBN 978-1-55766-858-5) Noted in the syllabus as Batshaw07

Required Readings: Readings for each week will also be available on Course Web. The reading list is posted below and also on Blackboard.

Course Requirements: Two (2) credit course: Requirements are to be completed by all credit and non-credit/clinical students. Please note that these are brief descriptions of the assignments. For extended assignment requirements, please see the materials under “Assignments” in Course Web. All assignments must be submitted electronically through our Black Board/Course Web site.

Class attendance and participation. (10%) All students are expected to arrive on time for class and to attend all class sessions; repeated tardiness will result in a reduction of class attendance grade.

This course is case study-based. You must read and prepare for each case study discussion. That means reading the case study before class, reading the assigned articles, thinking about and preparing answers to the case study questions.

During class time, students are expected to actively participate; share views and experiences as they relate to the case studies and other topics; ask questions of speakers; share their understanding and interpretation of assigned readings and case studies; and contribute to group activities conducted during class. The level of participation of students who have had more experience in the field is expected to be greater than those students who have had little or no experience. However, everyone is expected to be an active class member. (Competency 5)

Self-Reflections on Team Member Skills and Class Participation. (20% of final grade) The purpose of these assignments is to give students an opportunity to reflect on their team participation and leadership skills as they work within a group throughout the term. Most of the teamwork will be done in class with the exception of the Social Services Case Study and the perhaps the final case study. Please note that the preparation for the Social Services Case Study involves working with your group the preceding week to prepare a resource focused presentation. There are no readings that week. (Competency 2, 5, 6, 10)

• Personal Diary of Team Interactions: confidential reflections following each in-class team experience (10%)
• Longitudinal Reflection of Group Process: confidential reflection on the cumulative group experience in class (10%)

Cultural Self-Analysis. (10% of final grade). Before the class on cross-cultural competence, complete a survey that considers the impact of your own culture on your beliefs, behaviors, and values. (Competency 2, 7)

Case study issues paper on Family-Centered Practices OR Cross-cultural Competence Case Study. (20% of final grade). Following the discussion of one of these cases in class, select an issue that arose during the discussion and develop a 4-page paper on that issue including the integration of literature into your review of the issue. Literature should be a combination of the assigned readings and sources you find on your own. All papers are due 2 weeks after the class on the specified topic. (Competency 1, 3, 4, 5, 7, 8)

Individual Project. (30% of final grade). Complete one of the identified individual projects or propose a your own project related to the themes of the course and the MCH competencies:

(1)Analysis of teaming and family-centered practices based on an interview of a professional (Competency 1, 4, 5, 8, 10, 11, 12);

(2)Literature review on a self-identified course-related topic (Competency 1, 4, 5 & others dependent upon topic);

(3)Develop a case study that could be used in this course that incorporates Life Course Theory (Competency 1, 3, 4, 5 & others dependent upon case);

(4)Public policy or legal analysis on a course related theme (Competency 1, 4, 5, 12 & others dependent upon topic);

(5)Comparative analysis of evidence-based practices in your field and another (Competency 1, 4, 5 & others dependent upon topic);

(6)Develop a product that might be useful for parents of children with disabilities generally or who have specific types of disabilities (Competency 1, 4, 5, 9 & others dependent upon topic)

(7)Develop a product that would inform other professionals about a specific evidenced-based practice in your field (Competency 1, 4, 5, 9 & others dependent upon topic)

(8)Another project of your choice (Competency 1, 4, 5 & others dependent upon project)

Group Case Discussion and Presentation. (10% of final grade). Students will work primarily during class in groups to address the issues in a case study and prepare a presentation for the class. Some outside work will be required. Students must be present during class for the last two classes in order to get full credit for this experience. (Competency 1, 4, 5, 10 & others dependent upon topic)

Course Requirements: Three (3) credit course

• Complete the work for the two credit course.
• Complete one additional individual project.

Grading: Grades will be based on the total points achieved according to the following scale:

A = 94-100% / B- = 81-83%
A- = 91-93% / C+ = 78-80%
B+ = 88-90% / C = 74-77%
B = 84-87% / C- = 71-73%

Course Policies

Academic Integrity: Students in this course will be expected to comply with the University of Pittsburgh’s Policy on Academic Integrity. Any student suspected of violating this obligation for any reason during the semester will be required to participate in the procedural process, initiated at the instructor level, as outlined in the University Guidelines on Academic Integrity. Assignments in this course, unless otherwise specified in the assignment directions, are to be the sole work of the student whose name is on the assignment. All students are required to sign an Academic Integrity Agreement.

Disabilities: If you have a disability that requires special testing accommodations or other classroom modifications, you need to notify both the instructor and the Disability Resources and Services, 140 William Pitt Union (412-648-7890/Voice or 412-383-7355 (TTY) as early as possible in the term. DRS will verify your disability and determine reasonable accommodations for the course.

Written assignments: All students must submit written assignments on the dates listed in the class schedule or assigned in class. Ten percent will be deducted from all late assignments unless prior arrangements are made. All written assignments must be word processed and submitted electronically through the Blackboard website. Students are advised to maintain electronic copies of their assignments.

APA Style: Your paper must be written in APA Style (6th edition) The aspects of APA style required for an assignment are specified in the assignment directions (see the evaluation).

This website offers information about APA style (6th edition):

Click on the "Learning APA" tab for several resources, including APA style tutorials. Other APA style resources are also available on the course website.

People First Language. All assignments must be completed using People First Language. Points will be deducted if these conventions are not followed. The following websites represent additional resources on People First Language:

Snow, K. (2003). People first language. Retrieved on August 31, 2009, from

Texas Council for Developmental Disabilities. (n.d.). Describing people with disabilities. Retrieved on January 2, 2007, from

Cell Phones, Computers, & Other Electronic Devices: Except for students who are parents of children under 12 years of age, cell phones must be turned off during class unless prior arrangements are made with the instructors for special circumstances. Computers and other electronic devices such as tablets may be used during class but only for purposes that relate to the class. Class time is not the time to be checking your email, completing assignments for other courses, or texting a friend.

Interdisciplinary Leadership Seminar I (I&L 2594/3594)

Fall, 2014 (Wednesdays, 9-10:50 AM)

Tentative Class Schedule (See BlackBoard/Course Web for modifications)

Date / Topic / Presenters/Discussants / MCH
Comps / Readings / Notes &
Assignment Due Dates
Class 1
Aug 27 / Course Overview, Communication Skills
Team Player Survey / Louise Kaczmarek (EI) / Competencies 2, 5, 6 / Pennington, Kaczmarek, & Goldstein, n.d.;
Class 2
Sept 3 / Leadership Style and Team Participation / Charlene Trovato (Ed ADM) / Competencies 1, 2, 3, 4, 5, 10, 11 / McCallin, 2003; case study
Class 3
Sept 10 / Effective Teams: Characteristics and Development / Louise Kaczmarek (EI)
Steve Bagnato (Psy) / Competencies 5, 8, 10 / Am Acad Peds, 1999; Bagnato & Neisworth, 1999;
Class 4
Sept 17 / Alternative Assessment Practices / Steve Bagnato (PSY) / Competencies 1, 5, 7, 8, 10 / Bagnato, 2005; Bagnato & Ho, 2006; Bagnato, Dec, 2006; Bagnato et al., Nov, 2006; Bagnato et al., 2008.
Class 5
Sept. 24 / Creating Partnerships with Families: Family-Centered Practices / Case study discussion / Competencies 1, 3, 4, 5, 6, 7, 8, 10 / Allen & Petr, 1996; McWilliam, Tocci, & Harbin, 1998;
Batshaw13 Chp 21, 32; Batshaw07 Chp 23, 35; / Declaration of Individual Project Choice
Class 6
Oct 1 / Life Course Theory / Louise Kaczmarek (EI) / Competencies 1, 2, 3, 7, 8, 11, 12 / Kaczmarek, 2011; MCHB Concept paper on Life Course Model / Diary entry on family-centered practices case study;
Class 7
Oct 8 / The Healthcare Team / LEND Center Healthcare Team Faculty / Competency 1, 3, 5, 8, 10, 11, 12 / Batshaw13 Chp 17, 33; 41; Batshaw07 Chp 16, 37, 42 / Case Study Issues Paper on Family-Centered Practices
Class 8
Oct 15 / Creating Partnerships with Families: Panel / Panel of Parents of Children with Disabilities and/or Individuals with Disabilities / Competencies 3, 5, 6, 7, 8, 12 / Turnbull,Turbiville, & Turnbull, 2000; Wang et al., 2004;
Batshaw13 Chp 37; Batshaw07 Chp 40
Date / Topic / Presenters/Discussants / MCH
Comps / Readings / Notes &
Assignment Due Dates
Class 9
Oct 22 / Creating Partnerships with Families: Cross-cultural Competence / Case Study Discussion
Louise Kaczmarek (EI) / Competencies 1, 2, 3, 4, 5, 7, 8, 10 / Lynch, 1998; Sharifzadeh, 1998; /

Cultural Self-Analysis

Class 10
Oct 29 / The Educational Team / Steve Bagnato (PSY)
Louise Kaczmarek (EI)
Kurt Kondrich / Competencies 1, 5, 6, 8, 10, 11, 12 / Batshaw13 Chp 17, 18, 30, 31; Batshaw07 Chp 17, 18, 33, 34; Kaczmarek & Chaves-Gnecco (2009) / Diary entry on cultural competence case study;
Class 11
Nov 5 / Pediatric Audiology / Diana Sabo (AUD) & students / Competencies 1, 3, 4, 8, 10 / Batshaw 13 Chp 5, 10; Batshaw07 Chp 8, 12 / Case Study Issues Paper on Cultural Competence; Update on Individual Project
Class 12
Nov 12 / The Social Service Team / Group Case Study Resource Presentations
Kim Washington / Competencies 3, 4, 5, 6, 8, 9, 10, 11 / Group activity due today requires working with your group during the preceding week / Optional Diary entry on pediatric audiology (if you missed a previous diary entry)
Class 13
Nov 19 / Inclusion / Case Study Discussion / Competencies 1, 3, 4, 5, 6, 7, 8, 10, 11 / Soodak et al., 2002; Nelson et al, 2004; Blue-Banning et al, 2004 / Diary entry on social services team case study
Nov 26 / Thanksgiving Break
Class 14
Dec 3 / Group Case Study Discussion & Preparation / Group Case Discussion and Presentation Assignment presentation during class / Competency 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 (different case studies emphasize different cases) / Diary entry on the inclusion case study;

Individual Project Due;

Class 15
Dec 10 / Group Case Study Presentations / Groups will present their case studies. / Competency 3, 5, 9, 10 & others depending upon case / Group Case Discussion and Presentation Assignment (Presentations);
Longitudinal Reflection of Group Process due Dec 12