Introduction to Neurodevelopmental and Related Disabilities

Course Coordinator: Emily Graybill, PhD, NCSP

E-Mail: (this is my preferred method of contact)

Center for Leadership in Disability Office Phone: (404) 413-1424

Course Introduction

This course, Introduction to Neurodevelopmental and Related Disabilities, is one of the three courses in GSU’s Center for Leadership in Disability GaLEND program. In this course, we will examine issues related to developmental disabilities across the life course, as well as the identification and treatment of children with, or at risk for, neurodevelopmental disabilities and/or Autism Spectrum Disorder.

Course Logistics

Meeting time: Fridays, 1:00 PM- 4:00 PM (alternating weeks over two semesters)

Meeting Place:Urban Life 320

See a mapfor directions to the building (Building 44) on GSU’s campus.

iCollege: This is our online meeting place. This is where we share documents, conversations, and various media resources to enrich our face-to-face interactions. Click here to learn about how to use GSU’s online classroom, iCollege.

Course Expectations for Trainees

As a GaLEND Trainee you will have opportunities to gain an interdisciplinary knowledge of disabilities by understanding the roles and interrelationships of disciplines/specialties through learning how disciplines define and view different disabilities. You will learn about people with disabilities and special health care needs through the lenses of epidemiology, diagnoses, prevention, treatment, supports, families, education, transition and disparities.

As a GaLEND Trainee you will work closely with a group of your peers to conduct a Participant Action Research (PAR) project to benefit the Atlanta metro community. You will also have a mentor. Your engaged participation is expected.

Our course has six (6) major objectives supported by ten (10) skill-based MCH competencies.

You will be able to:

I.Recognize and describe a range of neurodevelopmental disabilities (etiology, diagnoses, supports, etc.)

  • Communication
  • Interdisciplinary Team Building
  • Self-Reflection

II.Recognize and describe a range of disciplines that people with disabilities may interact with throughout the life course; give examples of ways each trainees’ discipline might interact with others

  • Cultural Competence
  • Family-Centered Care
  • Negotiation and Conflict Resolution

III.Provide examples of the impact disability may have on an individual and/or their family across the life span in major areas (e.g. education, employment, etc.

  • Self-Reflection
  • Family-Centered Care
  • Maternal and Child Health Knowledge Base

IV.Identify scholastic and other resources for information about disabilities

  • Critical Thinking
  • Cultural Competence
  • Negotiation and Conflict Resolution

V.Give examples of health disparities specific to disability

  • Policy and Advocacy
  • Critical Thinking
  • Cultural Competence
  • Communication
  • Family-Centered Care

VI.Identify disparities across different disciplines and offer solutions

  • Policy and Advocacy
  • Working with Communities and Systems
  • Cultural Competence
  • Communication
  • Family-Centered Care

Course Calendar

You will have four (4) major assignments due for this class.

I.Journal/Life Map Reflection-Due date:__October 7, 2016_____

II. Case Study Reflection Question-Due date: ___November 4th, 2016 _____

III. Cultural Competence/Cultural Humility Reflection-Due date:____February 24, 2017____

IV. Clinical Experience Documents-Due date:___March 31, 2017___

Date / Topic
Pre-Work Options – Pick Two / Invited Presenter (s) / Competency (ies) addressed / Trainee Responsible for Introducing Presenter, Developing Presentation Glossary, & Developing Presentation Summary / Learning Objectives / Additional Notes
Friday, August 26, 2016 / Life Maps/Discipline Presentations
  1. LEND Brochure
  2. Pecukonis, Doyle, & Bliss (2008)
  3. Phillips (2014)

  1. Sinek (2009)

  1. Solomon (2013)

  1. Thompson (2013)
/
  1. Rhea Bailey
  2. Angela Miles
  3. Elizabeth Laube-Webb
  4. Stephanie Baumann
/ 10. Interdisciplinary Team Building / N/A / Recognize a range of disciplines that people with disabilities may interact with throughout the life course.
Understand examples of the impact disability may have on an individual and/or their family across the life span in major areas. / Life Map Reflection Question Opens on iCollege
Friday, September 9, 2016 / Life Maps/Discipline Presentations
  1. LEND Brochure
  2. Pecukonis, Doyle, & Bliss (2008)
  3. Phillips (2014)
  4. Sinek (2009)
  5. Solomon (2013)
  6. Thompson (2013)
/
  1. Chantelle Morrison-Kourouma
  2. Jiwon Lee
  3. Nonye Nwosu
  4. Claire Dees
  5. Anne Ladd
/ 10. Interdisciplinary Team Building / N/A / Recognize a range of disciplines that people with disabilities may interact with throughout the life course.
Understand examples of the impact disability may have on an individual and/or their family across the life span in major areas.
Friday, September 23, 2016 / Life Maps/Discipline Presentations
  1. LEND Brochure
  2. Pecukonis, Doyle, & Bliss (2008)
  3. Phillips (2014)
  4. Sinek (2009)
  5. Solomon (2013)
  6. Thompson (2013)
/
  1. Anne Stair
  2. Jessica Franks
  3. Marvin So
  4. Jill Jackson
  5. Yvette Pegues
/ 10. Interdisciplinary Team Building / N/A / Recognize a range of disciplines that people with disabilities may interact with throughout the life course.
Understand examples of the impact disability may have on an individual and/or their family across the life span in major areas.
Friday, October 7, 2016 / Development of Language & Communication—Code Switching
  1. ASHA – About Speech-Language Pathology

  1. Coffey
  2. McWortor (2016)
  3. The Ling Space – Sociolinguistics and Dialects
/ Julie Washington, PhD / 2. Self-Reflection
7. Cultural Competency / Angela Miles / Recognize a range of disciplines that people with disabilities may interact with throughout the life course.
Understand cultural dialect use in African American children with specific emphasis on the impact of dialect on language assessment. / Research the speaker before class. As a PAR group, generate one project-related question for the speaker. Ask the speaker your question.
Dr. Graybill will distribute Case Study Activity Files
Life Map Reflection Question due
Friday, October 7th
Friday, October 21, 2016 / Case Study Activity
  1. Fortin & Schlair (2012)
  2. Graybill et al. (2016)
  3. Interdisciplinary Care Planning
  4. Sirolli (2012)
/ None / 5. Communication
6. Negotiation and Conflict Resolution
7. Cultural Competency
8. Family-Centered Care
10. Interdisciplinary Team Building / Anne Ladd / Develop skills related to the meaningful inclusion of the family of people with disabilities in team meetings.
Develop skills to communicate and collaborate across disciplines in a manner that is culturally responsive to families. / Prior to class, read through the case study file so that you are familiar with all of the details of the case.
Case Study Reflection Question Opens on iCollege
Friday, November 4, 2016 / Genetics & SEED Study
  1. 18 Things You Should Know About Genetics
  2. CDC –Developmental Disabilities
  3. Locwin & Entine (2016)
  4. Scully (2008)
  5. SEED Fact Sheet
/ Stuart Shapira, PhD / 1. MCH Knowledge Base
8. Family-Centered Care / Jiwon Lee / Recognize a range of neurodevelopmental disabilities with specific emphasis on genetics.
Understand the focus of the Study to Explore Early Development. / Research the speaker before class. As a PAR group, generate one project-related question for the speaker. Ask the speaker your question.
Case Study Reflection Question due
Friday, November 4th
Friday, November 18, 2016 / Implicit Bias/Cultural Competence/UDL
Complete four of the implicit association tests at this link prior to class:
  1. Balcazar et al. (2009)
  2. CAST – UDL at a Glance
  3. Coke (2016)
  4. Cultural Humility
  5. Gingold (2015)
  6. Magaña et al. (2015)
  7. Mullins (2009)
  8. Roy (2015)
  9. Singh (2016)
  10. UDL Guidelines
/ Emily Graybill, PhD / Cultural Competence
Family-Centered Care
Working with Communities and Systems / Yvette Pegues / Understand how implicit bias relates to disparities.
Understand the three principles of Universal Design for Learning.
Friday, January 13, 2017 / e-Portfolios – 1 Hour / TBD / TBD / TBD / TBD / TBD
Friday, January 27, 2017 / Community Living
  1. Amado (2012)
  2. AUCD & AAIDD (2015)
  3. Healthy People 2020 – Disability and Health
  4. I Am Musa
  5. Invisabilia
  6. Monica & David
/ Tour of L’Arche Atlanta (in Decatur, GA)
305 Mead Rd, Decatur, GA 30030 / 7. Cultural Competence / Claire Dees / Increase awareness of an inclusive model of independent community living.
Explore a framework for and recognize the value of inclusion and self-determination. / Research the speaker before class. As a PAR group, generate one project-related question for the speaker. Ask the speaker your question.
Friday February 10, 2017 / Transition from Secondary to Post-Secondary
  1. All Things Considered (2014)
  2. GAIPSEC
  3. McLaughlin (2012)
  4. Picciuto (2014)
  5. Stephens (2014)
/ Tour of Georgia Tech Inclusive Post-Secondary Education Program / 12. Policy and Advocacy / Kurt Vogel / Increase awareness of post-secondary options for individuals with intellectual and developmental disabilities
Explore a framework for and recognize the value of inclusion and self-determination. / Research the speaker/organization before class. As a PAR group, generate one project-related question for the speaker/organization. Ask the speaker your question.
Cultural Competence/Cultural Humility Reflection Question Opens on iCollege
Friday, February 24, 2017 / Autism Services
  1. Autism Speaks – Resource Guide (Georgia)
  2. Autism Speaks – How is Autism Treated?
  3. Parent to Parent of Georgia
  4. Refugee Family Assistance Program
/ Emory Autism Center / Nonye Nwosu / Increase awareness of an inclusive model of preschool education for children with autism.
Increase awareness of adult services for individuals with autism. / Research the speaker before class. As a PAR group, generate one project-related question for the speaker. Ask the speaker your question.
Cultural Competence/ Cultural Humility Reflection Question due
Friday, October 7th
Friday, March 10, 2017 / Surveillance of Developmental Disabilities and Autism
  1. CDC – Tracking
  2. Fox et al. (2015)
  3. Healthy Iowa 2010
  4. Nsbuga et al.
/ Marshalyn Yeargin-Allsopp, MD, MPH / 1. MCH Knowledge Base
12. Policy and Advocacy / Marvin So / Understand how the Centers for Disease Control and Prevention identify prevalence rates for autism.
Meet and connect with an internationally known scientist in autism. / Research the speaker/organization before class. As a PAR group, generate one project-related question for the speaker. Ask the speaker/organization your question.
Friday, March 31, 2017 / Sensory and Motor Interventions – Technology
  1. Carly Fleischmann
  2. Lofland
  3. Research Autism – Motor Sensory Interventions for Autism
  4. Summary of Baranek (2002)
/ Yu-Ping Chen, SCD, PT / Laura Bonin / TBD / Research the speaker before class. As a PAR group, generate one project-related question for the speaker. Ask the speaker your question.
Clinical Experience Documentation Due
Friday, April 21, 2017 / Autism Conference / N/A / All 12 competencies / N/A / Understand the scope of content related to autism and to network with professionals in the state of Georgia in the area of autism.

Please direct any questions related to these presentations to Dr. Graybill at