Learning Outcomes: 1. Identify the variability of definitions of disability in federal legislation or regulations such as the Americans with Disabilities Act, Social Security Act, Individuals with Disabilities Education Act, and the Rehabilitation Act.
Audience: Undergraduate

2. Identify the physiological, psychosocial, cultural, and other factors associated with substance abuse or dependence among persons with disability as a primary or co-morbid impairment.
Audience: Undergraduate

3. Identify the impact on major life areas, such as independent living, work, and leisure associated with substance abuse or dependence.
Audience: Undergraduate

4. Identify and classify major categories of licit and illicit drugs.
Audience: Undergraduate

5. Demonstrate an understanding of the multi-faceted nature and controversy related to substance use and abuse.
Audience: Undergraduate

6. Describe the physical effects of substance use on various body systems (including tolerance, addiction, and withdrawal symptoms) and the capacity of these effects to aggravate or diminish symptoms associated with specific disabilities.
Audience: Undergraduate

7. Develop an understanding of the methods and models used to assess, diagnose, treat, and prevent substance use and abuse across an individual's lifespan among persons with a disability.
Audience: Undergraduate

8. Increase understanding of social and cultural issues in regard to disability and substance use, prevention, public policy, and law.
Audience: Undergraduate

9. Expand knowledge and understanding of current research findings related to disability and substance use, abuse, and current laws.
Audience: Undergraduate

10. Analyze controversial issues surrounding disability and substance abuse.
Audience: Undergraduate

Learning Outcomes: 1. Describe roles of professionals in various health and rehabilitation professions.
Audience: Undergraduate

2. Assess current employment opportunities in the health and rehabilitation professions.
Audience: Undergraduate

3. Find and share current literature relating to current issues in the health and rehabilitation professions.
Audience: Undergraduate

4. Using established university career exploration resources, assess interests and aptitudes for various health and rehabilitation professions.
Audience: Undergraduate

5. Summarize similarities and differences between the various health and rehabilitation professions, including their educational requirements and practice settings.
Audience: Undergraduate

6. Assess readiness for a particular health and rehabilitation professional education program and establish a plan to address areas of need.
Audience: Undergraduate

7. Complete an interview with a professional in the area of interest.
Audience: Undergraduate

8. Complete a group project on a current health and rehabilitation professions issue, including a paper and a class presentation.
Audience: Undergraduate

Learning Outcomes: 1. Identify the causes for over-incarceration of people with disabilities in the United States
Audience: Undergraduate

2. Demonstrate knowledge and understanding of the federal and state polices related to the incarceration and community monitoring of persons with disabilities who have been involved in the criminal justice system
Audience: Undergraduate

3. Demonstrate knowledge of roles and functions that rehabilitation professionals fill within the criminal justice system
Audience: Undergraduate

4. Demonstrate knowledge of treatment programming for individuals with disabilities who are incarcerated and the efficacy of different interventions in increasing community re-integration
Audience: Undergraduate

5. Demonstrate knowledge of community supports for individuals with disabilities subsequent to their release from institutional care
Audience: Undergraduate

6. Develop an awareness of the ethical standards of professional practice that rehabilitation professionals working with individuals with disabilities within the legal system
Audience: Undergraduate

Learning Outcomes: 1. Define the term “disability” in multiple ways and in multiple contexts
Audience: Undergraduate

2. Explain various models of disability, including the medical and social models, and describe how those models affect the lives of individuals with disabilities
Audience: Undergraduate

3. Summarize the foundational implications of the disability rights movement and how it relates to current disability justice and advocacy actions
Audience: Undergraduate

4. Describe how societal attitudes affect the lives of people with disabilities and explain strategies to modify them
Audience: Undergraduate

5. Articulate the role of power and the impact of bias, stigma, stereotypes, and prejudice in the lives of individuals with disabilities, and describe ways to reduce them
Audience: Undergraduate

6. Illustrate an intersectional approach to the experience of disability, including the implications of living with multiple minoritized statuses (BIPOC, LGBTQIA+, etc.)
Audience: Undergraduate

7. Examine the ways that people react to the onset of a disability or chronic illness, including coping, acceptance, adaptation, and disability identity development
Audience: Undergraduate

8. Explain the role of families, relationships, human intimacy, and sexuality in the disability experience
Audience: Undergraduate

9. Develop into confident and effective advocates for the full participation and inclusion of individuals with disabilities in everyday society
Audience: Undergraduate

Learning Outcomes: 1. Demonstrate an understanding of the concepts of ability differences and exceptionality
Audience: Undergraduate

2. Articulate knowledge of the specific categories of disability designated by federal law and characteristics associated with those categories
Audience: Undergraduate

3. Summarize significant legislation and litigation that has affected the education and lives of individuals with disabilities
Audience: Undergraduate

4. Demonstrate knowledge of interventions utilized by professionals who work with people who have disabilities or are at risk of being identified as having a disability
Audience: Undergraduate

Learning Outcomes: 1. Discuss the implications of the 2007 Convention on the Rights of Persons with Disabilities for individuals with disabilities in the US and Australia
Audience: Undergraduate

2. Describe and compare issues related to access and inclusion of people with disabilities from diversity of cultural backgrounds in the US and Australia
Audience: Undergraduate

3. Describe and compare the services and supports that are provided to individuals with disabilities in the US and Australia
Audience: Undergraduate

4. Articulate international development needs with respect to the rights and services provided to people with disabilities, and work to improve them
Audience: Undergraduate

Learning Outcomes: 1. Identify health issues, health promotion and health practices that increase functioning and reduce secondary conditions due to disability and chronic illness.
Audience: Undergraduate

2. Engage in dialogue across professional disciplines related to health and disability
Audience: Undergraduate

Learning Outcomes: 1. Describe the legal and procedural foundation of education for students with disabilities (e.g., The Individuals with Disabilities Education Act (IDEA), Individualized Family Service Plan (IFSP), Individualized Education Program (IEP), 504 Plan).
Audience: Both Grad & Undergrad

2. Describe the initial preparation standards of early childhood/K-12 special educators, high leverage practices, and recommended practices.
Audience: Both Grad & Undergrad

3. Identify, write, and communicate individualized goals based on students’ and families’ assets, needs, priorities, and values.
Audience: Both Grad & Undergrad

4. Develop lesson plans that reflect high expectations and individualized goals and promote students’ full membership and participation in inclusive programs, schools, and communities.
Audience: Both Grad & Undergrad

5. Articulate the roles and purposes of assessment in teaching in special education.
Audience: Both Grad & Undergrad

6. Apply knowledge of the IFSP/IEP processes to advocate for students with disabilities and their families.
Audience: Graduate

Learning Outcomes: 1. Define Self-Management in the context of health
Audience: Undergraduate

2. Analyze the theoretical models and research on condition-specific, empirically based interventions that promote self-management
Audience: Undergraduate

3. Apply the tripartite approach to specific chronic health conditions
Audience: Undergraduate

Learning Outcomes: 1. demonstrate understanding of major theories and approaches of motivation and performance anxiety theories
Audience: Undergraduate

2. demonstrate understanding of peak performance theories and the skills and the theoretical underpinnings of these skills.
Audience: Undergraduate

3. demonstrate understanding of clinical mental health diagnoses within the specific population of athletes.
Audience: Undergraduate

4. demonstrate professional ethics and behaviors with mental health processes, including steps to take for individuals with suicidal ideation.
Audience: Undergraduate

5. synthesize knowledge and use insight and creativity to better understand and create programs for those working with athletes both with performance and mental health issues.
Audience: Undergraduate

6. demonstrate understanding of multicultural issues that impact athletic environments and personal performance.
Audience: Undergraduate

7. demonstrate an understanding of psychosocial theories of injury and aspects associated with athletic injury and possible return to sport or completion of career
Audience: Undergraduate

8. design and create professional presentations utilizing current research and synthesizing information from finding and professional resources.
Audience: Undergraduate

9. synthesize knowledge and use insight and creativity to better understand athletic identity as it relates to the process of transition out of sport with a special look at career transition.
Audience: Undergraduate

Learning Outcomes: 1. Demonstrate knowledge of different remote service provision strategies and technology
Audience: Undergraduate

2. Demonstrate an understanding of the ethical implications of remote service provision
Audience: Undergraduate

3. Identify the basic requirements for the delivery of remote services
Audience: Undergraduate

4. Demonstrate the ability to differentiate and apply different telecounseling technologies and practices
Audience: Undergraduate

5. Identify basic remote service provision standards
Audience: Undergraduate

6. Demonstrate knowledge of public concerns regarding new treatment modalities
Audience: Undergraduate

7. Identify methods to promote and advocate the use of remote technologies to overcome geographic barriers to deliver treatment and education
Audience: Undergraduate

Learning Outcomes: 1. Describe and implement principles of systematically designed instruction to develop lesson plans that foster high-quality mathematics instruction for students with disabilities.
Audience: Undergraduate

2. Determine a multitude of tools to assess students’ mathematical learning and utilize assessment results to adjust instructional practice.
Audience: Undergraduate

3. Identify, employ, and advocate for instructional practices that promote rich learning experiences and meaningful inclusion of students with disabilities in mathematical settings.
Audience: Undergraduate

4. Evaluate mathematics as a practice, as a philosophy, and how it impacts your own identity as a teacher and the identities of students with disabilities
Audience: Undergraduate

5. Articulate key mathematics concepts relevant to special educators’ instruction in K-12 settings.
Audience: Undergraduate

Learning Outcomes: 1. Identify and describe symptoms and diagnoses commonly associated with severe mental health illnesses (SMI), including schizophrenia spectrum disorders, bipolar disorder, major depressive disorder, and common co-occurring diagnoses.
Audience: Both Grad & Undergrad

2. Recognize societal barriers commonly experienced by people living with SMI, including the significance of the long-standing and deep-seeded roots of attitudes and discrimination towards this group.
Audience: Both Grad & Undergrad

3. Integrate recovery-oriented practices into the application of medical and psychosocial interventions for individuals with SMI, including consideration for the frequent conflicts between psychiatric rehabilitation practices, professional ethics, and the principles of recovery.
Audience: Both Grad & Undergrad

4. Distinguish between community mental health service options and their usefulness and necessity for collaborating with diverse individuals.
Audience: Both Grad & Undergrad

5. Understand the importance and bidirectional impact of SMI on the individual and their family unit.
Audience: Both Grad & Undergrad

6. Analyze case studies, summarize client strengths and needs, and suggest potential interventions.
Audience: Both Grad & Undergrad

7. Describe the health inequities experienced by people living with SMI and strategies for improving physical health outcomes for this group.
Audience: Both Grad & Undergrad

8. Employ strategies aimed at reducing societal attitudes and stigma experienced by individuals living with SMI.
Audience: Both Grad & Undergrad

9. Complete research on a specific area of study related to community psychiatric rehabilitation and relevant to student long-term career aspirations
Audience: Graduate

Learning Outcomes: 1. Describe the curriculum models and instructional and intervention approaches that primarily guide early childhood special education practice.
Audience: Undergraduate

2. Explain key components of early childhood special education practice, including assessment, multi-tiered systems of support, systematic instruction, and collaboration with families and other professionals
Audience: Undergraduate

3. Understand, evaluate, and apply research to support evidence-based practice with young children with disabilities.
Audience: Undergraduate

4. Identify the ethical and legal guidelines that shape the profession of early intervention/early childhood special education.
Audience: Undergraduate

Learning Outcomes: 1. Reflect on their actions and attitudes in the classroom to improve their practice.
Audience: Both Grad & Undergrad

2. Plan and carry out lessons, reflecting a variety of instructional strategies and arrangements, to meet the needs of a wide range of students.
Audience: Both Grad & Undergrad

3. Demonstrate professional communication skills with parents, related services providers, and other members of the education community.
Audience: Both Grad & Undergrad

4. Demonstrate an ability to proactively manage the learning environment
Audience: Both Grad & Undergrad

5. Identify research that supports their instructional decisions and interactions with students.
Audience: Graduate

6. Demonstrate professional leadership and advocacy skills in the school setting.
Audience: Graduate

Learning Outcomes: 1. Write individualized family service outcomes in alignment with policy and quality standards and use said outcomes to determine supports and intervention strategies for young children (Birth-3 years) with developmental delays or disabilities and their families.
Audience: Undergraduate

2. Apply an understanding of early childhood curriculum, child strengths and support needs, and family preferences, support needs, and characteristics to determine curricular adaptations, instructional strategies, and family support strategies.
Audience: Undergraduate

3. Identify different methods of family-based practices and family capacity-building practices in order to determine how to partner with and support families and young children (Birth-3 years) from a variety of backgrounds.
Audience: Undergraduate

Learning Outcomes: 1. Write individualized annual goals and short-term objectives in alignment with policy and quality standards and use said goals to determine supports and instructional strategies for young children (Prek-3rd grade) with developmental delays or disabilities.
Audience: Undergraduate

2. Apply an understanding of early childhood curricular standards, child strengths and support needs, and family preferences and characteristics to determine curricular adaptations and instructional strategies.
Audience: Undergraduate

3. Distinguish the multiple purposes and processes of progress monitoring and determine appropriate methods of progress monitoring for different types of goals/objectives and instructional contexts.
Audience: Undergraduate

4. Identify multiple ways to partner with families and other professionals to collaboratively determine and implement supports for young children (Prek-3rd grade) with developmental delays or disabilities.
Audience: Undergraduate

Learning Outcomes: 1. Demonstrate knowledge of basic terminology used in assessment
Audience: Both Grad & Undergrad

2. Articulate knowledge of educators, families and other professionals roles in the assessment process
Audience: Both Grad & Undergrad

3. Demonstrate knowledge of different types of assessment including specific uses, limitations and culturally responsive practices
Audience: Both Grad & Undergrad

4. Demonstrate knowledge of how formal and informal assessments can be used for instructional decision-making and monitoring student progress
Audience: Both Grad & Undergrad

5. Articulate knowledge of the legal rights and responsibilities of the IEP team including educators, parents and other members
Audience: Both Grad & Undergrad

6. Articulate understanding of legal mandates and accountability of schools and how they relate to students with disabilities.
Audience: Both Grad & Undergrad

7. Identify current research in the field that supports their decisions about what interventions to include in the IEPs of students with disabilities.
Audience: Graduate

8. Identify research-based practices in the area of collaboration when developing the IEPs of students with disabilities.
Audience: Graduate

Learning Outcomes: 1. Describe the diversity of students who receive special education services, including trends over time
Audience: Undergraduate

2. Identify deficit orientations toward diversity, culture and disability that limit youths' opportunities to learn
Audience: Undergraduate

3. Construct IEP goals that take students' cultural background and linguistic characteristics into account
Audience: Undergraduate

4. Identify ongoing professional and personal development goals that will increase ability to be responsive to a diversity of learners with disabilities and their families as a future teacher.
Audience: Undergraduate

Learning Outcomes: 1. Illustrate the understandings of the various sociocultural factors and contexts influencing interpersonal interactions and behaviors.
Audience: Both Grad & Undergrad

2. Analyze challenging behaviors using culturally responsive and functional approaches.
Audience: Both Grad & Undergrad

3. Apply classroom management theories and approaches to develop behavioral goals and objectives, behavioral assessment systems, and functional behavioral assessment-based interventions.
Audience: Both Grad & Undergrad

4. Evaluate evidence to determine and implement evidence-based classroom management approaches
Audience: Graduate

Learning Outcomes: 1. Reflect on their actions and approaches in the classroom to improve their practice
Audience: Undergraduate

2. Plan and carry out lessons, reflecting a variety of instructional strategies and arrangements, to meet the needs of a wide range of students
Audience: Undergraduate

3. Demonstrate professional communication skills with parents, related service providers, and other members of the education community
Audience: Undergraduate

4. Demonstrate an ability to proactively manage the learning environment
Audience: Undergraduate

Learning Outcomes: 1. Reflect on actions and approaches in the classroom to improve practice
Audience: Undergraduate

2. Plan and carry out lessons, reflecting a variety of instructional strategies and arrangements, to meet the needs of a wide range of students
Audience: Undergraduate

3. Demonstrate professional communication skills with parents, related service providers, and other members of the education community
Audience: Undergraduate

4. Demonstrate an ability to proactively manage the learning environment
Audience: Undergraduate

Learning Outcomes: 1. Reflect on actions and attitude in the classroom in order to improve practice
Audience: Both Grad & Undergrad

2. Demonstrate ability to plan, implement, and assess learning activities that meet the needs of students
Audience: Both Grad & Undergrad

3. Demonstrate professional communication skills across a variety of formats in contacts with parents, related service providers, and other members of the relevant education community
Audience: Both Grad & Undergrad

4. Recognize and apply principles of ethical and professional conduct.
Audience: Graduate

Learning Outcomes: 1. Reflect on actions and attitude in the classroom in order to improve practice
Audience: Both Grad & Undergrad

2. Demonstrate ability to plan, implement, and assess learning activities that meet the needs of students
Audience: Both Grad & Undergrad

3. Demonstrate professional communication skills across a variety of formats in contacts with parents, related service providers, and other members of the relevant education community
Audience: Both Grad & Undergrad

4. Recognize and apply principles of ethical and professional conduct.
Audience: Graduate

Learning Outcomes: 1. Develop an understanding of the various definitions of chronic illness and disability.
Audience: Undergraduate

2. Demonstrate basic knowledge of the biological aspects of disability, including health conditions and body functions and structure.
Audience: Undergraduate

3. Demonstrate basic knowledge of the meaning and importance of activity and participation in the lives of people with disabilities.
Audience: Undergraduate

4. Demonstrate basic knowledge of the salient environmental factors that affect the disability experience.
Audience: Undergraduate

5. Demonstrate basic knowledge of the salient personal factors that affect the disability experience.
Audience: Undergraduate

6. Consider the several aspects of disability in combination with regards to the topic of psychosocial adaptation.
Audience: Undergraduate

Learning Outcomes: 1. Apply disability law to understand students with disabilities in the classroom.
Audience: Both Grad & Undergrad

2. Utilize disability law to create inclusive classroom for students with disabilities
Audience: Both Grad & Undergrad

3. Apply understanding of varied types of disabilities to students
Audience: Both Grad & Undergrad

4. Utilize a general understanding of differentiation and universal deisgn for learning practices
Audience: Graduate

Learning Outcomes: 1. Communicate and collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth
Audience: Undergraduate

2. Engage families in identifying their strengths, priorities, and concerns; support families to achieve the goals they have for their family and their young child’s development and learning
Audience: Undergraduate

3. Use a variety of collaborative strategies when working with other adults that are evidence-based, appropriate to the task, culturally and linguistically responsive, and take into consideration the environment and service delivery approach.
Audience: Undergraduate

Learning Outcomes: 1. Understand the components of curriculum planning for students with disabilities.
Audience: Both Grad & Undergrad

2. Analyze curricular materials and adapt them for students with disabilities.
Audience: Both Grad & Undergrad

3. Apply knowledge of curriculum and curricular adaptations to instructional plans for students with disabilities
Audience: Both Grad & Undergrad

4. Identify current research in the field that supports their instructional and curricular adaptation decisions as a teacher.
Audience: Graduate

5. Implement strategies for collaboration and leadership within the school setting that improve access to the general curriculum for students with disabilities.
Audience: Graduate

Learning Outcomes: 1. Describe the history and development of counseling case management and understand the roles and functions of case managers in goal development, planning, coordination, and delivery of rehabilitation and mental health services.
Audience: Both Grad & Undergrad

2. Understand the role of benefit and payment systems for health care and rehabilitation including Health Insurance, Worker Compensation, Short and Long-term Disability, Social Security benefit programs, and state, federal, and private sector Vocational Rehabilitation programs.
Audience: Both Grad & Undergrad

3. Describe rehabilitation case management in life care planning, disability management and expert witness testimony.
Audience: Both Grad & Undergrad

4. Identify and critically evaluate community resources relevant to case management in rehabilitation counseling and mental health practice settings and identify techniques for working effectively in teams and across disciplines.
Audience: Both Grad & Undergrad

5. Understand the skills and techniques necessary to manage cases and caseloads during the rehabilitation and mental health counseling process.
Audience: Graduate

6. Demonstrate effective communication and writing skills for case recording and documentation, case planning, coordination, referral, and assisting consumers in accessing other needed services.
Audience: Both Grad & Undergrad

7. Identify legal and ethical issues and responsibilities in case management and advocacy processes needed to address institutional and social barriers that impede access, equity, and success for clients.
Audience: Both Grad & Undergrad

8. Identify culturally competent and relevant strategies for case management.
Audience: Both Grad & Undergrad

Learning Outcomes: 1. Identify the roles and functions that rehabilitation professionals fill within the legal system
Audience: Undergraduate

2. Demonstrate knowledge and understanding of the different characteristics and needs which vocational rehabilitation professionals can address in each of the various legal venues in which they may serve
Audience: Undergraduate

3. Develop an awareness of the ethical standards of professional practice that rehabilitation professionals follow in their work as testifying experts or consultants within the legal system
Audience: Undergraduate

4. Discern and state appropriate actions that the professional should make when confronted by unethical and/or illegal practices, in conjunction with their service as a testifying expert or consultant
Audience: Undergraduate

5. Demonstrate their knowledge, understanding, and the application of outcomes of key cases and precedents governing the admissibility of testimony and evidence that affect professionals in the role of testifying expert or consultant
Audience: Undergraduate

Learning Outcomes: 1. Demonstrate an understanding of theoretical and empirical perspective on student knowledge and skills, and educational program components and services associated with positive outcomes for all students, including students with disabilities and those from diverse backgrounds.
Audience: Both Grad & Undergrad

2. Demonstrate an understanding of how contextual factors interact with the process of human development and use this knowledge to respond to the varying abilities and behaviors of diverse individuals.
Audience: Both Grad & Undergrad

3. Identify strategies and effective practices to promote development and learning of diverse students.
Audience: Both Grad & Undergrad

4. Demonstrate an understanding that professional practice requires on going attention to developmental issues; social justice and equity, and what is and isn’t effective practice.
Audience: Both Grad & Undergrad

5. Use discussion to articulate, learn, revise, and expand ideas.
Audience: Both Grad & Undergrad

6. Use self-reflection as a tool for examining authentic problems and issues of practice.
Audience: Both Grad & Undergrad

7. Integrate and communicate course content, experiences, and activities effectively.
Audience: Both Grad & Undergrad

8. Lead peers in a discussion about educational equity, strategies, and effective practices to promote the development and learning of diverse students
Audience: Graduate

Learning Outcomes: 1. Identify contemporary disability issues and their significance for educational and/or rehabilitation purposes and practices.
Audience: Both Grad & Undergrad

2. Critically analyze disability-related policies and issues.
Audience: Graduate

3. Demonstrate knowledge and reflective responses about specific disability-related issues in the course.
Audience: Both Grad & Undergrad

Learning Outcomes: 1. Identify basic types and methods of counseling, rehabilitation, and special education research
Audience: Graduate

2. Describe the reciprocal relationship between research and professional practice and strategies for applying research findings to practice
Audience: Graduate

3. Identify and describe how ethical, legal, and cultural issues impact research activities
Audience: Graduate

4. Describe and use basic research methodology and statistics and psychometric concepts to plan simple research studies and critique published research reports
Audience: Graduate

5. Identify and describe basic methods of needs assessment and program evaluation and how to use information produced in service and program planning
Audience: Graduate

6. Describe the process of developing and implementing a research study and presenting and publishing the results of the research
Audience: Graduate

7. Locate and interpret quantitative and qualitative published research literature regarding rehabilitation, counseling, and special education services, identifying evidence-based and best practices
Audience: Graduate

Learning Outcomes: 1. Identify and explain individual and group educational and psychometric theories related to assessment
Audience: Graduate

2. Identify and analyze ethical issues relevant to assessment
Audience: Graduate

3. Identify, explain, and use the core methodology of assessment procedures (e.g., reliability, validity, standardization) in evaluating assessment procedures
Audience: Graduate

4. Use knowledge of assessment procedures to administer, score, and interpret results using available psychometric statistics
Audience: Graduate

5. Differentiate and explain assessment considerations relevant to gender, racial and ethnic background, disability, and other social and cultural factors related to assessment
Audience: Graduate

6. Identify appropriate assessment tools and methods to gather information for different assessment purposes in different clinical situations
Audience: Graduate

7. Analyze assessment information for individualized planning with the client to support the clinical rehabilitation and mental health counseling process
Audience: Graduate

Learning Outcomes: 1. Describe theories, models, applications, and evaluation of career development
Audience: Graduate

2. Describe and demonstrate career and leisure counseling, guidance, education, and placement interventions
Audience: Graduate

3. Describe and use labor market information as a resource in the career planning and decision making required for clinical practice
Audience: Graduate

4. Describe advocacy needs related to employment of people with disabilities and demonstrate use of advocacy strategies
Audience: Graduate

5. Describe methods to evaluate the effectiveness of leisure and career development interventions
Audience: Graduate

6. Identify and describe occupational and educational information systems and resources and their use in clinical rehabilitation counseling practice
Audience: Graduate

7. Identify assessment tools relevant to career development and to lifestyle and career decision-making and demonstrate use of those tools in facilitating the decision-making process
Audience: Graduate

Learning Outcomes: 1. Summarize the history and development of rehabilitation counseling
Audience: Graduate

2. Identify and explain theories and models related to rehabilitation counseling
Audience: Graduate

3. Summarize and explain broad social science theory that addresses psychosocial aspects of disability, including client, family, other supports, and societal considerations
Audience: Graduate

4. identify the several barriers and facilitators of social participation for clients, including environmental, attitudinal, and individual
Audience: Graduate

5. Identify and explain principles of rehabilitation, including prevention, intervention, wellness, consultation, education, and advocacy
Audience: Graduate

6. Identify roles and settings of rehabilitation counselors and the delivery systems of rehabilitation within the continuum of care, including a consideration of emergency management systems within rehabilitation agencies
Audience: Graduate

7. Identify and explain the legal and ethical considerations specific to clinical rehabilitation counseling
Audience: Graduate

8. Identify professional organizations, preparation standards, and credentials relevant to the practice of rehabilitation counseling (e.g., legislation, discrimination, and assistive technology)
Audience: Graduate

9. Identify and explain cultural factors relevant to rehabilitation counseling
Audience: Graduate

10. Examine professional issues that affect rehabilitation counselors, including independent provider status, third party reimbursement, expert witness status, forensic rehabilitation, and access to and practice privileges within managed care systems
Audience: Graduate

Learning Outcomes: 1. Identify potential ethical concerns in counseling, supervision, and teaching activities
Audience: Graduate

2. Apply and analyze the Commission on Rehabilitation Counselor Certification’s (CRCC) code of ethics, the American Counseling Association’s (ACA) Ethics Code for counselors, and the relevance of ethics codes to ethical decision making and practice
Audience: Graduate

3. Integrate legal considerations related to professional practice into their ethical decision-making
Audience: Graduate

4. Apply knowledge about statutes and legal issues pertinent to rehabilitation counseling professionals and counseling practice
Audience: Graduate

5. Summarize the nature of an ethical issue/dilemma through ethics awareness
Audience: Graduate

6. Apply an ethical decision making model for case analysis using relevant law, regulations, policies, codes, values and principles to develop options/plans of action to address identified ethical issues
Audience: Graduate

Learning Outcomes: 1. Define common medical terminology, medical treatments, and procedures
Audience: Graduate

2. Give examples of the functional impact of chronic illnesses and disabilities
Audience: Graduate

3. Identify principles of health and wellness that can improve the lives of persons with chronic illnesses and disabilities; how public health initiatives can be applied to improving health and well-being of individuals with disabilities
Audience: Graduate

4. Use medical and psychosocial information for clinical rehabilitation counseling and rehabilitation planning
Audience: Graduate

5. Identify roles of various health care professionals and the process of interdisciplinary health and rehabilitation teamwork
Audience: Graduate

6. Give examples of medical treatments, complementary and alternative medicine approaches, assistive technology, health promotion, and prevention efforts to reduce or accommodate for the functional limitations of chronic health conditions
Audience: Graduate

7. Identify vocational, psychosocial, and independent living implications of various chronic illnesses and disabilities
Audience: Graduate

Learning Outcomes: 1. Analyze themes and identify gaps in special education research through reviews of existing research
Audience: Graduate

2. Identify and reflect on ethical issues and considerations in special education research (e.g., bias, power dynamic, access, equity, confidentiality)
Audience: Graduate

3. Identify and articulate action research questions based on research interests
Audience: Graduate

4. Select appropriate research methods to answer action research questions
Audience: Graduate

5. Apply knowledge of special education research to engage in action research
Audience: Graduate

6. Apply knowledge of special education research to select, evaluate, and innovate practices
Audience: Graduate

7. Evaluate the quality of four different types of special education research (i.e., qualitative research, correlational research, group design research, and single case design research)
Audience: Graduate

Learning Outcomes: 1. Describe conceptual models of the overall helping process and integrate and use those models to analyze client needs for basic counseling interventions
Audience: Graduate

2. Demonstrate the use of basic and more advanced counseling skills in simulated counseling interactions
Audience: Graduate

3. Use counseling skills in simulated counseling interactions to facilitate understanding on the part of the counselor and the client, along with facilitating self-development
Audience: Graduate

4. Use clinical skills, including identifying client problems and needs, setting goals, and selecting and implementing intervention strategies in simulated counseling interactions
Audience: Graduate

5. Use counseling skills in simulated interactions to facilitate client change
Audience: Graduate

6. Summarize consultation theories and their application in clinical rehabilitation counseling
Audience: Graduate

Learning Outcomes: 1. Describe a broad variety of theoretical models of counseling in-depth, in addition to the research evidence-base supporting them.
Audience: Graduate

2. Describe how a broad variety of theoretical approaches to counseling, and the techniques and strategies emanating from these theories, can be used as interventions to facilitate the personal, vocational, and social adjustment of individuals with a variety of disabilities and special needs
Audience: Graduate

3. Critically evaluate a variety of theories and associated techniques as they relate to the student’s own perspective, value system, and the counseling process
Audience: Graduate

4. Critically evaluate a variety of theories and associated techniques as they relate to clients and counselors as individuals with different backgrounds, experiences and priorities
Audience: Graduate

5. Describe some of the major ethical and professional issues confronting counselors and the counseling profession
Audience: Graduate

Learning Outcomes: 1. Identify strategies to advocate for individuals with disabilities at the individual, group, institutional, and societal levels to: (a) promote opportunity and access, (b) improve the quality of life for individuals with disabilities, and (c) remove potential barriers to the provision of access to services
Audience: Graduate

2. Recognize when disability occurs in tandem with other social justice issues (e.g., poverty, homelessness, trauma) and identify and explain appropriate support to address these issues
Audience: Graduate

3. Conduct diagnostic interviews and mental status examinations and use different classification systems such as the DSM, ICD, ICF for diagnostic purposes
Audience: Graduate

4. Conduct an effective intake interview and gather the necessary information for initial formulation of a treatment plan and a comprehensive understanding of the client and the presenting problems
Audience: Graduate

5. Interpret and use the results of symptom inventories and psychoeducational and personality assessments with case studies
Audience: Graduate

6. Formulate biopsychosocial histories and apply them to writing a treatment plan for a client that includes measurable goals, objectives, cultural considerations, and that includes advocacy as an intervention
Audience: Graduate

7. Identify the role of clinical formulation in treatment planning and document biopsychosocial case conceptualizations
Audience: Graduate

8. Develop comprehensive assessments in vocational rehabilitation and apply assessment results for consumers’ career planning
Audience: Graduate

9. Conduct a job analysis and design worksite accommodations
Audience: Graduate

10. Conduct transferable skills analysis and assessment of work readiness
Audience: Graduate

Learning Outcomes: 1. Identify and explain theories and models of counseling, as applied to group counseling
Audience: Graduate

2. Identify and describe counselor characteristics and behavior that influence the counseling process, with a focus on group counseling
Audience: Graduate

3. Explain theoretical foundations of group counseling and group work
Audience: Graduate

4. Identify and explain dynamics associated with group process and development
Audience: Graduate

5. Identify and explain therapeutic factors and how they contribute to group effectiveness
Audience: Graduate

6. Identify characteristics and functions of effective group leaders
Audience: Graduate

7. Identify and explain approaches to group formation, including recruiting, screening, and selecting members
Audience: Graduate

8. Identify types of groups and other considerations that affect conducting groups in varied settings
Audience: Graduate

9. Identify and explain ethical and culturally relevant strategies for designing and facilitating groups
Audience: Graduate

10. Use concepts and skills from class in direct experiences as group members in a small group activity, approved by the program, for a minimum of 10 clock hours over the course of the academic term
Audience: Graduate

11. Identify mental health service delivery modalities within the continuum of care, such as inpatient, outpatient, partial treatment, and after care, and the mental health counseling services networks
Audience: Graduate

Learning Outcomes: 1. Describe various legal issues and identify those issues inherent in the delivery of pupil services.
Audience: Graduate

2. Explain the foundation created by federal disability law (Section 504, ADA, IDEA).
Audience: Graduate

3. Describe the relationship between state and federal law in the delivery of special education.
Audience: Graduate

4. Apply legal principles to a set of facts.
Audience: Graduate

5. Explain the relationship between statutory and regulatory requirements and practice.
Audience: Graduate

6. Identify various analytic frameworks that guide legal analysis.
Audience: Graduate

7. Apply principles and/or frameworks to a situation or issue.
Audience: Graduate

8. Analyze existing policies and practice from a legal perspective.
Audience: Graduate

9. Explain the dynamic nature of this branch of school law and will identify tools and resources available to help them remain current.
Audience: Graduate

Learning Outcomes: 1. Identify the foundational concepts in CHAT (e.g., object, contradictions, and agency)
Audience: Graduate

2. Define the four generations of CHAT
Audience: Graduate

3. Apply CHAT as an analytical tool
Audience: Graduate

4. Explain formative intervention methodology and its applications in education, health, arts, and technology
Audience: Graduate

5. Identify the guiding principles of the Utopian methodology in CHAT
Audience: Graduate

Learning Outcomes: 1. Summarize and explain historical perspectives concerning the nature and meaning of assessment and testing in rehabilitation counseling
Audience: Graduate

2. Summarize and explain the importance of research related to assessment in advancing the counseling profession, including how to critique and/or evaluate research related to assessment to inform rehabilitation counseling knowledge and practice
Audience: Graduate

3. Summarize, explain, and use basic measurement concepts, principles, and methodologies, including, standardized and non-standardized assessment practices, norm- and criterion-referenced assessments, group and individual assessments, statistical concepts, including scales of measurement, measures of central tendency, indices of variability, shapes and types of distributions, and correlations, and reliability and validity in the use of assessments
Audience: Graduate

4. Summarize and explain the state of the art in assessment practice, as well as the underlying research base, including issues and trends in different types of assessments, methods of effectively preparing for and conducting initial assessment meetings, including interviewing
Audience: Graduate

5. Summarize and explain implications of the literature for the pre-professional and continuing education needs of practicing rehabilitation counselors and instructional approaches for meeting those needs
Audience: Graduate

6. Explain and illustrate approaches to teaching assessment coursework to students in clinical rehabilitation counseling and closely related fields and provide continuing education to practitioners
Audience: Graduate

7. Explain the conduct of assessment-related research, including instrument development and measuring variables under study in other types of research
Audience: Graduate

8. Use knowledge of assessment theory and research to prepare a scholarly paper on a topic related to assessment that might possibly be published in a rehabilitation or related journal
Audience: Graduate

9. Utilize assessments for diagnostic and intervention planning purposes, assessing aggression or danger to others, self-inflicted harm, or suicide, identifying trauma and abuse, as well as reporting abuse, assessing addiction and substance use disorders as well as assessments relevant to academic/educational, career, social, and personal development
Audience: Graduate

10. Summarize and explain the state of the art in using environmental assessments and systematic behavioral observations, using symptom checklists, personality, and psychological testing, and using assessment results to diagnose developmental behavioral, and mental disorders
Audience: Graduate

Learning Outcomes: 1. Describe the historical roots of contemporary mixed methods approaches
Audience: Graduate

2. Identify different purposes for mixed methods research and the implications they have for mixed methods design, data collection, and analysis
Audience: Graduate

3. Articulate the various philosophical frameworks and paradigms for mixing methods and the implications they have for mixed methods design, data collection, and analysis
Audience: Graduate

4. Analyze mixed methods studies to identify features of rigorous design and limitations
Audience: Graduate

5. Apply a mixed methods inquiry approach to explore a research topic
Audience: Graduate

Learning Outcomes: 1. Apply knowledge regarding ethical standards of professional counseling organizations and credentialing bodies and related ethical and legal considerations in professional counseling
Audience: Graduate

2. Apply knowledge regarding strategies for identifying and eliminating barriers, prejudices, and processes of intentional and unintentional oppression and discrimination
Audience: Graduate

3. Apply knowledge regarding general frameworks for understanding differing abilities and strategies for differentiated interventions
Audience: Graduate

4. Apply methods of identifying and using assessment tools and techniques relevant to career planning and decision making
Audience: Graduate

5. Apply knowledge of counseling theories and techniques in developing a personal model of counseling
Audience: Graduate

6. Apply knowledge regarding characteristics and functions of effective group leaders
Audience: Graduate

7. Apply knowledge regarding methods of effectively preparing for and conducting initial assessment meetings
Audience: Graduate

8. Apply knowledge regarding evidence-based counseling practices to identify and implement those practices
Audience: Graduate

9. Apply knowledge regarding social science theory that addresses psychosocial aspects of disability
Audience: Graduate

10. Apply knowledge regarding principles, models, and documentation formats of biopsychosocial case conceptualization and treatment planning
Audience: Graduate

11. Apply knowledge and skill in conducting diagnostic interviews, mental status examinations, symptom inventories, psychoeducational and personality assessments, biopsychosocial histories, assessments for treatment planning, and assessments for assistive technology needs
Audience: Graduate

12. Apply knowledge and skill in conducting career- and work-related assessments, including job analysis, work site modification, transferrable skills analysis, job readiness, and work hardening
Audience: Graduate

13. Apply knowledge and skill in conducting strategies to advocate for persons with disabilities
Audience: Graduate

14. Apply knowledge and skill regarding strategies for interfacing with medical and allied health professionals, including interdisciplinary treatment teams
Audience: Graduate

15. Apply knowledge and skill regarding strategies to consult with and educate employers, educators, and families regarding accessibility, Americans with Disability Act compliance, and accommodations
Audience: Graduate

Learning Outcomes: 1. Apply knowledge regarding ethical standards of professional counseling organizations and credentialing bodies and related ethical and legal considerations in professional counseling
Audience: Graduate

2. Apply knowledge regarding strategies for identifying and eliminating barriers, prejudices, and processes of intentional and unintentional oppression and discrimination
Audience: Graduate

3. Apply knowledge regarding general frameworks for understanding differing abilities and strategies for differentiated interventions
Audience: Graduate

4. Apply methods of identifying and using assessment tools and techniques relevant to career planning and decision making
Audience: Graduate

5. Apply knowledge of counseling theories and techniques in developing a personal model of counseling
Audience: Graduate

6. Apply knowledge regarding characteristics and functions of effective group leaders
Audience: Graduate

7. Apply knowledge regarding methods of effectively preparing for and conducting initial assessment meetings
Audience: Graduate

8. Apply knowledge regarding evidence-based counseling practices to identify and implement those practices
Audience: Graduate

9. Apply knowledge regarding social science theory that addresses psychosocial aspects of disability
Audience: Graduate

10. Apply knowledge regarding principles, models, and documentation formats of biopsychosocial case conceptualization and treatment planning
Audience: Graduate

11. Apply knowledge and skill in conducting diagnostic interviews, mental status examinations, symptom inventories, psychoeducational and personality assessments, biopsychosocial histories, assessments for treatment planning, and assessments for assistive technology needs
Audience: Graduate

12. Apply knowledge and skill in conducting career- and work-related assessments, including job analysis, work site modification, transferrable skills analysis, job readiness, and work hardening
Audience: Graduate

13. Apply knowledge and skill in conducting strategies to advocate for persons with disabilities
Audience: Graduate

14. Apply knowledge and skill regarding strategies for interfacing with medical and allied health professionals, including interdisciplinary treatment teams
Audience: Graduate

15. Apply knowledge and skill regarding strategies to consult with and educate employers, educators, and families regarding accessibility, Americans with Disability Act compliance, and accommodations
Audience: Graduate

Learning Outcomes: 1. Apply knowledge regarding ethical standards of professional counseling organizations and credentialing bodies and related ethical and legal considerations in professional counseling
Audience: Graduate

2. Apply knowledge regarding strategies for identifying and eliminating barriers, prejudices, and processes of intentional and unintentional oppression and discrimination
Audience: Graduate

3. Apply knowledge regarding general frameworks for understanding differing abilities and strategies for differentiated interventions
Audience: Graduate

4. Apply methods of identifying and using assessment tools and techniques relevant to career planning and decision making
Audience: Graduate

5. Apply knowledge of counseling theories and techniques in developing a personal model of counseling
Audience: Graduate

6. Apply knowledge regarding characteristics and functions of effective group leaders
Audience: Graduate

7. Apply knowledge regarding methods of effectively preparing for and conducting initial assessment meetings
Audience: Graduate

8. Apply knowledge regarding evidence-based counseling practices to identify and implement those practices
Audience: Graduate

9. Apply knowledge regarding social science theory that addresses psychosocial aspects of disability
Audience: Graduate

10. Apply knowledge regarding principles, models, and documentation formats of biopsychosocial case conceptualization and treatment planning
Audience: Graduate

11. Apply knowledge and skill in conducting diagnostic interviews, mental status examinations, symptom inventories, psychoeducational and personality assessments, biopsychosocial histories, assessments for treatment planning, and assessments for assistive technology needs
Audience: Graduate

12. Apply knowledge and skill in conducting career- and work-related assessments, including job analysis, work site modification, transferrable skills analysis, job readiness, and work hardening
Audience: Graduate

13. Apply knowledge and skill in conducting strategies to advocate for persons with disabilities
Audience: Graduate

14. Apply knowledge and skill regarding strategies for interfacing with medical and allied health professionals, including interdisciplinary treatment teams
Audience: Graduate

15. Apply knowledge and skill regarding strategies to consult with and educate employers, educators, and families regarding accessibility, Americans with Disability Act compliance, and accommodations
Audience: Graduate

Learning Outcomes: 1. Explain the concepts of evidence-based practice, culturally-sensitive psychosocial interventions, and psychosocial research methodologies
Audience: Graduate

2. Identify and explain societal attitudes toward people with disabilities and the intersectionality of race/ethnicity, gender, class and disability, with special emphasis on how attitudinal and environmental barriers restrict community integration and participation of people with disabilities especially those facing multiple intersecting oppressions
Audience: Graduate

3. Use strategies through which these attitudes can be modified/become more positive
Audience: Graduate

4. Identify and explain the contributions of theories of personality to the study of psychosocial reactions to loss and disability
Audience: Graduate

5. Describe the role of developmental concepts (e.g., body image, self-concept) in adjusting to disability
Audience: Graduate

6. Summarize models of disability and how the different social constructions of disability affect service delivery and the full inclusion of people with disabilities in society
Audience: Graduate

7. Explain models of depression related to chronic illness and disability
Audience: Graduate

8. Describe models of psychosocial adaptation to physical and traumatic disability (e.g., traumatic brain injuries) with special emphasis on the process (e.g., experiences, reactions, behaviors, phases) of adaptation
Audience: Graduate

9. Identify and explain the commonalities (transpersonal) and individualities (personal) of the experiences and reactions that follow the onset of disability
Audience: Graduate

10. Summarize the literature related to mediators and moderators (e.g., coping and social support) between life stressors and psychosocial adjustment to chronic illness and disability
Audience: Graduate

11. Explain the process of familial psychosocial adaptation to the onset of a disability in one of its members
Audience: Graduate

12. Use counseling/therapeutic intervention strategies to working with people with disabilities (i.e., strategies for coping with adjusting to disability; mental health interventions, and substance abuse rehabilitation) especially individuals facing multiple intersecting oppressions
Audience: Graduate

13. Explain the application of pharmacotherapy in psychosocial interventions
Audience: Graduate

14. Explain the role of human intimacy and sexuality in the adaptations process to disability
Audience: Graduate

15. Explain multiculturalism and adjustment to disability
Audience: Graduate

16. Describe outcome measurements related to psychosocial adjustment research and treatment
Audience: Graduate

17. Summarize the research and other scholarly literature in each of the above content areas
Audience: Graduate

Learning Outcomes: 1. Apply knowledge regarding ethical standards of professional counseling organizations and credentialing bodies and related ethical and legal considerations in professional counseling
Audience: Graduate

2. Apply knowledge regarding strategies for identifying and eliminating barriers, prejudices, and processes of intentional and unintentional oppression and discrimination
Audience: Graduate

3. Apply knowledge regarding general frameworks for understanding differing abilities and strategies for differentiated interventions
Audience: Graduate

4. Apply methods of identifying and using assessment tools and techniques relevant to career planning and decision making
Audience: Graduate

5. Apply knowledge of counseling theories and techniques in developing a personal model of counseling
Audience: Graduate

6. Apply knowledge regarding characteristics and functions of effective group leaders
Audience: Graduate

7. Apply knowledge regarding methods of effectively preparing for and conducting initial assessment meetings
Audience: Graduate

8. Apply knowledge regarding evidence-based counseling practices to identify and implement those practices
Audience: Graduate

9. Apply knowledge regarding social science theory that addresses psychosocial aspects of disability
Audience: Graduate

10. Apply knowledge regarding principles, models, and documentation formats of biopsychosocial case conceptualization and treatment planning
Audience: Graduate

11. Apply knowledge and skill in conducting diagnostic interviews, mental status examinations, symptom inventories, psychoeducational and personality assessments, biopsychosocial histories, assessments for treatment planning, and assessments for assistive technology needs
Audience: Graduate

12. Apply knowledge and skill in conducting career- and work-related assessments, including job analysis, work site modification, transferrable skills analysis, job readiness, and work hardening
Audience: Graduate

13. Apply knowledge and skill in conducting strategies to advocate for persons with disabilities
Audience: Graduate

14. Apply knowledge and skill regarding strategies for interfacing with medical and allied health professionals, including interdisciplinary treatment teams
Audience: Graduate

15. Apply knowledge and skill regarding strategies to consult with and educate employers, educators, and families regarding accessibility, Americans with Disability Act compliance, and accommodations
Audience: Graduate

Learning Outcomes: 1. Describe the purposes of clinical supervision
Audience: Graduate

2. Identify theoretical frameworks and models of clinical supervision
Audience: Graduate

3. Describe roles and relationships related to clinical supervision
Audience: Graduate

4. Apply and practice skills of clinical supervision
Audience: Graduate

5. Identify styles of supervision and practice development of a personal style of clinical supervision
Audience: Graduate

6. Demonstrate assessment techniques for evaluating supervisees’ developmental level and other relevant characteristics
Audience: Graduate

7. Describe modalities of clinical supervision and the use of technology
Audience: Graduate

8. Identify administrative procedures and responsibilities related to clinical supervision
Audience: Graduate

9. Describe techniques in evaluation, remediation, and gatekeeping in clinical supervision
Audience: Graduate

10. Identify legal and ethical issues and responsibilities in clinical supervision
Audience: Graduate

11. Identify culturally relevant strategies for conducting clinical supervision
Audience: Graduate

12. Apply and practice strategies for personal and professional self-evaluation and implications for practice
Audience: Graduate

Learning Outcomes: 1. Describe the essential elements and implications of Accreditation Standards for graduate-level training in clinical rehabilitation counseling and rehabilitation counselor education
Audience: Graduate

2. Describe and discuss the implications of role and expectations of rehabilitation counselor educators
Audience: Graduate

3. Describe and discuss implications of rehabilitation counselor education history and current status
Audience: Graduate

4. Describe and apply understanding of the multiple factors influencing teaching and learning.
Audience: Graduate

Learning Outcomes: 1. Use the knowledge and skill acquired in classroom courses in statistics, measurement and instrument construction, research design, and scholarly writing in supervised research and scholarly projects in contributing to a scholarly product, whether independently or in collaboration with faculty
Audience: Graduate

Learning Outcomes: 1. Understand the role and expectations of special education teacher educator
Audience: Graduate

2. Apply models of adult development and learning to instructional strategies, including attention to identities of learners and their importance within instructional settings
Audience: Graduate

3. Utilize research on effective pedagogical strategies in face to face and online settings
Audience: Graduate

4. Understand the process of course design and syllabus development, including selection and management of assessment tools
Audience: Graduate

5. Articulate a personal teaching philosophy as a special education teacher educator
Audience: Graduate

Learning Outcomes: 1. Describe the purposes of clinical supervision, counseling, teaching, research and scholarship, and leadership and advocacy in rehabilitation counselor education.
Audience: Graduate

2. Demonstrate advanced skill in case conceptualization and presentation in clinical supervision, counseling, teaching, research and scholarship, and leadership and advocacy in rehabilitation counselor education.
Audience: Graduate

3. Demonstrate knowledge and skills in rehabilitation counselor education gained through coursework and practical experiences in counseling and direct service, supervision, teaching, research, and/or leadership and advocacy.
Audience: Graduate

4. Demonstrate knowledge and advanced skills in leading peer professional discussion in rehabilitation counselor education.
Audience: Graduate

Learning Outcomes: 1. Describe the purposes of clinical supervision, counseling, teaching, research and scholarship, and leadership and advocacy in rehabilitation counselor education
Audience: Graduate

2. Demonstrate advanced skill in case conceptualization and presentation in clinical supervision, counseling, teaching, research and scholarship, and leadership and advocacy in rehabilitation counselor education
Audience: Graduate

3. Demonstrate knowledge and skills in rehabilitation counselor education gained through coursework and practical experiences in counseling and direct service, supervision, teaching, research, and/or leadership and advocacy
Audience: Graduate

4. Demonstrate knowledge and advanced skills in leading peer professional discussion in rehabilitation counselor education
Audience: Graduate

Learning Outcomes: 1. Identify historical perspectives concerning the nature and meaning of assessment and testing in counseling
Audience: Graduate

2. Evaluate what types of assessment information would be useful for rehabilitation, career, and life planning
Audience: Graduate

3. Identify appropriate assessment tools, including interviews and behavioral observation, to gather the information necessary for diagnosis and treatment planning
Audience: Graduate

4. Summarize the core methodology of assessment procedures (e.g., reliability, validity, standardization)
Audience: Graduate

5. Summarize the process involved to administer, score, and interpret results of assessment procedures with particular emphasis on the WAIS-IVCompose written reports of assessment results
Audience: Graduate

6. Compose written reports of assessment results
Audience: Graduate

7. Identify the implications of client assessment for rehabilitation and vocational/life planning with the client
Audience: Graduate

8. Apply and analyze research, including critical appraisal of research, in interpreting and utilizing cognitive assessments to inform practice
Audience: Graduate

9. Identify the limits and ethical issues relevant to cognitive assessment
Audience: Graduate

10. Summarize assessment considerations relevant to individual differences such as gender, racial and ethnic background, and disability
Audience: Graduate

11. Identify the applications of assessment in a variety of rehabilitation, school and work settings
Audience: Graduate

Learning Outcomes: 1. Examine and understand the history and philosophy of counseling and rehabilitation counseling; legislation; current perspectives on rehabilitation counselor educator roles and functions
Audience: Graduate

2. Identify and disuss leadership and advocacy in counseling and rehabilitation counseling organizations and other institutions
Audience: Graduate

3. Review professional preparation for rehabilitation counselor educators
Audience: Graduate

4. Review professional standards (credentialing, qualifications, and affiliations) for counselors, rehabilitation counselors, and rehabilitation counselor educators
Audience: Graduate

5. Review rehabilitation service delivery systems in terms of organizations, service coordination, community resources, and staff requirements
Audience: Graduate

6. Identify and discuss contemporary issues related to counseling and rehabilitation counseling
Audience: Graduate

7. Summarize and explain the importance of research in advancing the counseling profession, including how to critique research to inform counseling practice
Audience: Graduate

Learning Outcomes: 1. Teach counseling theory and technique in a graduate program in Clinical Rehabilitation Counseling or a related counseling specialty (e.g., techniques, theories, group counseling courses, practicum and internship seminars)
Audience: Graduate

2. Review and conduct research related to this content
Audience: Graduate

3. Practice at an advanced level and effectively supervise entry-level counseling students and professionals
Audience: Graduate

Learning Outcomes: 1. Describe foundational knowledge of quantitative and qualitative research designs including problems and hypotheses; constructs, variables, and definitions; designs of research; measurements; and data collection
Audience: Graduate

2. Identify advanced research designs, methods, and multivariate statistics in professional counseling research
Audience: Graduate

3. Describe classic research in the rehabilitation, counseling, and psychology literature
Audience: Graduate

4. Outline implications of design issues when working with diverse populations and multicultural topics
Audience: Graduate

5. Evaluate rehabilitation counseling research proposals with regard to: the sufficiency of the literature review as a foundation for the research questions/hypotheses, the clarity of the research questions/hypotheses, the sufficiency of the reason(s) for conducting the study, and the adequacy of the proposed methodology
Audience: Graduate

6. Develop crystalized dissertation research ideas
Audience: Graduate

7. Practice skills in developing a dissertation research proposal. The proposal will contain the research problem (the research questions and why they are important to address), a review of the literature to provide a foundation for the research questions/hypotheses, and the research methodology (e.g., the research design, the sampling population, instrumentation, procedures, and data analysis)
Audience: Graduate

Learning Outcomes: 1. Describe the structure and requirements of the Rehabilitation Counselor Education dissertation process
Audience: Graduate

2. Demonstrate advanced understanding of the procedures and expectations for the different elements of the dissertation process
Audience: Graduate

3. Present rehabilitation counseling research effectively
Audience: Graduate

4. Demonstrate progression toward dissertation completion
Audience: Graduate

5. Demonstrate advanced understanding of rehabilitation counseling research proposals with regard to: the sufficiency of the literature review as a foundation for the research questions/hypotheses, the clarity of the research questions/hypotheses, the sufficiency of the reason(s) for conducting the study, and the adequacy of the proposed methodology
Audience: Graduate

6. Demonstrate skills in developing and defending a dissertation research proposal and/or final dissertation draft
Audience: Graduate