Students must be grounded in a thorough understanding of the social, psychological, economic, physical, medical and other environmental problems faced by the people who are to be helped in rehabilitation. Inefficiencies, difficulties, and frustrations encountered in attempting to assess and obtain services should be included.

1.1 Develop sensitivity, appreciation, and understanding of what it means to have a disability, i.e., its medical and psychological aspects and what can be done to ameliorate resulting problems.

1.2 Identify the primary rehabilitation techniques employed to evaluate, train, and identify employment and independent living options for persons with a disability.

1.3 Identify physical and environmental adaptations which will enable consumers to work or acquire training.

The history, philosophy, legal status, and agencies/facilities of the rehabilitation system should be understood, along with the roles and functions which must be performed and the professions which attempt to perform them. Students should have the opportunity to see how the rehabilitation process brings these bits of information together in Areal life@ rehabilitation.

2.1 Understand the major types, purposes and operations of the myriad of human service agencies serving individuals with vocational limitations.

2.2 Apply basic organization principles, practices, and processes of rehabilitation services and the dynamics of human service delivery systems.

2.3 Review trends, societal issues, and local, state, and federal laws which affect rehabilitation service delivery.

2.4 Develop an awareness of changing demographics within the workforce (e.g., cultural diversity, gender ratios, age distributions, etc.).

The theme of employment, including vocational adjustment and appropriate job placement, was reaffirmed in the Rehabilitation Act Amendments of 1992. Students should be exposed to this paradigm and the major contributions of community-based rehabilitation programs in facilitating employment, as well as job placement techniques and independent living outcomes.

3.1 Determine the nature and needs of the various types of individuals with disabilities served by rehabilitation and other human service agencies.

3.2 Utilize community resources during and after rehabilitation services to assure persons with disabilities attain a satisfactory vocational adjustment.

3.3 Compile and utilize assessment information such as prior records, test results, and other pertinent evaluation results.

3.4 Coordinate services on behalf of consumers with collaborating agencies (e.g., social, educational, financial, vocational, legal, transportation and housing).

3.5 Understand the basic application of research principles to rehabilitation, such as the evaluation of personal practice, utilization of consumer satisfaction surveys, conducting needs analyses, etc.

Since rehabilitation depends so heavily upon communication between both client and professional and among various professionals, undergraduate students need to have considerable understanding of the characteristics of helpful communication. An understanding of the potential influence of cultural diversity and individual lifestyle choices should also be provided.

4.1 Apply interpersonal skills in interviewing and communicating satisfactorily with persons who have disabilities, their families, related professionals, and the general public

4.2 Understand individual and group behavioral change interventions which will improve the employment potential of persons with disabilities.

4.3 Develop effective, sensitive communication skills to build rapport and channels of communication (e.g., active listening, giving and receiving feedback, and conflict resolution).

4.4 Utilize ethical principles in the provision of services (e.g., integrity, confidentiality, scope of practice, etc.).

4.5 Incorporate cultural sensitivity into daily practices and interactions with consumers.

Since rehabilitation is typically carried out in a multi-disciplinary, multi-agency context, students should have some understanding of vocational information, assessment, and problem solving. In addition, students should understand methods used in rehabilitation to solve consumer problems and how to utilize available resources to improve consumer access, quality of services, and decision making.

5.1 Use problem-solving skills to assist persons with disabilities in attaining individualized goals suited to their abilities and needs.

5.2 Use writing skills for clear, concise, and accurate case reporting.

5.3 Engage in consumer advocacy on behalf of people with disabilities and facilitate consumer input in making informed choices.

5.4 Apply case-management skills to disability benefit programs, while working to reduce disincentives to employment.

5.5 Utilize rehabilitation technology and adapted computer applications in service delivery.

5.6 Facilitate awareness of the world of work and the role of environmental factors in job analysis, job placement activities, and vocational adjustment.

5.7 Consult with and include the consumer as a service/system designer.

5.8 Provide consumers with information and assistance about human, legal, and civil rights so that they will be empowered to speak on their own behalf and obtain assistance when necessary.

5.9 Identify and prioritize goals with clients and consumers (or with their representatives when appropriate).

It is recognized that some undergraduate programs have necessary resources to offer one or more specializations to disability and rehabilitation studies students. Courses in specialization areas will not take the place of the core curricula found in Areas 1-6, but may provide an important supplement to a generic program in disability and rehabilitation studies. Outcomes in specialization areas will be determined by the applicant. A description of designed outcomes should be included here.