University of Connecticut Center for Excellence in Developmental Disabilities Education, Research, and Service (UCEDD)

School of Medicine Department of Community Medicine and Health Care

Certificate of Interdisciplinary Disability Studies in Public Health An Online Graduate Certificate of Study

PUBH 5501: Foundations of Public Health and Disability Instructor Tara Lutz, Ph.D., M.P.H., CHES® Phone: (860) 679-8509 lutz@uchc.edu

Course description: The course is an introductory survey of the ways in which disability, both developmental and acquired, is affected by, and interacts with, public health policy and practice. Upon completion of this course students will have a foundational understanding of a comprehensive set of issues of both acquired and developmental disability as related to the core elements of public health as framed by the 10 Essential Public Health Services. Course goal: To provide an in-depth review of public health issues critical to people with disabilities within the context of the 10 Essential Public Health Services (ES) in relation to Disability Studies. Students are referred to the Overview for a detailed description of the Certificate of Interdisciplinary Disability Studies in Public Health, how this course interfaces with the other courses required for certificate, and the application process. Course Objectives: By the end of this course, students will be able to:

1. Describe how the four determinants of health determine health. 2. Describe how the 10 Essential Services relate to each other and shape public health

efforts at the systems level. 3. Summarize at least 3 major movements in history related to disability and their

implications for public health. 4. State the development of public health’s perspective on disability from a disease to be

prevented to a population with: a. Unique need b. Need for equitable access to be healthy.

5. Describe how the 10 Essential Services apply disability. 6. Define disability according to different models and taxonomies.

4/5/2018 2

7. Provide an explanation as to why it is important for people with disabilities to define themselves and their health needs.

8. Explain how self-determination has potential health outcomes for people with disabilities. 9. Define intersectionality, diversity, and neurodiversity as they relate to disability and

public health. 10. Define cultural competence as it relates to health initiatives affecting people with

disabilities and overall populations. 11. Explain how the social determinants of health impact health of people with disabilities 12. Differentiate between the terms health disparity and health inequity. 13. Briefly describe the different service systems that serve people with disabilities

throughout their lives. 14. Explain how newborn screening programs are life course-related public health initiatives. 15. Explain how it is ethical to include people with disabilities in research studies. 16. Summarize reasons why screening and surveillance programs are instrumental to

accessing healthcare and other services for people with disabilities across socioeconomic and other factors that impact health.

17. Provide the rationale for using the International Classification of Functioning, Disability, and Health (ICF) as it applies to international public health surveillance

18. Identify issues critical to the health of people with disabilities. 19. Synthesize key components of disability and health for dissemination to the public.

Course Readings Textbook: The textbook used for this course is available in full via HuskyCT. There is a link for the book listed under Course Contents. Drum, C. E. & Bersani, Jr., H. (Eds.). (2009). Disability and Public Health. Washington, DC: American Public Health Association Press. Note: readings are subject to change. The most current readings for each week are posted in HuskyCT. Required products You are responsible for completing each specific course product required by the due date. It is through timely submission of each product that you will be evaluated: 1. Course orientation. At the beginning of this course, you will introduce yourself to your

classmates and instructor by volunteering information about yourself and providing information regarding your background and experiences with people with disabilities. This information is required within the context of you are taking the course and/or applying to the Disability Certificate.

Responses are to be posted on the Course Orientation Discussion Board by midnight on the Wednesday of the first week of classes but will not be graded. Nonetheless, this activity must be completed prior to initiating the other course requirements for evaluation.

4/5/2018 3

2. Weekly discussion board. Each week, you are required to use the discussion board to expand on the content covered in each week’s required materials. These discussions replace the face-to-face interactions and dialog that would occur in a classroom. They also provide an opportunity for you to demonstrate that you are keeping up with the course. A rubric for participation in the weekly discussion for each course is provided as a guide for you to judge the quality of your contributions.

There are two components to each weekly discussion board:

a. You must submit an initial post (between 500 and 1000 words) to respond to a prompt and/or question(s) posed by the course instructor. Prompts/questions will relate to the week’s learning objectives and allow you to demonstrate what you have learned. You are only required in discussion posts to cite your sources from the week’s required materials by author and year of publication (when available). You may (but are not required) to incorporate references from other courses, independent research on websites or related professional literature, and you professional or even personal experiences to support the initial post. If outside resources are used, you must use APA format for each reference. Citing other sources does not replace the need to provide evidence that you have accessed (e.g., read, listened to, watched) the required materials.

Initial posts are due before midnight of the Tuesday the week in which the learning objective appears on the course schedule. See the current course schedule for actual due dates.*

b. You also are required to thoughtfully respond to posts of, minimally, two of your classmates. Ideally, responses should be posted in sufficient time for a true interchange between you and your classmates to occur.

These response are due before midnight of the Thursday the initial posts. See the current course schedule for actual due dates.* * For week 1: initial posts are due by Thursday, 1/18 and responses by Sunday, 1/21 before midnight. Again, it is essential that you meet these deadlines each week to enable your classmates time to read and respond to your initial posts. Please note that ALL initial posts must be made before you will be allowed to respond to your classmates’ posts. Additionally, discussion requirements can ONLY be met using HuskyCT’s Discussion Board. Use of any other forum will result in a “0” for that week’s discussion grade. 3. Module reflections. As described, each week’s learning objectives are clustered into

Modules driven by the same essential questions you are expected to be able to answer upon completion of each module. Reflections are required upon timely completion of each module. Each end-of-module reflection provides an opportunity for you to synthesize information from the previous module and apply that information to material from this and other courses within the Disability Certificate. Each reflection should include the following components:

A brief summary of the content of the module

4/5/2018 4

New insights you have had as a result of completing the module

Any particularly strong emotional reactions you had to the content and why

Any questions you have that you were not able to ask (I will try to answer these when I review your reflection)

Your thoughts about how you would answer the essential questions of the module in terms of your own life (personal and professional)

Ideas you have to resolve any issues raised in discussions that were left unresolved Reflections should be from 1000-2500 words in length. The quality of each submission will be assessed in terms of your demonstration of subject knowledge as demonstrated in the brief summary, the quality of the reflection (as gauged by how well each of the above components is incorporated into your synthesis), the organization and development of your thoughts and ideas about the module content, and the effort you make to demonstrate personal and professional growth as a result of completing the module. Reflections are due by midnight on the Friday of completion of the module. See the current course schedule for actual due dates. 4. Interim assignments. Each assignment may correspond to one or more course modules.

These expand on topics within the modules and may require you to access resources outside of the required materials for the course. You are strongly advised to read the instructions for completing each interim assignment carefully before initiating work on the assignment. This is because the approach taken to complete a particular assignment and how evidence of assignment completion is provided may differ.

Specific assignments will be posted, along with their due dates, on HuskyCT. Interim assignments are due on the date assignment within each course. See the current course schedule for actual due dates. 5. Final assignment. For this course, you are required to complete a final assignment. The

directions for the final assignment is a culminating activity by which you will demonstrate knowledge and skill competencies required for successful completion of this course by applying what you have learned. You are required to submit a 100-300 word proposal for your final assignment to the course instructor midway through the course. The proposal must include:

A tentative title for the assignment.

Why the proposed area of interest was chosen.

A summary of the proposed approach to the assignment.

A statement of relevance to the overall course. Instructor approval by email is required. Specific directions for the final assignment will be posted, along with its due date, on HuskyCT. The proposal for the final assignment is due by the last day of the week of midterms (or by the middle of the third week of any summer session).

4/5/2018 5

Final assignments are due before midnight of the last day of finals for the semester or summer session in which the course is conducted.

Grading scale for individual course components and for overall course GPA:

Grade Letter Grade GPA

97-100 A+ 4.3

93-96 A 4.0

90-92 A- 3.7

87-89 B+ 3.3

83-86 B 3.0

80-82 B- 2.7

77-79 C+ 2.3

73-76 C 2.0

70-72 C- 1.7

67-69 D+ 1.3

63-66 D 1.0

60-62 D- 0.7

<60 F 0.0

Students must earn a letter grade of “B” or above in all courses successfully in order to receive the Certificate of Interdisciplinary Disability Studies in Public Health (Disability Certificate).

Component Weight of average for final grade

Average of discussion grades (0-100 points each) 20%

Average of reflection grades (0-100 points each) 30%

Average of interim assignment grades (0-100 points each) 20%

Final assignment (0-100 points) 30%

Course Schedule

Week Topic & Objectives

Required Products

Media/Readings

Module 0 Week 1 5/7

Course orientation - Course Introduction Discussion

N/A

Module 1 Week 1 5/7

Major determinants of health 1.1 Describe how the four determinants of health determine health.

-Week 1 Discussion

WHO: Determinants of health

Healthy People 2020: Determinants of health

Module 1 Week 2 5/14

Public health 1.2 Describe how the 10 Essential Services relate to each other and shape public health efforts at the systems level.

-Week 2 Discussion

The public health system and 10 Essential Services https://www.cdc.gov/nphpsp/essentialservices.html

o view the Public Health 101 PowerPoint o view 10 Essential Public Health Services: An Overview PowerPoint

VIDEO: This is public health campaign https://www.youtube.com/watch?v=oQkGx6gRGIY

VIDEO: APHA: Healthiest nation in one generation: https://www.youtube.com/watch?v=DuBggj7Zd3A

History of PH: The Welch-Rose Report: A Public Health Classic.

Future of Public Health, Ch. 3 a history of the public health system

Frieden, T. R. (2010). A framework for public health action: the health impact pyramid. American Journal of Public Health, 100(4), 590-595.

Module 1 Week 3 5/21

Disability 1.3 Summarize at least 3 major movements in

-Week 3 Discussion

National Consortium on Leadership and Disability for Youth (NCLD/Y) interactive timeline Minnesota Department of Administration Council on Developmental Disabilities (MNDDC):

Parallels in time: a history of developmental disabilities The Arc Public Policy Timeline VIDEO: History of disability: episode 2 http://www.ablelives.org/

4/5/2018 7

Week Topic & Objectives

Required Products

Media/Readings

history related to disability and their implications for public health.

Textbook (Drum) Ch. 2. A brief history

A Comprehensive Guide to Intellectual and Developmental Disabilities: Ch 2. A historical overview of IDD (attached)

Iezzoni, L. I., & Long-Bellil, L. M. (2012). Training physicians about caring for persons with disabilities: "Nothing about us without us!". Disability and Health Journal, 55 (2012), 136-139.

Jarret, S. (2015). The meaning of 'community' in the lives of people with intellectual disabilities: an historical perspective. International Journal of Developmental Disabilities, 61(2), 107-112.

Linker, B. (2013). On the borderland of medical and disability history: a survey of the fields. Bulletin of the History of Medicine, 87(4), 499-535.

Intellectual/Developmental Disabilities

UCEDD Resource Center: DD Act *see Purpose and History **full text DD Act

NIH RePORT: Intellectual and Developmental Disabilities

CDC: Developmental Disabilities *see Basics, Specific Conditions, Articles

Module 1 Week 4 5/28

Disability & public health 1.4 State the development of public health’s perspective on disability from a disease to be prevented to a population with: a. unique need b. need for

equitable

-Week 4 Discussion -Module 1 Interim Assignment -Module 1 Reflection

World Health Organization: Disability, including prevention, management and rehabilitation

VIDEO: Where in health is disability? Public health practices to include people with disabilities https://www.youtube.com/watch?v=ZFveIRhEZs8

Healthy People 2020: About Healthy People

Healthy People 2020: Topics & Objectives: Disability & Health

Textbook (Drum) Ch 1. Intro to disability and public health

Surgeon General Call to Action, 2005

Krahn, G. & Campbell, V. A. (2011). Evolving views of disability and public health: the roles of advocacy and public health. Disability and Health Journal, 4 (2011), 12-18.

McDonald, K. E., & Raymaker, D. (2013). Paradigm shifts in disability and health: toward more ethical public health research. American Journal of Public Health, 103(12), 2165-2173.

4/5/2018 8

Week Topic & Objectives

Required Products

Media/Readings

access to be healthy.

1.5 Describe how the 10 Essential Services apply to disability

Module 2 Week 5 6/4

Models of disability 2.1 Define disability according to different models

-Week 5 Discussion

CDC: Developmental Disabilities o Check out different side bar items including “specific conditions”

Stanford: Disability: Definitions, Models, Experience

Textbook (Drum) Ch 3. Models and approaches to disability

Yeager, M. (2007). The renaming of mental retardation: Understanding the change to the term intellectual disability. Intellectual and Developmental Disabilities, 45(2), 116-124.

Module 2 Week 6 6/11

Living with disability; self-determination 2.2 Provide an explanation as to why it is important for people with disabilities to define themselves and their health needs. 2.3 Explain how self-determination has potential health outcomes for people with disabilities.

-Week 6 Discussion

VIDEO: TED talk: love no matter what

CDC: Real stories from people living with disability

VIDEO: National Gateway to Self-Determination: Watch videos on Section 1: Expectations

and Section 2: Defining self-determination; both videos what self-determination means to

self-advocates

Cripps, J. & Small, A. Deaf Culture Centre: How the Community Takes Its Rightful Place in History. (2016). Sign Language Studies,17(1), 101-110.

Lee, C. (2012). Deafness and cochlear implants: A deaf scholar's perspective. Journal of Child Neurology, 27(6), 821-823

AUCD: National Gateway to Self-Determination: September 2012: Issue 3: Self-

determination and health

Shogren, K. A., Wehmeyer, M. L., Reese, R. M., & O’Hara, D. (2006). Promoting self-

determination in health and medical care: a critical component of addressing health

disparities in people with intellectual disabilities. Journal of Policy and Practice in

Intellectual Disabilities, 3(2), 105-113. (Search within journal)

4/5/2018 9

Week Topic & Objectives

Required Products

Media/Readings

Module 2 Week 7 6/18

Disability as diversity 2.4 Define intersectionality, diversity, and neurodiversity as they relate to disability and public health.

-Week 7 Discussion

AUCD: Portrayal of PWD

The Mighty: Should you use person-first or identity-first language?

The Mighty: I have autism but I have autistic friends

Moodley, J., & Graham, L. (2015). The importance of intersectionality in disability and gender studies. Agenda, 1-10.

Yee, S., Breslin, M. L., Goode, T. D., Havercamp, S. M., Horner-Johnson, W., Iezzoni, L. I., & Krahn, G. (2018). COMPOUNDED DISPARITIES: Health Equity at the Intersection of Disability, Race, and Ethnicity. ***this is a long, but very important document; scan it

Horner-Johnson, W. T., Fujiura, G. D., & Goode, T. (2014). Promoting a new research agenda: Health disparities research at the intersection of disability, race, and ethnicity. Medical Care, 52, S1-S2.

Kenny, L., Hattersley, C., Molins, B., Buckley, C., Povey, C., & Pellicano, E. (2016). Which terms should be used to describe autism? Perspectives from the UK autism community. Autism, 20(4), 442-462.

Haller, B. (2016). Journalists should learn to carefully traverse a variety of disability terminology. National Center on Disability and Journalism.

Note resources at bottom of page

Kapp, S., Gillespie-Lynch, K., Sherman, L., Hutman, T., Eccles, Jacquelynne, Akhtar, Nameera, & Jaswal, Vikram K. (2013). Deficit, Difference, or Both? Autism and Neurodiversity. Developmental Psychology, 49(1), 59-71.

Ball, P., Monaco, G., Schmeling, J., Schartz, H., & Blanck, P. (2005). Disability as diversity in fortune 100 companies. Behavioral Sciences & the Law, 23(1), 97-121.

Dunn, D. S., & Andrews, E. E. (2015). Person-first and identity-first language: developing psychologists’ cultural competence using disability language. The American Psychologist, 70(3), 255-264.

Haller, B., Dorries, B., & Rahn, J. (2006). Media labeling versus the US disability community identity: a story of shifting cultural language. Disability & Society, 21(1), 61-75.

Devlieger, P. J. (1999). From handicap to disability: language used and cultural meaning in the United States. Disability and Rehabilitation, 21(7), 346-354.

Module 2 Week 8 6/25

Cultural perspectives

-Week 8 Discussion

Textbook (Drum) Ch. 5 Culture and disabilities

4/5/2018 10

Week Topic & Objectives

Required Products

Media/Readings

2.5 Define cultural competence as it relates to health initiatives affecting people with disabilities and overall populations.

-Module 2 Interim Assignment -Module 2 Reflection

Wang, C. (1992). Culture, meaning and disability: Injury prevention campaigns and the production of stigma. Social Science & Medicine, 35(9), 1093.

Eddey, G. E., & Robey, K. L. (2005). Considering the Culture of Disability in Cultural Competence Education. Academic Medicine, 80(7), 706-712.

Butler, M. (2016.). Improving cultural competence to reduce health disparities. Chapter 2: Disability Populations.

Cascio, M. (2015). Cross-Cultural Autism Studies, Neurodiversity, and Conceptualizations of Autism. Culture, Medicine, and Psychiatry, 39(2), 207-212.

Module 3 Week 9 7/2

Social determinants of health, health disparities, and the life course 3.1 Explain how the social determinants of health impact the health of people with disabilities. 3.2 Differentiate between the terms health disparity and health inequity.

-Week 9 Discussion -Final Assignment Proposal

VIDEO: Social Determinants of Health: Claire Pomeroy at TEDxUCDavis

http://www.youtube.com/watch?v=qykD-2AXKIU

Healthy People 2020: Social Determinants of Health

Healthy People 2020: An Opportunity to Address Societal Determinants of Health in the

United States: Secretary’s Advisory Committee on National Health Promotion and Disease

Prevention Objectives for 2020

Healthy People 2020: Leading Health Indicators: Progress Update

Healthy People 2030: Development of Objectives for 2030

*see framework

WHO: Social determinants of health

http://www.who.int/social_determinants/sdh_definition/en/

CDC: Social Determinants of Health: Know what Affects Health (Sources for Data, Tools,

and CDC Programs on right)

Robert Wood Johnson Foundation. A New Way to Look at the Social Determinants of

Health

CDC: Defining and measuring disparities, inequities, and inequalities in the Healthy People

Initiative

CDC: Disability and Health: Key Findings: Persons with Disabilities as an Unrecognized

Health Disparity Population

*See main findings (graphic); implications/recommendations

CDC: Health disparities

Textbook (Drum) Ch. 8 Health of people with disabilities: determinants and disparities

4/5/2018 11

Week Topic & Objectives

Required Products

Media/Readings

Krahn, G., Walker, D., & Correa-De-Araujo, R., (2015). Persons with disabilities as an

unrecognized health disparity population. American Journal of Public Health, 105,Suppl2,

S198-206. (choose AJPH link)

Halfon, N., Larson, K., Lu, M., Tullis, E., & Russ, S. (2014). Lifecourse health development:

past, present and future. Maternal and Child Health Journal, 18, 344-365.

Lu, M.C. (2014). Improving maternal and child health across the life course: where do we

go from here? Maternal and Child Health Journal, 18(2), 339-43.

Module 3 Week 10 7/9

Health 3.3 Briefly describe the different service systems that serve people with disabilities throughout their lives

-Week 10 Discussion

KFF: Medicaid pocket primer

National Council on Disability: Impact of ACA on PWD: 2015 status report

KFF: ACA’s Impact on Medicaid Eligibility, Enrollment, and Benefits for PWD To review if AHCA came to be:

DREDF: “A perfect storm”

KFF: Medicaid restructuring Under AHCA

Textbook (Drum) Ch. 6 Government policies and programs for PWD

Public Health Perspectives on Disability (Lollar): Ch 6 Disability & health inequity (attached)

A Comprehensive Guide to Intellectual and Developmental Disabilities (Wehmeyer) Ch. 25 An introduction to IDD service systems and service approaches (attached)

Cost as barrier to care for people with disabilities: a tip sheet for public health professionals

Dejong, G., Palsbo, S., & Beatty, P. (2002). 1. The Organization and Financing of Health Services for Persons with Disabilities. Milbank Quarterly, 80(2), 261-301.

Module 3 Week 11 7/16

Education; social services 3.3 Briefly describe the different service systems that serve people with disabilities throughout their lives.

-Week 11 discussion -Module 3 Interim Assignment -Module 3 Reflection

Education

US Dept. of Education https://www2.ed.gov/about/offices/list/osers/idea35/history/idea-35-history.pdf

CSDE Bureau of Special Education Resources http://www.sde.ct.gov/sde/cwp/view.asp?a=2678&Q=320730

CSDE A Parent’s Guide to Special Education in CT http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Special/Parents_Guide_SE.pdf

Critical Issues in Intellectual and Developmental Disabilities (AAIDD) Ch. 3: Education of students with IDD (attached)

Social Services

CT DSS http://www.ct.gov/dss/cwp/view.asp?a=2353&q=305236

CT DSS programs http://ct.gov/dss/cwp/view.asp?a=2345&Q=304922&dssNav=%7C

4/5/2018 12

Week Topic & Objectives

Required Products

Media/Readings

CT DDS Medicaid Waiver http://ct.gov/dds/lib/dds/factsheets/id_hcbs_waivers_factsheet.pdf

Employment: DOL ODEP: Employment First https://www.dol.gov/odep/topics/EmploymentFirst.htm

Universal design: http://www.universaldesign.com/what-is-ud/

Housing: http://www.thearc.org/what-we-do/public-policy/policy-issues/housing

Bezyak, J., Sabella, S., & Gattis, R. (2017). Public Transportation: An Investigation of Barriers for People With Disabilities. Journal of Disability Policy Studies, 28(1), 52-60.

Module 4 Week 12 7/23

Screening & surveillance 4.1 Explain how newborn screening programs are life-course related public health initiatives.

-Week 12 Discussion

United States Census o Look at surveys/programs (2020 Census, American Community Survey, etc.)

CT DPH: CT newborn screening program

CCMC newborn screening

CDC: newborn screening portal

CDC: Act Early

Shandra, C., Avery, R., Hogan, D., & Msall, M. (2012). Child and adult disability in the 2000 Census: Disability is a household affair. Disability and Health Journal, 5(4), 241-8.

Surveillance: ACA Section 4302

Boyle, C., Bocchini, J., & Kelly, J. (2014). Reflections on 50 years of newborn screening. Pediatrics, 133(6), 961-3.

Module 4 Week 13 7/30

Bioethics & research 4.2 Explain how it is ethical to include people with disabilities in research studies. 4.3 Summarize reasons why screening and surveillance programs are instrumental to

-Week 13 Discussion -Module 4 Interim Assignment -Module 4 Reflection

Cotler, M. P. (2013). Bioethics. Medicine and Law, 32(2), 139-140. o The Belmont Report. United States. National Commission for the Protection of

Human Subjects of Biomedical Behavioral Research. (1978). The Belmont Report: Ethical principles and guidelines for the protection of human subjects of research (DHEW publication: no. (OS) 78-0012). Washington: Dept. of Health, Education, and Welfare, National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research: for sale by the Supt. of Docs., U.S. Govt. Print. Off.https://www.hhs.gov/ohrp/regulations-and-policy/belmont-report/index.html

Public Health Leadership Society: Principles of the Ethical Practice of Public Health

McDonald, K. E., Schwartz, N. M., Gibbons, C. S., & Olick, R. (2015). "You can't be cold and scientific": Community views on ethical issues in intellectual disability research. Journal of Empirical Research on Human Research Ethics, 10(2), 196-208.

Brown, L., & Boardman, F. (2011). Accessing the field: Disability and the research process. Social Science & Medicine, 72(1), 23-30.

4/5/2018 13

Week Topic & Objectives

Required Products

Media/Readings

accessing healthcare and other services for people with disabilities across socioeconomic and other factors that impact health.

Stineman, M. G. & Musick, D. W. (2001). Protection of human subjects with disability: guidelines for research. Archives of Physical Medicine and Rehabilitation, 2001(82) Supplement 2, S9-14.

Module 5 Week 14 8/6

Beyond the US 5.1 Provide the rationale for using the WHO ICF classification system as it applies to international public health surveillance.

-Week 14 Discussion

WHO: International Classification of Functioning, Disability, and Health (ICF)

World Health Organization & Üstün, T. B. (2010). Measuring Health and Disability Manual for WHO Disability Assessment Schedule (WHODAS 2.0). Geneva: World Health Organization.

Kostanjsek, N. (2011). Use of the International Classification of Functioning, Disability and Health (ICF) as a conceptual framework and common language for disability statistics and health information systems. BMC Public Health, 11(4), S3.

Norwich, B. (2008). Dilemmas of difference, inclusion and disability: International perspectives on placement. European Journal of Special Needs Education, 23(4), 287-304.

Damamme, Fillion, & Winance. (2016). At the crossroads of care and disability: Historical variations and international perspectives. Alter - European Journal of Disability Research, Revue Européen De Recherche Sur Le Handicap, 10(1), 1-4.

Daley, T. (2002). The Need for Cross-Cultural Research on the Pervasive Developmental Disorders. Transcultural Psychiatry, 39(4), 531-550.

Sarrett, J. (2015). Custodial Homes, Therapeutic Homes, and Parental Acceptance: Parental Experiences of Autism in Kerala, India and Atlanta, GA USA. Culture, Medicine, and Psychiatry, 39(2), 254-276.

Ennis-Cole, D., Durodoye, B., & Harris, H. (2013). The Impact of Culture on Autism Diagnosis and Treatment. The Family Journal, 21(3), 279-287.

Kang-Yi, C., Grinker, D., & Mandell, R. (2013). Korean Culture and Autism Spectrum Disorders. Journal of Autism and Developmental Disorders, 43(3), 503-520.

Ormel, J., Petukhova, M., Chatterji, S., Aguilar-Gaxiola, S., Alonso, J., Angermeyer, M., . . . Kessler, R. (2008). Disability and treatment of specific mental and physical disorders across the world. British Journal of Psychiatry, 368-75.

Allison, & Strydom. (2009). Intellectual disability across cultures. Psychiatry, 8(9), 355-357.

4/5/2018 14

Week Topic & Objectives

Required Products

Media/Readings

McKenzie, J., & McConkey, R. (2016). Caring for Adults with Intellectual Disability: The Perspectives of Family Carers in South Africa. Journal of Applied Research in Intellectual Disabilities, 29(6), 531-541.

Chen, C., Hsu, K., Shu, B., & Fetzer, S. (2012). The image of people with intellectual disability in Taiwan newspapers. Journal of Intellectual and Developmental Disability, 37(1), 35-41.

Module 5 Week 15 8/13

Current & future issues in disability and public health 5.2 Identify issues critical to the health of people with disabilities.

-Week 15 Discussion -Module 5 Interim Assignment -Module 5 reflection

Healthy People 2020: disability & health

Autistic Self Advocacy Network: What is an ally?

Textbook (Drum) Ch. 11 Public health as a change agent for disability

A Comprehensive Guide to Intellectual and Developmental Disabilities (Wehmeyer) Ch. 50 Future trends and advances in IDD (attached)

Module 5 Week 16 8/20

Wrap-Up 5.3 Synthesize key components of disability and public health for dissemination to the public.

-Final assignment -Course evaluation

N/A

Note: The alignment of this course with the CEPH Foundational Competencies and the competencies required by the UConn MPH

program appear in the next pages.

4/5/2018 15

Module Topic Learning objective CEPH foundational competency & UConn MPH competency

Interprofessional UConn MPH competency

1. Introduction Major determinants of health

1.1 Describe how the four determinants of health determine health

Assess population needs, assets

and capacities that affect

communities’ health (CEPH 7)

Use vital statistics and other key

data sources to characterize the

health status, social conditions

and health risk factors evident in

communities, with particular

attention given to health

inequities (MPH 1)

Illustrate public health’s role in informing scientific, ethical, economic, social & political discussions about health (MPH I 1)

Public health 1.2 Describe how the 10 Essential Services relate to each other and shape public health efforts at the systems level

Assess population needs, assets, and capacities that affect communities’ health (CEPH 7) Use vital statistics and other key data sources to characterize the health status, social conditions and health risk factors evident in communities, with particular attention given to health inequities (MPH 1)

Illustrate public health’s role in informing scientific, ethical, economic, social & political discussions about health (MPH I 1)

Disability 1.3 Summarize at least 3 major movements in history related to disability and their implications for public health.

Apply systems thinking tools to a public health issue (CEPH 22) Examine root causes of injustice, inefficiency and ineffectiveness of U.S. health care (MPH 11)

Illustrate public health’s role in informing scientific, ethical, economic, social & political discussions about health (MPH I 1)

4/5/2018 16

Module Topic Learning objective CEPH foundational competency & UConn MPH competency

Interprofessional UConn MPH competency

Disability & public health

1.4 State the development of public health’s perspective on disability from a disease to be prevented to a population with: a. unique needs b. need for equitable access to be healthy. 1.5 Describe how the 10 Essential Services apply to disability.

Apply systems thinking tools to a public health issue (CEPH 22) Examine root causes of injustice, inefficiency and ineffectiveness of U.S. health care (MPH 11)

Respect and protect the rights and differences of persons and the communities in which they live (MPH I 5) Illustrate public health’s role in informing scientific, ethical, economic, social & political discussions about health (MPH I 1)

2. Disability as a unique identity and as an individual experience

Models of disability

2.1 Define disability according to different models and taxonomies.

Compare the organization,

structure, and function of health

care, public health and regulatory

systems across national and

international settings (CEPH 5)

Use vital statistics and other key data sources to characterize the health status, social conditions and health risk factors evident in communities, with particular attention given to health inequities (MPH 1)

Illustrate public health’s role in informing scientific, ethical, economic, social & political discussions about health (MPH I 1)

4/5/2018 17

Module Topic Learning objective CEPH foundational competency & UConn MPH competency

Interprofessional UConn MPH competency

Living with disability

2.2 Provide an explanation as to why it is important for people with disabilities to define themselves and their health needs. 2.3 Explain how self-determination has potential health outcomes for people with disabilities.

Apply awareness of cultural values and practices to the design or implementation of public health policies or programs (CEPH 8) Use vital statistics and other key data sources to characterize the health status, social conditions and health risk factors evident in communities, with particular attention given to health inequities (MPH 1)

Acknowledge one’s role and those of other professions in addressing the needs of communities served (MPH I 3)

Disability as diversity

2.4 Define intersectionality, diversity, and neurodiversity as they relate to disability and public health

Describe the importance of cultural competence in communicating public health content (CEPH 20) Use vital statistics and other key data sources to characterize the health status, social conditions and health risk factors evident in communities, with particular attention given to health inequities (MPH 1)

Respect and protect the rights and differences of persons and the communities in which they live (MPH I 5)

Cultural perspectives

2.5 Define cultural competence as it relates to health initiatives affecting people with

Apply awareness of cultural values and practices to the design or implementation of public health policies or programs (CEPH 8)

Use written and oral formats to deliver efficient and effective messages that assess risk, promote health, and manage disease in communities (MPH I 2)

4/5/2018 18

Module Topic Learning objective CEPH foundational competency & UConn MPH competency

Interprofessional UConn MPH competency

disabilities and overall populations.

Examine root causes of injustice, inefficiency and ineffectiveness of U.S. health care (MPH 11)

3. Disparity issues in the study of disability

Social determinants of health, health disparities,& the life course

3.1 Explain how the social determinants of health impact the health of people with disabilities 3.2 Differentiate between the terms health disparity and health inequity

Discuss the means by which structural bias, social inequities and racism undermine health and create challenges to achieving health equity at organizational, community, and societal levels (CEPH 6) Use vital statistics and other key data sources to characterize the health status, social conditions and health risk factors evident in communities, with particular attention given to health inequities (MPH 1)

Respect and protect the rights and differences of persons and the communities in which they live (MPH I 5)

Service systems: health, education, social services

3.3 Briefly describe the different service systems that serve people with disabilities throughout their lives.

Compare the organization, structure and function of health care, public health and regulatory systems across national and international settings (CEPH 5) Identify the main components of the organization, financing, and delivery of health care and public health services in the U.S. and in other countries (MPH 9)

Acknowledge one’s role and those of other professions in addressing the needs of communities served (MPH I 3)

4. Foundations of measurement issues for

Screening & surveillance

4.1 Explain how newborn screening programs are

Assess population needs, assets and capacities that affect communities’ health (CEPH 7)

Illustrate public health’s role in informing scientific, ethical, economic,

4/5/2018 19

Module Topic Learning objective CEPH foundational competency & UConn MPH competency

Interprofessional UConn MPH competency

studying disability in public health

life course-related public health initiatives

Use vital statistics and other key data sources to characterize the health status, social conditions and health risk factors evident in communities, with particular attention given to health inequities (MPH 1)

social & political discussions about health (MPH I 1)

Bioethics & research

4.2 Explain how it is ethical to include people with disabilities in research studies 4.3 Summarize reasons why screening and surveillance programs are instrumental to accessing healthcare and other services for people with disabilities across socioeconomic and other factors that impact health

Apply awareness of cultural values and practices to the design or implementation of public health policies or programs (CEPH 8) Design and implement public health interventions according to sound ethical and legal standards (MPH 12) Design a population-based policy, program, project, or intervention (CEPH 9) Utilize appropriate information technologies to collect, analyze, and disseminate data (MPH 5)

Respect and protect the rights and differences of persons and the communities in which they live (MPH I 5) Acknowledge one’s role and those of other professions in addressing the needs of communities served (MPH I 3)

5. Current & future issues in disability and public health

Beyond the US 5.1 Provide the rationale for using the WHO ICF classification system as it applies to international public health surveillance

Assess population needs, assets and capacities that affect communities’ health (CEPH 7) Use vital statistics and other key data sources to characterize the health status, social conditions and health risk factors evident in

Illustrate public health’s role in informing scientific, ethical, economic, social & political discussions about health (MPH I 1)

4/5/2018 20

Module Topic Learning objective CEPH foundational competency & UConn MPH competency

Interprofessional UConn MPH competency

communities, with particular attention given to health inequities (MPH 1)

Future issues 5.2 Identify issues critical to the health of people with disabilities

Assess population needs, assets and capacities that affect communities’ health (CEPH 7) Use vital statistics and other key data sources to characterize the health status, social conditions and health risk factors evident in communities, with particular attention given to health inequities (MPH 1)

Illustrate public health’s role in informing scientific, ethical, economic, social & political discussions about health (MPH I 1)

5.3 Synthesize key components of disability and health for dissemination to the public

Communicate audience-appropriate public health content, both in writing and through oral presentation (CEPH 19)

Use vital statistics and other key

data sources to characterize the

health status, social conditions

and health risk factors evident in

communities, with particular

attention given to health

inequities (MPH 1)

Use written and oral formats to deliver efficient and effective messages that assess risk, promote health, and manage disease in communities (MPH I 2)