HSDD 5300 – Legal & Ethical Issues in Disabilities
Se me ste r and Ye ar: Winter 2022

I. Course Information
Se me ste r and Ye ar: Winter 2022
Course Start and End Date s: 01/03/2022 – 05/01/2022
Course CRN and Se ction: 30115 – L01
B uilding and Room: Online Venue – CANVAS

II. Instructor Information
Profe ssor: Marilyn S Anglade
Email: [email protected]

If the instructor cannot be reached, please contact the Department offering this course.

III. Class Schedule and Location
Day Date Time Location Building/Room

01/03/2022 – 05/01/2022 Programs On-line Online Venue-CANVAS

IV. Course Description
This course discusses current laws related to disabilities, such as ADA and IDEA, as well as
contemporary issues affecting the lives of individuals with disabilities and the daily responsibilities of
disability professionals. This course further examines the application of ethical principles to matters
associated with genetics, treatment decisions, and competency determination. P rerequisite: HSDD 5000

V. Course Objectives / Learning Outcomes
1) Discuss the importance and impact of disability law such as ADA and IDEA.
2) Demonstrate an understanding of the most common ethical issues affecting individuals with disabilities
and disability professionals.
3) Demonstrate an understanding of the application of ethical principles to the resolution of common
dilemmas in the disability field.

VI. Materials and Resources
B ook Url: NSU Book Store
Course Re quire d Te xts and M ate rials:
We hme ye r, M . L., B rown, I., Pe rcy, M ., Shogre n, K. A. & Fung, W. L. A. (2017). A
comprehensive guide to intellectual and developmental disabilities. B rooke s. ISB N:978-1-59857-
602-3

American P sychological Association. (2019). Publication Manual of the American Psychological
Association (7th ed.). Author. ISB N: 978-1-4338-3217-8

Course Supple me ntal M ate rials:
Ouellette, A. (2013). Bioethics and disability: Toward a disability-conscious bioethics. Cambridge
University P ress.

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U.S. Department of Justice Civil Rights Division Disability Rights Section. (n.d.). A Guide to Disability
Rights Laws. https://www.ada.gov/cguide.htm

He lpful We bsite s:
Americans with Disabilities Act (ADA). (n.d.). Information and technical assistance on the
Americans with disabilities education act. https://www.ada.gov/2010_regs.htm

The National Alliance for Direct Support P rofessionals
(2020). Frontline initiative. https://nadsp.org/frontline-initiative/
US Department of Education. (n.d.). Office of Special Education and Rehabilitative Services.
http://www2.ed.gov/about/offices/list/osers/osep/index.html
US Department of Labor. (2020). Office of Disability Employment Policy.
https://www.dol.gov/agencies/odep

VII. Course Schedule and Topic Outline
Class schedule subject to modification, but not without prior notification.
Course Sche dule :

**Class schedule subject to modification, but not without prior notification.**
We e k Topic

Week
1 1/3-
1/9

Ethics of Decision Making and Consent in P eople with Intellectual and Developmental Disabilities

Week
2
1/10-
1/16

Changing P erspectives on Intellectual and Developmental Disabilities

Week
3
1/17-
1/23

Trends and Issues in Intellectual and Developmental Disabilities

Week
4
1/24-
1/30

Responding to Cultural and Linguistic Differences Among P eople with Intellectual Disability

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Week
5
1/31-
2/6

Maltreatment of Children with Developmental Disabilities

Week
6
2/7-
2/13

Sexuality and P eople Who Have Intellectual and Developmental Disabilities

Week
7
2/14-
2/20

Historical Overview of Intellectual and Developmental Disabilities

Week
8
2/21-
2/27

What Is Meant by the Terms Intellectual Disability and Developmental Disabilities?

Week
9
2/28-
3/6

Spring Break

Week
10
3/7-
3/13

Advocacy and Legal Considerations to Ensure Civil Rights

Week
11
3/14-
3/20

Self-Advocacy

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Week
12
3/21-
3/27

Nutritional Considerations for Children with Intellectual and Developmental Disabilities

Week
13
3/28-
4/3

Making Services More Effective Through Research and Evaluation

Week
14
4/4-
4/10

P eople with Intellectual and Developmental Disabilities and Mental Health Needs

Week
15
4/11-
4/17

Future Trends and Advances in Intellectual and Developmental Disabilities

Week
16
4/18-
4/24

Introduction to Early Development: A Multidisciplinary P erspective

Week
17
4/25-
5/1

Introduction to Genetics, Genomics, Epigenetics, and Intellectual and
Developmental Disabilities

VIII. Assignments
Assignme nt # 1: Disability Encounte r Re action Pape r (Due we e k 4)
Students will be asked to write a short reflection paper (3 pages) describing one of
the following encounters with disability:
• Interview a person with a disability and provide transcript
• Read a first-person account of a person with a disability

The reflection paper will focus on basic information about the type of disability as well as the individual’s
experience(s) of and attitude(s) towards the disability. Be sure to use literature to support your statements
(at least 3 citations from disability-related journals). When citing the literature, please remember to follow

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APA style.

P age 1: Background and description of the disability
P age 2: Description of your encounter (i.e. describe the interview, summarize the articles read, summarize
biographical description)
P age 3: Reflect on the individuals experiences and provide personal reactions/reflections to your
experiences learning from an individual with a disability.

Assignme nt # 2: Ethical Issue s and Challe nge s Re action Pape r (Due we e k 11)
Students will be expected to discuss the common issues and challenges when working with individuals with
disabilities, including methods of overcoming these challenges while considering ethical and legal aspects
along the way. In addition, talk about how specific laws, such as ADA, IDEA, etc… play a role in
addressing the challenges and issues encountered. Be sure to use literature to support your statements (at
least 5 citations from disability-related journals). Your paper should be between 4 to 5 pages. When citing
the literature, please remember to follow APA style.

P age 1: Identify common issues and challenges when working with individuals with disabilities
P age 2: Discuss ethical and legal aspects of the issues/challenges you presented
P age 3-4: Discuss laws (ADA, IDEA, etc) and how they can specifically play into supporting or
hindering individuals encountering the common issues/challenges you identified.
P age 5: Discuss your personal reflections, thoughts, ideas

Assignme nt # 3: Program Re se arch Pape r (Due we e k 13)
Students are expected to produce a 8-10 page paper with at least 10 citations from disability-related
journals. When citing the literature, follow APA style. For this assignment, students are to DESIGN a
service program for individuals with a specific disability including the following components: administrative
considerations, ethical and legal considerations, managing staff and workplace conflict, and utilizing well
researched and effective techniques with the population chosen.

P age 1: Identify and describe a disability
P age 2-3: Describe a program need for individuals with this disability (cite current research surrounding
this need, what programming currently exists, why additional programming is needed.)
P age 4-6: Discuss your program design in detail using research-based techniques. P ages 7-8 Include
additional sections to discuss any legal/ethical considerations that may emerge with the program you are
implementing.
P ages 9-10: Include personal reflections/opinions, ideas for future research.

Assignme nt # 4: Program Re se arch Pre se ntation (Due we e k 14)
Students are expected to create a power point presentation of 10-15 slides discussing their assignment #3
papers. These presentations will be shared during class and posted.

Discussion Posts: (Due throughout the se me ste r)
Throughout this course, you will be prompted to respond to a discussion question. Discussion post
assignments are due as indicated on the course schedule. P rior to completing the discussion post, you
should read all assigned material for the week so as to incorporate what you’ve learned (and any additional
research you’ve done) into your response. Your discussion posts should not solely consist of your opinions
– all opinions/conclusions should be supported by research and/or the text demonstrating your
understanding of the assigned materials. For each discussion post, you are required to respond to one
classmate’s post. Both your initial post as well as your response post must be submitted by the Sunday of
that week by 11:59 p.m., EST.

Chat participation:
There will be four (4) live chat sessions, held via Zoom, throughout the semester. Students who are unable
to attend the live session should submit a one (1) paragraph synopsis of the discussion held in order to

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obtain points for attendance. See “course policies” below for further information.

IX. Grading Criteria
Your final grade is determined by your performance on a number of different tasks:
Grade Quality P oints P ercentage P oints

A 4.00 90 – 100

B 3.00 80 – 89

C 2.00 70 – 79

F 0.00 Below 70

NP R 0.00 –

P 0.00 –

Additional Grade s: I (Incomplete), W (Withdrawn), AU (Audit), NPR (No P rogress), and TR
(Transfer). The grade of PR (P rogress) may be used for programs with a thesis or dissertation in which
the student continues to demonstrate progress towards requirement completion. P rograms with clinical
rotations, internships, or externships in which grades may not be available within the university’s approved
grading period may use the IP (In P rogress) grade.

Final Course Grade :
GRADING CRITERIA: Your final grade is determined by your performance on the following grade
categories and scale
GRADE CATEGO RIES WEIGH T

Assignment #1: Disability Encounter Reaction P aper 15%

Assignment #2: Ethical Issues & Challenges Reaction P aper 15%

Assignment #3: P rogram Research P aper 15%

Assignment #4: P rogram Research P resentation 25%

Discussion P osts (x7) 20%

P articipation in Live Chats (x4) 10%

TOTAL: 100%

X. Course Policies
Ge ne ral Policy:
This course consists of readings, live classes, and discussions. While you are not required to attend live
sessions, you are strongly encouraged to do so. Students who do not attend a live session should listen to a
recording of that week’s discussion which will be posted on the Canvas site within 48 hours of the live
session. To obtain points for the session, students are required to submit a 1 paragraph synopsis of the
discussion held during that live session. Students are charged with the knowledge and information
disseminated during the live sessions. Therefore, while attendance is not mandatory, reviewing the
recording is suggested such that students are kept abreast of course information. While previous
knowledge and/or experience are not required for this course, it is the responsibility of the student to
contact the instructor to clarify any issues regarding the concepts being studied each week.

Specifically, this course is taught in eight week-long sessions. The materials are presented in eight weekly

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modules. Each week, the Module will open on Monday at 12:01 a.m. EST and will close the following
Sunday. All assignments for a given week will be due on Sunday at 11:59 p.m. EST. In addition to the module
material, we will have 4 live chat sessions, as noted above in the course schedule. Each week, the student is
expected to complete the assigned readings as well as either a research/reaction paper or a discussion post and
response.

If a student anticipates being unable to complete an assignment by the listed deadline, he/she may contact
the instructor for a possible extension. Stude nts should not assume the y will be grante d an
e xte nsion but must contact the instructor for further information.

Both the subjects covered and the required readings may necessitate modification during the semester.
The instructor will make every effort to advise students of any changes. However, it is the responsibility
of the student to check the course site often for adjustments made to the syllabus or for any other
announcements.

The Internet is an extension of the classroom. As such, the decorum and professionalism expected of you
in class extends to the Website and all postings made regarding the course or its content. I expect that you
will extend the same courtesy to your fellow students on the list as you do in class. Feel free to disagree
with the ideas expressed but work to keep the discussions polite and focused on the ideas.

XI. University Policies
P lease consult the FCE catalog for information on college and department policies and the NSU Student
Handbook for information on NSU policies: https://education.nova.edu/students/current-
students/studentcataloghandbook.html

NSU Class Recording P olicy:
Class content throughout this course may be recorded in accordance with the NSU Class Recording
P olicy. If class content is recorded, these recordings will be made available to students registered for this
course as a supplement to the classroom experience. Recordings will be made available to all students who
were registered to attend the live offering of the class, regardless of a student’s section or discipline, or
whether the student is participating in the course online. If recordings are intended to be accessible to
students or third parties who were not registered for the live offering of the class, students’ personally
identifiable information will be removed or redacted from the recording, unless (1) their written consent to
such disclosure was previously provided, or (2) the disclosure is permissible in accordance with the Family
Educational Rights and P rivacy Act (“FERPA”).
Students are prohibited from recording audio or video, or taking photographs in classrooms (including online
classes) without prior permission from the instructor or pursuant to an approved disability accommodation,
and from reproducing, sharing, or disseminating classroom recordings to individuals outside of this course.
Students found engaging in such conduct will be in breach of the Student Code of Conduct and subject to
disciplinary action.

XII. Bibliography
McAfee, J. K., Cockram, J., & Wolfe, P. S. (2001). P olice reactions to crimes involving people with
mental retardation: A cross-cultural experimental study. Education and Training in Mental Retardation
and Developmental Disabilities, 36, 160-171.
Morris, C. D., Niederbuhl, J. M., & Mahr, J. M. (1993). Determining the capability of individuals with
mental retardation to give informed consent. American Journal of Mental Retardation, 98, 263-272.
Niederbuhl, J. M., & Morris, C. D. (1993). Sexual knowledge and the capability of persons with dual
diagnoses to consent to sexual contact. Sexuality & Disability, 11, 295-307.
P arker, T., & Abramson, P. R. (1995). The law hath not been dead: protecting adults with mental
retardation from sexual abuse and violation of their sexual freedom. Mental Retardation, 33, 257-263.
P etersilia, J. (1997). Unequal justice? Offenders with mental retardation in prison. Corrections

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Management Quarterly, 1(4), 36-43.
P etersilia, J. (2000). Doing justice? The criminal justice system and offenders with developmental
disabilities. California P olicy Research Center, University of California: Los Angeles, CA.
Stavis, P. F. (1991). Harmonizing the right to sexual expression and the right to protection from harm for
persons with mental disability. Sexuality and Disability, 9, (2), 131-141.

XIII. Appendix/Appendices
P lease refer to the grading rubrics below for specific scoring:

Rubric for Classroom Participation
Criteria 0 points 1 point 2-3 points

Actively contributes to
classroom discussions

P rofessor has no
ability to connect
student’s name,
voice, and ideas.
Student “multi-
tasks” or distracts
others in class.

Student follows
classroom discussion
and offers thoughts
during some classes.

Student initiates
discussions or actively
contributes to
discussions in a
variety of ways,
including those below.

Displays awareness of
class readings

Contributions
display lack of
awareness of the
readings.

Contributions display
tangential or vague
awareness of
readings.

Contributions
connected to readings.
Student able to
reference ideas from
the readings.

Generates
questions/challenges

Student passively
accepts, passively
rejects, or gives up
on ideas from
readings.

Student participates in
discussions of
questions related to
readings, or testing of
ideas.

Student initiates
questions arising from
the reading or
challenges ideas in
response to other,
contrasting ideas.

P resents areas of
confusion/“miss-
understandings”

Student presumes
that confusion is a
statement about
their own
inadequacies, or
the difficulty of the
content, and
remains silent.

Student participates in
discussions about
areas of confusion or
“miss-
understandings.”

Student raises areas
of confusion and
collaborates with
seminar members to
think through
confusions and “miss-
understandings.”

Rubric for Discussion Postings

Criteria 0-1 point 2 points 3-4 points

Sufficient number of
contributions

Less than six
contributions, and/or
contributions only
added at the last
minute, and/or few
visits to site

Six contributions
and/or site visited
once per week or
less.

More than Six
contributions and site
visited once per
week or more.

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Contributions related
to readings/
discussions

Contributions
unrelated to course
content

Contributions
related to others’
comments about
the course material,
without adding new
responses related
to course material

Contributions are
clearly that
—contributions that
draw from (with
citations) course
readings/discussions.

Engagement of
contributions

Contributions only
congratulatory,
critical, and/or of the
“thanks-that-was-
great” variety

Contributions relate
to and expand upon
the contributions of
others.

Contributions initiate
new threads and/or
introduce new ideas
to discussion.

Rubric for Re action Pape rs Assignme nts 1 and 2

0-2 points 3-4 points 5-7 points Comments

P resents own
ideas, thoughts,
questions around
personal reflection,
the course, or
other relevant
matters stemming
from participation
in the course

P aper is based
solely on course
content, e.g. a
summary of one
of the chapters
or articles.

Some, thin
discussion of
personal
reflections
based on the
course content

P aper reflects
personal
consideration of
personal reflection,
the course or other
relevant matters
stemming from
participation in the
course.

Relates own
thoughts to
specific course
content,
particularly
readings, and other
empirically
validated and
supportive
literature

Reflections are
entirely personal
without
evidence of
engagement
with course
readings or
experience.

P ersonal
reflections
related to
course
materials and
research
literature, but
these are not
specifically
cited.

P ersonal reflections
are founded in
course materials,
particularly based
on specific
reference to course
readings and
research literature.
Reference to class
discussions may be
included.

Adheres to APA
format; well-
written.

Multiple errors
in APA format;
errors from
previous papers
not corrected in
subsequent
papers. Writing
poorly edited;
awkward
construction
and/or poor flow
of ideas.

Some APA
errors. Writing
shows
evidence of
self-editing
with some
construction
and/or flow
problems.

Accurate use of
APA format with
minimal errors.
Evidence that errors
from previous
papers are
corrected in later
papers. Coherent
development of the
ideas using well-
formed sentences
and flowing
paragraphs.

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Rubric for Program Re se arch Pape r Assignme nts 3

0-2 points 3-4 points 5-7 points Comments

P resents ideas,
thoughts, and
questions in a
manner that
addresses the
research question
chosen and
relates
information to
course content.

P aper does not
fully answer the
research
question
chosen.

Some
components of
the question
chosen are
addressed and
integration of
student’s
ideas,
thoughts, and
questions with
course content
is noted.

P aper reflects full
integration of
personal ideas,
thoughts, and
questions with
course content and
all components of
the question chosen
are answered
thoroughly.

Information
presented
provides evidence
of knowledge and
skills gained
through research,
as well as
application of
these skills.

Responses to
the question
chosen are
entirely
personal
without
evidence of
engagement
with course
readings,
experience, or
supportive
literature.

P ersonal
responses to
the question
chosen are
related to
course
materials and
supportive
literature but
these are not
specifically
cited.

P ersonal responses
to the question
chosen are founded
in course materials,
particularly based
on specific
reference to course
readings and
research literature.
In addition, there is
evidence of the
application of
knowledge and
skills learned.

Adheres to APA
format; well-
written.

Multiple errors
in APA format;
errors from
previous papers
not corrected in
subsequent
papers. Writing
poorly edited;
awkward
construction
and/or poor
flow of ideas.

Some APA
errors. Writing
shows
evidence of
self-editing
with some
construction
and/or flow
problems.

Accurate use of
APA format with
minimal errors.
Evidence that
errors from
previous papers are
corrected in later
papers. Coherent
development of the
ideas using well-
formed sentences
and flowing
paragraphs.

Rubric for Program Re se arch Pre se ntation Assignme nt 4

0-2 points 3-4 points 5-7 points Comments

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P resents ideas,
thoughts, and
questions in a
manner that
addresses the
research question
chosen and relates
information to
course content.

P resentation
does not fully
answer the
research
question chosen.

Some
components of
the question
chosen are
addressed and
integration of
student’s ideas,
thoughts, and
questions with
course content
is noted.

P resentation
reflects full
integration of
personal ideas,
thoughts, and
questions with
course content and
all components of
the question chosen
are answered
thoroughly.

Student
disseminates
information and
research findings
clearly and
provides their
personal thoughts,
feelings, or ideas
that support or
contradict these
findings.

P resentation
does not provide
information
addresses the
question chosen
nor does it
provide the
audience with
research data
and conclusions.

P resentation
answers the
components of
the question
and presents
some research
data and
conclusions
with no
elaboration or
personal views
mentioned.

P resentation fully
answers the
research question
chosen and provides
detailed research
data and
conclusions. In
addition, the student
provides his/her
personal views that
either support or
contradict the
research findings.

P resentation
generates active
participation from
the audience, as
well as questions
for discussion.

P resentation
generates no
interest from the
audience or any
questions for
discussion.

P resentation
generates
some interest
from the
audience in the
form of active
participation or
some short
questions that
do not lead to
discussion.

P resentation poses
questions to the
audience, engages
them in activity, and
generates many
questions for
discussion.

Stude nts comple ting H SDD 5300 will be able to me e t the following program obje ctive s by the
following asse ssme nt me asure me nts and me thods:
Course : Le gal and Ethical Issue s in Disability

Le arning Outcome s/Obje ctive s
and
Program Obje ctive s

Dire ct Asse ssme nt Asse ssme nt M e thod

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Learning Outcome 1:
Discuss the importance and impact of
disability law such as ADA and
IDEA.
P rogram Learning Objectives:
P LO 1: Knowledge of Leadership
P LO 2: Knowledge of Developmental
Disabilities and Challenges
P LO 3: Understanding impact of
systems
P LO 4: Apply ethical and legal
principles
P LO 6: Demonstrate research,
analytic, and writing skills

Discussion P osts,
Ethical Issues and
Challenges Reaction
P aper

A 20-point criterion-based rubric is
used to assess students’ ability to
review literature and discuss how
specific laws play a role in addressing
challenges when working with
individuals with disabilities.

Learning Outcome 2:
Demonstrate an understanding of the
most common ethical issues affecting
individuals with disabilities and
disability professionals.
P rogram Learning Objectives:
P LO 1: Knowledge of Leadership
P LO 2: Knowledge of Developmental
Disabilities and Challenges
P LO 3: Understanding impact of
systems
P LO 4: Apply ethical and legal
principles
P LO 5: Apply knowledge of strategic
planning and administration to provide
services
P LO 6: Demonstrate research,
analytic, and writing skills

Discussion P osts,
Disability Encounter
P aper,
Ethical Issues and
Challenges Reaction
P aper,

A 20-point criterion-based rubric is
used to assess students’ ability to
reflect on an individual with a specific
disability in interviewing and
discussing that individual’s
experiences, attitudes, and challenges
with regard to their disability.
A 20-point criterion-based rubric is
used to assess students’ ability to
review literature and discuss how
specific laws play a role in addressing
challenges when working with
individuals with disabilities.

Learning Outcome 3:
Demonstrate an understanding of the
application of ethical principles to the
resolution of common dilemmas in the
disability field.
P rogram Learning Objectives:
P LO 1: Knowledge of Leadership
P LO 2: Knowledge of Developmental
Disabilities and Challenges
P LO 3: Understanding impact of
systems
P LO 4: Apply ethical and legal
principles
P LO 5: Apply knowledge of strategic
planning and administration to provide
services
P LO 6: Demonstrate research,
analytic, and writing skills

Discussion P osts,
Ethical Issues and
Challenges Reaction
P aper,
P rogram Research
P aper,
P rogram Research
P resentation

A 20-point criterion-based rubric is
used to assess students’ ability to
review literature and discuss how
specific laws play a role in addressing
challenges when working with
individuals with disabilities.
A 20-point criterion-based rubric is
used to assess student’s ability to do
an extensive review of literature in
designing a service program for
individuals with a specific disability.
A 20-point criterion-based rubric is
used to assess student’s ability to
present information retrieved in
research in designing a service
program for individuals with a
specific disability.

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Learning Outcome 4:
Recognize the function of his or her
professional code of ethics when
working with individuals with
disabilities.
P rogram Learning Objectives:
P LO 1: Knowledge of Leadership
P LO 2: Knowledge of Developmental
Disabilities and Challenges
P LO 3: Understanding impact of
systems
P LO 4: Apply ethical and legal
principles
P LO 5: Apply knowledge of strategic
planning and administration to provide
services
P LO 6: Demonstrate research,
analytic, and writing skills

Discussion P osts,
P rogram Research
P aper,
P rogram Research
P resentation

A 20-point criterion-based rubric is
used to assess student’s ability to do
an extensive review of literature in
designing a service program for
individuals with a specific disability.
A 20-point criterion-based rubric is
used to assess student’s ability to
present information retrieved in
research in designing a service
program for individuals with a
specific disability.

Learning Outcome 5:
Analyze and apply the appropriate
legal concepts of privacy,
confidentiality, and informed consent
when working with individuals with
disabilities, understanding the unique
factors that affect these concepts with
this population.
P rogram Learning Objectives:
P LO 1: Knowledge of Leadership
P LO 2: Knowledge of Developmental
Disabilities and Challenges
P LO 3: Understanding impact of
systems
P LO 4: Apply ethical and legal
principles
P LO 5: Apply knowledge of strategic
planning and administration to provide
services
P LO 6: Demonstrate research,
analytic, and writing skills

Discussion P osts,
P rogram Research
P aper,
P rogram Research
P resentation

A 20-point criterion-based rubric is
used to assess student’s ability to do
an extensive review of literature in
designing a service program for
individuals with a specific disability.
A 20-point criterion-based rubric is
used to assess student’s ability to
present information retrieved in
research in designing a service
program for individuals with a
specific disability.

Generated: 3/1/2022 Page 13 of 14

Learning Outcome 6:
Reflect on the core concepts discussed
in the course and the relevance of
these concepts and ideas to your work
with individuals with developmental
disabilities.
P rogram Learning Objectives:
P LO 1: Knowledge of Leadership
P LO 2: Knowledge of Developmental
Disabilities and Challenges
P LO 3: Understanding impact of
systems
P LO 4: Apply ethical and legal
principles
P LO 5: Apply knowledge of strategic
planning and administration to