Rehabilitation Science Program Information

 

The Rehabilitation Science curriculum is designed to produce undergraduate rehabilitation generalists who have training and experience conducive to successful careers in various rehabilitation service programs. Within the Rehabilitation Science major five minors are offered: 1) Addictions, 2) Aging, 3) Child Welfare and Social Services, 4) Disabilities Studies, and 5) Recreation Services. Students must choose at least one of these minors in order to complete the requirements for the degree.

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Program Vision Statement

To be the premier undergraduate degree in Rehabilitation Science, cultivating remarkable contributors to the Rehabilitation and allied health fields.

Program Mission Statement

Through application of innovative teaching, unparalleled advising and intentional engagement, the program will fully prepare ethical, culturally sensitive, inclusive, and socially just professionals to enter the workforce and graduate-level education programs.

Program Goals and Learning Domains Description

Goals and domains are designed to meet the University and Program’s mission and vision statements. Further, goals and learning domains are designed to meet the needs of constituents (students, communities of interest and employers).

Program Goals

  1. To graduate scholars who are prepared to enter a variety of fields including addictions, aging, child welfare and social services, and disability studies.

  2. To prepare students to enter a variety of graduate programs including but not limited to: occupational therapy, physical therapy, counseling, rehabilitation counseling, addictions, and social work.

  3. To prepare competent entry-level rehabilitation generalists in the cognitive (knowledge), psychomotor (skills), and affective (behavior) learning domains.

Student Learning Domains

Domains are built on the role and function study, accreditation requirements, and needs of the community, state, and country.

  1. Lived Experiences of Individuals with Disabilities and/or Impairment

  2. Service Delivery Systems and Community Integration

  3. Career and Job Development

  4. Relational and Professional Communication

  5. Advocacy and Informed Choice

  6. Professionalism and Ethical Practices

  7. Experiential Learning

Basis for Student Learning Objectives

Student Learning Objectives and Outcomes “focus on what students will know and be able to do, and describe observable and measurable actions or behaviors” (University of Florida, 2017). Objectives are also based on Bloom’s Revised Taxonomy as indicated below:

  • Factual Knowledge - the basic elements (knowledge) students must know to be acquainted with a discipline or solve problems in it (skills).
  • Conceptual Knowledge (knowledge and skills) - the interrelationships among the basic elements within a larger structure that enable them to function together.
  • Procedural Knowledge (knowledge and skills) - how to do something, methods of inquiry, and criteria for using skills, techniques and methods
  • Metacognitive Knowledge - knowledge of cognition in general as well as awareness and knowledge of one’s own cognition

Student Learning Objectives

  1. Students will demonstrate knowledge of the basic elements of rehabilitation legislative and advocacy history, describe varied disabilities, and understand support services to assist in vocational and independent living.

  2. Students will possess the conceptual knowledge and skills to identify varied rehabilitation models, apply an understanding of vulnerability and immunity concepts to facilitate adaptation, apply knowledge to successful advocacy efforts, and understand varied rehabilitation-related careers.

  3. Students will possess the procedural knowledge and skills to function as a team member, resolve ethical dilemmas, manage a case from intake to discharge, and successfully complete experiential learning in a rehabilitation-related agency.

  4. Students will demonstrate the metacognitive knowledge to describe and asses the effects of societal attitudes reflected in legislation and disability language, as well as their own awareness and attitudes regarding diversity issues.

 

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