Arizona state university college of public programs



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ARIZONA STATE UNIVERSITY

COLLEGE OF PUBLIC PROGRAMS

SCHOOL OF SOCIAL WORK

GRADUATE CERTIFICATE IN ASSESSMENT OF INTEGRATIVE HEALTH MODALITIES

I Course Title: SWG 657 Holistic Therapies for Modern Living



II Instructor:
Office Hours: By appointment

Phone:


Email:

III Course Requirements:
Credit: 3 hours

Required: Required Course for Graduate Certificate in Assessment of Integrative Health Modalities



IV Course Description:
History and current research of Traditional Chinese Medicine, Ayurvedic Medicine, Homeopathic, Naturopathic and Indigenous Medicine used in today’s health systems.

Traditional Chinese Medicine: is a medical science, which includes Chinese medication, pharmacology/herbology, acupuncture, massage and Qigong.

Ayurvedic Medicine: Ayurveda is a Sanskrit word, derived from two roots: ayur, which means life, and veda, which means knowledge. When knowledge partners with logic it becomes science. Over time, Ayurveda became the science of life in India. It has its root in ancient vedic literature and encompasses our entire life, the body, mind and spirit. Personality, body type, massage, healing oils and herbs, meditation, attitude and yoga are integrated into the healing process.
Homeopathic The word “homeopathy” is derived from two Greek words: homoios which means “similar” and pathos which means “suffering.” Homeopathy’s basic premise is called the “principle of similars.” Homeopaths work with medicinal substances which will elicit a healing response for the specific host of symptoms. The principle of similars not only initiates a healing response, but it encourages a respect for the body's wisdom that it can heal itself if given the opportunity. Because symptoms represent the best efforts of our body in its defenses against infection or stress, it makes sense to utilize a medicine that helps and mimics this defense rather than inhibits or suppresses it. The principle of similars may be one of nature's laws that, when used well, can be one of our most sophisticated healing strategies.


Naturopathic: Bases its teachings on the premise that living things have an innate ability to heal themselves.  Our vital force promotes self-cleansing, self-repair, and therefore self-healing.  This process can be achieved by focusing on the immune, hormonal, nervous, and detoxification/elimination systems of the body.  Once these systems are in balance, restored health is a probability. Clean air and water, clear minds, eating natural foods without chemicals or pesticides, and strengthening the body’s natural capacity for health are integral components of naturopathic healing.
Indigenous Healing Traditions, particularly populations of the southwest
  1. Native American: Practiced on the North American continent for thousands of years, the common theme of Native American medicines is the belief that physical illness can be treated by community, counseling, ceremony, and communion with nature, as illness is viewed as simultaneously spiritual, mental, physical and environmental. Because of the interaction and hierarchical embedded nature of these levels, intervention at any one level should affect the others.
  2. Mexican healing traditions. Curandero, the study of curanderismo and related folk medical practices encompasses several disciplines: anthropology, folklore, sociology, psychology, medicine, and history. In the Mexican culture, there is no clear separation of physical and mental illnesses. It is believed that there must be a balance between the individual and environment, otherwise one may get a disease. Emotional, spiritual, social and physical factors are major contributing forces to illness, in addition to the Humoral theory, God, spirituality, and interpersonal relationships. The causes are God's will or unacceptable behavior. Shame may be associated with genetic defects. Physical disability is usually more accepted than mental disabilities. Furthermore, illnesses are seen as a social crisis and are experienced by the entire group. Institutionalization is not common, rather the family cares for persons with disability.


V Rationale for the Course:
Over the past several decades consumers and health care providers have been increasingly seeking information, knowledge and treatment about ancient healing. This increase has been the result of exhausting resources in allopathic medicine, which has been insufficient in treating illness due to its limitations in psychopharmacology and surgery as its basis for treatment. Hospitals and health professionals are incorporating integrative healing traditions in the course of patient treatment. This course will offer students a base of knowledge and opportunities to increase this knowledge.
VI Course Competencies:

1. Core Competency EP 2.1.1 Student identifies as a professional and conducts oneself accordingly

Practice behaviors 1a and 1b

a. Incorporate mindfulness as it applies to integrative health practices.

b. Practice personal reflection and demonstrate a commitment to lifelong learning through weekly journal reflections, implementation of key concepts from peer-reviewed supplemental readings.

c. Explore ways ancient teachings can be integrated in student’s particular field of expertise.



2. Core Competency EP 2.1.3 Apply critical thinking to inform and communicate professional judgments

  1. Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge and practice wisdom.

  2. Demonstrate effective oral and written communication in assignments and classroom discussions (Mindful Awareness reflective journal, nutrition journal, and PowerPoint presentation).

Practice behaviors 2a and 2b

  1. Complete a comprehensive synthesis of the literature associated with a specific topic and sub-topic related to Ancient Healing Traditions (peer reviewed journal articles critical thinking).

  2. Develop knowledge regarding the historical evolution of ancient teaching through thoughtful, clear and concise responses to readings critical thinking

3. Core Competency EP 2.1.7 Apply knowledge of human behavior and the social environment

  1. Critique and apply knowledge to understand person and environment.

Practice behavior 3a and b

      1. Exploring and assessing the integration of healing practices into daily living related to environment and nutrition.

      2. Spend time observing experienced health care providers and how ancient teachings are implemented in health care practice today.

4. Core Competency EP 2.1.9 - Respond to contexts that shape practice

  1. Continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services.

Practice behavior 4 a, b and c

a. Exploring the medicinal practices of shamanism and indigenous

healing.

b. Develop strategies for personal, community and social change in relation to sensitive practices in diagnostic assessment related to cultural norms.

c. Understand how ancient healing traditions can be used in today’s interdisciplinary health system and how these teachings can be partnered with allopathic/Western medicine.
VII Course Units:


  1. Historical development of ancient healing traditions including: Traditional Chinese Medicine, Ayurvedic Medicine, Naturopathic Medicine, Homeopathic Medicine, and Indigenous Medicine particularly of the Southwest

  2. Application of research-based models to ancient healing modalities

  3. Demonstration of the practice of ancient healing traditions

  4. Intertwining ancient healing modalities and the current system of healthcare: providing patients with the best care medicine has to offer


VIII Key Course Concepts:
Traditional Chinese medicine

Homeopathy

Indigenous healing

Spirituality

Naturopathy

Ayurvedic

Nutrition
IX ASU and Related Professional Policies:

Students are responsible for reviewing and complying with all ASU policies, including the following:



Academic Integrity Policy:

http://provost.asu.edu/academicintegrity/policy



Student Code of Conduct:

http://students.asu.edu/srr/code (click on ABOR Student Code of Conduct) Computer, Internet, and Electronic Communications Policy:

http://www.asu.edu/aad/manuals/acd/acd125.html

Missed Classes Due to University Sanctioned Activities:

http://www.asu.edu/aad/manuals/acd/acd304-02.html



Accommodations for Religious Practices:

http://www.asu.edu/aad/manuals/acd/acd304-04.html



Commercial Note Taking Services:

http://www.asu.edu/aad/manuals/acd/acd304-06.html



Handling Disruptive, Threatening, or Violent Individuals on Campus:

http://www.asu.edu/aad/manuals/ssm/ssm104-02.html



School of social work Student Academic Integrity Policy:

http://ssw.asu.edu/filelib/students/AcademicIntegrityPolicy.pdf/view



Social work students are responsible for reviewing and complying with the National Association of Social Workers Code of Ethics:

http://www.socialworkers.org/pubs/code/code.asp



X Accommodations for Students with Disabilities:

If you are a student with a disability and have need of assistance or special accommodations, please review the following policy: http://www.asu.edu/aad/manuals/ssm/index.html#700 and contact the ASU Disability Resource Center (DRC). Students requesting accommodations for a disability must be registered with the DRC, and must submit appropriate documentation to the instructor from the DRC. Students enrolled with the School of Social Work Downtown Phoenix Campus and Tucson Component locations may contact the DRC at the Downtown Phoenix Campus: http://campus.asu.edu/downtown/DRC



XI Health Insurance Portability and Accountability Act (HIPAA) Policy Statement:

Even as students, social workers are subject to HIPAA regulations that protect client health information. To comply with these regulations, any client information you present from your internship or work must be de-identified. Any information that would allow someone to determine the client’s identity must be changed or eliminated. This includes obvious information like names and birthdates. Other information so unique to the person that it will allow for identification may include such variables as diagnosis, race/ethnicity, gender, sexual orientation, and place of residence.



XII Required Textbook and Readings:

Peer reviewed journal articles: Students will read the three assigned journal articles for each week. Students will choose articles from the master recommended reading list for their oral presentation. Students may also choose peer reviewed articles of their choice that related to their topic.



XIII Course Schedule- Plan of Instruction


Class 1, Unit 1

Naturopathic Medicine
Objectives

Naturopathic doctors treat their patients holistically, taking into consideration the individual's biochemistry, biomechanics, and emotional predispositions.  The body's self-healing ability can be better understood if one takes into account the fact that homeostasis, or biological balance, is the main characteristic of any healthy system. Naturopathic treatments originated as the use of herbs and foods for medicine, exposure to fresh air and sunlight, and hydrotherapy (the use of hot and cold water application) including steam or sauna.  As a system of medicine, Naturopathy aims to address the root cause of disease on an individual level





Required reading:
Cody, G. (2006). The History of Naturopathic Medicine, Part I: The Emergence of an American School of Healing. In J. Pizzorno & M. Murray (Eds.), Textbook of Natural Medicine 3rd Ed. (pp.41-65). St. Louis: Churchill, Livingstone, Elsevier.
Marz, R.B. (1999). Medical Nutrition from Marz: A Textbook in Clinical Nutrition 2nd Ed. Portland, OR: Omni-Press. pp 500-502.

Kellas, W.R. & Dworkin, A.S. (1996). Surviving the Toxic Crisis: Understanding, Preventing, and Treating the Root Causes of Chronic Illness. Olivenhain, CA: Professional Preference. pp 175-244




Class 4, Shamanism in the Americas
Unit 5, Native American Healing
Objectives

Native Americans stressed development of the inner life that is seen reflected in the outer world. The events of the outer world spoke to inner processes for the person. For example, a fire is burning on the mountain at the same time the person is in agony. The agony is dissipated through awareness that rain quenches the fire. The fire and the rain were messages about the internal processes of the person. The traditional belief is that the mountain could have responded with fire and then the sky with rain, both in response to the human being and now also the burning mountain. Indigenous healing explores the importance of oral histories, languages, the land and traditional territories, familial relationships and cultural traditions.
Unit 6, Indigenous Medicine
Objectives

Curandero Mexican. The meaning

and expression of pain, as well as its control have been identified in the Mexican culture as originating from two predominant Mesoamerican civilizations, the Aztecs and the Mayas (Villarruel

& Ortiz de Montellano, 1992).
Attitudes toward the experience of pain include: a.) pain as an

accepted, anticipated, and necessary part of life; b.) man has an obligation to endure pain in the

performance of duties; c.) pain is predetermined by the gods; d.) pain is a consequence of

immoralbehavior; e.) pain should be endured stoically; and, f.)

maintaining balance was effective in alleviating pain.




Required reading:

Helman, C. (2007). Caring and Curing: the Sectors of Health Care. Culture, Health and Illness. Hodder Arnold; 5 edition. Chapter 4 pp 81-107.

Sanchez, T. R. et al. (1996). The Delivery of Culturally Sensitive Health Care to Native Americans. Journal of Holistic Nursing, 14(4), 295-307.


Class 2, Unit 2

Traditional Chinese Medicine
Objectives

Define and dialogue about Mindfully Living today. Both TCM and western medicine are used in providing medical and health services in China. TCM, with its unique diagnostic methods, systematic approach, and abundant historical literature and materials, has attracted much attention from the international community. TCM is well recognized for its remarkable effectiveness in offsetting the side effects caused by the toxic and chemical treatment of cancer cases, as well as pain management in the

Western medical system. Nutrition, Chinese herbs and tinctures, acupuncture, qi gong, and a positive attitude is integral components of treatment.
Unit 3, Homeopathy
Objectives

Homeopathic medicine stimulates the body’s own defense by using herbal remedies to heal illness. It is important to note that immunizations and allergy treatments are two of the very few applications in modern medicine today that actually stimulate the body’s own defenses in the prevention or treatment of specific diseases, and it is not simply a coincidence that both of these treatments are derived from the homeopathic principle of similars. Homeopathic medicine is widely practiced by Physicians in Europe to such an extent that it is no longer considered "alternative medicine". For example, French and

German Doctors use homeopathic medicines regularly. The British Royal family supported homeopathy since the 1830's and homeopathy still has a long standing presence in Britain's national health care system.


Required Readings:

Liangyue, D. et al (2002) Yin-Yang and the Five Elements. In C. Xinnong (Eds.) Chinese Acupuncture and Moxibustion Revised Edition Beijing: Foreign Languages Press. (Chapter 2 pp 12-26).


Shen, J. (2001). Research on the Neurophysiological Mechanisms of Acupuncture: Review of Selected Studies and Methodological Issues. The Journal of Alternative and Complementary Medicine, 7, S-121 – S-127.
Wang, S., Kain, Z.N., White, P. (2008). Acupuncture Analgesia:I. The Scientific Basis. Pain Medicine, 106 (No. 2), 602-610.
Required Readings:
Roberts, H.A. (1936) The Principles and Art of Cure by Homeopathy: A Modern Textbook. New Delhi: B. Jain Publishers Pvt. Ltd. Chapter II pp 19-33. Chapter III pp 34-40.
Ramachandran, C. et. al. (2007) Investigation of Cytokine Expression in Human Leukocyte Cultures with Two Immune-Modulatory Homeopathic Preparations. The Journal of Alternative and Complementary Medicine, 13 (No. 4), pp 403-407.


Class 3, Unit 4 Aryuvedic
Objectives

Ayurveda places great emphasis on prevention and encourages maintaining health by paying close attention to balance in one's life through right thinking, diet, lifestyle and herbs. Knowledge of Ayurveda enables one to understand how to create balance of body, mind and consciousness according to one's own individual constitution and how to make lifestyle changes to bring about and maintain this balance.




Required reading:

Vasant, L (1996) An Introduction to Ayurveda The Ayurvedic Institute


Usha L & Vasant L (1994). Ayurvedic Cooking for Self-Healing. The Ayurvedic Press: Albuquerque

Read introduction from NCCAM website



http://nccam.nih.gov/health/ayurveda/introduction.htm



Class 5, Oral Presentations






XIV Evaluative Procedures:
The course grade will be determined through the evaluation of six (6) assignments:


Assignment

Due Date(s)

Points

Oral presentations

April 15

60 points










Food Journal

March 25th

10 points

TCM/Homeopathic Paper

April 1st

10 points

Ayurvedic Paper

April 8th

10 points

Mindful Awareness Journal

Weekly

10 points




Total Points:

100 points




  • This class is based on a cooperative adult learning model. Participation in class discussions, group exercises, and written activities enables you to learn from one another as well as from the instructor and other course resources and materials. For this reason, attendance is an important aspect of the class. Attendance will be taken and you are responsible for getting all material (including assignments and/or schedule changes) you miss when you are absent or late. Consistent class attendance with quality class discussion and active participation is encouraged. In addition, students must attend at least 90% of the class sessions (this means missing no more than 1 class) to receive credit for the course. Special consideration may be given for extenuating circumstances, but must be approved prior to the missed class. Additionally, missing a class will require the student complete a 4 page paper on the unit topic to make up for time missed. If a student is more than 15 minutes late for a class, an additional assignment must be completed for the student to receive attendance credit.


School of Social Work Grading and Philosophy

A = 90-100 points D = 60-69 points

B = 80-89 points E = below 60 points

C = 70-79 points


An "A" grade at the graduate level means that a student is doing outstanding or excellent work, in which a student attends class regularly, hands in all of the course assignments and demonstrates a thorough grasp of the material. To receive an "A" grade, a student must go above and beyond the basic expectations for the course.
A "B" grade at the graduate level means that a student is doing at least satisfactory work, and meeting the minimum requirements for the course. The student attends class regularly, hands in all of the course assignments, and demonstrates a basic level of understanding of the course
A. Socatic Discussion of Peer Reviewed Journal Articles

Students will be required to read the weekly listed materials prior to coming to class and will be expected to discuss what they have read.


B. Assignments:
1. Oral Presentations (60 points)

This presentation is intended to demonstrate your integration of the concepts and topics discussed in class during the semester. It is an opportunity for you to investigate an area of interest to you and further develop your inquiry. You will not be graded on your speaking abilities only on the content and referenced materials. You will need to hand in a brief written proposal outlining the project you intend to embark upon. You need written approval before you begin. This is an opportunity for you to research and/or to connect with practitioners in the community. For example: observe an acupuncture treatment; an Ayurvedic interview; a homeopathic assessment; or indigenous ceremony. There are many community resources (including the teachers of each ancient healing tradition) and trainings available to you as well. You will be required to give a 30 minute class presentation on your topic and to turn in a hard copy or send to drworden@me.com of your presentation along with a list of the reference materials you used to complete your assignment (APA format).



  1. Purpose and rationale. Explain how this activity will further assist you in developing both professionally and personally, why you chose this particular topic, and how you feel this topic facilitates the healing process in today’s society.

  2. Expected Outcomes. Describe what you intend to gain by completing this assignment. Describe how this activity will impact your clients or how you intend to use the information gained to improve professionally and personally.

  3. Bibliography. Attach a complete bibliography of researched articles on your given activity or topic.

You will give an in-class power point presentation of your experience and /or researched findings. Introduce your reader to the purpose and rationale. Briefly summarize the key concepts, attaching copies of handouts and information gained, details and points learned in your research/activity. Describe your personal reaction to the experience. Describe how you intend to use your newly acquired knowledge as a clinical practitioner. Describe what populations, culture, ages, genders and ethnicity could be best served with this knowledge. What are the strengths and weakness of your particular topic? Use information you researched and found in the literature to support your points throughout the presentation. Cite your references (at least 5 in your presentation and more in the supplemental bibliography) using APA 5th edition format.

You will be assigned a presentation time and date by the 3rd class. You should have approached instructor by that time to get approval for your topic.



2. Food Journal

To complete a 6-day food journal and describe emotional state and physical changes noted.




  1. Log all foods and drinks consumed, including snacks.

  2. Beside each consumption log your emotional and physical state for the next 30 minutes after the meal


3. TCM/Homeopathy Paper

Choose one of the following:



  1. Complete online homeopathic constitution remedy guide (online site to be identified in class #1) and write a two paragraph (single space) essay on why this remedy may or may not apply to you.

If you decide to take the remedy please include your emotional and physical notations in the two paragraph essay noted above.

  1. Consider your TCM tongue and pulse diagnosis and constitution by an online site to be assigned in Class #1. Write a two paragraph (single space) essay on why this diagnosis may or may not apply to you. If you decide to take an herbal , modify your diet or try acupuncture please include your emotional and physical notations in the two paragraph essay noted above.



4. Ayurvedic Paper

Write a 2 paragraph description of your dosha type and explain why it “fits” your personality, food and emotional status. If you change your diet, sleeping patterns, or try an ayurvedic herb note in your 2 paragaph essay.



5. Mindful Awareness Reflection Journal

A mindfulness practice is the key to fully living and experiencing the events in your life. When we are mindful, the simplest experience becomes more meaningful, thus, savoring every moment. We live in a society that places much emphasis on language and the cognitive process hence; we often repress our sensory experiences. In addition, paying attention to “what’s happening now without judgment” increases our ability to have healthy relationships as our ability to communicate effectively is enhanced. Here are your tools to develop a mindfulness practice.


In writing your journal entries there are many opportunities to include personal experiences in your daily living in the classroom, work and personal life. Listening to the Mindful MAC Breathing DVD will help you to develop personal mindfulness practice. Include your mindful meditation reflection, which is included in your journal experience. You may wish to develop a daily practice.

Grading Criteria for All Assignments

a. Organization and clarity of ideas presented, including an introduction and summary section on all written assignments.

b. Adequacy and thoroughness of responses to all instructions in the assignment.

c. Ability to use class and reading material in critical analysis of subject.

e. Use of and integration of supportive data and ideas from the literature, properly cited and referenced in APA style (5th ed.), and from practice.

f. Writing quality (e.g., proper use of punctuation, correct grammar, spelling and sentence structure); proper use on non-sexist/non-racist language.

g. One point per day will be deducted from a student’s final grade on any assignments that are not handed in on time.
Grading Scale:

A = 91 - 100 points

B = 81 - 90.99 points

C = 71 - 80.99 points

D = 61- 70.99 points

E = below 60 points


GRADING GUIDELINES FOR GRADUATE COURSES

An “A” grade at the graduate level means that a student is doing outstanding or excellent work, in which a student attends class regularly, hands in all of the course assignments and demonstrates a thorough grasp of the material. All written assignments must be in correct APA format, well organized and Master’s level. To receive an “A” grade a student must go above and beyond the basic expectations for the course.

A “B” grade at the graduate level means that a student is doing at least satisfactory work, and meeting the minimum requirements for the course. The student attends class regularly, hands in all of the course assignments, and demonstrates a basic level of understanding of the course concepts.

A “C” grade at the graduate level means that a student is doing inconsistent work. The student does not attend class regularly, fails to hand in some of the course assignments, and/or fails to demonstrate a basic level of understanding of the course concepts.

A “D” or “E” at the graduate level means that a student is doing unacceptable work, demonstrating a complete lack of understanding of course concepts.
Note that written assignments need to be responsive to all points listed in the assignments and show evidence of research, class work and assigned readings. All assignments must meet standards of scholarly work: clear writing, appropriately edited, well integrated, evidence of critical thinking and analysis, and documented conclusions All papers are required to be typed, double-spaced, and cited and referenced using the APA (American Psychological Association) format (see the Publication Manual of the American Psychological Association (5th ed.), Washington, DC). Credit will be taken off for not using APA style for citations and references. If you think you need help with this please let me know. Writing quality (grammar, punctuation, spelling, organization, etc.) is considered as part of your grade. Assignments are to be handed in before class begins on the day they are due. Late assignments are simply not accepted and you will not receive credit for assignments that are handed in late.

**Note that you should always make a hard copy, for yourself, of any written assignment you hand in. Although it happens infrequently, written assignments do sometimes get lost. To avoid any problems please keep a hard copy.


Other expectations (absence policies and the conditions under which assigned work and

/or tests can be made up which should include the instructor’s general policy and excused absences related to religious observances/practices that are in accord with ACD 304–04, “Accommodation for Religious Practices” and excused absences related to university sanctioned events/activities that are in accord with ACD 304–02, “Missed Classes Due to University- Sanctioned Activities”, late assignment policy, student responsibilities, appropriate classroom behavior (e.g., use of pagers, cell phones, recording devices, etc.).


Class attendance and participation

This class is based on a cooperative adult learning model. Participation in class discussions, group exercises, and written activities enables you to learn from one another as well as from the instructor and other course resources and materials. Participation of all students is expected and your responsibility. Students are expected to attend all regularly scheduled class sessions.


You will be asked to discuss the material assigned; offer thoughtful questions related to your experience and contribute in a respectful manner. Knowing the “right” answers is not nearly as important as being willing to risk exploring your ideas and being open to new information and additional ideas. I take class attendance and participation very seriously since most of your learning will occur during participation in class exercises and discussions.
Class participation will be evaluated by the following: 1) your participation in group exercises and classroom discussions, 2) evidence of having read the required materials, 3) evidence of your ability to apply the assigned course reading to all class assignments, 4) on-going contributions to classroom discussions. Attendance will be taken and you are responsible for getting all material (including assignments and/or schedule changes) you miss when you are absent or late.
Academic Integrity Policy Statement

Cheating and/or plagiarism will not be tolerated and will result in severe sanctions. Students are responsible for being familiar with policies regarding student academic integrity found in the 2000-2001 Student Handbook. Please take special note of the policy regarding plagiarism. As stated in the Academic Integrity Policy,

"Plagiarism is defined as using another's words (written or spoken), ideas, or visual, without properly documenting the source. While not all plagiarism is willful or intentional, students are always responsible for knowing the rules governing the use of another's material and appropriately acknowledging their source."

Students are responsible for reviewing and complying with all ASU policies including the

following:
Academic Integrity Policy (http://www.asu.edu/studentlife/judical/integrity.html)

Student Code of Conduct (http://www.asu.edu/aad/manuals/sta/sta 104-01.html)



Computer, Internet and Electronic Communications Policy (http://www.asu.edu/aad/manuals/acd/acd125.html
Reasonable Accommodations for Students with Disabilities: The Disability Resource Center (DRC) provides information and services to students with any documented disability who are attending ASU. Individualized program strategies and recommendations are available for each student as well as current information regarding community resources. Students also may have access to specialized equipment and supportive services and should contact the instructor for accommodations that are necessary for course completion.  The DRC is located on the first floor of the UCENT building. Please talk to me early in the course if you have questions, concerns and/or special learning needs.

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