Education at Aquinas College

Physically and Otherwise Health-Impaired Education Major

The POHI (Physically and Otherwise Health-Impaired) education major is offered in collaboration with the Conductive Learning Center and Semmelweis University in Budapest, Hungary.

For more information, call or email the School of Education at (616) 632-2800 or SchoolofEd@aquinas.edu

Courses

  • PI101 Foundations of Conductive Education—Part 1 (2)

    This introductory course will provide an overview of the Conductive Education method: its aims, philosophy and practice. It opens with a discussion of the purposes of the Conductive Education method. This leads to consideration of the principles underlying the system. Concepts such as activity, group work, motivation, intention and facilitation, as well as orthofunction, will be examined closely. The course will also outline some of the basic practices of Conductive Education in various settings. Current issues in Conductive Education will be introduced and discussed. Field component. Prerequisite: acceptance into the POHI program.

  • PI102 Foundations of Conductive Education—Part 2 (2)

    This course is a continuation of PI101/Foundations of Conductive Education—Part I. Course content will build upon the foundation of concepts discussed in PI101. Field component. Prerequisite: PI101.

  • PI103 Symptoms Studies—Part 1 (2)

    The purpose of this course is to provide a general background to the condition of cerebral palsy. Focus will be on causation, typology and how the development of the child with cerebral palsy is subsequently affected. Field component. Prerequisite: acceptance into the POHI program

  • PI104 Symptoms Studies—Part 2 (2)

    This course continues in the study of cerebral palsy; its causes, typology and how the development of the child with cerebral palsy is subsequently affected. Field component. Prerequisite: PI103.

  • PI201 Neuroanatomy—Part 1 (2)

    Brain function must be studied from molecular, biochemical, physiological, anatomical, pharmacological and psychological perspective all at once. Most important of all, today’s students must acquire a firm conceptual basis even though today’s concepts will surely evolve over the duration of their careers. It is far easier to teach and learn with a single discipline. This course creates a portrait of the central nervous and part of the muscular system in broad strokes in hopes that the student can in two semesters attain an appreciation for the modern concepts that guide further study. This section of the course deals primarily with the anatomy of the brain. Prerequisite: PI101, BY155, BY156.

  • PI202 Neuronatomy—Part 2 (2)

    This section of the course focuses on the anatomy of the spinal cord, ascending and descending systems in it, and various levels of movements. Prerequisite: PI201.

  • PI203 Neurophysiology—Part 1 (2)

    Following anatomical knowledge, introduction to the function of the nervous system, i.e. neurophysiology, is necessary. Structure and function are closely connected concerning elementary sensory motor performances. More complicated performances, like the sleeping-waking phase, are less dependent on anatomy and are to be explained by neurophysiology. Prerequisite: PI201.

  • PI204 Neurophysiology—Part 2 (2)

    Within this course the student will learn the characteristics of the neurological system and associated motor development in babies and infants. This includes learning what to observe for in examination for motor delay and differences. Prerequisite: PI202, PI203.

  • PI205 Establishment of Orthofunction (2)

    This course is designed for development of the understanding of the concepts of Orthofunction and intention, and their development, facilitation, observation, and routine. Awareness of issues in Conductive Education theory and practice are also explored. Field component. Prerequisite: PI102, PI104.

  • PI206 Applications of Orthofunction (2)

    This course focuses on the rules of the construction of the different task series for the various client’s stages of development and in accordance to their given goals. Field component. Prerequisite: PI101, PI203, PI205.

  • PI207 Conductive Education for Pre-School and Kindergarten Child Part I (2)

    This course focuses on the special characteristic and development of the motor disabled pre-school/kindergarten aged child. Field component. Prerequisite: PI102, PI104.

  • PI208 Conductive Education for Pre-School and Kindergarten Child Part II (2)

    The content of this course builds upon the components learned in PI207 regarding the needs and application of conductive education to the 3–8 year old child with motor impairment. Field component. Prerequisite: PI203, PI205; PI207.

  • PI301 Conductive Education—Infant and Toddler (2)

    School Age and Adolescents (2) This course is designed to deal with the characteristics, needs and interventions for the school aged/adolescent student with cerebral palsy or related neuromotor impairment. Content will focus on understanding and application to program design. Field component. Prerequisite: PI301.

  • PI302 Conductive Education—School Age and Adolescents (2)

    This course is designed to deal with the characteristics, needs and interventions for the school aged/adolescent student with cerebral palsy or related neuromotor impairment. Content will focus on understanding and application to program design. Field component. Prerequisite: PI301.

  • PI304 Neuropathology (2)

    This course introduces future educators to the most important diseases and conditions where motor dysfunction is a leading symptom. Persons living with these diseases and conditions are candidates for the conductive education system and thus the future educator’s identity is also formed through this introduction. Students will learn the forms of these illnesses and conditions and the limits of the conductive education method in these cases. The course builds upon the basic elements of neuroanatomy, neurophysiology and pathophysiology. A unified picture of the clinical patterns introduced as novelties on the basis of preliminary knowledge is given. Prerequisite: PI204.

  • PI305 Conductive Education Program Planning (2)

    This course is designed to prepare the student to establishing appropriate coordination, planning, organization and execution of the complex program for all aged clients. This includes the understanding of the integration and complexity of the conductive program. Field component. Prerequisite: PI102, PI104.

  • PI306 Speech Development for Special Populations (2)

    An understanding of the normal sequence of speech and language development and the effects of various disorders on this process will be developed. The course will include discussion of articulation, language, voice, fluency, pragmatic and auditory memory development and disorders. Intervention strategies that can be used to improve both verbal and non-verbal communication in special populations will be introduced through classroom activities and lab experience. Prerequisite: EN201.

  • BY155 Human Anatomy and Physiology I (4) NL

    An introduction to Human Anatomy and Physiology for nursing and athletic training students. Not applicable toward the biology major or minor. Three (3) hours lecture, three (3) hours lab. Offered every fall.

  • BY156 Human Anatomy and Physiology II (3)

    A continuation of BY155 the study of Human Anatomy and Physiology for nursing and athletic training students. Not applicable toward the biology major or minor. Three (3) hours lecture/two (2) hours lab. Prerequisite: minimum grade of C in BY155. Offered every spring. This course is not accepted for the Natural World Biological Science requirement.

  • EN462/EN562 Special Education Curriculum and Methods (3)

    Offered spring semester. Required for the Learning Disabilities major. Not an education method elective. This course is designed to enhance students’ knowledge of currently used methods and curricula in special education settings. Students will develop IEP goals and plan instructional units based on assessment information. Emphasis will be placed on research-based teaching strategies, differentiated instruction, and Universal Design for Learning. Prerequisite: EN201/EN501 or Michigan Teaching Certificate, EN461/EN579, EN464/EN564. Field component: minimum ten (10) hours.

  • EN470/EN570 Special Education Assessment (3)

    Offered spring semester. Not an education method elective. This course provides an overview of the primary types of assessment used within special education for identification and ongoing monitoring. Emphasis will be placed on the use of data to make decisions pertaining to diagnosis of a Specific Learning Disability and goals for individualized education programs. Additional topics include: basic concepts of measurement, formal test administration, limitations in existing instruments ordinarily used in assessing exceptional children, use of accommodations for students with disabilities on both state and local assessments, ethical concerns related to assessment, and behavioral or academic observation. Prerequisite: EN464/564. Field Component: five (5) hours.

  • PI401 Neuropsychology (1)

    This is a lecture course on selected topics on neuropsychology. This course offers theoretical and clinical summary regarding the most important normal and altered neuropsychological functions (various forms of cerebral palsy) and dysfunctions, i.e., handedness vs. chanced handedness in hemiplegics and in asymmetric tetraplegics. Prerequisite: PI202, PI203.

  • PI402 Comparative Studies of Rehabilitation Methods (2)

    This course familiarizes the student with the history and comparison of the therapeutic and rehabilitation possibilities offered to children with cerebral palsy. Special emphasis is on their applicability in the comparison to the conductive education system. Prerequisite: PI208, PI302, PI304, PI306.

  • PI404 Directed Student Teaching, POHI (6)

    This course is designed to prepare the student to establish appropriate coordination, planning, organization and execution of the complex program for all aged clients. This includes understanding of the integration and complexity of the Conductive Education program. Prerequisite: all POHI classes, EN495.