Society for Disability Studies

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Interdisciplinary Disability and Diversity Issues
DIS 691: MULTICULTURAL ISSUES IN DISABILITY

Spring 2008
Tuesdays, 3:30-6:00 pm
Webster Hall, Room 104

SYLLABUS

GENERAL INFORMATION

Instructor: Megan A. Conway, Ph.D.
Center on Disability Studies, University of Hawai`i at Manoa

Contact Information:

Email: mconway@hawaii.edu
Phone: 808-956-6166
Office Location: University Annex 1, Room 4

Office Hours: Please contact instructor for an appointment.

This is a 3 credit class that requires meeting for fifteen 3 hour meetings during the semester.

ACCESS AND UDI STATEMENTS:

If you feel you need accommodations for a disability, please contact me privately to discuss your needs. Please also contact the KOKUA program (956-7511) to coordinate accommodations for students with disabilities.

The instructor is committed to making this course fully accessible to all students, including modeling Universal Design for Instruction (UDI). If you have questions or concerns about the course readings or requirements please contact the instructor.

Note that class materials such as Power Points, handouts, syllabus, and notes will be posted on the class website, which can be accessed through myUH/Tools/DIS691.
COURSE CONTEXT

This is the second class of a four-class sequence for an Interdisciplinary Certificate in Disability Studies . Students who are not pursuing the Certificate may also take this class. It is a graduate level seminar open to Master’s and Doctoral candidates and post-Doctoral enrollees.

COURSE GOALS

The goal of this course is to provide background and understanding of various cultures, including Asian American and Pacific Rim cultural issues, in the conceptualization and treatment of persons with disabilities.

COURSE OBJECTIVES

Upon completion of this course, students should be able to:

1. Understand or have a developing awareness of one's own cultural values and assumptions and an understanding of how these values and assumptions may interact with various perspectives of persons with disabilities.

2. Demonstrate increased knowledge and awareness about the history, values, traditions, and conceptualizations of multicultural groups and how these factors affect the conceptualization, treatment, and integration (or lack thereof) of persons with disabilities.

3. Demonstrate increased knowledge of research-based and effective instructional practices for culturally and linguistically diverse persons with disabilities.

4. Increase their intercultural communication skills and understand the importance of acknowledging communication “differences” so that communication is accurate and productive.

5. Develop an ethnic-sensitive, interdisciplinary practice approach preparing students to effectively facilitate the provision of health and educational services when working with persons with disabilities, their families, and allies, providing a multitude of services, including health and educational services, with persons with disabilities, their families, and allies.

6. Demonstrate critical thinking skills.

SPECIFIC COURSE COMPETENCIES

1. Demonstrate a general knowledge of existing services for persons with
disabilities.
(a) Definitions of disabilities, diagnostic criteria, and related terminology which are used in public policy and best practice
(b) Medical aspects of disabilities and studies in
prevention
(c) Current legislation for persons with disabilities (state and Federal)
(d) "Least Restrictive Environment" (LRE) principle,
including interpretation and implementation issues

2. Demonstrate a knowledge of and appreciation for one's own cultural heritage and for the cultural differences of people with disabilities in Hawaii and the Pacific.

(a) The socio-cultural backgrounds of diverse ethnic groups, including those represented in Hawaii and the greater Pacific
(b) Disabilities as defined and described by each cultural group
(c) Acknowledgement and validation of each culture
(d) Acknowledgement and validation of one's own
culture

3. Demonstrate knowledge of diversity issues and systems change.

(a) Review of existing services, including education and health care service models, as applied to specific cultural groups
(b) The distinction between ethnic awareness and stereotyping in cross-cultural education and health care practices
(c) Issues in implementing cross-cultural education and health care systems change, including family support and advocacy, communication strategies, interdisciplinary team processes and research, intervention and service delivery models, and community integration

4. Demonstrate knowledge of research-based and effective practices for culturally and linguistically diverse individuals with disabilities.

(a) Review effective strategies for culturally and linguistically diverse individuals with disabilities in the development of individualized education and service plans aligned to state learning and technology standards
(b) Demonstrate knowledge and understanding to effectively access resources and manage services for culturally and linguistically diverse individuals with disabilities across multiple providers and agencies
(c) Demonstrate knowledge and application of ways to adapt environments for physical, social, and curricular inclusion for culturally and linguistically diverse individuals with disabilities

COURSE CONTENT

Course topics will include the role of culture in service delivery, including health and education, with persons with disabilities. Ethno-cultural aspects of racial groups, including ones prevalent in Hawaii and the Pacific Basin will be presented. Specific considerations and issues will be raised for each ethnocultural group and implications for the planning and delivery of culturally responsive services will also be discussed.

This course will use an inquiry-based learning (IBL) method to examine current issues effecting persons with disabilities across the life span and across cultures. In the IBL method, students will work both individually and in groups to develop, or hone, skills of active problem solving and the application of knowledge. The information is presented in a way that encourages students to generate hypotheses, critically evaluate their hypotheses, and identify issues they wish to explore. Students will explore personal values through a series of discussions on a variety of topics reflecting class composition. This will be done via individual and team projects.

REQUIRED READING

The following books will be available at the UH Manoa Bookstore and put on reserve at the library:

*Please note use of APA (American Psychological Association) Style, fifth edition, in the list below. This is the style you will be expected to use in your formal papers.

Fadiman, A. (1998). The spirit catches you and you fall down: A Hmong child, her American doctors, and the collision of two cultures. NY: Noonday Press.

Lynch, E.W. & Hanson, M.J. (2004). Developing cross-cultural competence:
A guide for working with young children and their families (3rd ed.).
Baltimore: Paul H. Brookes Publishing Co.

Stone, J. (2005). Culture and disability: Providing culturally competent services. Thousand Oaks, CA: Sage Publications.

The following articles are available from the instructor:

Cheng, L., Nakasayo, J., & Wallace, G. (1995) The Pacific Islands population and the challenges they face. In L. Cheng (Ed.), Integrating language and learning for inclusion (pp. 63-103). San Diego, CA: Singular Publishing Group.

Dobbin, J., & Hezel, F. (1995). Possession and trance in Chuuk. ISLA: A Journal of Micronesian Studies, 3(1), 73-104.

Harley, D., Nowak, T., Gassaway, L., & Savage, T. (2002). Lesbian, gay, bisexual, and transgender college students with disabilities: A look at multiple cultural minorities. Psychology in the Schools, 39(5), 525-538.

Hezel, F. (1993). Culture in crises: Trends in the Pacific today. The Micronesian Counselor, 10, 1-8.

Hezel, F. (1993). Mental illness in Micronesia. The Micronesian Counselor, 9, 1-10).

Lane, L. (2006). Construction of deafness. In L. Davis (Ed.) Disability studies reader. NY: Rutledge.

Marshall, M. (1994). Social isolation, cultural competence and discipline in the Carolines. The Micronesian Counselor, 13, 1-8.

Miller, N. (2006). Stonewall and the birth of gay and lesbian liberation. Out of the past, gay and lesbian history from 1869 to the present. NY: Alyson Books.

Padden, C. & Humphries, T. (2006). Deaf people, a different center. In L. Davis (Ed.) Disability studies reader. NY: Rutledge.

Russo, T. & Fallon, M. (2001). Helping military families who have a child with a disability cope with stress. Early Childhood Education Journal, 29 (1), 3-8.

Robinson, L. (April 16, 2007). Insult to injury. News and World Report, 142 (13).

Taylor, N., Wall, S., Liebow, H., Sabatino, C., Timberlake, E., & Farber, M. (2005). Mother and soldier: Raising a child with a disability in a low-income military family. Exceptional Children, 72(1), 83-99.

Thompson, S., Bryson, M., & Castell, S. (2001). Prospects of identity formation for lesbian, gay, or bisexual persons with developmental disabilities. International Journal of Disability, Development and Education, 48 (1), 53-65.

The following documents are to supplement texts. Books may be used for reviews.

SUPPLEMENTAL READING LIST

Americans with Disabilities Act of 1990, 42 U.S.C.A. 12101 et seq 1993. Retrieved May 28, 2004 from http://www.usdoj.gov/crt/ada/pubs/ada.txt

Department of Justice. (n.d.). ADA questions and answers. Retrieved May 28, 2004 from http://www.usdoj.gov/crt/ada/q%26aeng02.htm

Armstrong, F., & Barton, L. (1999). Disability, human rights and education: Cross-Cultural perspectives. Buckingham, England: Open University Press.

Barnes, C., Oliver, M., & Barton, L., (Eds.). (2002). Disability studies today. Cambridge: Polity.

Bogdan, R. (1988). Freak show: Presenting human oddities for amusement and profit. Chicago: University of Chicago.

Brown, S. E. (2003). Movie stars and sensuous scars: Essays on the journey from disability shame to disability pride. New York: People with Disabilities Press.

Burch, S. (2003). Signs of resistance: American deaf cultural history, 1900 to World War II. New York, NYU.

Charlton, J. I. (1998). Nothing about us without us: Disability oppression and empowerment. Berkeley: University of California.

Davis, L .J. (2006). The disability studies reader (2nd ed.). New York: Routledge.

Davis, L. J. (2000). My sense of silence: Memoirs of a childhood with
deafness. Champaign: Illinois.

Dorris, M. (1989). The Broken Cord. New York: Harper Perennial.

Evans, S. E. (2004). Forgotten crimes: The Holocaust and people with disabilities. Chicago: Ivan R. Dee.

Gallagher, H. G (1990). By trust betrayed: Patients, physicians and the license to kill in the Third Reich. New York: Henry Holt.

Groce, N. E. (1985). Everyone here spoke Sign Language: Hereditary deafness on Martha's Vineyard. Cambridge: Harvard.

Guter, B., & Killacky, J. R. (Eds.). (2004). Queer crips: Disabled gay men and their stories Binghamton, NY: Harrington Park.

Herrara, H. (1991). Frida Kahlo: The Paintings. New York: Harper Collins.

Hevey, D. (1992). The creatures time forgot: Photography and disability imagery. London: Routledge.

Ingstad, B., & Whyte, S. R., (Eds.). (1995). Disability and culture. Berkeley: University of Berkeley.

Johnson, A. G. (2006). Privilege, power, and difference (2nd ed.) Boston: McGraw-Hill.

Lorde, A. (1984). Sister outsider: Essays and speeches. Freedom, CA: Crossing Press.

Robillard, A. R. (1999). Meaning of a disability: The lived experience of paralysis. Philadelphia: Temple.

Miller, N. B., & Sammons, C. C. (1999). Everybody’s different: Understanding and changing our reactions to disabilities. Baltimore: Brookes.

Russell, M. (1998). Beyond ramps: Disability at the end of the social contract. Monroe, ME. Courage Press.

Sacks, O. (1998). The island of the colorblind and Cycad Island. New York: Vintage.

Smith, G. (2005). On a roll: Reflections from America’s wheelchair dude with the winning attitude. Ocean Springs, MS: On a Roll Communications, 2005.

COURSE REQUIREMENTS

General Requirement: All assignments must relate to an aspect of disability and diversity, and must be approved by the instructor.

Assignments turned in late for any reason will be penalized as follows: 1-3 days late = ½ grade, 3-6 days late = full grade. Assignments turned in more than one week late will not be accepted. The instructor reserves the right not to accept late assignments but will give students prior notice when late assignments will not be accepted.

1. Journal Assignment - Five (5) Journal entries, which integrate information from the readings and class, will be collected on the due date, as shown in the class schedule below. Journal entries will address a specific question and are to be 1-2 pages each.

2. Review - A video or book review on a specific disability and the cultural influences involved, e.g., family support, community perceptions, religious factors, etc.

3. Case Study Analysis - Each student will select one from a set of 3-4 case studies that focus on developing an intervention for persons with disabilities whose culture is different than that person’s home culture. Case studies will include research-based and or published instructional strategies that are shown to be effective and are focused on the culture of the person in the case study. A written analysis of at least 7-9 pages will be required with references.

Papers will be graded as follows:

a) Extent to which the paper demonstrates an understanding of the item chosen. 50%

b) Extent to which the information is applied to the larger issues. 40%

c) Correct spelling, grammar, readability, use of respectful language
10%

4. A 15 minute oral presentation of the case study analysis is also required. Oral presentations can be done in a group (no more than 3 persons who addressed the same case study).

5. Class Participation - Class participation, including regular attendance, completion of assigned readings and participation in class activities is required of all students. There are a total of 15 class sessions, excluding holidays. You must be present at least 13 of those 15 sessions in order to receive credit.

Formatting and Access Note: All papers must be typed or available via computer. Fonts other than Times New Roman or Arial and smaller than 12 point will not be accepted. All papers must be double spaced, with 1 inch margins at all borders. Style of headings, citations and references must be APA (American Psychological Association) 5th edition. Papers that do not follow these guidelines will be marked down.

STUDENT EVALUATION

Evaluation of achievement of course objectives will be based on class participation and the completion of course requirements as follows:

Journals 20%
Book/Video Review 20%
Case Study 20%
Case Study Presentation 20%
Class Participation 20%

Grades will be assigned based on total percentages accumulated:

A= 90% or above
B= 80 to 89%
C= 70-79%
D= 60-69%
F= below 60%

Please note that the instructor does not give “incompletes” unless there are justifiable emergencies, as determined by the instructor.

CLASS TOPICS AND ASSIGNMENT DUE DATES

Jan 15: Introduction and Overview
Definitions, Terminology, Legislation

Jan 22: Exploring our Cultural Assumptions

Readings due:

Stone, Introduction and Chapters 1-3

Lane, Construction of deafness

Padden, Deaf people: A different center

Guest Lecturer: TBA

Jan. 29: Cultures Outside of Asia

Readings due:

Lynch & Hanson, Chapters 4, 5, & 11

Guest Lecturer: Mohammed Qibou

Feb 5: Overview of Western vs. Non-Western conceptions

Readings due:

Lynch & Hanson, Chapters 1-3

Stone, Chapter 11

1st Journal Due

Guest Lecturers: David Leake and James Brightman, Center on
Disability Studies

Feb. 12: Japanese, Chinese, and Southeast Asians

Readings Due:

Lynch & Hanson, Chapters 8 & 12

Stone, Chapters 4 & 10

2nd Journal due

Guest Lecturer: Hiroko Kobira

Feb. 19: Native Hawaiians and Samoans

Readings due:

Lynch & Hanson, Chapter 10

Cheng, The Pacific Islands population and the challenges they face

VIDEO/BOOK REVIEW DUE

Guest Lecturer(s): Dr. Kanalu Young , Center for Hawaiian Studies
Joan Bird, Domestic Violence Action Center

Feb. 26: Micronesians - Palauans, Marshallese, Filipinos, & Chamorros

Readings due:

Lynch & Hanson, Chapter 9

Hezel, Culture in crises: Trends in the Pacific today

Marshall, Social isolation, cultural competence and discipline in the Carolines

3rd Journal due

Guest Lecturer: Dr. Kathy Ratliffe , Educational Psychology

Mar. 4: Koreans

Readings due:

Stone, Chapter 6

Fadiman, Chapters 1-11

Guest Lecturer: Soon Kim-Rupnow , Center on Disability Studies

Mar. 11: Micronesians - Chuukese, Krosaen, Pohnpeian, Yapese

Readings due:

Hezel, Mental illness in Micronesia

Dobbin, Possession and trance in Chuuk.

Fadiman, Chapters 12-19

Guest Lecturer: Lillian Segal , Center on Disability Studies

Mar. 18: Gays and Lesbians

Readings Due:

Harley, Lesbian, gay, bisexual, and transgender college students with disabilities: A look at multiple cultural minorities

Miller, Stonewall and the birth of gay and lesbian liberation

Thompson, Prospects of identity formation for lesbian, gay, or bisexual persons with developmental disabilities

4th Journal due

Guest Lecturer: Sara Banks, Center on Disability Studies

Mar. 25: SPRING BREAK- NO CLASS

Apr. 1: Military

Readings Due:

Russo, Helping military families who have a child with a disability cope with stress

Robinson, Insult to injury

Taylor, Mother and soldier: Raising a child with a disability in a low-income military family

Guest Lecturer: Janet Bamford, Hawaii Disability Rights Center

Apr. 8: African-Americans/ Caribbean Islanders

Readings due:

Lynch & Hanson, Chapter 6

Stone, Chapters 5 & 7

5th Journal due

Guest Lecturer: Dr. Brenda Cartwright , Counselor Education

Apr. 15: PAC RIM

Instructor will discuss this conference at Sheraton Waikiki.

Apr. 22: CASE STUDY ANALYSIS DUE
ORAL PRESENTATIONS

April 29: Synthesis

Readings Due:

Lynch & Hanson, Chapters 13 & “Postlude”

May 6: TBA

Week Date Topics Readings Due
1 1/15 Introductions and Overview Definitions, Terminology, Legislation
2 1/22 Exploring our Cultural Assumptions Guest Lecturer: TBA Stone · Introduction · Chapters 1-3 Lane Padden
3 1/29 Cultures Outside of Asia Guest Lecturer: Mohammed Quibo Lynch & Hanson · Chapters 4,5, and 11 Stone · Chapter 8
4 2/5 Overview of Western vs. Non-Western Conceptions Guest Lecturer: David Leake and James Brightman Lynch and Hanson · Chapters 1-3 1St Journal due
5 2/12 Japanese, Chinese, and Southeast Asians Guest Lecturer: Hiroko Kobira Lynch and Hanson · Chapters 8 & 12 Stone · Chapters 4 & 10 2nd Journal Due
6 2/19 Native Hawaiians and Samoans Guest Lecturers: Kanalu Young Joan Bird Lynch & Hanson · Chapter 10 Cheng Video/Book Review Due
7 2/26 Micronesians- Palauans, Marshallese, Filipinos, & Chamorros Guest Lecturer: Kathy Ratliffe Lynch & Hanson · Chapter 9 Hezel, Culture in Crisis: Trends in the Pacific today Marshall 3rd Journal Due
8 3/4 Koreans Guest Lecturer: Soon Kim-Rupnow Stone · Chapter 6 Fadiman · Chapters 1-11
9 3/11 Micronesians- Chuukese, Krosaen, Pohneian, Yapese Guest Lecturer: Lillian Segal Hezel, Mental Illness in Micronesia Dobbin Fadiman · Chapters 12-19
10 3/18 Gay and Lesbians Guest Lecturer: Sara Banks Harley Miller Thompson 4th Journal Due
11 3/25 Spring Break: NO CLASS
12 4/1 Military Guest Lecturer: Janet Bamford . Russo Robinson Taylor
13 4/8 African-American, Caribbean Islanders Guest Lecturer: Brenda Cartwright, Lynch & Hanson · Chapter 6 Stone · Chapters 5 & 7 5th Journal Due
14 4/15 PAC RIM Instructor will Discuss this Conference at Sheraton Waikīkī
15 4/22 Case Study Analysis Due Oral Presentations
16 4/29 Synthesis Lynch & Hanson · Chapters 13 & “Postlude”
17 5/6 TBA