Society for Disability Studies

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EDUC 693: INTERDISCIPLINARY DISABILITY AND DIVERSITY ISSUES

SYLLABUS

CLASS PLACE AND TIME FOR FALL, 2007

Tuesdays, 4:00pm-7:00pm
112 Webster Hall

INSTRUCTOR INFORMATION

Megan A. Conway, Ph.D.
Assistant Professor of Disability Studies

Office Location: Center on Disability Studies
University Annex 2, Room 4 (near Wist Hall)
Instructor mailbox is next door in room 5

Phone: 808-956-6166
Fax: 808-956-7878
Email: mconway@hawaii.edu

Office Hours: By Appointment

GENERAL INFORMATION

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

The instructor is committed to making this course fully accessible to all students. If you have questions or concerns about the course readings or requirements, or would like to request disability-related accommodations, please contact the instructor.

COURSE CONTEXT

This is the first class of a five class sequence for an Interdisciplinary Certificate in Disability and Diversity Studies. Students who are not pursuing the Certificate may also take the course. It is a graduate level seminar open to Master’s and Doctoral candidates.

COURSE GOALS

To develop an understanding about issues individuals with disabilities, their families, friends, colleagues, and allies encounter in today’s society. This includes information about the lives of individuals with disabilities and perceptions of impairment; policies and legislation; diversity issues; advocacy issues; service provision issues; educational issues; and how these may be seen through the lens of research and active learning. This understanding is necessary for integrating individuals and groups of people with disabilities into all aspects of our lives.

COURSE OBJECTIVES

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

1. Describe past and current trends about disability.
2. Understand various perceptions about disability.
3. Demonstrate increased knowledge about the field of Disability and Diversity Studies.
4. Demonstrate increased leadership skills in the area of disability and diversity.
5. Demonstrate increased knowledge of critical issues and research questions being debated in the field of Disability and Diversity Studies.
6. Demonstrate increased understanding about issues effecting individuals with disabilities, including individuals and groups who are culturally and linguistically diverse.
7. Demonstrate increased knowledge of disability and diversity through rigorous research.
8. Demonstrate critical thinking skills.

COURSE CONTENT

This course will use an inquiry-based learning (IBL) method to examine current issues effecting persons with disabilities across the life span from infancy to early adulthood 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 items will be available at the UH Manoa Bookstore and where noted have also been put on reserve at a UH Manoa Library:

Davis, L .J. (2006). The Disability Studies reader (second edition). New York: Routledge. (Sinclair Library, 2-day loan reserves, call number: PC #693)

Irvin, C. (2004). Home bound: Growing up with a disability in America. Philadelphia: Temple University Press.

Linton, Simi (1998). Claiming disability. New York: New York University Press. (Hamilton Library, Reserves, call number: HV1568.2.L55 1998)

Medoff, M. (1980). Children of a lesser god New York: Dramatists Play Service. (Hamilton Library, Reserves, call number: PS3563.E27 C47 1980b)

The following can be found online (also linked from the class website):

Behling, L. (2006). Politics and the pandemic: HIV/AIDS, Africa and the discourse of disability. The Review of Disability Studies: An International Journal, 2(3), 97-108. Retrieved August 6, 2007 from www.rds.hawaii.edu/downloads.

Brown, S.E. (1995). Tell your story. Pain, plain--and fancy
rappings: Poetry from the disability culture. Las Cruces, NM: Institute on Disability Culture, 6-11. Retrieved August 6, 2007 from http://web.mac.com/disculture/iWeb/Site/Examples_of_our_Disability_Cultu...

Byzek, J. (2005). Dee Lesneski says. The Review of Disability Studies: An International Journal, 1(3), 89-92. Retrieved July 28, 2007 from www.rds.hawaii.edu/downloads.

Center for Universal Design. (n.d.). Principles of Universal Design. Retrieved July 28, 2007 from.

Chang, H. (2007). Seeing through the veil: Auto-ethnographic reflections on disabilities. The Review of Disability Studies: An International Journal, 2(4), 6-11. Retrieved August 6, 2007 from www.rds.hawaii.edu/downloads.

Conway, M. (2005). Introduction: Disability studies meets special education: The Review of Disability Studies: An International Journal, 1(3), 3-9. Retrieved July 28, 2007 from www.rds.hawaii.edu/downloads.

Department of Justice. (2002). ADA questions and answers. Retrieved July 27, 2007 from http://www.usdoj.gov/crt/ada/q%26aeng02.htm

Department of Justice. (2005). A guide to disability rights laws. Retrieved July 28, 2007 from www.usdoj.gov/crt/ada/cguide.htm.

Disability Programs and Resource Center. (n.d.). A chronology of the disability rights movement. Adapted from F. Pelka (1996), The abc-clio companion to the disability rights movement. Retrieved July 28, 2007 from www.sfsu.eu/~prc/chronology/chronology.html.

Hahn, H. (n.d.). Civil rights FOR disabled Americans. The foundation of a political agenda. Retrieved July 28, 2007 from www.independentliving.org/docs4/hahn.html.

Hairston, K. (2005). Colorless as a rainbow: An African American female with Albanism in the Hawaii public school system. The Review of Disability Studies: An International Journal, 1(3), 53-66. Retrieved July 28, 2007 from www.rds.hawaii.edu/downloads.

Haller, B. (n.d.). Diversity toolbox: Covering disability issues. Society of Professional Journalists. Retrieved August 6, 2007 from www.spj.org/dtb5.asp.

Lance, G.D. (2005). Reflections on inclusion: Integrating the disabled self. The Review of Disability Studies: An International Journal, 1(3), 9-13. Retrieved July 28, 2007 from www.rds.hawaii.edu/downloads.

Life Span Institute. (n.d.). Guidelines for reporting and writing about people with disabilities. Retrieved August 6, 2007 from www.lsi.ku.edu/lsi/internal/guidelines.html.

NICHCY. (2007). Handout A-2: Basic special education process under IDEA & Handout A-3: 5 acronyms and 5 key terms defined. IDEA training overview. Retrieved July 28, 2007 from www.nichcy.org/training/a-handouts.pdf or www.nichcy.org/training/a-handouts.doc.

Peter, J. (2007). Building familial spaces for transition and work: From fantastic to the normal. The Review of Disability Studies: An International Journal, 2(4), 14-20. Retrieved August 6, 2007 from www.rds.hawaii.edu/downloads.

World Wide Web Consortium. (n.d.). Preliminary review of accessibility. Retrieved July 28, 2007 from www.w3.org/WAI/eval/preliminary.html.

The following are available from the Instructor (also posted on the class website):

Brown, S. E. (2003). We are who we are…so who are we? and Dis-ing definitions: An epiphany about the myths of (dis)abilities. In Movie stars and sensuous scars: Essays on the journey from disability shame to disability pride 77-86.

Connor, D. & Bejoian, L. (2007). Cripping school curricula: 20 ways to teach disability. The Review of Disability Studies: An International Journal, 3(3).

Conway, M. (2007). Overview of assistive technology for people with disabilities. Prepared for the Sustainable Teaching Methods Project. Center on Disability Studies. Honolulu.

Ferri, B. & Connor, D. (2006). Race, ability and [re]segrated education. Reading resistance: Discourses of exclusion desegregation and inclusion debates (pp 41-73). New York: Peter Lang.

Field, J. (1994). Disabled people do it. The fishing is free (Lyrics to Audio). Hedgehog Songs.

Field, J. (1994). The fishing is free. The fishing is free (Lyrics to Audio). Hedgehog Songs.

Fries, K. (2004). Disability made me do it, or modeling for the cause. In B. Guter & J. Killacky (Eds.), Queer crips: Disabled gay men and their stories (pp. 17-23). Binghamton, N.Y.: Harrington Park Press.

Gill, C. (1994). Questioning continuum. In B. Shaw (Ed.), The ragged edge: The disability experience from the pages of the first fifteen years of the Disability Rag (pp. 42-50). Louisville: Avocado Press.

Linton, S. (2006). Conscripts to the cavalry. My body politic (pp. 1-18). Ann Arbor: University of Michigan Press.

Moore, F. (1985). Out of isolation (excerpt). Berkeley: INTER-RELATIONS. See also www.eroplay.com.

Moyer, J. (1995). For the crime of being different. Special ed ranger: Jeff Moyer in concert (Lyrics to Audio). See also www.jeffmoyer.com.

Reiskin, J. (1995). Suicide: Political or personal. In B. Shaw (Ed.), The ragged edge: The disability experience from the pages of the first fifteen years of the Disability Rag (pp. 202-208). Louisville: Avocado Press.

Wade, S. (1994). Disability culture rap. In B. Shaw (Ed.), The ragged edge: The disability experience from the pages of the first fifteen years of the Disability Rag (pp. 15-19). Louisville: Avocado Press.

SUGGESTED SUPPLEMENTAL READING

Barnes, C., Mercer, G., & Shakespeare, T. (1999). Exploring disability, a sociological introduction. Cambridge: Polity.

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

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.

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

Couser, G. T. (2004). Vulnerable subjects: Ethics and life writing. Ithaca: Cornell.

Cole, J. S. (2000). Getting life. Louisville, KY: Advocado.

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

Ferri, B., & Connor, D. (2006). Reading resistance: Discourses of exclusion in desegregation and inclusion debates. New York: Peter Lang.

Finger, A. (1990). Past Due: A Story of Disability, Pregnancy, and Birth Seattle: Seal.

Gabel, S. (Ed.). (2005). Disability studies in education. New York: Peter Lang.

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

Kesling-Wood, P. (2007). Lottery. NY: Putnam.

Linton, S. (2006). My body politic: A memoir. Ann Arbor: University of Michigan Press.

Longmore, P. K. (2003). Why I burned my book and other essays on disability. Philadelphia: Temple.

Longmore, P. K., & Umansky, L. (Eds.). (2006). The new disability history. New York; New York University Press.

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

Mairs, N. (1996). Waist-high in the world: A life among the nondisabled. Boston: Beacon.

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

Willmuth, M. E., & Holcomb, L. (Eds.). (1993). Women with disabilities: Found voices. New York: Harrington Park.

COURSE REQUIREMENTS

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

Note on Format for Papers: All papers must be typed and available electronically. Fonts must be Times New Roman or Arial and no smaller than 12 point. All papers must be double spaced, with 1 inch margins at all borders. Please use headings to separate ideas in the paper. Style of headings, citations and references must be APA (American Psychological Association) 5th edition. Papers that do not follow these guidelines will be returned for correction and/or marked down.

Note on Presentations: Use of visual material to support oral presentations is strongly encouraged. Please provide hard copies of ALL materials that you present via overhead or Power Point to the instructor and each member of the class. Please also provide the instructor with an electronic copy of your presentation to be posted on the class website. In some cases you may be asked to provide an electronic copy of your presentation to the instructor a few days before your presentation.

1. Notetaking – 1-2 students will be assigned to take notes during each class period. These notes may be displayed in “real time” during the class period and will be posted on the class website.

2. Class Participation – Students are expected to participate during in-class discussion. Participation during online-discussion may also count towards class participation.

3. Website Assignment - Find a website new to you about disability that you want to share with the class, colleagues in your department, and people with disabilities.

Prepare a presentation that describes to the class:

a) What excites you about this website.
b) Why you wanted to share it.
c) How it will assist you in your own research.
d) If it is an accessible site—why or why not?

Assignment will be graded as follows:

a) Content of presentation: 50%
b) Extent to which presentation is clearly made in class: 50%

4. Reaction Paper - Read, (or watch) react, and write a three to five page paper discussing any one of the following items (can be obtained from professors):

a) One of the articles or poems listed under, “Available from the Instructor” (above), or
b) One of the films below (available from Sinclair Library):

Best Years of Our Lives (1946)
Forrest Gump (1995)
In the Land of the Deaf (1992) (in French with subtitles)
The Miracle Worker (1962)
Philadelphia (1994)
The Piano (1999)
Pumpkin (2002)
Rain Man (1988)
The Waterdance (1992)

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 "People First: language: 10%

5. Research Paper - Students will be required to pick a topic related to their own disciplinary area and to write a research paper about this topic. Topics must be discussed with, and agreed upon, by the instructor.

Papers will be graded as follows:

a) Extent to which the paper demonstrates a clear thesis, introduced appropriately, supported by qualitative and/or quantitative evidence, and includes an appropriate conclusion: 75%
b) Correct spelling, grammar, readability, use of disability sensitive language: 25%

6. Group Project - Students will form groups of three to five people and will do one of the following:

a) Select an organization, institution or other public entity and conduct an assessment of the environment for people with disabilities (physical, programmatic, psychosocial). Present your findings to the class.
b) Research and present to the class information about a local organization which might impact populations you plan to work with.
c) Review a current federal legislative bill and present to the class why it should be supported or opposed and the impact it would have on individuals with disabilities.

Presentations will be graded as follows:

a) Accuracy and value of information presented: 50%
b) Participation of all group members: 25%
c) Creativity and presentation style: 25%

7. Presentation of Research Findings – students will present findings from their Research Papers, including:

a) Why you selected the topic.
b) Overview of important issues related to the topic.
c) Importance of the topic to your field and the field of disability studies.
d) Further research that is needed to support the topic.

Presentations will be graded as follows:

a) Accuracy and value of the information presented: 75%
b) Organization and presentation style: 25%

Student Evaluation

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

Class discussion/participation 25%
Presentations (3 x 10% each) 30%
Reaction Paper 15%
Research Paper 30%

Grades will be assigned based on total percentages accumulated:

A= 90% or above
B= 80 to 89%
C= 70-80%
F= below 70%

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

CLASS TOPICS AND ASSIGNMENT DUE DATES

Aug 21: Introduction to Disability and Diversity Issues; Course Requirements, Discussion

Aug 28: Stigma and Defining Disability
Film - “When Billy Broke His Head”

Readings due:

Coleman, “Stigma: An Enigma Demystified”, Disability Studies Reader

Goffman, “Selections from Stigma”, Disability Studies Reader

Linton, “Chapter One: Reclamation” and “Chapter Two: Reassigning Meaning”, Claiming Disability

Sontag, “AIDS and Its Metaphors”, Disability Studies Reader

Sept. 4: U.S. Disability History
Film – 60 minutes portrait of Ed Roberts

Readings due:

Baynton, “A Silent Exile on this Earth”, Disability Studies Reader

Davis, “Constructing Normalcy”, Disability Studies Reader

Linton, “Chapter Three: Divided Society”, Claiming Disability

Disability Programs and Resource Center, “Chronology of the Disability Rights Movement”

Sept. 11: Disability Culture
Guest speaker – Steve Brown

Readings due:

Brown, “We Are Who We Are…So Who Are We?” and “Dis-ing Definitions: An Epiphany About the Myths of (Dis)abilities,”

Couser, “Disability, Life Narrative and Representation”, Disability Studies Reader

Field, “Disabled People Do It” and “The Fishing is Free”

Fries, “Poems”, Disability Studies Reader

Gill, “Questioning Continuum”

Moore, “Out of Isolation”

Moyer, “For the Crime of Being Different”

Wade, “Poems”, Disability Studies Reader and “Disability Culture Rap”

Sept. 18: Presentation and discussion of website assignments

Sept. 25: Disability and the Built Environment
Field Trip!

Readings due:

Irvin, “Chapters 1,2,4”, Home Bound

Conway, “Overview of Assistive Technology for People with Disabilities”

Center for Universal Design, “Principles of Universal Design”

World Wide Web Consortium, “Preliminary Review of Website Accessibility”

Oct. 2: Disability Law
Guest Speaker from HDRC

Readings due:

Hahn, “Civil Rights for Disabled Americans: The Foundation of A Political Agenda”

Department of Justice, “A Guide to Disability Rights Laws”

Department of Justice, “Americans with Disabilities Act: Questions and Answers”

NICHCY, “Handout A-2: Basic Special Education Process Under IDEA”, “Handout A-3: 5 Acronyms and 5 Key Terms Defined” (page 8 of document)

Oct. 9: Disability and Education
Reaction Paper Due at Start of Class

Readings due:

Byzek, “Dee Lesneski Says”

Connor & Bejoian, “Cripping School Curriculum”

Conway, “Introduction: Disability Studies Meets Special Education”

Ferri & Connor, “Race, Ability and [Re]segregated Education”

Lance, “Reflections on Inclusion: Integrating the Disabled Self”

Ware, “Many Possible Futures, Many Different Directions: Merging Critical Special Education and Disability Studies, “Disability Studies in Education

Oct. 16: Disability and Multiculturalism
Guest Panel

Readings due:

Bell, “Introducing White Disability Studies: A Modest Proposal”, Disability Studies Reader

Chang, “Seeing Through the Veil: Auto-Ethnographic Reflections on Disabilities”

Hairston, “Colorless in a Rainbow”

Mollow, “When Black Women Start Going on Prozac…”

Peter, “Building Familial Spaces for Transition and Work: From Fantastic to the Normal”

Oct. 23: Group Project Prep and Instructor Meetings

Oct. 30: Group Presentations

Nov. 6: Disability and the Media
Film, “Children of A Lesser God” (Some nudity)

Readings due:

Haller, “Diversity Toolbox: Covering Disability Issues”

Life Span Institute, “Guidelines for Reporting and Writing About People with Disabilities”

Medoff, Mark, “Children of a Lesser God”

Nov. 13: Ethics and Politics

Readings due:

Behling, “Politics and the Pandemic: HIV/AIDS, Africa and the Discourse of Disability”

Lewis, “A Mad Fight”, Disability Studies Reader

Padden & Humphries, “Deaf People; A Different Center”, Disability Studies Reader

Reiskin, “Suicide, Political or Personal?”

Nov. 20: Gender and Sexuality
Possible Guest Speaker

Readings Due:

Fries, “Disability Made Me Do It, or Modeling for the Cause”

Garland-Thomson, “Integrating Disability, Transforming Feminist Theory”, Disability Studies Reader

Linton, “Chapter One: Conscripts to the Cavalry”, My Body Politic

Nov. 27: Presentation of Research Papers
Research Paper and Presentation Due at Start of Class

Dec. 4: Synthesis and Wrap Up
Week Date Topics Readings Due
1 8/21 Introduction to Disability and Diversity Issues;
Course Requirements, Discussion
2 8/28 Stigma and Defining Disability

Film: “When Billy Broke His Head” The Disability Studies Reader
• Coleman, “Stigma: An Enigma Demystified”
• Goffman, “Selections from Stigma”
• Sontag, “AIDS and Its Metaphors”

Claiming Disability
• “Chapter One: Reclamation”
• “Chapter Two: Reassigning Meaning”
3 9/4 U.S. Disability History

Film: 60 minutes portrait of Ed Roberts The Disability Studies Reader
• Baynton, “A Silent Exile on this Earth”
• Davis, “Constructing Normalcy”

Claiming Disability
• “Chapter Three: Divided Society”

Disability Programs and Resource Center, “Chronology of the Disability Rights Movement” Week Date Topics Readings Due
4 9/11 Disability Culture

Guest speaker: Steve Brown
Disability Studies Reader
• Couser, “Disability, Life Narrative and Representation”
• Fries, “Poems”
• Wade, “Poems”

Available from instructor & class website
• Brown, “We are Who We Are… So Who Are We?”
• Brown, “Dis-ing Definitions: An Epiphany About the Myths of (Dis)abilities”
• Field, “Disabled People Do It”
• Field, “The Fishing is Free”
• Gill, “Questioning Continuum”
• Moore, “Out of Isolation”
• Moyer, “For the Crime of Being Different”
• Wade, “Disability Culture Rap”
5 9/18 Presentation
&
Discussion of Website Assignments
6 9/25 Disability and the Built Environment

Field Trip! Home Bound
• Chapters 1, 2, & 4

Available from instructor & class website
• Conway, “Overview of Assistive Technology for People with Disabilities”

Online Only
• Center for Universal Design, “Principles of Universal Design”
• World Wide Web Consortium, “Preliminary Review of Website Accessibility” Week Date Topics Readings Due
7 10/2 Disability Law

Guest Speaker from HDRC
Online Only
• Hahn, “Civil Rights for Disabled Americans: The Foundation of A Political Agenda”
• Department of Justice, “A Guide to Disability Rights Laws”
• Department of Justice, “Americans with Disabilities Act: Questions and Answers”
• NICHCY, “Handout A-2: Basic Special Education Process Under IDEA”
• NICHCY, “Handout A-3: 5 Acronyms and 5 Key Terms Defined” (page 8) 8 10/9 Disability and Education

Reaction Paper Due at Start of Class Disability Studies in Education (Gabel, S.)
• Ware, “Many Possible Futures, Many Different Directions: Merging Critical Special Education and Disability Studies”

Available from instructor & class website
• Connor & Bejoian, “Cripping School Curriculum”
• Ferris & Connor, “Race, Ability, and [Re]segregated Education”

Online Only
• Byzek, “Dee Lesneski Says”
• Conway, “Introduction: Disability Studies Meets Special Education”
• Lance, “Reflections on Inclusion: Integrating the Disabled Self” Week Date Topics Readings Due
9 10/16 Disability and Multiculturalism

Guest Panel Disability Studies Reader
• Bell, “Introducing White Disability Studies: A Modest Proposal”
• Mollow, “When Black Women Start Going on Prozac..”

Online Only
• Chang, “Seeing Through the Veil: Auto-Ethnographic Reflections on Disabilities”
• Hairston, “Colorless in a Rainbow”
• Peter, “Building Familial Spaces for Transition and Work: From Fantastic to the Normal” 10 10/23 Group Project Prep & Instructor Meetings
11 10/30 Group Presentations
12 11/6 Disability and the Media

Film, “Children of A Lesser God” (some nudity) Medoff, Mark, “Children of a Lesser God”

Online Only
• Haller, “Diversity Toolbox: Covering Disability Issues”
• Life Span Institute, “Guidelines for Reporting and Writing About People with Disabilities” Week Date Topics Readings Due
13 11/13 Ethics and Politics The Disability Studies Reader
• Lewis, “A Mad Fight”
• Padden & Humphries, “Deaf People: A Different Center”

Available from instructor & class website
• Reiskin, “Suicide, Political, or Personal?”

Online Only
• Behling, “Politics and the Pandemic: HIV/AIDS, Africa and the Discourse of Disability” 14 11/20 Gender and Sexuality

Possible Guest Speaker The Disability Studies Reader
• Garland-Thomson, “Integrating Disability, Transforming Feminist Theory”

Available from instructor & class website
• Fries, “Disability made Me Do It, or Modeling for the Cause”
• Linton, “Chapter One: Conscripts to the Cavalry,” My Body Politic

15 11/27 Presentation of Research Papers

Research Paper and Presentation Due at Start of Class
16 12/4 Synthesis and Wrap Up