WMST 0006. Introduction to Disability Studies
Units: 3
Hours: 54 lecture
Overview of the social and personal meaning of disability and chronic illness. Students will explore definitions and conceptual models for the study of disability, the history of disabled people, bio-ethical perspectives, the depiction of disability in literature and the arts, public attitudes, and legal/social policies. The course will investigate the intersections of disability with social factors such as gender, sexual orientation, race, ethnicity, and class. Community engagement is a key component throughout the course. (CSU, UC)
WMST 0006 - Introduction to Disability Studies
http://catalog.sierracollege.edu/course-outlines/wmst-0006/
Catalog Description Hours: 54 lecture Description: Overview of the social and personal meaning of disability and chronic illness. Students will explore definitions and conceptual models for the study of disability, the history of disabled people, bio-ethical perspectives, the depiction of disability in literature and the arts, public attitudes, and legal/social policies. The course will investigate the intersections of disability with social factors such as gender, sexual orientation, race, ethnicity, and class. Community engagement is a key component throughout the course. (CSU, UC) Course Student Learning Outcomes CSLO #1: Exhibit an understanding of how gender, race, class, sexuality, ethnicity, age, and nationality intersect with disability to shape experience. CSLO #2: Explain the emergence of the Disability Culture and Community, political activism, and the Disability Rights Movement. CSLO #3: Investigate the cultural, intersectional, linguistic, and scientific influences/biases on identification of persons with disabilities. Effective Term Fall 2024 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Introduction to Disability Studies A. Explore and explain Diversity Culture and Community B. Describe Models of Disability C. Discuss the Disability Rights Movement D. Identify legal and practical definitions including ADA, IDEA, and Section 540. E. Explain and model speaking and communicating about Disability F. Identify the major categories of Disability 2. Explaining Disability A. Evaluate the shortcomings of the M edical M odel B. Explain Crip Theory and Critical Disability Studies C.Analyze the political economy of Disability D.Discuss the Disability s ociological perspective s - s ymbolic i nteraction ism - power conflict theory - structural f unctionalism. E. Investigate Feminist and Queer Theory insights 3. Worldwide perspectives, history, and the law A. Explain how ancient and medieval conceptualized Disability B. Discuss modern understandings of Disability and difference C. Discuss progress and how it differs based on cultural or historic context D. Analyze reform and rehabilitation movements E. Describe the Disability Movement relative to the ADA F. Discuss the societal changes relative to the ADA 4. Disability Discrimination A. Investigate Disability stereotypes - dependence - Super-Crip - evil/danger - cyborg B. Describe s ystemic discrimination - ableism - eugenics - barriers - physical restraint/seclusion - pay inequity - segregation - “inspiration” porn 5. Disability and Social Institutions A. Evaluate Disability and e ducation - Special Education - mainstreaming - accommodations/restrictions B. Investigate Disability and w ork - occupational resource access - employment gap - pay gap - military - disability acquisition - Veteran’s Affairs C. Analyze Disability and h ealthcare - eugenics - Mental Health and “madness” - the right-for-life movement - dignity and s elf- d etermination D. Explore and r eview Disability and the m edia - representation - humor - literature - Grimms and fairytales - classic and contemporary novels - filmed media - Post WWII Recovery Films - children’s media - h orror film genre - Disability filmmaking as progress - participation - technology and social media E. Describe Disability and p olitics - representation - ADA 1990 - Disability Rights Movement 6. Investigate and analyze Disability from a g lobal p erspective A. Explore Culture and Disability B. Analyze Disability and familial/community acceptance C. Evaluate Disability and treatment/accommodations D. Explore and contrast Disability and cultural-cognitive worldviews E. Discuss Disability and transnational human rights F. Explain International Disability Rights Movement G. Describe UN protections/sanctions for people with Disabilities H. Explain "t ransnationalizing" Disa bility p olicy 7. Investigate and describe J ustice, Equity and Activism A. Discuss the current Disability Rights Movement B. Explain and model Radical Inclusion C. Describe and explain “Nothing for us without us” and allies D. Analyze Universal Design writ-large General Education Information Approved College Associate Degree GE Applicability AA/AS - Social Sciences CSU GE Applicability (Recommended-requires CSU approval) CSUGE - D Social Sciences Cal-GETC Applicability (Recommended - Requires External Approval) Cal-GETC 4 - Social and Behavioral Sciences IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: The instructor presents a documentary film focused on the history of the ADA from the perspective of several key activists. The instructor leads a discussion on the contextual evolution of this Disability Community. Essay Examinations Example: Select one of the two essay questions. Citation of sources is expected such as “Wong, 95.” A. What is meant by the idea that in mental illness, there is a “politics of diagnosis?” Give four examples. B. Describe Foucault’s idea of “biopower” and apply it in three distinct applications when considering Disability Activists and “the right for life.” Objective Examinations Example: 1. The Supreme Court ruled in Olmstead v. L.C. (1999) that A. discrimination based on age was illegal. B. people with developmental disabilities are citizens. C. people with developmental disabilities could not be forcefullysegregated in their housing. D. education is a constitutional right Projects Example: Choose two types of public buildings and post those choices onto the Discussion Board. Visit each of the buildings and investigate as many areas as possible. Considering both the ADA and the spirit of the ADA, photograph or describe how well the building design did in terms of Radical Inclusion. Report to the class your findings with your evidence and your suggestions for improvement. Reports Example: Choose one Nation from the list provided in the Module. Using UN, WHO, and national data, report on their status of Human Rights for the Disabled in a two-page paper. Be certain to also describe the overall status of rights for gender, race, class, sexuality, and ethnicity as well in that nation. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: The Instructor presents a showcase of Crippen comics and engages the class in a discussion of the politics of disability in the Disability Art Movement through the lens of the Social Model Understanding of Disability Distance Learning The instructor posts several salient media articles on the learning management system and writes relevant prompts. Students chose one article and prompt from the options provided. Using Critical Feminist Theory, students participate in an online discussion of their chosen article. Typical Out of Class Assignments Reading Assignments Read Chapter Six, "The Progressive Era" in "A Disability Reader." Students will discuss social factors associated with the secularization of interpreting what qualifies as the sanctity of human life. Writing, Problem Solving or Performance Read the SOAS paper on "Freak Shows, Colonial Exhibitions, and Spectatorship. Consider how your own role as a media spectator. In writing, contextualize what you learned about Disability and difference from films, television, books and so-forth. Post to the discussion board, actual "learnings" and how they influenced your understanding of humanity. Other (Term projects, research papers, portfolios, etc.) The purpose of this paper is for you to investigate your community and its support for the self-determination transition planning procedures for intellectually and physically challenged students. Consider what significant factors are needed and what systems are necessary to be in place for an integrated society. In three to four pages, report (A) what is needed, (B) what exists and (C), what would be necessary to move to Radical Inclusion in your community. Required Materials A Disability History of the United States Author: Kim Nielsen Publisher: Beacon Press Publication Date: 2012 Text Edition: 1 Classic Textbook?: No OER Link: OER: A Disability Reader Author: Alice Wong Publisher: Vintage Publication Date: 2020 Text Edition: 1 Classic Textbook?: No OER Link: OER: Introducing Disability Studies Author: Ronald J. Berger & Loren Wilbers Publisher: Lynne Reinner Publication Date: 2020 Text Edition: 2 Classic Textbook?: Yes OER Link: OER: CareWork: Dreaming Disability Justice Author: Piepzna-Samarasinha & LeahLakshmi Publisher: Arsenal Pulp Press Publication Date: 2018 Text Edition: 1 Classic Textbook?: No OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
Course Identification Numbering System (C-ID)
...0002 ANTH 130 ANTH 0006 ANTH 150 ANTH...SOC 0110 SJS 120 WMST 0001 SJS 130...
Humanities
http://catalog.sierracollege.edu/departments/humanities/
...Gender and Religion (also WMST 0003 ) HUM 0010...to Critical Thinking PHIL 0006 Introduction to Philosophy...
