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LSJ/CHID 332, Spring 2010
Disability and Society: Introduction to Disability Studies
There are assigned readings for almost every class session. There are several questions although the number of questions varies per session. The questions are designed to help you focus on what we think are important concepts/issues in the readings. It is also important to keep up with the readings so you will be able to participate in class discussions. You will not need to turn in answers to all the questions; rather you are responsible for turning in the answer to one question for each session that there are reading questions posted. The reading questions are posted on the website. You are to provide short answers, maximum of one paragraph, to the question you choose to answer. Assignments must be turned in to Heather Clark by the beginning of the class for which the readings are assigned. Hardcopy assignments only please. Electronic copies are not accepted. If you know you will be absent, please turn in your question to Heather prior to the beginning of the class. Visit the Course Readings page.
Periodically throughout the course, we will have small group discussions. In order to receive credit, you must attend class and participate in the discussions and complete/turn in a written assignment at the end of class. The discussions will involve expansion of topics and ideas explored in class along with case studies. In order to adequately participate and receive credit, you will need to attend class and have done the reading assigned for the day. The tentative dates for these discussions are on the schedule; however, please be aware that the dates may change due to speaker and/or topic revisions.
Disability is everywhere in our culture and everyday life—once you know to look for it. During this quarter, each of you will collect a total of 3 cultural artifacts that directly depict disability. Consider these items as "texts," whether they be verbal, images, or objects. It's your job to interpret their meaning and significance. As you read the news, watch TV, read novels or class readings, and move through your daily activities, be aware of the disability content of items such as advertising, news stories, TV shows, movies, books, reviews, cartoons, toys, visual or performance art, etc. The course readings will give you more examples and ideas. The overall objective of the Artifacts project is to use the artifacts to explore how disability is represented, by whom, and for what purposes. What are the predominant "stories" that these artifacts tell about disability and society? What kinds of alternative representations emerge when the voices of disabled people themselves are heard and the disability studies/rights framework is applied? An Artifact example (analysis) will be presented in class so that you can get an idea of what is expected. More detailed instructions will be discussed at that time. The following are the components of the assignment: Part 1: Essays on artifact (Due 4/27, 5/11, 6/3) There are a total of 3 artifact write-ups (essays) (2 pages double spaced) that you will do for this course; we are asking that you turn them in throughout the quarter so that you can get feedback on your analysis before you complete your next essay. All artifacts are graded. There are several general rules for the assignment. First, you must identify at least 3 disability models (Medical, Social, Moral, Personal Tragedy) in these essays—not all 3 models necessarily in each essay, but when the total assignment is consider, your have identified at least three. Second, you must use three different media sources for each of your essays—i.e., not 3 cartoons, 3 movies, or 3 advertisements. Thirds, you must include answers to these questions when you write your individual essay analyzing your artifacts: Who produced the item and for what audience? Part 2: Final Presentation (Due 6/3) You will be asked to do a short (3 minute) presentation on one of your artifacts on the last day of class. In this presentation you will present what the artifact is, where you found it, who the audience was, what models were present, and what the message of the artifact was. This is informal, but please organize your thoughts so that you can succinctly describe the artifact.
The assignment is to conduct an architectural accessibility survey of a University building or other state government building. This survey will be done with a group of 4 - 5 students and the survey results will be presented to your classmates, instructors, and a guest, Brian Dudgeon. Dr. Dudgeon is the Chair of the Standing Committee on Accessibility here on campus and an expert on physical accessibility under the ADA and universal design. We will talk more about this assignment as a class, but here is a brief description of each of the steps in completing this assignment: Part 1. Form your groups (Due 4/6)We will randomly assign you to a group of 4-5 students during the third class. However, you are free to create your own groups if you choose to do that. If you have a group, please let Sherrie Brown know by 4/4. Those who aren't in a voluntary group by 4/4 will be randomly assigned. There are two grades that each student receives from this assignment—one is a group grade based on the survey presentation and report and the second is an individual grade based on the Group Process Report that you turn in at the end of the assignment. Part of this assignment is to learn to work together on a group task and students are responsible for the participation or lack thereof of their fellow group members. Therefore, group members need to negotiate at the beginning as to responsibilities and expectations of all members. Part 2. Choose the building (Due 4/27)Your first task as a group is to choose the building that you wish to assess for accessibility. Any state government building is acceptable, which includes all campus buildings. When you have decided, one member of the group should email Sherrie Brown with your selection. We will assign buildings on a first come, first served basis—in other words no duplicates—so it behooves your group to select quickly. Part 3. Survey the building for accessibility (Due 6/1)We have a packet of accessibility survey forms that are appropriate for governmental buildings. You will use these forms to gather the data necessary to write your final report on the accessibility. Please complete the form as a group when you do the accessibility survey and turn it in with the final report on 6/1. Please take a look at the forms before you start actually evaluating the building so that you know what you are looking for. We expect you to pay attention to both the tangible aspects of accessibility (such as whether building meets the specific physical legal requirements) and the intangible (as described by the Mutua article in your reading) aspects. Once you are clear on what you are doing, go to the building with necessary equipment to record your findings—i.e., tape measures, cameras if you choose, survey forms, etc. Remember to be as unobtrusive as possible. This is to be sure that you don't disturb classes in session, students or staff working, or otherwise create disruptions. If someone asks, you should certainly explain politely what you are doing and if there is any anxiety on your part or someone in the building, show him/her your assignment or have them call one of us. If you can't get into an area, just note that on your report. It goes without saying that you need to be respectful of persons and property. And, have fun! Part 4. Prepare your presentation to the class and a 2-page summary of your findingsYour group will receive a grade that is a combination of your presentation to the class and the final report. The final report is a 2-page summary (in the form of a memo) of your findings that should be addressed to the building facilities coordinator and applicable Dean or other Administrative head of the building. Finding this person may be challenging; if you run into difficulties, don't hesitate to contact one of the instructors. Dr. Dudgeon as the Chair of the Standing Committee on Accessibility should be cced on the memo. One of the challenges in being part of a group is deciding who will do what in the group. Part of the process is deciding whether all of you will present, or only some of the group. Similarly, it is up to the group members to decide how to write the report—i.e., by all or some or one of you. All of these ways are acceptable; we leave it up to each group to work it out. But remember, there is one grade that all in the group will receive. Poster Presentation: Posters will be displayed on June 1 in Allen South 11:30am - 1:30pm. Your group must choose how to present your information. Examples might include photographs/slides, posters, or powerpoint slides. Whatever format your group chooses to present the information, the goal is to tell your audience what you did, what you found, and what you recommend for improving accessibility. Your group is expected to remain with your presntation for the class period, answer questions, and view other posters. 2-Page Summary (Memo): It is common for major research studies to start with an executive summary that succinctly describes the findings of the study. Think about your 2-page memo in this way. The administrators don't have time to read through all your details of the evaluation—i.e., how wide is the door in the McCarty Hall lobby—but they do want to know of any problems in the building and any ideas your group has about how to fix them. If your group found 100% compliance—great. You can report that as well. The summary can include some of the same things as your presentation but it should be in narrative form. Included in this summary should also be suggestions for how to "fix" problems that you find with low-cost, relatively simple/easy solutions. Be creative but be realistic! Included in your summary should be an interpretation of how the space does or doesn't represent the "majority" culture and certain types of bodies and cognitive abilities. Ask yourself how welcoming the building is to others including disabled individuals. Be sure that you have read the Mutua article. Part 5. Complete your Group Process Report and Class Presentation (Due 6/1)Each member of the group will turn in their own group process report. The report should include a brief narrative that tells us what the group did to pull together the presentation. In other words, what was your process to complete the assignment? Included in this should be a brief description (one or two sentences) of what each member of the group did. The whole report should be between 1-2 pages. These are confidential, so please fold your report in two before you turn it in. Don't forget to write your name on the report and your group/building. DUE ON THE DAY OF PRESENTATION HARDCOPY TO SHERRIE. Example #1: Architecture Hall Example #2: Hutchinson Hall
The final paper is in place of a final exam for the course. This class is an introduction class in which we only briefly talk about a whole range of topics. The purpose of this paper is to give you a chance to take a topic that interests you and learn more about it, all the while applying concepts that you have learned in class. The following are some options for topics for your paper.If you have another idea that you would like to write on, you will need to have that topic approved by Sherrie or Heather by May 20th.
The paper must be 4-5 pages double spaced. You must include at least 4 references with at least 2 references being from the class readings and 2 references being from outside the assigned readings. This is a research passed paper in which you should use your references to support your arguments. The majority of your outside references should be non-web based. Please use APA or MLA style referencing and remember your grammar! Due Date: You must send your paper electronically to Sherrie Brown and Heather Clark by 11:59 pm of June 9, 2010. |
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Last modified: 4/12/2010 2:22 PM
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