HCOL 196 SECTION E
DISABILITY AS DEVIANCE
COURSE SYLLABUS
SPRING 2011
INSTRUCTOR: LUTZ KAELBER, PHD, ASSOCIATE PROFESSOR OF SOCIOLOGY
OFFICE LOCATION: 31 S. Prospect St. (=Benedict House)
OFFICE HOURS: 11:45 - 01:00 Mon, Wed; Fri: by appointment only, scheduled through
http://www.jifflenow.com/cal/uvmkaelbercontact
OFFICE PHONE: 656-4197
E-MAIL ADDRESS: LKAELBER@uvm.edu
INSTRUCTOR WEB PAGE: http://www.uvm.edu/~soceval/?Page=kaelber.php
COURSE WEB PAGE: Blackboard: http://bb.uvm.edu
CLASS HOURS: 10:40 - 11:30 Mon, Wed, Fri
LOCATION: UNIVERSITY HEIGHTS NORTH 016
CLASS CRN: 13864
PREREQUISITE(S): None
THIS COURSE HAS A UNIVERSITY “D2” DESIGNATOR
A. COURSE DESCRIPTION
Using sociological perspectives and a multidisciplinary approach that spans the fields of history, disability studies, Holocaust
studies, and American culture and politics, this course looks at historical constructions of disability as deviance. Deviance refers to
beliefs, behavior, or perceived bodily conditions that violate a cultural norm and bring about a social reaction to control or confine
such beliefs, behavior, or conditions. Three contexts are emphasized: 1) American eugenics; 2) Nazi sterilization and
“Euthanasia” programs, which were stepping stones toward the Holocaust; and, more briefly, 3) the transformation of American
disability politics and policies from “good will” to “human/civil rights,” involving the 1990 American with Disabilities Act
(ADA), as well as a recurrence of eugenic ideas and policies under the guise of genetic testing and engineering.
B. METHOD OF INSTRUCTION
This is a seminar-type class. Hence, the primary method of instruction is a combination of shorter lectures and student activities
such as presentations and discussions. The reading assignment for each class is posted in Blackboard.
C. COURSE OBJECTIVES
To give students a better understanding of (1) how disabilities come to be seen as deviant; and (2) the development of American
eugenics and Nazi sterilization/“euthanasia” policies.
D. COURSE TOPICS/UNITS (SEE BB FOR INFORMATION)
Given the seminar-type setting, it is not possible to assign a precise date for each topic or reading at the beginning of the semester.
The schedule will be announced in class and updated in Blackboard.
Important Note
In this course we will read texts and discuss materials that include very graphic language and explore highly sensitive themes
such as the forced sterilization or murder of people with disabilities. While it is understood that at times students might feel
discomfort, it is generally expected that you will be able to read the texts and discuss the materials. Students are not a captive
audience, however; they retain the option to refrain from participation and may always leave the class room if they feel
uncomfortable with a topic or material.
E. TEXTBOOK(S) AND OTHER REQUIRED MATERIALS
1.
Books (required; available at the UVM bookstore):
Carey, Allison. 2010. On the Margins of Citizenship: Intellectual Disability and Civil Rights in Twentieth-Century
America. Philadelphia: Temple University Press. ISBN: 1592136982.
Friedlander, Henry. 1997. The Origins of Nazi Genocide: From Euthanasia to the Final Solution. Chapel Hill:
University of North Carolina Press. ISBN: 0807846759.
Gallagher, Nancy L. 1999. Breeding Better Vermonters: The Eugenics Project in the Green Mountain State. Hanover:
University Press of New England. ISBN: 0874519527.
***Gould, Steven Jay. 1996. The Mismeasure of Man. Rev. ed. New York: Norton. ISBN: 0393314251.
***Largent, Mark A. 2008. Breeding Contempt: The History of Coerced Sterilization in the United States. New
Brunswick: Rutgers University Press. ISBN 0813541824. (Note: the paperback seems out of print but hard cover is
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available.)
Lombardo, Paul A. 2010. Three Generations, No Imbeciles: Eugenics, the Supreme Court, and Buck v. Bell. Baltimore:
Johns Hopkins University Press. ISBN: 0801898242 or 0801890101.
*** If the course comes to focus on the other books at greater length, the purchase of these books will be optional.
2. Other readings (required): Available in Blackboard, including Bailey-Howe’s E-Reserves. The files are in .doc and .pdf
format; they require MS Microsoft Word or a pdf reader (see UVM’s software archive http://www.uvm.edu/cit/software/).
Some pages load/open slowly, so students should use an on-campus computer or right-click on the link and choose “save
file as…” on their computer. (Once on the hard drive, students should be able to open the file.)
F. GRADING
Pop Quizzes
There will be four unannounced pop quizzes. For each quiz, students receive credit for answering a few questions based on the
reading(s) for that day (open book).
Participation and Presentation/Discussion
In a seminar setting, participation is particularly important. Participation includes attendance, preparedness, and presentation, and
responses. Presentation/Discussion contains highlighting some of the important issues and leading a discussion. Students who
miss more than 3 classes unexcused or are not ready for the presentation/discussion do not get points for this part.
Journal
For the reading(s) for every class, a brief paper (about three fourths of a page; typed) that includes the following elements:
1. Summary of content (1-2 sentences)
2. Core arguments, ideas, or perspectives (several sentences)
3. Student reaction – what aspect was most remarkable to you, and why?
Print out each brief paper and put it in a journal, beginning with the first reading in the semester (marked no. 1) and ending with
the most recent. Make sure your name is included on the cover. Students with more than 3 missing or incomplete journals do not
get points for this part.
Questions
For the reading(s) for every class, send me a question via BB by 5pm on the day before class. Students with more than 3 missing
questions do not get points for this part.
Research project or paper
Incorporating the last research on each state, students will revise the content of the existing web site on American eugenics and
compulsory sterilization (http://www.uvm.edu/~lkaelber/eugenics). Students who do not carry out sufficient research using
bibliographic databases or fail to incorporate the result of their research adequately into their revisions do not get points for this
part.
Alternatively, students have the option of writing a major research paper on disability as a partial replacement of the above
requirement.
Last day to drop the course: Jan. 31.
Last day to withdraw from the course: April 4.
Components
Quiz = 50 p. x 4
Participation and Presentation/Discussion
Journals
Questions
Research project/paper
TOTAL
Max. Points
200
200
100
100
400
1000
Student Score
Grade Schedule
1000-966 points
965-933 points
932-900 points
899-866 points
865-833 points
832-800 points
799-766 points
765-733 points
732-700 points
699-666 points
665-633 points
632-600 points
599-000 points
Grade
A+
A
AB+
B
BC+
C
CD+
D
DF
Incompletes: Per Registrar’s web page: “This grade may be assigned when course work is not completed for reasons beyond the student's
control. Incompletes require the approval of the student's dean. The incomplete course requirement will be satisfied at the earliest possible date,
but not longer than the beginning of the corresponding semester of the next academic year…. Instructors will fill out an incomplete card and
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forward it to the student's dean and include the reason for the incomplete as well as the completion date agreed to by the student and instructor. It
is the student's responsibility to learn from the dean's office whether the request has been approved, the date of completion, and, from the
instructor, the nature of all outstanding requirements. Incompletes may be approved for the following reasons: medical, personal tragedy or
academic. In all instances, students must contact the appropriate dean's office to obtain necessary application information.”
G. POLICIES AND PROCEDURES
Electronic Devices
The use of electronic devices such as laptops during class is prohibited if it interferes in any way with the class and is permissible
only after prior arrangements have been made with the instructor.
Electronic Device Use Form
Students wishing to use an electronic device should list the device and state why/how/when they want to use it (due at the beginning of the
semester).
Device(s):
Explanation:
Athletic-Academic Conflicts
Students participating in inter-collegiate athletic are responsible for documenting in writing any conflicts between their planned
athletic schedule and the class schedule by the end of the second full week of classes. If unavoidable conflicts arise, a resolution
will be sought permitting students to address the course requirement and participate in athletic competitions, but academic matters
retain priority. As indicated in the Undergraduate and Graduate Catalog, “the instructor has final authority on this matter.”
Religious Holidays
Students have the right to practice the religion of their choice. If students wish to do this, they should submit in writing to me by
the end of the second full week of classes their documented religious holiday schedule for the semester. If they then miss work for
the purpose of religious observance, they are permitted to make up this work.
Disability Accommodations, Emergencies, and Special Needs
If students have special needs (due to personal circumstances, emergencies, disability, illness, etc.), I will do my best to make the
necessary accommodations. Students should let me know as soon as possible, but for non-emergency situations, at least a week’s
notice is appreciated. For documentation of a disability and accommodation requirements, students need to go through ACCESS.
Excuse/Makeup Request Form
In case of illness or family emergency, students need to provide me this form as well as documentation (such as a doctor’s note) by the third
day after an assignment has been missed. If it takes longer, a student need to speak to the CAS Dean’s Office and ask them to contact me.
All materials have to be submitted in hard copy to me in person or in my mail box.
Date of absence:
Explanation:
Academic Honesty
UVM's Code of Academic Integrity can be found here: http://www.uvm.edu/~uvmppg/ppg/student/acadintegrity.pdf
See particularly: “1. All ideas, arguments, and phrases, submitted without attribution to other sources, must be the creative product of the
student. Thus, all text passages taken from the works of other authors must be properly cited. The same applies to paraphrased text, opinions,
data, examples, illustrations, and all other creative work. Violations of this standard constitute plagiarism….3. Students may only collaborate
within the limits prescribed by their instructors. Students may not complete any portion of an assignment, report, project, experiment or exam for
another student. Students may not claim as their own work any portion of an assignment, report, project, experiment or exam that was completed
by another student, even with that other student’s knowledge and consent. Students may not provide information about an exam (or portions of an
exam) to another student without the authorization of the instructor. Students may not seek or accept information provided about an exam (or
portions of an exam) from another student without the authorization of the instructor. Violations of this standard constitute collusion.”
Class room Behavior and Etiquette
We will at all times conduct ourselves in a manner that serves to maintain, promote, and enhance the high quality academic
environment befitting the University of Vermont. See the Undergraduate and Graduate Catalog:
“To this end, it is expected that all members of the learning community will adhere to the following guidelines:

Faculty and students will attend all regularly scheduled classes, except for those occasions warranting an excused absence under the
University Attendance Policy (e.g., religious, athletic, and medical).


Students and faculty will arrive prepared for class and on time, and they will remain in class until the class is dismissed.
Faculty and students will treat all members of the learning community with respect. Toward this end, they will promote academic
discourse and the free exchange of ideas by listening with civil attention to comments made by all individuals.

Students and faculty will maintain an appropriate academic climate by refraining from all actions that disrupt the learning environment
(e.g., making noise, ostentatiously not paying attention, and leaving and reentering the classroom inappropriately).”
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