dis/Ability Studies in Education
SPED 3000, 5000, WEST 3030
COE Mission:
We prepare teachers, leaders, and
counselors who
embrace equity, inquiry
and innovation.
Professor:
Emily Nusbaum, Ph.D.
Phone:
E-mail:
(719)255-4106
enusbaum@uccs.edu
Office Number: COB 3005 (Emily)
COE Student Resource Office
Office Hours
8:00am-5:00pm M-F
Contact
education@uccs.edu
Phone: 719-255-4996
Fax:
719-255-4110
Columbine Hall
1420 Austin Bluffs Parkway
Colorado Springs, CO 80918
http://www.uccs.edu/~coe/
Office Hours: Tuesdays during June, 3-5p; by appt
Please make appts through the Student Resource Office:
255-4996 or education@uccs.edu
Required Textbooks:
All required reading and viewing materials are posted to the
course BB site.
Course Format: This course will meet in person from June 9July 3 and will include lectures, discussions, and videos. There
is a additional content that students are expected to engage with
prior to class each week, as indicated on the syllabus.
Course Overview: Scholars in Disability Studies define dis/Ability, not as a physical deficit or defect inherent in certain bodies or brains, but rather as a relationship of differential power/privilege. Drawing on critical theory, dis/ability is understood as a discursive construction-­‐-­‐a fictional ‘other’ to an equally constructed norm. In this course we will look at the social meaning and material consequences of ability in various cultural and historical contexts. We will examine how dis/Ability, race, class, sexual orientation, and gender are defined, represented, and acted upon in schools today. Students will examine school contexts and how inclusive teachers embrace diversity.
Course Expectations: The expectation for this class is that students will be prepared for every
class assignment and hold a professional disposition as outlined below. It is the student’s
responsibility to access all information presented on Bb, submit assignments and tests/quizzes
and schedule an appointment with the professor with related questions or concerns. Professional
discourse includes the use of person-first language when talking or writing about people with
disabilities. People with disabilities are a minority group who has, historically, experienced
prejudice and discrimination. As future teachers and citizens who foster equality among all
people we must be conscious of how our language shapes meaning and reifies stereotypes. For
example the word handicap has historical origins related to begging. Further, phrases such as,
“wheelchair bound” and “confined to a wheelchair” paint a very restrictive vision of what it is
like to use a wheelchair. Instead people with disabilities more often refer to their wheelchair as
tools of liberation. Please be aware of your language and what meaning it is conveying.
Students are expected to demonstrate respectful discussion, discourse, and openness to new or
different ideas. In class and online discussions, activities, and assignments, you will be
challenged to think critically about the impact of cultural, sociological, and experiential
differences from your own perspective as a learner as well as the perspective of a professional
working with diverse learners. Please participate in discussions openly and respectfully, using
person-first language in speaking and writing about people with disabilities and other groups,
and acceptable terminology when addressing issues of gender, race, ethnicity, disability, sexual
orientation, and other areas of diversity. Students are encouraged to take risks in class by asking
difficult questions and sharing their stories and comments. It is acknowledged that the instructor
or students may make mistakes in this regard, but it is everyone’s responsibility to respond
constructively to any conflicts or problems that arise. Language used in assignments and class
discussions (written and spoken) should be respectful and professional at all times. All people
will be treated respectfully in this course.
Course Objectives:
• Explore a range of disability experiences across life contexts and settings (including
school, employment, social contexts, interpersonal relationships, family contexts)
• Critique the categories of the "normal" student and "regular" education
• Examine cross cultural understandings of disability, including the intersection of
social class, ethnicity, race, and gender, and sexuality
• Discuss social, emotional, intrapersonal, and motivational factors associated with the
experience of being labeled or identified as disabled
• Explore various ways of understanding disability (medical model, social model,
charity model, civil rights model)
• Discuss negative social perceptions, ableism, stigma, and discrimination experienced
by individuals with disabilities across life contexts
• Analyze the idea of normalcy and how it operates in schools
• Examine segregation and inclusion from a historical perspective
• Discuss successful strategies for teachers who practice culturally relevant teaching
methods
Accreditation Standards:
NCATE Proficiencies
1.1 Critically reflects on teaching practice and professional development
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1.3 Clearly explains purposes & approaches to various audiences
1.4 Grounds reflections and explanations in current theory & research
1.5 Grounds reflections and explanations in personal philosophy of teaching & learning
3a. Collaboration between Unit and School Partners
4d. Experiences Working with Diverse Students in P–12 Schools
Colorado Performance Based Standards 6, 7 and 8 for Teachers (see alignment chart)
Technology Competencies: It is expected that students begin our program with foundational
technology skills that include digital word processing, digital and online formats (e.g.
Blackboard) and using online research databases. Knowledge of the use of technology-supported
multimedia, such as PowerPoint and other audio/video resources, is expected. Students who need
assistance with building technological skills should speak with their professor to learn about
technology resources in the COE and at UCCS.
Using your UCCS email account is a requirement of this course due to digital delivery of course
content. All students must obtain a UCCS email address and check it regularly (every day) so as
not to miss announcements. If your UCCS email address is not your primary one, please have
emails from UCCS rerouted to the one you check daily. Education majors must have an
account on Taskstream for their portfolio evaluations. For this course, upload your research
paper on Taskstream in the TP2 Direct Response Folio (DRF) on the due date. See Bb for
related information, steps, and costs. Your codes are different for Graduate & Undergraduates.
Attendance, Preparation, and Participation: Students are expected to maintain high standards
of ethical and professional conduct. This includes attending class, being adequately prepared,
contributing to class discussions, submitting high caliber work and representing your own work
fairly and honestly. As an important member of a classroom community, attendance and
punctuality is mandatory. You must actively engage in class and group work to maximize your
learning in this course.
If you must miss a class, please inform the professor by phone or email prior to class. It is the
responsibility of the student to obtain course information that is missed during the absence.
Unexcused absences will result in a lower grade.
Professional Behavior:
Professional behavior is necessary for you to be a successful member of a learning community.
Please monitor your participation in class discussions and group work and find ways to
contribute intelligently to the discussion without silencing others. All written assignments must
be computer generated unless otherwise indicated by the professor. Professional behavior will be
expected in your future teaching/counseling career and is often the hallmark of career success.
Diversity Statement: The faculty of the College of Education is committed to preparing
students to recognize, appreciate, and support diversity in all forms – including ethnic, cultural,
religious, gender, economic, sexual orientation and ability – while striving to provide fair and
equitable treatment and consideration for all. Any student who believes that he/she has not been
treated fairly or equitably for any reason should bring it to the attention of the instructor,
Department Chair or the Dean of the College of Education.
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Accommodations: The College of Education wishes to fully include persons with disabilities in
this course. In compliance with section 504 and the Americans with Disabilities Act (ADA),
UCCS is committed to ensure that “no otherwise qualified individual with a disability … shall,
solely by reason of disability, be excluded from participation in, be denied the benefits of, or be
subjected to discrimination under any program or activity…” If you are a student with a
disability and believe you will need accommodations for this class, it is your responsibility to
contact and register with the Disabilities Services Office, and provide them with documentation
of your disability, so they can determine what accommodations are appropriate for your
situation.
To avoid any delay in the receipt of accommodations, you should contact the Disability Services
Office as soon as possible. Please note that accommodations are not retroactive and disability
accommodations cannot be provided until a “Faculty Accommodation Letter” from the
Disability Services office has been given to the professor by the student. Please contact
Disability Services for more information about receiving accommodations at Main Hall room
105, 719-255-3354 or dservice@uccs.edu .
Military Students: Military students who have the potential to participate in military activities
including training and deployment should consult with faculty prior to registration for any
course, but no later than the end of the first week of classes. At this time, the student should
provide the instructor with a schedule of planned absences, preferably signed by the student's
commander, in order to allow the instructor to evaluate and advise the student on the possible
impact of the absences. In this course, the instructor will consider absences due to participation
in verified military activities to be excused absences, on par with those due to other unavoidable
circumstances such as illness. If, however, it appears that military obligations will prevent
adequate attendance or performance in the course, the instructor may advise the student to
register for the course at another time, when she/he is more likely to be successful.
Student Appeals:
Students enrolled in programs or courses in the College of Education may access the COE
Appeal/Exception Form at:
http://www.uccs.edu/Documents/coe/studentresources/AppealsForm2009.pdf. This form is to be
used for an appeal when a student is:
(1) denied admission to professional education program
(2) denied permission to student teach or complete professional internship
(3) removed from a professional education program or internship
(4) denied permission to graduate due to missing requirements
(5) requesting an exception to specific policies, procedures, or requirements
(6) requesting a grade change
This form is not to be used for requests to take classes out of sequence or to take a class without
the proper prerequisites. Such requests should be initiated with the department chair.
UCCS Student Code of Conduct:
The purpose of the Student Code of Conduct is to maintain the general welfare of the university
community. The university strives to make the campus community a place of study, work, and
residence where people are treated, and treat one another, with respect and courtesy.
http://www.uccs.edu/~oja/student-conduct/student-code-of-conduct.html
UCCS Student Rights and Responsibilities:
http://www.uccs.edu/orientation/student-rights-and-responsibilities.html
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UCCS Academic Ethics Code:
http://www.uccs.edu/Documents/vcaf/200-019%20StudentAcademic%20Ethics.pdf
Grading Scale
A
AB+
B
BC+
92-100
90-91
88-90
82-87
80-81
78-79
C
CD+
D
DF
72-77
70-71
68-69
62-67
60-61
59 or less
Assignments (graded activities):
Overview:
Discussion Board Responses (4 total)
“When Billy Broke His Head”
Theoretical models of disability
“The Men of Atalissa”
Disability awareness & simulation
10 points each/
40 points total
Multiple Lens Project
Part 1: Articulation of potential topic
Part 2: Topic development and peer review/feedback
Part 3: Draft of project (2 media) and group rubric development
Part 4: Final version of project
Disability-as-curriculum project
Lesson plan
Presentation
15 points
20 points
30 points
45 points
110 points total
25 points
25 points
50 points total
Discussion Board Responses (40 points total)
Four times throughout the summer you will be given an opportunity to write reflection or engage
in an activity in order to respond to a question/ issue. Your response must be cogent and
organized. Within the responses you should integrate the course readings, class discussions, and
specific reference to the topic/content, as well as ask questions that we can then take up in class.
No late reflections will be accepted. In grading responses I will consider:
• Relevance to assigned content
• Critical thinking: Is there evidence that the student has thought through his or her
response to the question, and that the student is thinking deeply and critically about the
issues raised?
• Writing style: Is the response well organized and are points made clearly?
Multiple Lens Paper (110 points)
Research a particular disability or issue related to disability (i.e. a current legal case, a particular
aspect of school reform, high-stakes testing, overrepresentation of minorities in special
education, reproductive rights, cochlear implants, genetic testing & or human genome project,
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physician assisted suicide, inclusive schooling) from a minimum of three lenses: 1)
medical/deficit; 2) social model, and 3) personal/interpretive 4) minority group.
• How do these lenses inform/disrupt/complicate our understandings of this
disability or disability issue?
• Where are the gaps and silences in our knowledge base related to this
particular disability or disability issue?
• What are the implications of approaching this particular disability or disability
issue from each of these models?
This project should go beyond simple description to include critical analysis and critique.
We will discuss the project in detail, in class. Various parts of the project will be due throughout
the month-long course, culminating in a final project.
Disability-as-curriculum project and presentation (50 points total)
You will develop a series of lessons/activities in a specific curricular area and grade level that
incorporates disability into core curriculum, from a perspective offered by disability studies. You
will be required to develop an interactive presentation of the project, as well.
Specific assignment details and grading rubric will be shared in class and uploaded to BB.
Disability Studies in Education (SPED3000/5000)
Summer, 2014
Syllabus Table
Date
Week 1:
6/9/14
6/10/14
Topics
Course overview, syllabus,
Blackboard, assignments, and
expectations
-Theoretical orientations and
disability
-What is Disability Studies?
-Theoretical orientations and
disability (con’t)
-The “problem” and “solution” of
disability
Assigned Reading
Linton (1998), Chps 1-2
Assignment Due
NY Times piece on Disability Studies
Ferguson & Nusbaum (2012)
Overview of the Multiple Lens
project & group discussions to
develop topic
6/11/14
-Theoretical orientations and
disability (con’t)
-Identifying theory and considering
implications
Nusbaum (2014)
Due: Come to class
with a potential topic
for the Multiple Lens
project (see BB for
graphic organizer and
instructions)
6/12/14
-Disability as a political identity
Watch: “When Billy Broke His Head”
(links on BB)
Due: DB response/
questions
Week 2:
6/16/14
Reading Day, Catch Up, and Ask
Questions
Baglieri & Shapiro (2012), Chps 1-3
Due: DB response/
questions
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6/17/14
6/18/14
(no in-person meeting today; all
materials on BB)
Snyder & Mitchell (2006),
Introduction
-Disability as a political identity
(con’t)
-Disability and eugenics
Charlton (2000), Chps 1, 2, & 7
-Disability and eugenics
-Disability history and
institutionalization
Yergeau (2013); see guiding questions
posted to BB and consider during/after
reading
3 pieces between/about Peter Singer
and Harriet McBryde Johnson (all
posted to BB)
“Not Dead Yet” website
6/19/14
Work on Multiple Lens project
(no in-person meeting; all work
done individually)
Week 3:
6/23/14
-Institutional history and
implications for schooling
Watch: NY Times Video “The Men of
Atalissa” (link on BB)
6/24/14
-Disability Studies in Education
-Disability-as-curriculum
Baglieri & Shapiro, chps. 9-10
Overview of the Disability-asCurriculum project
Due: Multiple Lens
project Parts 1 & 2
posted to BB; review
peers posting and come
to class on 6/23
prepared to give
feedback to one another
Due: DB response/
questions
Teaching Tolerance: “Civil Discourse
in the Classroom”
6/25/14
-DSE: Considering special and
inclusive education
Goodley, chp. 9
6/26/14
-DSE: Disability awareness and
simulation
Lavlani & Broderick (2013)
Week 4:
6/30/14
-Disability narratives
-Institutional identities
Solis & Connor (2006); in Danforth
and Gabel, Vital Questions Facing
Disability Studies in Education
Due: DB response/
questions
Minnesota Daily piece: “The Forgotten
Minority”
7/1/14
-DSE: Teachers and teaching
7/2/14
In-class feedback and individual
check-in on Multiple Lens Project
-Course wrap-up
7/3/14
Last class: off-campus (TBD)
Due: Disability-ascurriculum lesson plan
and presentation
Due: Multiple Lens
Project
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