THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL
SCHOOL OF SOCIAL WORK
COURSE NUMBER: SOWO 837
COURSE TITLE, SEMESTER AND YEAR: Disability Policy Spring 2010
INSTRUCTOR:
Name Susan L. Parish, PhD, MSW
Room 563-I
School of Social Work
Tate-Turner-Kuralt Building, Campus Box 3550
Email: parish@unc.edu
COURSE ROOM & SCHEDULE: Room 107; Mondays 9:00a-10:30a
OFFICE HOURS:
By appointment
COURSE DESCRIPTION:
Using an advanced policy analysis framework, this course focuses
on strategies for policy change, national and state policy, and legal
and socio-political factors influencing financing, access and
service delivery.
COURSE OBJECTIVES:
The student who successfully completes this course should be able
to demonstrate understanding of the following issues in regard to
disability policy.
1. Identify the principles, foundation and provisions of the primary social welfare programs
that affect disability policies in the United States.
2. Demonstrate the analytic, theoretical and value assessment skills that enable social
workers to evaluate policies and apply change strategies.
3. Apply concepts and principles of human rights, social justice, and social work ethics to
policy analysis, development and change strategies.
4. Understand specific current disability policies regarding financing, ethical, and legal
issues related to civil rights, income transfers, education, housing, employment and
health care.
5. Explain the interrelationships among disability policies at the federal, state, and local
levels.
6. Explain the intended and actual consequences of the major US disability policies.
7. Discuss ethical issues in current disability policy, including individual and family rights,
issues of distributive justice, and issues of power, discrimination, oppression, culture &
race?
8. Articulate both formal and informal disability policy development and strategies at
multiple system levels.
9. Develop leadership strategies for planning, developing, and changing disability policies
in a context of empowerment and partnership with individuals, families and communities.
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EXPANDED DESCRIPTION:
The ability to understand the complexities of disability policy development and implementation
is crucial for successful professional practice in an array of fields in which social workers
practice, as social workers shape policy, implement programs, respond to systemic inequities and
assure that services are available for individuals and families who need them. This course will
critically examine a number of relevant health and mental health policies and their effects on
clients, practitioners, and systems.
REQUIRED TEXTS/READINGS
There are no texts for this course. Readings will be available on the internet or posted on
Blackboard:
http://blackboard.unc.edu/
TEACHING METHODS
Class participation: In order to maximize everyone’s learning, we will rely on the contributions
and insights of all students when issues are discussed. The participation of each student is
essential, and responsibility for class discussion is shared. Class participation includes
attendance, being prepared to discuss readings and assignments, sharing your opinions on the
topic at hand, facilitating the participation of other students, and engaging with guest speakers.
Attendance: Attendance is crucial to both your learning experience and the learning of your
colleagues. Students with more than one absence will not earn an H. Students with more than
two absences will not earn a P.
Reading assignments: You are responsible for reading all assigned material before the class date
for which the readings are assigned.
NOTE: The instructor WILL distribute and assign additional REQUIRED readings.
CLASS ASSIGNMENTS
There is one written assignment for this class, in addition to the final exam. Students may
independently choose a writing assignment that meets their own individual learning objectives.
Some possible ideas are given below, but these are offered for illustration purposes only. All
reasonable ideas will be considered.
WRITTEN ASSIGNMENT IS DUE: BEFORE 9AM ON MONDAY APRIL 19
Idea #1 – Students will comprehensively and thoughtfully evaluate the accessibility of their field
placement organization to people with disabilities and develop a plan to significantly improve
such access. This paper should address the following questions: Does the organization serve
people with disabilities? Are people with specific types of disabilities excluded? Why? What are
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the specific steps the organization should take to improve the accessibility of its services for
people with disabilities? Note that accessibility is defined broadly and should not be construed to
simply represent physical access. Consider all levels of leadership in the organization, from the
board of directors to the service recipients.
Idea #2 – Students will write a paper that describes the impact of one state or federal policy on
the health or financial well-being of people with disabilities. Students may choose to focus on a
sub-group of people with disabilities (e.g., people with developmental disabilities or mothers
with physical impairments or people with severe and persistent mental illnesses). This paper is
expected to be a thorough and thoughtful analysis of the adequacy and efficacy of the policy,
which relies on credible research evidence. Here are some examples of policies that could be
analyzed: Individuals with Disabilities Education Improvement Act, Supplemental Security
Income, Social Security Disability Insurance, Temporary Assistance to Needy Families, Ryan
White Care Act, the Indian Child Welfare Act.
Idea #3 – Students will write a history of a particular phase of the development of disability
policy. Students will use standards of rigorous historical research and rely solely on primary
resources. This paper is expected to be a thorough and thoughtful historical recount, which relies
on credible research evidence.
Idea #4 – Students will develop a series (3-4) of policy briefs that address a particular problem
related to people with disabilities and social welfare services. Possible topics could include
health care financing or access, housing affordability, family support services, income transfers,
Idea #5 – Students will develop a comprehensive evaluation of a particular social welfare service
that was not originally designed for people with disabilities (e.g., rape crisis service,
homelessness support services, adult protective services) for a specific population with
disabilities (e.g., people with developmental disabilities, people with severe and persistent
mental illnesses, mothers with physical disabilities, children who are technology dependent).
This evaluation should thoroughly appraise the efficacy, adequacy, and effectiveness of the
social welfare service, and offer a set of recommendations for improvement.
Idea #6 – Students will prepare a strategy for securing passage or implementation of a pending
disability policy. Students may choose any relevant and current legislation (state or federal).
Imagine that NASW or NC NASW has hired you to lead their advocacy effort. You will lay out
the specific advocacy approach the organization should take, and you must delineate your
rationale or justification of this approach. Note that you are presenting this strategy to a lay
audience.
Idea #7 – Students will comprehensively analyze a recent US Supreme Court decision that
creates or is related to disability policy. Analysis of state Supreme Court decisions would also be
appropriate.
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Idea #8 – Students will thoroughly compare an aspect of US disability policy to that of another
nation or nations. Examples of social welfare policies that might be considered: child protective
services, sexual assault services, domestic violence, homeless services, poverty policy.
Idea #9 – Students will thoroughly compare the impact of a facet of US social welfare policy to
the impact of another nation’s social welfare policy on the same population of people with
disabilities. Examples of social welfare policies that might be considered: child protective
services, sexual assault services, domestic violence, homeless services, poverty policy.
Final Exam – 55% of semester grade – This in-class exam will cover all of the assigned
readings and material covered in class discussions, lectures and videos.
GRADING SYSTEM
H
P
L
F
Clear Excellence
Entirely Satisfactory
Low Passing
Failed
94-100 points
80-93 points
70-79 points
<70 points
POLICY ON INCOMPLETES AND LATE ASSIGNMENTS
Papers are to be submitted electronically to the instructor via email BEFORE 9am on the day
they are due, without exception. Late papers, including those needing revisions to conform to
APA style, will be reduced by 20% for each 24-hour period for which they are late, without
exception. Paper copies of assignments will not be accepted.
POLICY ON ACADEMIC DISHONESTY
You are expected to complete assigned and independent readings, contribute to the development
of a positive learning environment, and demonstrate your learning through written assignments
and class participation. Original written work is expected and required. The University of North
Carolina has a rich and longstanding tradition of honor. If you have not yet done so, carefully
read the Student Code of Honor. All submitted work must conform to the Honor Code of the
University of North Carolina. For information on the Honor Code, including guidance on
representing the words, thoughts, and ideas of others, please see: http://instrument.unc.edu
Please note that plagiarism is defined in the Code as “the intentional representation of another
person’s words, thoughts, or ideas as one’s own.” Violation of the Honor Code will result in a
grade of 0 points for the assignment, referral to the Honor Court.
From the Code: “It is the responsibility of every student to obey and support the enforcement of
the Honor Code, which prohibits lying, cheating, or stealing when these actions involve
academic processes or University, student or academic personnel acting in an official capacity.
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Students will conduct all academic work within the letter and spirit of the Honor Code, which
prohibits the giving or receiving of unauthorized aid in all academic processes.”
You must submit your assignments electronically (by email) with only your PID number (not
your name) on them. However, I will provide an Honor Code statement for you to sign in class.
Work will not be graded for which this affirmation is not submitted. The statement reads as
follows:
I have neither given nor received any unauthorized assistance on this assignment.
POLICY ON ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES
To obtain disability-related academic accommodations, students with disabilities must contact
the instructor and the Department of Disability Services as soon as possible. You may reach the
Department of Disability Services at 919-962-8300 (Voice/TDD) or
http://disabilityservices.unc.edu
Pursuant to UNC policy, instructors are not permitted to give accommodations without the
permission and direction of the Department of Disability Services. Students must obtain such
permission in advance of the due date for the first assignment.
COURSE OUTLINE
UNIT 1 - WEEK 1: JANUARY 11, 2010
Introductions and course overview, Review of policy analysis framework, Disability
policy in the larger context of US policy, demographic distribution of people with
disabilities in the US
Readings
Altman, B. (2001). Disability definitions, models, classification schemes, and applications. In
G.L. Albrecht, K.D. Seelman, & M. Bury (Eds.), Handbook of disability studies (pp. 97-123).
Thousand Oaks, CA: Sage.
Fujiura, G.T. & Rutkowski-Kmitta, V. (2001). Counting disability. In G.L. Albrecht, K.D.
Seelman, & M. Bury (Eds.), Handbook of disability studies (pp. 69- 96). Thousand Oaks,
CA: Sage.
UNIT 2 - WEEKS 2-4: JANUARY 25, FEBRUARY 1 & FEBRUARY 8, 2010
Disability rights, the Americans with Disabilities Act and its foundations
Readings
Blanck, P., Schwochau, S. & Song, C. (2003). Is it time to declare the ADA a failed law? In
Stapleton, D. C. & Burkhauser, R. V. (Eds.), The decline in employment of people with
disabilities: A policy puzzle (pp. 301-337). Kalamazoo, MI: W.E. Upjohn Institute for
Employment Research.
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Switzer, J. V. (2003). Disabled rights: American disability policy and the fight for equality (pp.
90-143). Washington, DC: Georgetown University Press.
UNIT 3 – WEEKS 5-6: FEBRUARY 15, FEBRUARY 22 & MARCH 1, 2010
Employment; Income transfer policy: Supplemental Security Income, Social Security
Disability Insurance
Readings
Burkhauser, R. V. & Stapleton, D. C. (2003). A review of the evidence and its implications for
policy change. In Stapleton, D. C. & Burkhauser, R. V. (Eds.), The decline in employment of
people with disabilities: A policy puzzle (pp. 372-405). Kalamazoo, MI: W.E. Upjohn
Institute for Employment Research.
GAO. 2005. Federal Disability Assistance: Wide array of programs needs to be examined in
light of 21st century challenges. United States Government Accountability Office, GAO-05626, DC.
Goodman, N. & Waidman, T. (2003). Social security disability insurance and the recent decline
in the employment rate of people with disabilities. In Stapleton, D. C. & Burkhauser, R. V.
(Eds.), The decline in employment of people with disabilities: A policy puzzle (pp. 339-368).
Kalamazoo, MI: W.E. Upjohn Institute for Employment Research.
Wittenburg, D. & Favreault, M. 2003. Safety net or tangled web. Occasional paper #68. Urban
Institute.
UNIT 4 - WEEKS 7-9: MARCH 15, MARCH 22 & MARCH 29, 2010
Health policy: Medicaid, Medicare, Maternal & Child Health Title V; Children with
special health care needs
Readings
Crowley, J. (2003). Medicaid’s role for people with disabilities. Washington, DC: Kaiser Family
Foundation, Commission on Medicaid and the Uninsured.
DeJong, G., Palsbo, S.E., Beatty, P.W. (2002). The organization and financing of health services
for persons with disabilities. Milbank Quarterly, 80, 261-301.
National Council on Disability (2009, September 30). The current state of health care for people
with disabilities. Washington, DC: Author. Available from:
http://www.ncd.gov/newsroom/publications/2009/HealthCare/HealthCare.html
Shirk, C. (2003). Shaping public programs through Medicare, Medicaid, and SCHIP Waivers:
The fundamentals. Washington, DC: National Health Policy Forum, George Washington
University.
UNIT 5 - WEEK 10: APRIL 12, 2010
Education policy; Individuals with Disabilities Education Act; Early Intervention
Readings
Parish, S. L., Whisnant, A. I., & Swaine, J. G. (in press). Policies and programs for children and
youth with disabilities. In J. M. Jenson & M. W. Fraser (Eds.), Social policy for children and
families: A risk and resilience perspective, 2nd ed. Thousand Oaks, CA: Sage.
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US Department of Education. (2009). 28th Annual report to Congress on the Implementation of
the Individuals with Disabilities Education Act. Available from:
http://www.ed.gov/about/reports/annual/osep/2006/parts-b-c/28th-vol-1.pdf
NOTE: Assigned pages are xvii-95.
UNIT 6 – WEEK 11: APRIL 5, 2010
Housing policy
Readings
US Department of Housing and Urban Development. (n.d.) People with disabilities. Available
from: http://portal.hud.gov/portal/page/portal/HUD/groups/disabilities
Technical Assistance Collaborative & Consortium for Citizens with Disabilities, Housing Task
Force (2009). Priced out 2008: The housing crisis for people with disabilities. Available
from: http://www.tacinc.org/downloads/Priced%20Out%202008.pdf
UNIT 7 - WEEK 12-13: APRIL 19, 2010
Poverty policy and people with disabilities and asset building policy
Readings
Magaña, S., Parish, S. L., & Cassiman, S. A. (2008). Policy lessons from low-income mothers
with disabilities: A primer on inadequate incomes, work disincentives, and bureaucratic
insensitivity. Journal of Women, Politics & Policy, 29, 181-206.
Parish, S. L., Rose, R. A., & Andrews, M. E. (in press). Income poverty and material hardship
among U.S. women with disabilities. Social Service Review.
Parish, S. L., Grinstein-Weiss, M., Yeo, Y., Rose, R. A., & Rimmerman, A. (in press). Assets
and income: Evidence of disability-based disparities in the U. S. Social Work Research.
UNIT 8 – WEEK 14: APRIL 26, 2010
Course wrap-up & review for final exam
Final Exam – date to be announced
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