WIND 2100: Introduction to Disability Studies – Fall 2011
Tuesdays/Thursdays 9:35-10:50, EN 2100
Instructor:
Office:
Phone:
Email:
Office Hours:
Michelle Jarman, Assistant Professor
Room 147B, Health Sciences Building
(307) 766-5060
mjarman@uwyo.edu
Tuesdays & Thursdays, 11:00 am – 12:00 pm & by appointment
Required Books and Course Materials:
Joseph Shapiro, No Pity
Beth Haller, Representing Disability in an Ableist World
George Estreich, The Shape of the Eye
Essays available online in our course e-reserve
Group Memoirs (each student will read only one):
 Temple Grandin, The Way I See It
 Meri-Anna Dunquah, Willow Weep for Me
 Nancy Mairs, Waist-High in the World
 Kevin Connolly, Double Take
 Victor Villaseñor, Burro Genius
 Stephen Kuusisto, Eavesdropping
 Terry Galloway, Mean Little Deaf Queer
Course Description:
This course provides students with an overview of the disability studies field. Students gain
introductory knowledge about disability as a social, cultural, historical and political
phenomenon. Drawing from interdisciplinary scholarship and multiple perspectives of
people with disabilities, students are exposed to varying disability definitions, cultural
meanings and representations, social justice and human rights issues, and current
bioethical debates related to disability.
Course Objectives:
1. Improve understanding of historical, cultural, medical, and social issues
surrounding disability.
2. Differentiate between moral, medical, social, and minority models of disability.
3. Become versed in some of the specifics of disability culture, from identity,
community, and activist (self-determination) standpoints.
4. Increase knowledge of the varied contributions people with disabilities have made
and continue to make in areas of public policy, civil rights, and cultural production.
5. Examine and expand your understanding of historical and contemporary meanings
of disability.
USP Designations:
This course fulfills the Cultural Context-Humanities (CH) requirement of the 2003
University Studies Program. Cultural Context-Humanities (CH) courses address ideas we
have about our nature, our place in the world, and the ethical dimensions of our actions.
Inherent in the humanities is a values driven examination of human life. Through the study
of written, oral, performative, and visual texts, CH courses help us to understand and think
clearly about human beliefs and imaginative ideas.
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This course fulfills the Diversity in the U.S. (D) requirement of the 2003 University Studies
Program. Diversity in the U.S. (D) explores the complexities of culture in the U.S. both
through history and contemporary experience. Diversity in the U.S. (D) courses examine
the complexity of cultures in the U.S. and the interdependence of these cultures.
Understanding influences such as race, class, ethnicity, gender, disability, sexual orientation,
religion, and age offer insight into how the diversity of the cultural traditions of the United
States have shaped and continue to shape identity and national experience.
COURSE REQUIREMENTS AND GRADING
1. Active Class Participation: (30 points)
This class is designed for some lecture and a good deal of class discussion, so your active
participation is crucial. In order to be prepared, take time to read closely, and come to
class with questions and comments about the material. You will also be asked to do
assignments in class throughout the semester, such as short presentations or bringing
in information related to artifacts and other class topics. You may not make up these
assignments if you miss class unless you have an excused absence. Please make every
effort to attend class and arrive on time. Contact me in advance if you MUST miss class.
2. Key Terms and Concepts Quizzes: (40 points – 4 quizzes; 10 pts. each)
You will be given brief reading quizzes periodically throughout the semester. These
quizzes are on the syllabus, and you will be given a list of key terms and concepts you
will be expected to discuss from each section.
3. Reading Responses: (60 points – 4 responses; 15 pts. each)
Reading responses allow you to engage with the assigned material, develop critical
reading and writing skills, and prepare for discussions. You will be asked to complete
four responses (2½- 3 page, double-spaced, 12 pt. font). Responses should address a
key issue or theme developed in the readings from that section. I will distribute
prompts, but you are encouraged to create your own topic. Exceptional responses will
develop an interesting argument, put multiple readings in discussion with each other,
and effectively integrate at least three quotes from course materials. Submit responses
as document attachments to the WyoSakai course site. Due dates are listed in the
syllabus, and a model/sample response is posted online.
4. Media/Cultural Representation Analyses: (30 points – 2 analyses; 15 pts. each)
You will be asked to find two cultural representations related to disability, and to use
the resources from class to analyze these items. Analyses should follow the same format
as reading responses (2½- 3 page, double-spaced, 12 pt. font), but will relate to the
specific focus of the assignment:
 Historical newspaper article (1900-1950): for this assignment, you and a partner
will find related historical news items and will use readings from class to analyze
the cultural meanings of disability reflected in the article(s).
 Contemporary media analysis: identify three media representations of disability
(related to the memoir you are reading). One of the items should come from
alternative disability media/blogs, while the other two should be from mainstream
newspapers, advertisements, or popular film/television. Using Haller and other
theorists, put these representations into dialogue with one another to compare and
contrast how disability is represented in these different contexts.
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5. Group Memoir Presentations: (20 points)
You will work with 3-4 classmates to develop a socio-cultural analysis of a specific
disability classification, using the group memoir as a foundational text. In addition to the
memoir, group members will be expected to find additional resources to inform the
presentation. These include: scholarly disability studies essay from Disability Studies
Quarterly; materials from an activist disability blog or alternative disability media
source; 2 popular cultural representations. Drawing upon all the group resources, you
will develop an analysis of the mainstream cultural perceptions of a disability category
(blindness, autism/neurodiversity, mental disability, etc.), and the insights (or
contradictions) posed by the memoir, by disability studies scholars, or by the disability
media. Presentations should be 25-30 minutes, including prompts to begin class
discussion of the selected reading from your group memoir. Additional guidelines will
be distributed.
6. Memoir/Disability Representation Paper (50 points)
This 5-6 page paper should draw upon your group memoir, class materials, and the
disability studies, disability alternative media, and cultural representations you and
your group gather for your presentation. From these resources, you should develop a
coherent analysis of some of the competing cultural discourses around this particular
type of disability. A key element of this paper will be using the memoir as a theoretical
lens from which to view popular cultural representations of disability. More detailed
guidelines will be provided. I encourage you to talk about ideas for this paper with
me. Paper due Tuesday, December 6th.
Grading: Total Possible Points – 230
Class Participation:
30 points
Quizzes:
40 points
Reading Responses:
60 points
Artifact Analyses:
30 points
Group Presentations:
20 points
Memoir/Representation Paper:
50 points
Grading Scale
212-230: A
194-211: B
161-193: C
138-160: D
Below 120: F
NOTE: Students must follow strict style guidelines for all formal written assignments.
Because this is a cultural humanities course, we will use Modern Language Association
(MLA) guidelines, the updated 2009 format. For complete details, consult the MLA
Handbook for Writers of Research Papers (7th edition).
Absence Policy: Attendance is essential to your success in this class, and it is your
responsibility to find out what you missed if you have to be absent (preferably from a
classmate). If you miss more than 3 classes, your grade will be affected – up to a half a grade
per absence. If you miss 7 classes, you cannot earn higher than a C, and if you miss 10
classes, you will fail the class.
Academic Dishonesty Policy
Scrupulous compliance with university policies is expected, particularly regarding
academic honesty. You are expected to do your own work, take credit for only the work
you do, and correctly cite sources. Cheating and plagiarizing another’s work will not be
tolerated. Any instances of academic dishonesty will be reported and serious penalties
will be enforced (e.g., losing all points for quiz/assignment, failing the course,
endangering standing at UW). For more information, see entire text of UNIREG 802
(http://uwyo.edu/om/legal/uniregs/ur802).
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Non-Discrimination Statement:
If you have a physical, sensory, cognitive, or psychological disability and require
accommodations, please let me know if I can do more to make the class (and class
materials) more accessible. I’m happy to work individually with students, but you may also
want to register with University Disability Support Services (UDSS) in SEO, room 330
Knight Hall for additional support. You may also reach them at 766-6189, TTY: 766-3073.
SCHEDULE, TOPICS, AND READINGS
Week One: What is Disability Studies?
Tuesday, August 23
 Introduction
Thursday, August 25
 Simi Linton, “Reassigning Meaning” & “Enter Disability Studies” (e-reserve)
 Activity: Historical news archive assignment clarified – partners selected
Week Two: Theoretical Frameworks
Tuesday, August 30
 Garland Thomson, “Disability, Identity and Representation” (e-reserve)
Thursday, September 1
 Susan Wendell, “Social Construction of Disability” (e-reserve)
Week Three: Historical Perspectives – (Early) 20th Century
Tuesday, September 6
 Douglas Baynton, “Disability and the Justification of Inequality” (e-reserve)
 View film, The Lynchburg Story
Thursday, September 8
 Shapiro, No Pity, Chapter 3
 Reading Response 1 Due: submit by noon Friday
Week Four: Parent Advocacy & Deinstitutionalization
Tuesday, September 13
 Quiz in class: key terms and concepts
 Schwartzenberg, Becoming Citizens (selections will be distributed)
Thursday, September 15
 Shapiro, No Pity, Chapter 5
 Newspaper Archive Assignment Due: submit by noon Friday
Week Five: Challenging Charity / Emergence of Disability Rights
Tuesday, September 20
 Shapiro, No Pity, Chapter 2
 Activity: Charity campaigns – comparing rhetorical strategies
Thursday, September 22
 Haller, Representing Disability, Chapter 7
 Groups assigned for memoir/cultural representation presentations
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Week Six: Key Disability Policy / Inclusion / Disability as Difference
Tuesday, September 27
 Shapiro, No Pity, Chapter 4
Thursday, September 29
 Rosenblum & Travis, “Constructing Categories of Difference” (e-reserve)
 View film: Including Samuel (in class)
 Reading Response 2 Due: submit by noon Friday
Week Seven: Theorizing Cultural Meanings of Disability – Media & Memoir
Tuesday, October 4
 Quiz in class: key terms and concepts
 Haller, Representing Disability, Chapter 2
Thursday, October 6
 Couser, “Conflicting Paradigms” (e-reserve)
 Margaret Price, “Her Pronouns Wax and Wane” (e-reserve)
Week Eight: Disability Memoirs
Tuesday, October 11
 George Estreich, The Shape of the Eye (pgs. 1-71)
Thursday, October 13
 George Estreich, The Shape of the Eye (pgs. 73-139)
 Special Guests: Trevor & Carrie Brasher
Week Nine: Cultural Rhetoric of Down Syndrome
Tuesday, October 18
 George Estreich, The Shape of the Eye (pgs. 141-217)
Thursday, October 20
 George Estreich, The Shape of the Eye (pgs. 219-248)
 Rosemarie Garland Thomson, selection from Staring
 Reading Response 3 Due: submit by noon Friday
Week Ten: Using Disability Memoir as Cultural Theory
Tuesday, October 25
 Quiz in class: key terms and concepts
 Beth Haller, Representing Disability, Chapter 1
 Activity: Group Presentation Planning
Thursday, October 27
 No reading (read group memoir)
 Meet in library – finding alternative resources
Week Eleven: Putting Multiple Cultural Constructions of Disability into Dialogue
Tuesday, November 1
 No reading (read group memoir)
 Activity: Bring DSQ essay, disability blog, mainstream media, and alternative disability
media examples to group
Thursday, November 3
 Beth Haller, Representing Disability, Chapter 6
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Week Twelve: Reframing Autism & Mental Disability
Tuesday, November 8
 Beth Haller, Representing Disability, Chapter 5
 Presentation, Temple Grandin, The Way I See It
Thursday, November 10
 Presentation, Meri-Anna Dunquah, Willow Weep for Me
Week Thirteen: Embodied Markers of Disability
Tuesday, November 15
 Beth Haller, Representing Disability, Chapter 3
 Group Presentation, Nancy Mairs, Waist-High in the World
Thursday, November 17
 Group Presentation, Kevin Connolly, Double Take
 Beth Haller, Representing Disability, Chapter 8
 Media Analysis Due: submit by noon Friday
Week Fourteen: Intersecting Identities
Tuesday, November 22
 Quiz in class: free writing from prompt – insights from peer presentations
 Group Presentation, Victor Villaseñor, Burro Genius
Thursday, November 24
NO CLASS (Happy Thanksgiving!)
Week Fifteen: Negotiating Landscapes of Sensory Disability
Tuesday, November 29
 Beth Haller, Representing Disability, Chapter 9
 Group Presentation, Stephen Kuusisto, Eavesdropping
Thursday, December 1
 Beth Haller, Representing Disability, Chapter 10
 Group Presentation, Terry Galloway, Mean Little Deaf Queer
 Response 4 Due (Creative Intervention): Drawing from the disability issues we’ve
discussed, select one area where you think specific changes needs to be made
(awareness, education, access, community inclusion, cultural representation, etc.),
and propose how you could begin to address the issue.
Finals Week:
Memoir/Cultural Representation Paper Due: Tuesday, December 6th, submit by 5pm
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