1
School of Education
INTR 150W 04
Disability in the Schools
Instructor: Sharon deFur, Ed.D.
Office Phone: (757) 221-2510
Cell : Text or call for emergencies 804-370-3551
Meeting Times: Thursday 2:00 - 4:25
Sharpe Teaching Fellows:
Anna Mahalak:
ammahalak@gmail.com
Maureen Howard:
mehoward@email.wm.edu
Email: sharon.defur@wm.edu
Office Hours: T/Th Noon – 1:00; 4:30 – 5:30 pm
Office Location: SOE 3075
Course Location: SOE 2021
cell 734-735-5693
cell 703-297-0940
Course Description
Students will examine disability as a social construction. We will explore the historical, cultural, political, social and
educational influences on the construction of disability, and the compounding effects each have on the schooling
experiences of children and youth with disabilities. Students will consider how social constructions of disability shape
the experiences of children and youth with disabilities in American schools through community engagement
experiences.
Throughout this course, students will research educational approaches that emphasize disability as diversity, and that
facilitate the inclusion of children and youth with disabilities in schools and communities. In addition, students will
investigate various social constructions of disability through popular media (books, movies, television, websites, blogs).
Critical class discussions will occur based on student reflections evidencing the historical, social, cultural, and political
influences they observed and experienced through their community engagement experiences, research, and exploration
of popular media.
Additionally, students will learn about research-based practices used to educate children and youth with disabilities
from a variety of service providers (e.g., special educators, general educators, administrators, speech language
pathologists, behavioral psychologists, clinical psychologists, occupational therapists). Also, to increase student
understanding of disability, families of children and youth with disabilities, and individuals with disabilities themselves
will share their experiences.
Course Objectives
Students will:
1. Compare and contrast the medical and social models of disability.
2. Examine and evaluate personal narratives of disability experience.
3. Use the social model of disability to analyze the implications of disability construction on the educational and
community-based experiences of children and youth with disabilities.
4. Critique media representations of disability in the popular media.
5. Research practices that promote the inclusion of children with disabilities in schools/ communities.
6. Consider the identified needs of community partner personnel, individuals with disabilities, and families of children
with disabilities, and create a plan for a service learning project that will provide opportunities for greater inclusion of
students with disabilities in schools or the community.
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Required Readings and Media Viewing
Texts:
Valle, J. W. & Conner, D. J. (2010). Rethinking disability: A disability studies approach to inclusive practices. NY:
McGraw Hill.
Straus, Joseph N. (2011) . Extraordinary measures: Disability in music. NY: Oxford Press.
Hacker, D., & Sommers, (2009). A writer’s reference (6th ed.). Boston, MA: Bedford/St. Martin’s.
Additional Required Readings & Media Reviews:
Burton Blatt Christmas in Purgatory
http://www.disabilitymuseum.org/lib/docs/1782.htm
http://vimeo.com/4404579
Find and follow a blog created by a person with a disability for 1 week. If you have any trouble finding a blog,
lists of blogs are located online under readings.
Required articles and media as assigned.
Writing Resources:
The William & Mary Writing Resource Center: http://www.wm.edu/as/wrc/?svr=web
The Purdue Online Writing Lab: http://owl.english.purdue.edu/
Americans with Disabilities Act (ADA) Statement
Accommodations will be made for any student with a documented disability (by W&M Disability Student Services).
Please inform Dr. deFur if you have a documented disability by W&M Disability Services that entitles you to
accommodations by this course.
Community Expectations
Professional demeanor and ethical behavior is expected by all students in class. Professional behavior includes
preparedness, punctuality, and active engagement in all course activities. Professionalism is also demonstrated in
your ability to cooperate, collaborate, and foster relationships with peers, faculty, and community partners in this
course. Professional behavior that supports our class community principles is anticipated for all students. If you are
not meeting expected professional behaviors you will receive an email or request for a meeting or contact; an
inability to meet professional expectations (given the first instructor contact) will result in a reduction in your overall
course grade. If there are extenuating circumstances, then please contact Dr. deFur or one of your Sharpe fellows
immediately.
 Attendance at all classes and related class activities is required. Unless extenuating circumstances occur, students
who miss more than one class period will lose 5/100 points for each class missed without approval. If extenuating
circumstances occur, please contact and follow-up with Dr. deFur or one of the Sharpe fellows.
 All written assignments must be turned in electronically via email to sharon.defur@wm.edu You MUST use the
following file organizing practices for your email assignments.
 1st when you save your assignment, you MUST use this format to name your file and save to your
computer filing system:
 YOURNAME (e.g. shdefur) ASSIGNMENT NAME (e.g MEMOIR ASSIGNMENT) DATE (e.g.
SEPT 10 11) INTRO150W04
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 2ND when you email the assignment, please put the above file name (which has your name and the
assignment name) in the subject line so that we can determine who it is from, the assignment focus,
and your date of your submission.
 3rd Attach your paper to the email!
 Following these submission guidelines assures that your assignment will be downloaded and graded
as soon as possible for full credit when submitted on time! ATTENTION TO THIS DETAIL IS
IMPORTANT SO THAT YOUR WORK CAN RECEIVE FULL CREDIT!
 All assignments are due by the assigned time (beginning of class when due) and date and will receive an evaluation
for full credit. Assignments submitted after the due date or time will be evaluated with a reduction of credit by 10%
per day. Assignments will not be reviewed after being submitted more than 3 days late unless extenuating
circumstances (e.g. illness or emergency) is documented.
 When we are in class, please put your cell phones on vibrate and on the table for your easy access for emergencies;
plan to use your computer as warranted by class activities. As a professional, I expect you to use your own time, not
class time, for email, voicemail, texting, chat, facebook, facetime, twitter, google-plus, etc. Your choices to fully
participate in class will contribute to the evaluation of your professionalism. Please be aware that it is obvious when
your personal time takes a priority over learning and participation opportunities and that your choices influence the
trust we establish as a learning community.
 You must abide by the College of William and Mary Honor Code.
Sustainability
I support sustainability initiatives on the WM campus. To reduce paper use, many of your course documents will be
provided on the course Blackboard page. Please try to save paper by reading these documents online whenever
possible. If you decide to print any documents, please consider using a double-sided print feature and/or with two
sheets per page. I also encourage you to turn in your assignments electronically. For more information, please see the
Sustainability at W&M website: http://www.wm.edu/sustainability
Grade Point Distribution
Assignment
Memoir Wiki Dialogue Assignment – Production & Participation
Point Value
15 points
Response Papers (x 5 at 5 points each) (1) readings and class discussions regarding the medical
and social models of disability, (2) the memoir you read, (3) the blog you followed, (4) your
critique of popular media viewed outside of class, and (5) your community engagement
experience.
Evidence-Based Instructional Research Synthesis
Community Resource Review & Support for Evidence Based Practice
25 points
Cultural Artifact Presentation
Service Commitment & Engagement
Class Participation & Professionalism (including external activities sponsored by the Sharpe
fellows)
5 points
10 points
5 points
20 points
20 points
100 points total
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Grading Scale
94-100
A
74-76
C
90-93
A-
70-73
C-
87-89
B+
67-69
D+
84-86
B
64-66
D
80-83
B-
60-63
D-
77-79
C+
< 60
F
Tentative Course Schedule
Tentative Topics
Class 1 8/25
Telling your stories
Establishing community principles
Syllabus and Blackboard Review
Conceptual models of disability
Class 2 9/1
The history of special education and
disability status in the Western world.
IDEA’s 6 Principles
Readings by this date
None
Assignments DUE this date
Composers with disabilities
assigned for response paper #1
Straus, Chapter 1
Valle & Conner, Chapters 1-3
Exploring community engagement
options – Guest speakers include
representatives from Big Brothers/Big
Sisters and from WJCC Transition
Programs for Students with Disabilities
Monday Night September 5 – meeting with Sharpe Fellows “Being a Mentor – what does this mean?”
Class 3
9/8
IDEA Disability Categories &
Characteristics
Let’s talk about collaborating with
schools!
Class 4
9/15
Extraordinary Measures Composers
and Works --- You plan to share!
Straus, Chapters 2 - 8
Valle & Conner, Chapter 4
Disability type and memoir
assignment guidelines
distributed
Turnbull et al, 2007
Ong-Dean, 2009
Response Paper 1 Due – Music
& Disability
Disability & School Law – Guest
Speaker Patty Roberts, WM Law
School
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Tentative Topics
Class 5 9/22
Universally Designed Instruction
Introduction to Evidence- Based
Instructional Practices
Writing a research synthesis – writing
workshop #1
Class 6 9/29 Advocating for supports
for children and youth with disabilities
who are homeless
GUEST SPEAKER – DR. PATRICIA POPP
Language differences or language
disabilities
Disability and Cultural Differences
Class 7 10/6
Disability and Popular Culture
Dr. Jeremy Stoddard, guest speaker
Class 8 10/13 TBA
Class 9 10/20
Cultural Artifact Presentations
Writer’s Workshop #2
Readings by this date
Valle & Connor, Chapter 5, Chapter 9
Browse the Council for Exceptional
Children’s website for information –
link provided on blackboard under
readings
Hacker and Sommers – Academic
Writing, APA style and citation,
Grammatical sentences, punctuation
and mechanics, basic grammar, multilingual writers as appropriate
 TBA
Popular media articles about film on
blackboard in folder marked film
Class 11 11/3
Developing Social Supports &
Friendships
Chadsey & Gun Han (2005)
Estell et al. (2009)
Class 12 11/10 NO CLASS MEETING
Scheduled Individual Writing Meetings
Class 13 11/17
What do special educators and related
service providers do?
Scheduled meetings with Dr. deFur in
lieu of class
Valle & Connor, Chapter 10
School based service provider panel
Class 14 12/1
Promoting post-school success
Response Paper 2 Memoir
experience reflection Due
Response Paper 3 Blog
Review Due
TBA
Hacker & Sommers
Composing & Writing
Academic Writing
Sentence Style
Word Choice
Writing
 Blacher & Hatton (2007)
 Harry (2008)
Class 10 10/27
Working with Families
Family Panel
Assignments DUE this date
Memoir wiki-page posted and
wiki discussion begins
TBA
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Response Paper 4 –assigned
as “blind” review – critique of
popular media viewed in and
outside of class
Peer Writing Feedback of
Reaction Paper 4 Due
Draft of Research Synthesis 1
Due
Collaborative Draft of
Community Resources &
Research Synthesis 2 Due
Final Research Synthesis
Paper 1 Due
Final Collaborative
Community Research
Synthesis Due
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Tentative Topics
Class 15 12/8
Discussion of Evidence-Based Practices
and Community Resources
Readings by this date
Assignments DUE this date
Community Engagement
Response Paper 5 Due
Self-Evaluation/Critique of
Response Paper 5
Assignments
The following are summaries of all assignments and notes the point value assigned toward your final grade in this
course. Guidelines for assignments will be discussed in class and posted on the blackboard site under assignments as
needed. I suggest that you map out due dates for readings, collaboration, and final products so that you can be
successful in submitting all assignments.
NOTE: This freshman seminar has a “W” designation as it is a university writing focused course. This designation
requires at least 24 pages of writing (10-12 pages must be formal writing). There will be some expeditious use of class
time for in-class writing workshops, peer review, and individual meetings. Please note that there is an evaluative
expectation that you will be able to compose individual written assignments commensurate with critical writing that
reflects a succinct description or response to the assigned topic, a reasonable argument for your theory or opinion, an
effective use and integration of research sources, appropriate grammar and word usage, appropriate language used to
refer to individuals with disabilities, and accurate use of APA in-text citations and references.
RESPONSE PAPERS:
Over the course of this semester you will write 5 two-three page response papers that will be graded, each worth five
points for a total of 25/100 possible points for the course. You will receive one reminder prompt before the response
paper is due. Response papers include a paper reflecting:
(1) readings and class discussions regarding the medical and social models of disability,
(2) the memoir you read,
(3) the blog you followed,
(4) the popular media viewed inside and outside of class, and
(5) your service learning experience.
I will provide formal, detailed feedback on your first 3 reaction papers based on our collaboratively developed writing
rubric consistent with the writing rubric based on the Hacker & Sommers text. You will submit your 4th response paper
to a peer for review applying the rubric, and you will self-evaluate your 5th response paper after submission. The writing
rubric will be based on the course writing handbook and our reflection on the assignment. The rubric will address
construction of a reasonable argument, the use of sources, grammar, language used to refer to individuals with
disabilities, and APA citations. In addition to a focus on improving your scholarly writing, we will identify the assignment
components that are critical to address.
I expect that you will build on the feedback from me and your peers and that each subsequent paper will demonstrate
writing improvement from your previous assignment(s). In preparation for your writing, here is a check list to help
complete writing assignments successfully.
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review key sections of Hacker and Sommers before you write! Attend to those areas that you had difficulty in
previous assignments,
make sure that your word processer on your computer has grammar and spell checker turned on (and is set up
as being consistent with academic or research writing) and that you pay attention and make corrections as
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appropriate (you can even check the readability of your writing and although we are all post-high school, I
encourage you to evaluate and write below a grade 12 level as this will usually force you to clarity in your writing
and not fall into the long sentence trap!). I am not a fan of using words that have esoteric meanings with
multiple interpretations --- stay focused and readable!
consider whether each paper addresses all of the required assignment points otherwise a great technical paper
still might lose grade point credit,
within your paper write memorable paragraphs. Make sure that each paragraph has ONE main idea along with
supporting details and a closing sentence,
write paragraphs that hang together OR are that separated by headings,
use ACTIVE voice as much as possible (for example, do a search for passive words such as: is, was, were, am, etc
and see if you can rewrite those sentences using active voice),
cite others’ work appropriately (APA is accepted in the social sciences for in-text and reference citation and that
is the expected style in this course – Hacker & Sommers have a section devoted to APA and you can find quick
citation guides on the internet),
use proper grammar consistent with American English academic writing (check Hacker & Sommers when in
doubt!),
use the WM writing center as appropriate to your need for support,
use words that reflect the content and audience context of your paper (there is a difference when you are
writing for WM colleagues and when you are writing for the general public),
use PEOPLE-FIRST language,
and, motivate the reader to believe what you have discovered and advocate for with regards to children and
adults with disabilities.
NOTE: You will receive detailed feedback from me on your first 3 response papers based on our writing rubric. The
writing rubric will be based on the course writing handbook and our collaborative agreements. Specifically, the rubric
will address construction of a reasonable argument, the use of sources, grammar, language used to refer to individuals
with disabilities, and APA citations.
You will submit your 4th response paper to a peer for review who will then apply the writing rubric and provide
feedback and evaluation;
You will self-evaluate your 5th response paper after submission, applying the writing rubric.
RESPONSE PAPER #1 (2-3 pages) Social Construction of Disability (5/100 points)
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Given your text readings and class discussions regarding the medical and social models of disability and your
assigned “composer”
Describe the composer’s disability and the historical/conceptual model in which this person created their music
Choose one piece of music from the composer (be prepared to share a short segment in class)
what will you remember that connects the disability of the composer and what you hear in the “music”
What emotion(s) does the music evoke
As you reflect on the composer, the music, and the models of social construction, how might you interpret this
composer’s music
Summarize with comments on how this reflection might influence you as you pay attention to the world through
a disability perspective.
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RESPONSE PAPER #2 – Deepening Your Understanding Of A Specific Disability (2-3 pages) (5/100 points)
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Individually, you are responsible for completing a reflection describing what you learned about the specific
disability(ies) which your book reflected and that you discovered after you engaged in dialogue with your
colleagues. Specifically please address the following in your response:
the characteristics of the disability portrayed in the book you read and how these characteristics parallel
(or not) those included in the IDEA special education law
what were the learning and social strengths of the person with a disability portrayed in the book
what would concern you most about providing special education services to students with similar
characteristics in schools and what supports do you think that teachers might need to support these
students
how will what you learned influence you as an advocate for children and youth with disabilities?
RESPONSE PAPER #3 – Learning from People who Live with Disabilities (2-3 pages) (5/100 points)
Throughout history, individuals who are different have struggled to integrate fully into their community. Similarly,
families and friends of these individuals have faced challenges, internally and externally, regarding acceptance of their
child with an exceptionality. The purpose of this assignment is for you to gain greater insight into these challenges; to
identify policies and practices that assist or interfere with meeting these challenges; and to make recommendations that
you believe will diminish such challenges.
For this assignment, you are to: 1) review a blog written by an individual or family member of an individual with a
disability (you might find a blog here http://www.disaboomlive.com/Blogs/Default.aspx. or trying a different search) 2)
Summarize the themes in the blog 3) Identified what surprised you or encouraged you or disappointed you 4) what are
the implications for you as a mentor working with students and their families 5) Conclude your paper with a personal
reaction and recommendations for future policies, procedures, or programs that might promote individuals with
disabilities, such as your subject, to fully participate in his or her community.
RESPONSE PAPER # 4 – CRITIQUE OF THE PORTRAYAL OF DISABILITY IN FILM (5/100 points)
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You are to watch the following movies: The Ringer (2005); Adam (2009) (The Sharpe Fellows will offer movie
nights to make sure you can see these!
Critique each film and compare their portrayal of a person with a disability in film.
Prepare a 2-3 page paper. Remember that this paper will be evaluated by a peer.
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RESPONSE PAPER #5 – REFLECTING ON A SEMESTER OF COMMUNITY ENGAGEMENT (5/100 points)
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Using your journal (please submit a copy along with the log of your field time), you are to write a 3-4 page
reflection on your community engagement. Remember that you will also be the evaluator of your writing.
Consider the following in your reflection:
Imagine that you were making a “documentary” of your community engagement mentorship. What would be
the highlights of the experience thus far? Be as specific as you can. To protect confidentiality, remember to use a
pseudonym for the people who are in your “documentary”
What surprised you most about your experience? What are the biggest joys in the documentary? The biggest
challenges?
What did you learn about working with students in schools? About yourself as a mentor? About social
construction of disability and special education in the schools?
How will this fall experience influence what you do as your spring project? On future community engagement
and research? On your future career?
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MEMOIR ASSIGNMENT: (15/100 points)
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You and a classmate will be given a “disability” type. You both will read the same biography written by
someone with a disability or by a family member of a child with this disability and begin to identify with that
person. The following website offers suggestions of memoirs for you to use
http://www.nlcdd.org/resources-books-movies-disability.html but you are not limited to these. Check out
SWEM library as well as the SOE Learning Resource Center for books to use or the Williamsburg-James City
County Library system. Your Sharpe fellows Anna and Maureen can help you find a good book to read!
You must then collaboratively create a wiki page on our class wiki that resembles a social networking page
(e.g. facebook) of the person telling their personal story. What pictures will you add to the page? What will
you include in their profile? What would this person be posting regularly (you should plan on posting
information about “your memorable life” at least 6 times in a two week period to inform your facebook
friends about your life as a person with a disability. In particular, at least one post needs to talk about
schooling or learning; at least one post needs to reflect social interactions or wishes for the same; at least
one post should be a link to something current about the disability; and at least one post needs to reflect an
interaction or potential interaction with a family member. Your posts should be designed to help your
facebook friends learn about what it may be like to live a life as a person with the type of disability that
“you” have.
Once your wiki FB page is launched you need to invite your classmates to be your “friend” and then you
(representing this character) will begin receiving questions from your peers regarding the life experiences of
“you” the narrator. You are then expected to respond to these questions in character. In other words, you
will portray the main character and respond to questions using information from the book or based on the
experiences and perspectives of the main character revealed in the book.
As a community participant on your colleagues “facebook wikis” you will engage in dialogue that asks the
wiki authors for information about the represented disability and experiences of the narrator highlighted in
their book. You are expected to post on all wikis a minimum of two times. As a “wiki” owner, you are
expected to respond to questions, although you may choose to respond to questions cumulatively. You
need to begin responding within 24 hours of your “friends” questions or comments and have a minimum of
three responses per week over the open wiki time. The dialogue will occur for 1-2 weeks.
CULTURAL ARTIFACT PRESENTATION (5/100 points)
As partners, you will present a popular culture artifact (e.g., movie, television show, newspaper/magazine article, book)
that depicts disability. This media artifact must be one that would likely appeal to school–age students (grades K-16).
You will present the artifact to the class along with an explanation of how you perceive this artifact depicts disability.
Your presentation must reflect information from course readings, and any additional resources you locate
independently. Your presentation should be no longer than 10 minutes, and should include a 1- page handout summary
of your critique.
RESEARCH SYNTHESES
This semester, you will select and research an evidence-based practice that supports the inclusion and integration of
students with disabilities in schools and communities. You will receive a resource listing evidence-based practices to
choose from. You will participate in writing two papers, one individually, and the other collaboratively with your
partner(s). We will set aside some class time for in-class writing workshops, peer review, and individual meetings, but
there is an expectation of “out of class” collaboration for your team submission. Your final submissions, both individual
and group, will be evaluated on the argument, research support, grammar, language used when referring to individuals
with disabilities, voice, and APA guidelines. Your first research synthesis paper, that is your individual research paper,
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will be written in a scholarly tone; the second research synthesis paper (your collaborative partnership paper) will be
written in an engaging, conversational, yet persuasive tone.
RESEARCH SYNTHESIS PAPER 1. (20/100 points)
This paper will be a scholarly research synthesis. You will locate a minimum of 6 references, of which a minimum of 3
must be research articles that provide support for this practice. For full credit for this assignment, you must submit your
individual references for review prior to writing your individual paper. You will be given a summarization page to help
you synthesize information from these resources to: (1) build evidence that this practice promotes the inclusion of
students with disabilities, and (2) explain how the practice is applied in real-world settings. You will write a 6-8 page
paper that explains the purpose of the practice, the evidence that supports the practice, how the practice is
implemented, potential benefits of the practice, and implications for practice in school/community settings.
COMMUNITY RESOURCES & RESEARCH SYNTHESIS PAPER 2. (20/100 points)
Although this paper requires some scholarly research, the tone will be more informal with a goal of creating an
information handout that families or teachers could use in supporting children and youth with disabilities. With a
partner, you will plan and carry out a field trip to a community resource (e.g. recreation, leisure, work, advocacy,
advisory etc.). You will preview website information or written literature about the resource that will help you identify
the mission or purpose/goals of the community resource, how students with disabilities or their families would access
the resource, who is eligible to participate in the activity, whether there is a cost involved, and other descriptive
information that would be helpful to families. Given the intended outcomes of the community service, you are to find
research (within the past 10 years) that documents that children, youth, or adults with disabilities or their families
benefit from using these community resources. [For example, if you visit a resource that has a goal of offering recreation
and leisure activities, what research can you find that support that participating in recreation and leisure activities has a
positive impact on children, youth, or adult with disabilities.]
You and your partner will collaboratively write a 3-5 page paper to inform teachers and parents of the community
resource that you observed, the evidence supporting the resource mission and goals as effective, how the service is
implemented, and how it can be applied and evaluated in school/community settings. This paper must include concrete
steps for implementation. Depending on the resource you are assigned, you will be in either an observer or volunteer
role. For either, you will want to be able to describe what you observed that demonstrates that the resource is fulfilling
its mission and intended impact for children or families. To craft this paper, you will share with your partner the
information gathered from research studies, scholarly articles, books, and discussions with community partners. This
paper should be engaging and convincing so that teachers and parents are encouraged to try the resource. This paper
will include appropriate APA in-text citations and references.
REQUIRED COMMUNITY ENGAGEMENT SERVICE COMMITMENT. (10/100 points)
This semester you will commit to ~2 hours of service a week (for a total of 20 hours per semester) at either Big
Brothers/Big Sisters of Williamsburg or with the Williamsburg James City County 18-21 year old Post-Secondary
education program. You will need to keep a log and journal of your time committed to this assignment.
Your 5th reaction paper (5/100 points) will relate to this experience.
Please note that for this course, this semester service commitment requires 20 hours of service; whereas our
partnership with Big Brothers/Sisters expects a full year commitment. Please ONLY agree to the Big Brother/Sister
program if that is a service commitment that you will adopt for the year, as these students need mentors that will be
present for them for more than a few weeks.
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WJCC 18-21 year old program prefers a year long commitment, but would be open to a semester option. You will be
asked to interview for the Big Brothers/Sisters of students with special needs, so please abide by this commitment
obligation as you identify your service commitment. Regardless, for Spring Semester 2012, you are expected to plan an
engaged learning service project related to your fall community service activities.
We will also discuss how participation in programs like Big Brothers/Sisters or Post-Secondary 18-21 year old Transition
Programs could impact the lives of children and youth with disabilities and their families. You are required to turn in a
log of your hours at the end of the semester to receive credit and plan for your Spring Service project.
Evidence That Will Demonstrate Students Have Met Course Objectives:
Objective
1. Compare and contrast the medical and
social models of disability.
2. Examine personal narratives of disability
experience.
3. Use the social model of disability to
analyze the implications of disability
construction on the educational and
community-based experiences of children
and youth with disabilities.
4. Critique media representations of
disability in the popular media.
5. Research practices that promote the
inclusion of children with disabilities in
schools/communities.
6. Consider the identified needs of
community partners, individuals with
disabilities, and families of children with
disabilities, and create a plan for a service
learning project that will provide
opportunities for greater inclusion of
students with disabilities.
2/8/2016 3:20:12 PM
Learning Activity
 Class discussion
 Readings
Class
discussion
Guest speakers
 Class discussions
Assignment
 Reading response paper
 Class discussions
 Class viewing of disability
in the media
 Class discussions
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 Research syntheses
Class discussions
Teacher panel
Parent panel
Panel with community
partners
 Blog review
 Memoir assignment
 Reading response papers
 Cultural artifact presentation
 Community engagement
experience
Movie critique
Cultural artifact presentation
Blog review
Research syntheses
SUBJECT TO ONGOING REVISION deFur2011 Disability in the Schools