SPED 412/512 Foundation of Disability II
Fall 2010; CRNs: 15677/15688
Thursday 6:00 to 8:50
220 HEDCO
3 credits
Instructor: Deborah Olson, Ph.D.
Office: 352 HEDCO
Phone: 541-346-2483
Email: dlolson@uoregon.edu
Office Hours: Friday 11-1:00
Course Description
Services to children and adults with disabilities have traditionally approached disability
from a deficit model. This perspective contributes to society’s understanding of the
individual with disabilities as deviant, stigmatized, incompetent and marginal. These
views are often reinforced by popular culture’s representation of disability in media and
literature. In this course we will examine the historical underpinnings of these
understandings, examine their presence in our social culture, and then try to formulate an
understanding of disability from other points of view, for example the constructionist
perspective. We will also link the construction of disability to the constructions of race,
gender, and socio-economic class. What you take away from this class will depend, in
large part, upon the effort you put into the readings, class discussions and assignments.
Course Readings
A course packet is available from the University Bookstore. Several additional readings
will be available on Blackboard in pdf format.
Course Blackboard Site
You have automatic access to the blackboard site for this class. You should use the email
address given to you by the university or have it forwarded to your personal address, as
all correspondence will occur through the blackboard system.
Course Objectives
The purpose of this course is to help you think critically about:
1. The implications of the current construction of disability for education and social
policy.
2. The social history of disability, particularly the use of imagery and stereotypes.
3. The representation of disability in popular culture and media.
4. The lived experience of individuals with disabilities.
5. The concept of social construction as it applies to disability.
College of Education Policies
Diversity
It is the policy of the University of Oregon to support and value diversity. To do so
requires that we:
* respect the dignity and essential worth of all individuals.
* promote a culture of respect throughout the University community.
* respect the privacy, property, and freedom of others.
* reject bigotry, discrimination, violence, or intimidation of any kind.
* practice personal and academic integrity and expect it from others.
* promote the diversity of opinions, ideas and backgrounds - the heart of the university.
Documented Disability
Appropriate accommodations will be provided for students with documented disabilities.
If you have a documented disability and require accommodation, arrange to meet with the
course instructor within the first two weeks of the term. The documentation of your
disability must come in writing from the Disability Services in the Office of Academic
Advising and Student Services. Disabilities may include (but are not limited to)
neurological impairment, orthopedic impairment, traumatic brain injury, visual
impairment, chronic medical conditions, emotional/psychological disabilities, hearing
impairment, and learning disabilities. For more information on Disability Services, please
see http://ds.uoregon.edu/ or contact Hilary Gerdes, 346-1155. If you are not registered
with Disability Services and would still like to share with me any limitations you may
have in meeting course requirements please do not hesitate to do so.
Academic Misconduct Policy
All students are subject to the regulations stipulated in the UO Student Conduct Code
(http://www.uoregon.edu/~conduct/). This code represents a compilation of important
regulations, policies, and procedures pertaining to student life. It is intended to inform
students of their rights and responsibilities during their association with this institution,
and to provide general guidance for enforcing those regulations and policies essential to
the educational and research missions of the University.
Conflict Resolution
The mission of the College of Education is to “Make educational and social systems
work for all.” Several options, both informal and formal are available to resolve conflicts
for students who believe they have been subjected to or have witnessed bias, unfairness
or other improper treatment. Within the College of Education, you can contact the
Associate Dean for Academic Affairs, Joe Stevens, stevensj@uoregon.edu, or 346-2445
or Surendra Subramani, Diversity Coordinator: 346-1472 or surendra@uoregon.edu
Other Options:
UO Bias Response Team: 346-1139 or http://darkwing.uoregon.edu/~brt/
UO Conflict Resolution Services 346-0617 or http://darkwing.uoregon.edu/~crs/
UO Affirmative Action and Equal Opportunity 346-3123 or http://aaeo.uoregon.edu/
Grievance Policy
A student or group of students of the College of Education may appeal decisions or
actions pertaining to admissions, programs, evaluation of performance and program
retention and completion. Students who decide to file a grievance should follow the
student grievance procedure, or alternative ways to file a grievance outlined in the
Student Grievance Policy (http://education.uoregon.edu/feature.htm?id=399 or enter
search: student grievance.
Inclement Weather Policy
In the event the university operates on a curtailed schedule or closes, UO media relations
will notify the Eugene-Springfield area radio and television stations as quickly as
possible. In addition, a notice regarding the university’s schedule will be posted on the
UO main homepage (in the “News” section) at http://www.uoregon.edu. College of
Education students should contact their program department for further information.
My Expectations/Assumptions
Respectful language and behavior is expected of all students during classes and
class discussions. Potentially controversial topics or issues, on which class members may
disagree, may be covered or discussed within the context of describing and critiquing
research studies or procedures. Students in this class should feel free to discuss topics
and issues in an open and professional manner. Disrespectful, harassing, and abusive
language have no place in professional discourse. Any student who feels uncomfortable
or has concerns in the context of class discussion or other class activities should feel free
to talk with the class instructor or with the SPED department head.

Attendance is required for all scheduled classes and students are responsible for
information covered in assigned readings, class presentations, handouts, and in-class
discussions. If you cannot attend a class I expect to be notified through email.

Students are expected to come to class “thoroughly prepared.” This means having
read the readings sufficiently to: a) discuss ideas, notions, concepts, and issues from the
readings; b) relate this information to previous information presented in class and in
previous readings; and c) apply the information to problems and issues discussed in class.
It also implies that the student has reviewed information from previous readings and class
meetings. It will be the student’s responsibility to prepare and present questions when
information from readings or class is unclear.

Assignments must be turned in at or before the assigned due date as listed in the
syllabus. Exceptions to this policy are possible when prior arrangements have been
made with me. NOTE! Assignments turned in after the due date may be assigned a lower
evaluation. Students wishing to receive early feedback on assignments in order to
improve their performance may negotiate turning in assignments before the due date.

Assignments must be completed using your own ideas and words. DO NOT
PLAGIARIZE! Please see the Code of Student Conduct for further information.

Assignments should be typewritten and carefully proofed for correct spelling,
punctuation, grammar, etc. Papers must be written in accordance with APA
Publications Manual, 6th edition, available at the UO Bookstore. This includes title
page, headings, in-text citations and references.
Course Assignments:
In-class Exercises: These will be completed in small groups. These exercises are
designed to engage you with the readings assigned for that day (variable points). These
exercises cannot be made up, unless I have been notified of your absence from class in
advance or in the event of a medical emergency.
On-Line Exercises: There are 2 on-line exercises that complement course topics. They
will be completed in small groups, but each has an individual component (15 points
each). These are explained on the Blackboard class site and in a course handout.
Values Paper I: This 3-4 page paper should discuss your values as they relate to people
with disabilities. For example, what values do you bring to the field? How do values
structure your professional or personal relationship with people with disabilities? A good
paper would relate your values to any class readings that are relevant. If references are
used they should follow APA format. This paper is created as an Assignment and should
be turned in electronically through the Blackboard site. Scoring criteria can also be found
on the Blackboard site. Due October 7 (3-5 pages, 20 points,)
Values Paper II: It’s not that I expect your values to change over the course of the term,
but this is an opportunity to reflect on your reaction to course readings and group project.
Where were you challenged? Have your values been confirmed or challenged? What do
you need to work on? You can pick a specific topic or group of readings. A good paper
will include both in-text citations and references. This paper is created as an Assignment
and should be turned in electronically through the Blackboard site. Scoring criteria can
also be found on the Blackboard site. Due on or before December 7 (3-5 pages, 20
points).
Reaction Paper: SPED 512 Only - Write a 3-4 page paper reflecting your thoughts and
reactions to the chapter reading by Allan Johnson about privilege, oppression and
difference. A good paper will include in-text citations and references. This paper is
created as an Assignment and should be turned in electronically through the Blackboard
site. Scoring criteria can also be found on the Blackboard site. Due October 14 (20
points).
Group Project: This is the major project of this term. An overview will be provided
separately and on blackboard. In a small group you will take one of the themes of the
class and create a product (sounds vague? See handout). This product should 1) illustrate
a considerable amount of research on your topic, 2) connect the material or product to
one or more of the big themes of the class (see syllabus), 3) demonstrate an awareness of
diversity issues, and 4) be available for class review. This product will be graded by me
and by the class. You will also grade the other members of your group on their
contribution to the group. The group project will include a proposal, a mid-term
evaluation, a presentation product and a final evaluation. (100 points)
Grading
Grades for SPED 412/512 will be assigned according to the following standards. These
refer to the percentage of total points for the class:
92% + = A
82 to 91% = B
72 to 81% = C
62 to 71% = D
SPED 412/512
Packet Reading List
(In order appearing in packet)
Gliedman, J. & Roth, W. (1980). Handicap as a Social Construction. In The unexpected
minority (pp.13-30). NY: Harcourt, Brace, Jovanovich.
Linton, S. (1998). Reassigning meaning. In Claiming disability: knowledge and identity
(pp. 8-33). NY: New York University Press.
Johnson, A.G. (2006). Privilege, Oppression & Difference. In Privilege, power, and
difference (2nd Ed.) (pp.12-40). NY: McGraw-Hill.
Taylor, S.J. & Searl, S.J. (1987). The disabled in America: History, policy, & trends. In
P. Knoblock (Ed). Understanding exceptional children & youth (pp.5-35).
Boston: Little, Brown & Co.
Wallin, J. (1924). Ultimate aims of constructive work in the field of mental deficiency.
In The education of handicapped children (pp. 306-329). Boston: Houghton
Mifflin Co.
Taylor, S.J. (2006). Christmas in Purgatory: A retrospective look. Mental Retardation,
44, 145-149.
Longmore, P.K. (2003). Screening stereotypes: Images of disabled people in television
and motion pictures. In Why I burned by book and other essays on disability (pp.
131-146). Philadelphia: Temple University Press
Sandahl, C. (1999). Disability & comic violence in There’s Something About Mary.
Disability Studies Quarterly, 19(4), 192-195.
Corker, M. (1999). See the person (not the disability): Deconstructing the politics of
visibility and the performance of “positive” images. Disability Studies Quarterly,
19(4), 169-178.
Johnson, H. M., (2005). Honk if you hate telethons. In too late to die young (pp. 47-75).
NY: Holt & Co.
Hentoff, N. (1985, Jan.). The awful privacy of Baby Doe. The Atlantic Monthly, 54-62.
Johnson, H.M. (2003, February). Unspeakable conversations or how I spend one day as a
token cripple at Princeton University. New York Times Magazine .
Hershey, L. (1994). Choosing Disability. Ms. Magazine, 5 (1), 26-32.
Shakespeare, T. (1998). Choices & rights: Eugenics, genetics & disability equality.
Disability & Society, 13(5), 665-681.
Bogdan, R. & Taylor, S. (1976) The judged, not the judges, An insider’s view of mental
retardation. American Psychologist, 31, 47-52
Singer, B. (2003, April). Fearless. Opera News, 14-18.
Asch, A., Rousso, H. & Jefferies, T. (2001). Beyond pedestals: The lives of girls and
women with disabilities. In H. Rousso & M. Wehmeyer (eds), Double jeopardy:
Addressing gender equity in special education (pp.13-48). Albany, NY: State
University Press of New York.
Kirkpatrick, P. (1994). Disability, race, and poverty in America. The Association for
Persons with Severe Handicaps Newsletter, 20 (9), 10-12.
Harry, B., Grenot-Scheyer, M., Smith-Lewis, M., Park, H, Xin, F., Schwartz, I. (1995).
Developing culturally inclusive services for individuals with severe disabilities.
The Journal of the Association for Persons with Severe Handicaps. 20, 99-109.
Beresford, P. (1996). Poverty and disabled people: challenging dominant debates and
policies. Disability & Society, 11(4), 553-567.