Sara D. Schotland, Ph.D., J.D.
schotlan@umd.edu
sschotland@cgsh.com
Fall 2013
ANA 0120
Tues. 2-4:30 pm
Syllabus
HONR 268W The Body Perfect and Imperfect: Disability Studies through Stories,
Law, and Social Policy
Welcome! This course explores disability from an interdisciplinary perspective: firstperson accounts, disability rights “theory,” short stories, and legal framework. Texts include
personal narratives by individuals who have disabilities or family members, and articles by
disability rights scholars or activists. We integrate film study with our readings to critically
examine how stereotypes of disability have been constructed in film and on television. We will
take advantage of the video narratives now available on YouTube and other web sites in which
individuals with disabilities and their families discuss their experiences.
We begin the course with a cluster of related topics: What is Disability? Why do
definitions matter? How is disability socially constructed? How did the disability rights
movement evolve? We will then turn to readings that explain the special perspectives that arise
for women and African-Americans who have physical or functional impairments. We explore
challenges for individuals with autism spectrum disorder, psychiatric disorders, deafness and/or
blindness. Through case studies, we examine the difficult choices made by parents of children
with disabilities and their advocacy efforts to access funding and resources to meet their
children’s needs. We also consider the intersection between disability and aging, focusing on
Alzheimer’s as an example.
All readings are on ELMS so students do not need to purchase a text for this course.
Goals of the Course
Students will:
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Explore competing definitions of disability and appreciate how differences in definition
shape agendas for advocacy.
Identify and critically discuss the ways in which literature, movies, television have
created myths and stereotypes about individuals with disabilities. We will also consider
the extent to which these historical stereotypes are changing and being contested.
Understand the challenges posed for those with non-conforming bodies (dwarfs, obese,
and/or disfigurement)
Understand the intersection between disability and ethnicity, race, and gender so that we
can better understand the perspectives of individuals with disability who identify with
minority communities
Understand the key debates now occurring within the disability community concerning
educational initiatives, social policy, and legal reform.
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Understand the legal rights of individuals with disabilities and their families and learn
about efforts by groups who are now at the margins of legal protections to obtain
coverage under the ADA.
Explore the intersection between disability and aging.
Topics
1. 9/3 Introduction to Disability Studies
o Shapiro, Joseph P. “Tiny Tims, Super Crips, and the End of Pity.” No Pity:
People with Disabilities Forging a New Civil Rights Movement. (ELMS)
o Linton, Simi. “Reclamation,” “Reassigning Meaning,” and “Disability Not
Disability,” Claiming Disability: Knowledge and Identity. New York: NYU P,
1998. (ELMS)
o Council for Exceptional Children resource on terminology
o Film in class: “Vital Signs: Crip Culture Talks Back”
2. 9/10 Looking at the Body
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Grealy, Lucy. “Mirrors.” Autobiography of a Face. (ELMS)
Mairs, Nancy. Waist High in the World: A Life Among the Nondisabled. (ELMS)
Solomon, Andrew. “Dwarfs”. Far from the Tree. (ELMS)
Watch in advance of class (re Survivor episodes with Kelly Bruno, individual
with prosthetic limbs; Britain’s Missing Model)
http://www.youtube.com/watch?v=zoEI-3M96jU
http://www.google.com/search?q=britain%27s+top+missing+model&sourceid=ie
7&rls=com.microsoft:en-us:IE-SearchBox&ie=&oe=
o In class: discussion on allocation of dollars to individuals with disability—how
would you allocate limited social service funds?
o Film in class: New Yorker “Patient Voices”
3. 9/17 Disability and Gender
o Hartley, Cecilia. “Letting Ourselves Go: Making Room for the Fat Body in
Feminist Scholarship.” Bodies Out of Bounds: Fatness and Transgression.
(ELMS).
o Lahiri, Jhumpa, “The Treatment of Bibi Haldar” (Blackboard)
o Department of Veterans Affairs Website on PTSD—review in advance of class
o Individual student presentations (3)
o Film in class: “Murderball” documentary
4. 9/24 Disability and Hollywood
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o Watch in advance of class: “Glee: Wheels” (at least 7:49-8:11, 9:44-10:26; 14:3524, 28-30, 35-39)
o Norden, Martin F. “Tiny Tim on Screen, A Disability Studies Perspective.”
Dickens on Screen. Ed. John Glavin. Cambridge, U.K.: Cambridge UP, 2003.
188-200.
o Film in class: “A Christmas Carol”
o Film in class: “The Glass Menagerie”
o Individual student presentations (3)
5. 10/1:
Deafness: Personal Narratives and the Cochlear Implant Debate
Breuggemann, Brenda Jo. “Almost Passing.” (ELMS.)
Solomon, Andrew. “Deaf.” Far From the Tree. (ELMS.)
African American sign language, Sept 2012 Wash. Post (ELMS)
Watch in advance of class
 Gallaudet University’s “Deaf President Now” Protest (1988):
http://pr.gallaudet.edu/dpn/index3.html
 http://www.youtube.com/watch?v=JNl91QXws7o (excerpt from Glee TV
show about deaf choir)
 Gallaudet Adjusts to Hearing Students, Washington Post (ELMS)
 http://www.youtube.com/watch?v=JNl91QXws7o (excerpt from Glee TV
show about deaf choir)
 You Tube-selections on what it feels like to hear with Cochlear implant
and reactions by child and adult who receive Cochlear implants
o Film in class: “Sound and Fury.”
o Individual student presentations (2)
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6. 10/8: Blindness
o SHORT ESSAY DUE (submit to dropbox and bring copy to class)
o Kleege, Georgina. “Call it Blindness.” Sight Unseen.
http://www.disabilityculture.org/course/kleege.htm.
o Ved Mehta: narrative of his experience as blind Indian child (ELMS)
o In advance of class: Mr. Magoo “Surprise Party” cartoon You Tube
o Summary of Individuals with Disabilities Education Act (IDEA)
http://library.med.utah.edu/tommy/idea/intro.html
o In class: Discussion of short essays
o Film in class: “Ir a la Escuela”
7. 10/15: Down’s Syndrome and Intellectual Disability
o Berube, Michael. Life as We Know It: A Father, a Family, and an Exceptional
Child. (ELMS).
o Solomon, Andrew. “Down’s Syndrome.” Far From the Tree. (ELMS).
o Asch, Adrienne. “Genes and Stability: Defining Health and the Goals of
Medicine: Disability Equality and Prenatal Testing: Contradictory or Compatible.
(ELMS).
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o Watch in advance of class:
http://www.youtube.com/watch?v=Fl1AWT1_pY8 Downs retard
o Film in class: “Educating Peter”
o Individual student presentations (2)
8. 10/22: Autism Spectrum Disorder
o Watch “My Language” in advance of class s on You Tube.
http://www.youtube.com/watch?v=JnylM1hI2jc
o Watch in advance of class ABA method
http://www.youtube.com/watch?v=NbVG8lYEsNs
o Watch in advance of class “Autistic Girl Carly” You Tube
o Tammet, Daniel. Born on a Blue Day. (ELMS).
o Barron, Judy and Sean Barron. There’s a Boy in Here: Emerging from the Bonds
of Autism. (ELMS).
o Films in class: MacNeil Lehrer report on Autism; “Temple Grandin”
o Individual student presentations (2)
9. 10/29: Psychological Disorders; the Deinstitutionalization Debate
o ABSTRACT FOR PROJECT DUE (email)
o Danquah, Meri Nana-Ama. “From Willow Weep for Me: A Black Woman’s
Journey Through Depression.” Shaking the Tree: A Collection of New Fiction
and Memoir by Black Women. (ELMS)
o Film in class: “History of the Asylum”
o Individual student presentations (2)
10. 11/5 Mental Illness and Crime
o Pacharis, Dottie. Mind on the Run (ELMS)
o Virginia Tech Massacre (ElMS)
o Film in class: “Front Line” Prisons, The New Asylum”
11. 11/12 Paraplegia
o Kurt Vonnegut’s short story “Harrison Bergeron” (ELMS)
o In advance of class: Interview with Johnny Lacy, Disability Rights and
Independent Living Movement Oral History Series
(ELMS)
o In advance of class: Watch “Glee” episodes “Laryngitis” (at least 18-29 and 3843) and “Dream On” (at least 8-10, 23-27,31-33).
o In advance of class: Review Re-Walk Powerpoint on “walking device” for
paraplegics (ELMS)
o In class: Parlaympics video
o Individual Student Presentations (2)
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12. 11/19 Americans with Disabilities Act (ADA); Challenges of Caregiving
o U.S. EEOC Americans with Disabilities Act Questions and Answers
http://www.ada.gov/q%26aeng02.htm
o Kittay, Eva. “Not My Way Sesha, Your Way Slowly: A Personal Narrative.”
Love’s Labor: Essays on Women, Equality and Dependency. (ELMS).
o Porter, Katherine Anne. “He.” (ELMS).
o Couple with CP, New York Times. (ELMS).
o Film in Class: “Gattaca”
13. 11/26: Disability and aging: Is aging a disability? Should there be a right to die?
o Alzheimer’s Disease. A selected list of personal narratives ...
www.alz.org/national/documents/PersNar_RL2007.doc
o Bouvia v. Superior Court of California,
http://www.lawlink.com/research/CaseLevel3/63073
o Patient Voices: Alzheimer’s
http://www.nytimes.com/interactive/2010/06/02/health/te_alzheimers.html
o Film in class: “Inside Looking Out” (on Alzheimer’s)
o Individual student presentations (2)
14. 12/2: Student Presentations of their Final Projects
15. 12/9: Student Presentation of their Final Projects Continued
FINAL PROJECTS DUE DEC 9
Class Meeting Times
Tuesdays 2-430pm
Assignments
Students are expected to attend class regularly and will be graded in part on the quality of class
participation. Students will also contribute to a “course blog” on the ELMS discussion board at
least once during the semester.
Students are asked to prepare (a) one short essay (four double spaced pages), (b) one individual
presentation (generally a powerpoint) AND (b) a final project (generally a power point, but
students may also present a term paper, an original creative work, or report on a public service
activity related to disability such as Best Buddies, Special Olympics, etc). Topic choice is open
for these assignments but suggestions are posted on ELMS for those who would like a prompt.
Students will sign up for their individual presentation (approximately 10 minutes) on ELMS
discussion board in the appropriate sign up forum.
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The final project will be due at the end of the course. Joint projects are encouraged. Students
will sign up for their preferred date to orally report on their final project on discussion board.
Grades will be determined as follows: 40% final project, 20% class participation, 20% short
essay, 20% individual presentation. See course FAQs on ELMS for more details on course
requirements.
Office Hours
Please arrange an appointment by email: schotlan@umd.edu. I am generally available before or
after class.
Academic Integrity & the Honors College
The University is an academic community. Its fundamental purpose is the pursuit of knowledge.
Like all other communities, the University can function properly only if its members adhere to
clearly established goals and values. Essential to the fundamental purpose of the University is the
commitment to the principles of truth and academic honesty. Accordingly, the Code of
Academic Integrity is designed to ensure that the principle of academic honesty is upheld. While
all members of the University share this responsibility, The Code of Academic Integrity is
designed so that special responsibility for upholding the principle of academic honesty lies with
the students.
All University of Maryland students are asked to write and sign the following Honor Pledge to
all submitted assignments and exams:
I pledge on my honor that I have not given or received any unauthorized assistance on
this assignment/examination.
The University of Maryland honor system is fully described in the Code of Academic Integrity.
Please read: www.studenthonorcouncil.umd.edu/code.html. The Code is administered by an allstudent Honor Council. The student Honor Council office is located in room 2118 Mitchell
Building and can be reached at 301-314-8204.
The Honors College works to enrich its community life by promoting an atmosphere of honesty,
trust, and mutual responsibility. In the event that a Honors College student is found responsible
for a violation of the Code of Academic Integrity by the Student Honor Council, he or she will
be dismissed from the Honors College for the semester in which the violation took place and for
all subsequent semesters in which the student is enrolled as an undergraduate at Maryland.
Course Evaluation
Your feedback in the evaluation of courses through CourseEvalUM is confidential and
important to the improvement of teaching and learning at the University as well as to the tenure
and promotion process. CourseEvalUM will be open for you to complete your evaluations for
fall semester courses between Tuesday, December 1 and Sunday, December 13. You can go
directly to the website (www.courseevalum.umd.edu) to complete your evaluations starting
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December 1. By completing all of your evaluations each semester, you will be able to access the
summary reports for thousands of courses online at Testudo.
Required Texts/Materials
The texts (articles and book chapters) are available on ELMS.
Syllabus revised 1 7 2013