University of Waterloo
Winter 2012
COURSE NUMBER: SOCWK 356R
Course Name: Developmental Disabilities and the Family
Instructor:
Office:
Telephone:
Email:
Karen Bennett (MSW)
Off campus
Home: 519-746-3822 (before 10 p.m.); Work: 519-741-0190, ext. 229
These contact numbers above are for emergencies only
University Email/LEARN (**preferred method of reaching me)
Will respond within 48 hours
Class Times/Location: Wednesdays, 6:30 – 9:20 p.m., REN 2107
Office Hours:
Prior to class upon request
Course Description: With an emphasis on the Canadian context, this course will explore and deepen the
students’ understanding of the experience of living with a developmental disability in today’s society.
Students will critically review traditional approaches to support services and social work professional
practice with people with disabilities and their families. Additionally, students will examine how these
have changed and adapted over time in response to social change movements and milestones highlighting
people, events, and legislation that have affected disability rights. The course will help students explore
how to intevene in professional social work practice with individuals and their families from a strengthsbased, person-centered perspective emphasizing advocacy, empowerment, and social support.
Course Objectives:
At the conclusion of the course, students will be able to ....
1. identify the nature, extent and various meanings of disability, past and presently;
2. describe the impact of various social change movements on social policy and
legislation affecting people with disabilities and their families;
3. compare and contrast traditional approaches (models of care) to support services and
social work practice with people with disabilities and their families;
4. determine and distinguish the values and principles on which decisions affecting
people with disabilities and their families are based, as well as being able to articulate
their own values in this regard;
5. appraise and articulate intervention approaches and activities that facilitate working
effectively with individuals and families from a strengths-based, person-centered
perspective;
6. advocate for and implement strategies that promote participation, equality and
inclusion for people with developmental disabilities.
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Course Resources:
Required Course Texts:
1. Disability: A Diversity Model Approach in Human Service Practice (2nd ed). Romel W. Mackelprang,
and Richard O. Salsgiver. Lyceum Books Inc., Chicago ILL, 2009. ISBN: 978-1-933478-59-3
2. From Behind the Piano & What’s Really Worth Doing and How To Do It. Jack Pearpoint and Judith
Snow. Inclusion Press, Toronto ON, 1998. ISBN: 1-895418-38-0
____________________________________________________________________________________
Resources (on Reserve):


2 copies each of required course texts (1 day loans)
1 copy each of books below (1 day loans)
1. Pathways to Inclusion – Building a New Story with People and Communities. John Lord and Peggy
Hutchison. Captus Press Inc., Concord ON, 2007. ISBN: 978-1-55322-165-4
2. Disability and Social Policy in Canada, (2nd ed). MaryAnn McColl, Lyn Jongbloed (Eds). Captus
Press Inc., Concord ON, 2006. ISBN: 978-1-55322-128-9
3. Making Equality – History of Advocacy & Persons with Disabilities in Canada. Deborah Stienstra,
Aileen Wight-Felske (Eds). Captus Press Inc., Concord ON, 2003. ISBN: 1-55322-074-9
4. In Pursuit of Equal Participation: Canada and Disability at Home and Abroad. Henry Enns &
Alfred Neufeldt. Captus Press Inc., Concord ON, 2003. ISBN: 1-55322-056-0
5. Impact: Changing the Way We View Disability. Lord, John. Independent Living Canada, Ottawa ON,
2010. ISBN: 978-1-894439-45-9
6. Friends and Inclusion – Five Approaches to Building Relationships. Hutchison, Peggy & Lord, John
& Lord, Karen. Inclusion Press, Toronto ON, 2010. ISBN: 978-1-895418-95-8
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SYLLABUS
Course Requirements and Grading:
Requirement/Activity
Assessment of Learning
When?
1.
Film/Book Review
See outline in syllabus
Feb 1
% of
Grade
20%
2.
Mid-Term Test
Covering readings and all in-class
materials - lectures, media presentations, guests,
class discussions
See outline in syllabus
Feb 15
25%
Mar 7
30%
Mar 28
25%
3.
Term Paper/Essay
4.
Final Exam
Covering readings and all in-class materials –
lectures, guests, media presentations,
discussions – since midterm
*Book/Film Review and Term Paper Expectations (General):
1. Use proper APA style (see below for summary). Wikipedia is not a source!
2. Cover sheet should include title of assignment (eg. Film Review and Film Title), your name,
instructor’s name, course name and number, and date of submission.
3. These are to be submitted at the beginning of the class in which they are due.
4. Late submissions will be deducted at 5% per day (including 5% if not submitted according to
#3 above – after 3 days papers will not be accepted and will be assigned a zero). Requests for
extensions (with valid reason) must be negotiated at least a week prior to the due date, in order
to avoid late penalties.
5. A grading rubric will be used to assess papers (attached). Students will attach a blank rubric
to the back of essays submitted.
A. Book/Film Review (Due February 1st) - 20%
* 6 to 8 (max) pages, not including cover page, bibliography, and blank rubric
* Minimum of 3 supporting sources; of these, not more than 1 internet source (excepting
professional journals/articles)
i)
ii)
iii)
iv)
Briefly outline the story in the book/film and identify the main characters and their roles.
What does the title of the book/film have to do with the story?
How were location and time period important to the story? (rural/urban context; country;
how disability was thought of at that time, etc)
In respect to “An Asset Based Approach to Inclusion” (outline below), how would you evaluate
the story in the book or film (was the main character treated as a consumer or a citizen - or both and how is this indicated?)
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Film Suggestions:
Mask, 1985 (Physical Disability); Rainman, 1988 (Autism Savant); My Left Foot, 1989 (Cerebral Palsy);
The Other Sister, 1999 (Developmental Disability); I Am Sam, 2001 (Developmental Disability); Adam,
2009 (Asperger’s); Benny and Joon, 1993 (Mental Illness); What’s Eating Gilbert Grape, 1993; Radio,
2003
Book Suggestions:
Memory Keeper’s Daughter, Kim Edwards (Down Syndrome); Jimmy, Robert Whitlow (Developmental
Disability); Jewel, Brett Lott (Down Syndrome); Icy Sparks, Gwyn Hyman Rubio (Tourette’s); The
Curious Incident of the Dog in the Night Time, Mark Haddon (Autism); Handle with Care, Jodi Picoult ,
(Osteogenesis Imperfecta); House Rules, Jodi Picoult (Autism – Aspergers); When Madeleine Was Young,
Jane Hamilton (Brain Injury from accident)
*If you are interested in reviewing something not on this list, please get prior approval from instructor.
An Asset Based Approach to Inclusion:
TWO PATHS -- TWO SOLUTIONS
Needs
Assets
(What is not there.)
(What is there.)
↓
↓
Services to meet needs
Connections and contributions
↓
↓
Consumers
Citizens
Programs are the answer
People are the answer
_____________________________________________________________________________________
Green, Mike (2006). When People Care Enough to Act – Asset Based Community Development. Toronto,
ON: Inclusion Press (p. 24)
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_____________________________________________________________________________________
B. Term Paper/Essay (Due March 7) - 30%
* 12 to 15 (max) pages, not including cover page, bibliography, and a blank rubric
* Minimum of 8 sources; of these, not more than 2 internet sources (excepting
professional journals/articles)
This essay will provide you with an opportunity to pursue in greater depth and deepen your knowledge
about a topic of interest to you. Your essay should be a critical examination of a particular aspect of
disability that you have been exposed to in this course. The paper will be written around a clearly
articulated central idea or thesis statement. If desired, instructor will review and comment on a written
(1/2 page) thesis statement if submitted by Feb 8th. A sample of paper topics will be uploaded on LEARN
for further ideas.
_____________________________________________________________________________________
APA STYLE SUMMARY
General Format
Use Times New Roman 12 font and double space for most publications. Use one-inch margins
and indent the first line of each paragraph one-half inch.
Level of Headings
Level One: Centred, Bold, & Title Case
Level Two: Left Margin, Bold, & Title Case
Level Three: Indented, bold, & sentence case.
Numbers
Generally, use words for zero to nine, and figures for 10 and above.
Paraphrasing & Quoting
Paraphrasing is describing someone else’s idea or data in your own words. When you do this,
you must acknowledge the source. You can place the source at the end of the sentence (Buckley, 1998).
Alternatively, you can mention in the sentence, for example, that authorities such as Buckley (1998)
provide cautions about plagiarism.
When you are directly quoting someone else’s words, in addition to noting the source, you must
use quotation marks (for a brief quote within your sentence). Furthermore, as Buckley (1998) suggests,
“whenever possible, make quoted material part of your own sentence structure” (p. 61).
You must use block quotation structure for a quote of 40 words or more. The quote becomes a
free-standing block of text that is indented one-half inch from the left margin. Quotation marks are
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omitted and the reference to the page number is shown in parentheses after the quote. Here’s an example
using the classic definition of community organization developed by Ross (1967):
a process by which a community identifies its needs or objectives, orders (or ranks) those
objectives, develops the confidence and will to work at these needs or objectives, finds the
resources (internal or external) to deal with these needs or objectives, takes action in respect to
them, and in so doing extends and develops cooperative and collaborative attitudes and practices
in the community. (p. 40)
References
Books [Do not reproduce these subheadings on your reference page; alphabetize all works]
Author, A. (20xx). Title of book italicized: Capitalize first word of title and subtitle only (2nd ed.). City:
Publisher.
Chapters from Edited Books
Author, A., & Author, B. (20xx). Title of chapter: Capitalize first word of title and subtitle only. In A.
Surname (Ed.), Title of book in sentence case and italicized (3rd ed.; pp. 10-20). City: Publisher.
Journal Articles
Author, A., & Author, B. (20xx). Title of article: Remember to capitalize first word of title and subtitle
only. Title of Journal in Title Case and Italicized, # of vol. (# of issue – only if all issues begin
with page 1), 10-20. doi: xxxx... (for on-line article, include digital object identifier if present) or
URL (for on-line article, if digital object identifier is not present).
Government Publications
Canada, Statistics Canada. (1995). Women in Canada: A statistical report (3rd ed.). Ottawa: Statistics
Canada.
Internet Publications
When citing material from the internet in the text of your paper, use the author and date where
possible. If no author is given, use the title in its place; if no date is given, indicate (n.d.). For direct
quotes, provide the page number if possible. If no page number is given, provide the section, chapter,
&/or paragraph: (Scott, 2010, How are children and families faring section, para. 2). For the reference list,
provide the author, year, title, and URL (prefaced by ‘Retrieved from’). When no author is identified,
begin with the title.
Scott, K. (2008). Growing up in North America: The economic well-being of children in Canada, the
United States, and Mexico. Retrieved from:
http://www.ccsd.ca/pubs/2008/cina/TriEcono_English.pdf
Newspaper ArticlesFor newspaper articles, provide the year, month, and date of publication. Use the
same order of presentation as a journal article, beginning with the author’s name. However if no author
is provided, show the article title and in the text citation use a short title (“New Drug”, 1993): New drug
appears to sharply cut risk of death from heart failure. (1993, July 15). The Washington Post, p. A12.
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Audiovisual Media
For audiovisual media, such as motion pictures, television broadcasts, and audio recordings,
consult the APA manual (2010), beginning on page 209. The following are some examples from the 2004
& 2010 manuals:
Scorsese, M. (Producer), & Lonergan, K. (Writer/Director). (2000). You can count on me [Motion picture].
United States: Paramount Pictures.
Crystal, L. (Executive Producer). (1993, October 11). The MacNeil/Lehrer news hour [Television
broadcast]. New York and Washington, DC: Public Broadcasting Service.
Lang, k,d, (2008). Shadow and the frame. On Watershed [CD]. New York, NY: Nonesuch Records.
Van Nuys, D. (Producer). (2007, December 19), Shrink rap radio [Audio podcast]. Retrieved from
http://www.shrinkrapradio.com/
Personal Communications, Interviews, etc.
If you're citing material from an interview, telephone conversation, e-mail message etc. in the text
of the essay, you give the surname and initials of the communicator, describe it as personal
communication, and provide as exact a date as possible. You don't need to cite a page number. Nor do
you need to include the citation in the Reference List, since it's not considered retrievable material. For
example, if you had interviewed Linda Snyder for this information or were using this message as your
source, it would look like this:
L. Snyder (personal communication, September 24, 2010) suggested we describe interviews as "personal
communication". [or] We were advised to describe interviews as "personal communication" (L. Snyder,
personal communication, September 24, 2010).
Legal Materials
With legal material, it is the name of the document rather than the author which appears in the
text citation and is first in the reference list. In both instances, the name of the document is italicized.
Within the text, you name the legislation and refer to its year, e.g. The Canada Assistance Plan of 1966
stipulated that …
In the reference list, use the following order: the name; the abbreviation for Statutes of Canada,
Revised Statutes of Ontario, or Revised Regulations of Ontario; the year; the chapter; the section &
subsections:
Canada Assistance Plan, S.C. c.45, s.15(3)(a), (1966-67).
General Welfare Assistance Act, R.S.O. c.192 and R.R.O.1980, Reg.441, s.3(1)(b) (1970).1
1
Source: American Psychological Association (2010). Publication manual of the American Psychological
Association (6th ed.). Washington, D.C.: APA. [Available in the Renison Library]
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_____________________________________________________________________________________
Accommodation for Illness or Unforeseen Circumstances:
The instructor follows the practices of the University of Waterloo in accommodating students who have
documented reasons for missing quizzes or exams. See
http://www.registrar.uwaterloo.ca/students/accom_illness.html
Academic Integrity: In order to maintain a culture of academic integrity, members of the University of
Waterloo community are expected to promote honesty, trust, fairness, respect and responsibility.
Academic Integrity website (Arts):
http://arts.uwaterloo.ca/arts/ugrad/academic_responsibility.html
Academic Integrity Office (UW):
http://uwaterloo.ca/academicintegrity/
Discipline: A student is expected to know what constitutes academic integrity [check
www.uwaterloo.ca/academicintegrity/ ] to avoid committing academic offences and to take responsibility
for his/her actions. A student who is unsure whether an action constitutes an offence, or who needs help in
learning how to avoid offences (e.g., plagiarism, cheating) or about “rules” for group work/collaboration,
should seek guidance from the course instructor, academic advisor, or Renison’s Administrative Dean.
When misconduct has been found to have occurred, disciplinary penalties will be imposed under Policy
71, Student Discipline. For information on categories of offences and types of penalties, students should
refer to this policy www.adm.uwaterloo.ca/infosec/Policies/policy71.htm . For typical penalties check
Guidelines for the Assessment of Penalties,
www.adm.uwaterloo.ca/infosec/guidelines/penaltyguidelines.htm .
Grievance: A student who believes that a decision affecting some aspect of his/her university life has
been unfair or unreasonable may have grounds for initiating a grievance. Read Policy 70, Student
Petitions and Grievances, Section 4,
www.adm.uwaterloo.ca/infosec/Policies/policy70.htm
Appeals: A student may appeal the finding and/or penalty in a decision made under Policy 70 - Student
Petitions and Grievances (other than regarding a petition) or Policy 71 - Student Discipline if grounds for
an
appeal
can
be
established.
Read
Policy
72
Student
Appeals
www.adm.uwaterloo.ca/infosec/Policies/policy72.htm .
Accommodation for Students with Disabilities: The Office for Persons with Disabilities (OPD), located
in Needles Hall, Room 1132, collaborates with all academic departments to arrange appropriate
accommodations for students with disabilities without compromising the academic integrity of the
curriculum. If you require academic accommodations to lessen the impact of your disability, please
register with the OPD at the beginning of each academic term.
Course Format and Class Outline: Winter 2012
Lectures, class and small group discussions, various media resources, and guest speakers (parents, selfadvocates, practitioners) will be used to facilitate students’ learning and insight into the ways we think
about disability today and in the past, and the ways in which we can apply this learning in human service
work with individuals and families.
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____________________________________________________________________________________
WEEK 1 (Jan 4):
Welcome and Introductions
 Review of course outline, methods of evaluation
 Your experience with and exposure to disability
 Getting grounded in our focus for this course
 Nature and extent of disability in Canada
 The language of disability
 (Youtube: Credo for Support)
___________________________________________________________________________________
WEEK 2 (Jan 11):
The Meanings and History of Disability
 Disability labels
 Common stereotypical attitudes
 (DVD: Freedom Tour – People First of Canada)
Readings: Text – Disability-A Diversity Model Approach in Human Service Practice (1, 6, 9)
__________________________________________________________________________________
WEEK 3 (Jan 18):
Disability Laws, Policies and Civil Rights
 Evolution of significant federal and provincial policy vis-à-vis social change movements
 Services and Supports to Promote the Social Inclusion of Persons with Developmental
Disabilities Act, 2008
 An overview of the international context
Readings: Text – Disability-A Diversity Model Approach in Human Service Practice (5)
__________________________________________________________________________________
WEEK 4 (Jan 25):
Human Development and Disability
 Theories, models, approaches
Readings: Text – Disability-A Diversity Model Approach in Human Service Practice (2, 3)
__________________________________________________________________________________
WEEK 5 (Feb 1):
--FILM/BOOK REVIEW DUE-Disability Culture
 Oppression, liberation, advocacy
 Role of the mass media in influencing disability culture
 (DVD: The ‘R’ Word)
Readings: Text – Disability-A Diversity Model Approach in Human Service Practice (4)
_________________________________________________________________________________
WEEK 6 (Feb 8):
Integrating a Positive Disability Identity
 Inclusion and empowerment
 Guest speaker(s) – Extend-A-Family WALES folks
 (DVD: Count Us In)
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_________________________________________________________________________________
WEEK 7 (Feb 15): 25%
--MIDTERM TEST-_________________________________________________________________________________
WEEK 8 (Feb 22):
--NO CLASS – READING WEEK-_________________________________________________________________________________
WEEK 9 (Feb 29):
Family Issues
 Stress, coping, adaptation, inclusion – family perspective
 Guest speakers: Karen Lord and Peggy Hutchison
Authors: Friends and Inclusion – Five Approaches to Building Relationships, 2010
Readings: From Behind the Piano & What’s Really Worth Doing and How To Do It
________________________________________________________________________________
WEEK 10 (Mar 7):
--TERM PAPER DUE—
Assessment in Practice
 Components of assessment
 Social-Ecological assessment
 Guest speaker: Denise Dietrich-Lelievre (Extend-A-Family)
Readings: Text – Disability-A Diversity Model Approach in Human Service Practice (13)
________________________________________________________________________________
WEEK 11 (Mar 14):
Models of Practice
 Strengths approach
 Empowerment
 Case management
 Independent Living Model
 (DVD: Doing Our Best Work - 10 Quality Ingredients of Quality Support)
Readings: Text – Disability-A Diversity Model Approach in Human Service Practice (14)
________________________________________________________________________________
WEEK 12 (Mar 21):
Practice Guidelines
 Integrating a positive disability identity
 Human service practice functions
 Counselor, Teacher/Consultant, Facilitator, Broker, Political/Policy Activist
 Person-centered planning
 Guest Speaker: Niki Stevenson (EAF) or (DVD: My Life, My Choice)
Readings: Text – Disability-A Diversity Model Approach in Human Service Practice (15)
________________________________________________________________________________
WEEK 13 (Mar 28): 25%
--FINAL EXAM IN CLASS-________________________________________________________________________________
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