Introduction to Disability Studies (DSP 200)
Syracuse University
Fall 2011
Tuesday and Thursday 9:30-10:50am
203 Shaffer Art Building
Instructors
Dr. Wendy S. Harbour
112 Hoople Building, 805 Crouse Avenue South (Mailbox in 101 Hoople)
Office Hours by appointment
315-443-1288 (to leave messages)
866-270-1281 (to call directly through the toll-free Video Relay Service)
651-230-0124 (to text – URGENT class-related business only, please)
wharbour@syr.edu
Course Description
The purpose of this course is to provide a broad interdisciplinary introduction to the field of disability
studies. Rooted in the idea that disability is socially constructed, disability studies uses disability as a
framework for interpreting nearly any topic in any academic field. Using research, narratives, popular
media, and creative works related to disability, this course will introduce students to foundational
theories of disability studies, organized by five constructs based on five models of disability: religion and
morality; individuals, the body, and medicine; society and the environment, culture and identity; and
law and politics. Students will complete assignments applying what they have learned to a topic of
interest, using disability studies theories for their analyses.
Course Expectations and Policies
Disability Accommodations and Life Circumstances:
This class seeks ways to become a working and evolving model of inclusion and universal design for all
participants.
Individuals who require instructional, curricular, or test accommodations are responsible for making
such needs known to the instructor as early as possible. Every possible effort will be made to
accommodate students in a timely and confidential manner. Individuals who request accommodations
must be registered with the Office of Disability Services (804 University Avenue, Room 309, 3 rd floor,
443-44998), which authorizes special accommodations for students with disabilities.
Students are encouraged to approach Wendy Harbour with any other life circumstances that may affect
their participation in the course. These may be personal, health-related, family-related issues, or other
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concerns. The sooner your instructor knows about these, the earlier we can discuss possible
adjustments or alternative arrangements as needed for homework, exams, or class.
Academic Integrity:
The highest standards for academic integrity are expected of all students. This involves a commitment
to the values of honesty, trustworthiness, fairness, and respect. Academic integrity is violated by any
dishonest act which is committed in an academic context including, but not limited to, plagiarism (using
someone else’s language, ideas, information, or material without acknowledgment), the use of
unauthorized aids in examinations or academic exercises submitted for evaluation, fabrication or
misrepresentation of data and reports, copying another student’s work, unauthorized cooperation in
completing assignments, or submission of the same written work in two courses. Plagiarism, cheating,
or misrepresentation will not be tolerated and will result in a failing grade for the course. If you are not
sure what plagiarism or academic integrity involve, discuss this with your instructor or go to
http://academicintegrity.syr.edu/.
Assignments
Required Texts:
 Linton, S. (1998). Claiming disability: Knowledge and identity. New York, NY: New York
University Press. PLEASE NOTE THAT THE LINTON BOOK IS NOT AVAILBLE FOR PURCHASE
FROM THE BOOKSTORE – IT IS AVAILABLE ONLINE.

Mooney, J. (2007). The short bus: A journey beyond normal. New York, NY: Henry Holt and
Company.

Shapiro, J. P. (1994). No pity: People with disabilities forging a new civil rights movement. New
York: Times Books.

Additional readings will be posted on Blackboard and will be available on CD if needed for
disability-related reasons.
Course Website:
The course website on BlackBoard will have contact information for Wendy Harbour, all
readings except required texts listed above, and a copy of the syllabus. Due to its inaccessibility
for some people with disabilities, the website will not be used for any other aspects of class.
You can turn in assignments electronically, via e-mail to wharbour@syr.edu, and other
course-related information will be posted through a course e-mail listserv. We will set up the
listserv during the first week of classes.
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Assignment Values and Percentage of Final Grade
Disability worksheet (Due Sept. 13)
Movie worksheets (Due Nov. 10 and Nov. 17)
Disability in the media project (Due Nov 3)
Attendance and participation
Disability journal (11 possible journals/10 required)
Narratives “Book Fair” presentation and handout
(due Oct. 20; book choice due Sept. 8)
Disability Cultural Center “final exam” (Dec. 8)
TOTAL
5%
5%
10%
15%
20%
20%
25%
100%
Grades for all assignments will be given as letter grades (“A,” “A-,” etc.).
When calculating final course grades, Wendy Harbour will average grade values for all assignments. The
only exception is if a student demonstrates consistent and remarkable improvement over the course of
the semester, exceptional effort, or there are other extenuating circumstances where the instructor
feels that a grade does not demonstrate a student’s work or understanding of course content; in these
rare situations, she reserves the right to raise the student’s final course grade. She will never lower a
grade after it has already been determined through the percentage/point system explained above.
Assignment Due Dates:
Assignments are to be submitted on the dates listed in this syllabus. Assignments submitted after the
due dates will not be considered for grading purposes unless the instructor has approved the late
submission. In general, assignments will be marked down one third of a grade for each day late (e.g., a
“B” paper will become a “B-“ if it is one day late, a “C+” if it is two days late, etc.).
Class Participation and Attendance:
Wendy Harbour looks forward to forming an active learning community with you, and invites you to
participate actively in our discussions and activities in order to enhance the class experience. You
should come to class prepared with a good general understanding of the readings assigned for that day.
Class content and activities will elaborate on this knowledge. Please note that participation includes
speaking and asking questions, but also active listening.
Class attendance and participation are expected. All students are allowed one unexcused absence; you
are encouraged to “save” this for a time when you absolutely need it due to illness, family emergency,
or similar circumstances. If you believe you need to miss class for a legitimate reason, discuss this with
Wendy Harbour before you plan to be absent – she will not excuse any absence if you approach her
after you’ve already missed class. Each unexcused absence is a deduction of 1/3 a letter grade (e.g., B+
to a B) from a student’s final class attendance and participation grade. More than four unexcused
absences typically result in a failing grade for participation, which can significantly lower a student’s final
grade. Please note one exception: students with fevers and symptoms of colds or the flu are
encouraged to stay home and not attend class or field participation events – however, students must
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notify Wendy Harbour before class if they are sick and will miss class, and she has the right to request
a signed note from a health care professional.
Attendance and participation grades are based on several criteria:

Attendance

Doing homework to better participate in class

Participation in class (includes active listening as well as speaking)

Attitude/professionalism in class (includes staying awake, arguing respectfully, staying
on task, not texting or surfing the web)
Readings:
All assigned readings must be read for the class day listed on the syllabus.
Disability Worksheet on September 13 (5% of Final Grade):
You will research a type of disability and present what you learn to the class. Worksheets will be handed
out in class and available on the course website. Answers must be typed, but do not need to be
complete sentences. Worksheets must not be more than one page or students will fail the assignment.
All worksheets should be shared with everyone in class through the course listserv – the worksheets are
designed to be resources for you.
Movie Worksheets on Nov. 10 and Nov. 17 (5% of Final Grade):
We will watching “Finding Nemo” and “Murderball” in class. During and after each movie, you will
complete a worksheet giving your reactions to the movie and analyses from a disability studies
perspective. These worksheets must be typed. Hard copies should be brought to class on November 10
(for “Finding Nemo”) and November 17 (for “Murderball”).
Disability in the Media Project on November 3 (10% of Final Grade):
The goal of this assignment is to critically examine a “hot topic” in the field of disability studies, through
the eyes of the news media (e.g., TV, newspapers, news magazines) and popular media (e.g., “popular”
magazines, movies, YouTube, the Internet). For this assignment you must choose one “hot topic” from a
list Wendy Harbour will hand out in class – you may also examine a topic that is not on the list, with
prior permission from Wendy Harbour. You must find:
 One example of how the news media has covered this topic
 Two examples of how the topic is covered in popular media like movies, advertising, TV shows,
music (each example must be from a different kinds of media)
You will write a 2-3 page double-spaced reflection about what you find. What do you notice about how
the media has covered this topic? Which models are represented in your samples – and can you provide
examples to back up your opinion? What do you think a “disability studies” perspective on this topic
would look like?
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Disability Journals Due throughout the Course – 10 are Required (20% of Final Grade):
For eleven weeks of the course, you will have an opportunity to submit a disability journal – only
ten journal entries are required (so you can choose which one week you would like to take a “break”
from journals, even though you still have to do the readings). The purpose of the journals is to be sure
students did the assigned readings, but also to be sure students can apply the homework and readings
to life and the “real world”.
Journals may take any form – photographic journals, vlogs, blogs, e-mails, a poem, a song, handwritten
journals, typed journals, or any other form. The form of the journal doesn’t matter – the content is what
matters. Journals are always due Thursdays.
The journal entries should by 3-4 pages, showing:
1. Your reaction to the readings you did since the last journal, with enough details to prove that
you read them. Your reaction should be thoughtful, not just “I liked this” or “I didn’t like this” –
explain your thinking and give examples from the reading.
2. A connection between the readings or homework and something you experienced at SU, in
your personal life, in another class, or at work.
3. If you submit something that isn’t in written or verbal form (like a piece of art or a photo), be
sure to add a 1-page double-spaced explanation of how your creative work demonstrates your
reflection on the readings.
Narratives “Book Fair” Due October 20; Topic/Choice of Book Due September 20 (25% of Final Grade)
During the first week of class, Wendy will hand out a list of disability narratives – first-person accounts
of disability. If you have a different book you would like to read, you may choose that instead. FYI,
many of the books on the list are available in the Center on Human Policy, Law, and Disability Studies
library in Hoople (across from room 101 in the conference room). Feel free to explore them and check
out a book! Others are available in Bird Library, or you may purchase them on your own.
You will pick one book, read it, and create a stand-alone presentation (a poster, a display, a PowerPoint
or something else that presents information without you). You should also create a one-page (doublesided) handout that explains the following (at a minimum):
 A brief summary of the book (1-2 paragraphs) – keep this as short as possible and no spoilers!
 What is the author trying to tell people about her or his experience with disability?
 Think about the four models of disability – which model does the author seem to be using the
most? Why do you think that? Give examples from the book that support your ideas.
 What is your personal reaction to the book?
 Do you think this is a good book for people in disability studies to read? Why or why not?
During class on September 8, you must decide which book you are reading for this paper. Be sure to
bring a “Plan B” or second choice – only one student in class can read any particular book; if more than
one person wants to read a book, interested students must negotiate who will actually read it.
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The “Book Fair” is on October 20. Handouts should be posted on the class listserv before class, with
hard copies brought to class so everyone can have a copy.
Disability Cultural Center “Exam” on the Last Day of Class (25% of Final Grade):
Disability studies involves interdisciplinary work that is often collegial, with researchers, scholars,
writers, and activists all working together. In the spirit of disability studies, the final exam for this class
will be a group exam. Syracuse University has a new Disability Cultural Center (DCC) this fall, with a
director coming in September. Your final exam will be to plan a Spring event or activity for the DCC. (An
event happens once, and an activity is ongoing.)
Your presentation about your idea will be 10-20 minutes, in any format that conveys your ideas, and
then you will respond to questions from Wendy Harbour, the DCC director, the DCC Graduate Assistant
and any others who may be interested in the presentation. The presentations will be in groups of 2-3.
You will have one entire class session (the last Tuesday of class) to work together in planning final details
of the presentation. Group members must ensure that the presentation is as accessible as possible to
everyone in the class.
The final presentation should plan an activity or event:
 Plan the event:
o Describe the activity or event
o Give a rough budget for the activity (doesn’t have to be too precise)
o Pick a day and time you would like to have the activity
o Find a location for the activity
o Would this be a one-time activity/event, annual, ongoing, or…?
o How would you make this event or activity accessible to people with disabilities?
 Market the event:
o Create a poster advertising the activity; how else would you advertise?
o Describe who might be interested in what you are planning
o Identify two possible co-sponsors for the activity
o How would you get people interested in this activity or event? How would you convince
people to go?
o Do a “market study” for this event. Informally interview at least five undergraduates to
get feedback from them about whether they would go, if they have recommendations
about getting other undergraduates to participate, etc. These undergraduates do not
need to have a disability, since the DCC is for all students. When you present about your
interviews, remember to keep all the students’ names and private information private.
Use pseudonyms if you must use names at all.
 Describe how this activity or event promotes disability studies, and/or disability pride, culture,
or community.
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
Show us it will be fun – give us an example to show us what it would be like (examples: if it’s a
website, create a mock-up of it; if it’s a performance by musicians, play an example of the music
or show videos of the artists).
To ensure fair grading for everyone, the group will receive a “group grade” (worth 2/3 of the grade) and
an “individual grade” (worth 1/3 of the grade). Each individual should type a paragraph saying what
they worked on or how they contributed to the presentation – send that to Wendy Harbour via e-mail
before the presentation. Please note that not everyone has to actually present the information – every
contribution counts, even if it was behind the scenes.
Grades will be based on creativity or originality of ideas, how well the suggestions exemplify a “disability
studies” philosophy for the Center, and practicality of whether the ideas could actually work or be
implemented. It’s highly possible that the DCC will follow actually follow suggestions by DSP 200
students.
Extra Credit Opportunities:
During the semester, there may be disability-related events, which Wendy Harbour will announce during
class or through the course listserv. Since students are encouraged to learn about the disability
community, these are excellent opportunities to experience disability culture or community first-hand.
Extra credit will be given ONCE during the semester if a student attends a community event approved by
Wendy Harbour (students may negotiate to see/do things that are not announced in class).
Extra credit is worth one journal – the lowest journal grade will be exchanged for the extra credit grade
earned. Students attending an extra credit event must write a 3-4 page paper briefly explaining the
event (no more than one paragraph), a general reaction to the experience, and thoughts about how the
event connects (or doesn’t connect) to what we’re studying in class.
Assignments
Disability History
Tuesday, August 30: Introduction to the Course
Readings and Homework Due:
 None
Thursday, September 1: Disability History
Readings and Homework Due:
 Shapiro – Introduction and Chapters 1-2
 Journal 1
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Tuesday, September 6: Disability History – Beyond Institutions
Readings and Homework Due:
 Shapiro – Chapters 4-6
Thursday, September 8: Deaf Culture
Readings and Homework Due:
 Shapiro – Chapter 3
 Movie “Through Deaf Eyes” (available through Netflix or Bird Library)
 Journal 2
 Choice of a book for the Narratives “Book Fair” due
Disability Theory
Tuesday, September 13: Differing Perspectives on Disability
Readings and Homework Due:
 Disability worksheet due
Thursday, September 15: Language: Talking about Disability
Readings and Homework Due:
 Linton – Chapter 2
 “Advocacy for Inclusion” guide to non-discriminatory language at
www.advocacyforinclusion.org/language.pdf
 “Ban the R-Word” website at www.r-word.org
 “Offense Taken” video at http://www.youtube.com/watch?v=YONvS7Qm-gc
 Journal 3 due
Tuesday, September 20: Religious/Moral Model of Disability
Readings and Homework Due:
 Christensen and Weil – “From Invisibility to Visibly In”
 “Faith, Community, and Disability” movie at
http://www.pbs.org/wnet/religionandethics/episodes/july-3-2009/faith-communities-anddisability/3440/
 Hasnain, Shaikh, and Shanawani – “Disability and the Muslim Perspective” (pages 24-39)
 Montgomery – “Reflections on Confirmed Church Membership”
 Reynolds – “Vulnerable Humanity”
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Thursday, September 22: Medical and Social Models of Disability
Readings and Homework Due:
 Michigan Disability Rights Coalition: “The Models of Disability”
 Journal 4 due
Tuesday, September 27: Universal Design as an Application of the Social Model
Readings and Homework Due:
 Rose and Meyer – Chapter 4
 Journal 4 due
Thursday, September 29: Cultural Models of Disability
Readings and Homework Due:
 Wells – “The Country of the Blind”
 Groce – “Everyone Here Spoke Sign Language” (Chapter 6)
 Journal 5 due
Tuesday, October 4: Political and Legal Models of Disability
Readings and Homework Due:
 Hehir – “Eliminating Ableism”
Thursday, October 6: Applying Disability Theories – The Example of Naia
Readings and Homework Due:
 Zuckoff – “Choosing Naia” (Read parts 1, 2, 4, and 6)
 Journal 6 due
Disability Community, Culture, and Identity
Tuesday, October 11: Intersections of Disability, Race, and Class
Readings and Homework Due:
 Baynton – “Disability and the Justification of Inequality”
 Manning – “The Magic Wand”
Thursday, October 13: Intersections of Disability, Gender, and Sexuality
Readings and Homework Due:
 Contreras – “Discussing Sexuality with Disabled Girls”
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



Frieden – “Bigger than the Sky”
Litwinowicz – “In My Mind’s Eye – I, II, III, and IV”
O’Toole – “A Child of Both Countries”
Journal 7 due
Tuesday, October 18: Disability Identity and Community
Readings and Homework Due:
 Longmore – “The Second Phase”
 Solis – “I’m Coming Out as Disabled”
 “Disability Culture Rap” videos 1 and 2 at http://www.youtube.com/watch?v=j75aRfLsH2Y and
http://www.youtube.com/watch?v=WTO2vn0dkaU
Thursday, October 20: Disability Identity and Community
Readings and Homework Due:
 Narratives “Book Fair” presentation and handout due
 Journal 8 due
Tuesday, October 25: Disability Identity and Community
Readings and Homework Due:
 Mooney book due (read all chapters)
Disability Studies
Thursday, October 27: Defining Disability Studies
Readings and Homework Due:
 Linton – Chapters 5-6
 Journal 9 due
Tuesday, November 1: Perspectives on Disability Studies (A Panel)
Readings and Homework Due:
 Bring two questions for the panel
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Disability in the Media, Arts, and Popular Culture
Thursday, October 20: Disability in Popular Culture and the Media
Readings and Homework Due:
 Longmore – “Screening Stereotypes”
 Disability in the Media Project due
 Journal 10 due
Tuesday, November 8: Disability in Film – “Finding Nemo”
Readings and Homework Due:
 None
Thursday, November 10: Disability in Film – “Finding Nemo”
Readings and Homework Due:
 Preston – “Finding Difference”
 Movie worksheet for “Finding Nemo” due
 No journal this week!
Tuesday, November 15: Disability in Film – “Murderball”
Readings and Homework Due:
 Eleftheriou – “Squashing Stereotypes”
Thursday, November 17: Disability in Film – “Murderball”
Readings and Homework Due:
 McGrath – “A Film’s Stars are Tough Athletes”
 Movie worksheet for “Murderball” due
 No journal this week!
November 22-24: Thanksgiving Break!
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Tuesday, November 29: Disability and the Arts
Readings and Homework Due:
 Review art displayed at “Disability Arts Online” at http://disabilityarts.org/Visual_Arts_listing.
Choose one image you find meaningful or interesting, print it, and bring it to class
 “Accessibility in the Arts” video at http://www.youube.com/watch?v=mr9JOpokqEo
 “Ablevision Interviews GIMP Dance Troupe” video at
http://www.youtube.com/watch?v=0i8SapaAip0
Thursday, December 1: Disability and the Arts
Readings and Homework Due:
 Skim information at the National Endowment for the Humanities (NEH) website at
http://www.nea.gov/resources/accessibility/index.html. Be sure to read the “Brief Accessibility
Checklist”
 Journal 11 due
Tuesday, December 6: Prep for Final Exam
Readings and Homework Due:
 None
Thursday, December 8: Final Exam
Readings and Homework Due:
 Final exam presentations
Bibliography of Readings for the Course
Baynton, D. C. (2001). Disability and the justification of inequality in American history. In P. K.
Longmore and Lumansky (Eds.) The new disability history: American perspectives (pp. 33-57).
New York: New York University Press.
Christensen, S., & Weil, M. (2007). From invisibility to visibly in: Community-program-ignited change in
awareness and attitudes toward Jews with disabilities. Journal of Jewish Communal Service,
82(1/2), 105-112.
Contreras, A. (1999). Discussing sexuality with disabled girls. In M. Wates and R. Jade (Eds.) Bigger than
the sky: Disabled women on parenting (pp. 25-26). London: the Women’s Press.
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Eleftheriou, T. (2005, September). Squashing stereotypes. Parks and Recreation, 102-107.
Frieden, A. (1999). Bigger than the sky. In M. Wates and R. Jade (Eds.) Bigger than the sky: Disabled
women on parenting (pp. 183-189). London: the Women’s Press.
Groce, N. E. (1985). Everyone here spoke sign language: Hereditary deafness on Martha’s Vineyard.
Cambridge, MA: Harvard Education Press.
Hasnain, R., Shaikh, L.C., & Shanawani, H. (2008). Disability and the Muslim perspective: An introduction
for rehabilitation and health care providers. Buffalo, NY: Center for International Rehabilitation
Research Information and Exchange (CIRRIE).
Hehir, T. (2002). Eliminating ableism in education. Harvard Educational Review, 72(1), 1-33.
Litwinowicz, J. (1999). In my mind’s eye: I, II, III, and IV. In M. Wates and R. Jade (Eds.) Bigger than the
sky: Disabled women on parenting (pp. 29-33, 76-81, 110-114, 143-146). London: the Women’s
Press.
Longmore, P.K. (2003). Why I burned my book and other essays on disability. Philadelphia: Temple
University Press.
McGrath, C. (2005, March 26). A film’s stars are tough athletes. They are also paraplegics. The New
York Times. Retrieved August 1, 2011, from
http://www.nytimes.com/2005/03/26/movies/26murd.html
O’Toole, C. J. (1999). A child of both countries. In M. Wates and R. Jade (Eds.) Bigger than the sky:
Disabled women on parenting (pp. 176-182). London: the Women’s Press.
Linton, S. (1998). Claiming disability: Knowledge and identity. New York, NY: New York University
Press.
Longmore, P. K. (2003). Why I burned my book and other essays on disability. Philadelphia: Temple
University Press.
Manning, L. (2007). The magic wand. In K. Fries (Ed.) Staring back: The disability experience from the
inside out (p. 165). New York, NY: Plume.
Michigan Disability Rights Coalition. (n.d.). Models of disability. Retrieved August 1, 2011, from
http://www.copower.org/leadership/models-of-disability.html
Mooney, J. (2007). The short bus: A journey beyond normal. New York, NY: Henry Holt and Company.
Montgomery, S. (2011). Reflections on confirmed church membership for youth and adults with
pervasive disabilities. In Presbyterians for Disability Concerns (Ed.) Inclusion from the inside out:
Welcoming God’s children of all abilities (n.p.). Retrieved August 1, 2011, from
http://www.pcusa.org/media/uploads/phewa/pdfs/disability-inclusion-packet-2011.pdf
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Preston, D. L. (2010). Finding difference: Nemo and friends opening the door to disability theory.
English Journal, 100(2), 56-60.
Reynolds, T. E. (2011). Vulnerable humanity: Disability and community beyond “normalcy”. In
Presbyterians for Disability Concerns (Ed.) Inclusion from the inside out: Welcoming God’s
children of all abilities (n.p.). Retrieved August 1, 2011, from
http://www.pcusa.org/media/uploads/phewa/pdfs/disability-inclusion-packet-2011.pdf
Rose, D. H. & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning.
Baltimore, MD: Association for Supervision and Curriculum Development. Available for free
online at cast.org/teachingeverystudent/ideas/tes/
Shapiro, J. P. (1994). No pity: People with disabilities forging a new civil rights movement. New York:
Times Books.
Solis, S. (2006). I’m “coming out” as disabled, but I’m “staying in” to rest: Reflecting on elected and
imposed segregation. Equity and Excellence in Education, 39, 146-153.
Wells, H. G. (1985). The country of the blind. In J. H. Pickering (Ed.), Fiction 100: An anthology of short
stories (4th ed.) (pp. 1099-1112). New York: Macmillan Publishing Company.
Zuckoff, M., (1999, Dec. 5). Choosing Naia: A family’s journey. Boston Globe.
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