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EEX 3093 Exceptional People FALL 2016 Syllabus

Instructors: Dr. Erica McCray & Dr. Ashley MacSuga-Gage Office: 1419

Office Hours: Thursdays 11 am – 12 pm or by appointment Phone: Dr. McCray – 352-273-4264; Dr. MacSuga-Gage – 352-294-2757 Email: via Canvas

Fax: 352.392.2655 US Mail: PO Box 117050, Norman Hall 1403, Gainesville, FL 32611

Graduate Assistant: Noah Ellis Email: via Canvas

Course Description:

EEX 3093, Exceptional People: School & Society is designed to offer students opportunities to gain knowledge and experience of exceptional people in schools and society. People with disabilities are a diverse group of individuals with varied experiences and perspectives across the

lifespan and social institutions. Therefore, this course draws from multiple perspectives in various fields to show the complexity of their experiences with schooling and learning, and the

impact in society. Schooling, in the traditional sense is viewed in terms of the structure and standardization of specific learning experiences during set a set schedule. Learning, on the other hand, is boundless and can happen incidentally without parameters. Students enrolled in the

course will understand the complexity of the lives of exceptional people in school and society through the following approaches: individual (e.g., medical, academic, psycho-social), social

(e.g., structure, culture, economic), and life course (i.e., transitions P-16 and beyond). Course Objectives

Students will use individual, social, and life course approaches to: 1) investigate the history and progression of exceptionalities in education to gain knowledge

and awareness of exceptionality, disabilities, and ethical decision-making, 2) analyze their own perspectives using the lenses of persons with and without exceptionalities, 3) investigate advances in medical treatment and technology as it pertains to the inclusion of

persons with disabilities, 4) demonstrate understanding of how schooling and learning experiences affect the lives of

individuals with disabilities and their families, 5) engage in meaningful ways with persons with disabilities using appropriate social and

communication skills, and

6) articulate the goals and missions of local, state, and national organizations that promote disability awareness, provide service to persons with disabilities, and advocate for the legal

rights of the disability population.

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Class Information and Procedures

Course site: On CANVAS (www.online.education.ufl.edu)

Text: There is no text for this course. Syllabus/course packet on CANVAS.

Readings: links to articles and websites required for written assignments are located on the course site Videos: videos and links to videos are located on the course site

Presentations: presentations are located on the course site

. Class Meeting Times: Face to face class meetings are on THURSDAYS in Carleton Auditorium for the two-hour block (periods 7 and 8). We will also meet face to face on (only) two Tuesdays during the semester: Aug. 23 and Dec 6. All other Tuesdays are online research, videos and

readings. Requirements for class attendance and make-up exams, assignments, and other work in this course are consistent with university policies that can be found at:

https://catalog.ufl.edu/ugrad/current/regulations/info/attendance.aspx. Teaching Assistants: You will be assigned to a group with 2 teaching assistants. You will turn

in all paperwork as instructed either on Canvas or in person/mail to the TA and all tests, and activity participation will occur with your assigned TAs. They will have sign in sheets for each

class session including the Blind Walk activity, the ADA activity and tests. TAs are assigned rows in Carleton Auditorium and will be present for all class meetings. They will accept paperwork (as instructed) and tests from you only when called for in class. TAs award points for

all paperwork, activities and tests. TAs use rubrics to grade papers. The rubric for each paper is located at the end of the directions for each paper. Contact TAs via Canvas.

. Students with Disabilities: Students with disabilities requesting accommodations should first

register with the Disability Resource Center (352-392-8565, www.dso.ufl.edu/drc/) by providing

appropriate documentation. Once registered, students will receive an accommodation letter which must be presented to the instructor when requesting accommodation. Students with

disabilities should follow this procedure within the first two weeks of class.

Disability and Society Minor: Note that EEX 3093 is one of five courses required for the

Disabilities in Society minor. If you would like more information on this minor opportunity, please visit the minor website: https://education.ufl.edu/student-services/undergraduate-minors/

Course Requirements and Class Demeanor Expected by Instructor:

1. You are expected to attend class, learn the names and locations of your TAs and participate in class activities, Requirements for class attendance and make-up exams,

assignments, and other work in this course are consistent with university policies that can be found at: https://catalog.ufl.edu/ugrad/current/regulations/info/attendance.aspx.

2. There will be 2 tests, 2 activities, 5 papers, and a 20-hour volunteer requirement to

successfully complete the course. The 20-hour volunteer project requires you to have a direct experience with a person or persons significantly different from you.

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3. You must be present in class to receive points for the activities and to sign in with your TA. All submissions will be made via Canvas. Late submissions will be subject to a

25% deduction up to one week late. Submissions after one week will receive no credit. 4. Turn your cell phones off. Do not take out cell phones during testing, even if you have

finished the test. 5. Students who disrupt the learning environment with excessive or loud conversations will

be asked to leave. Repeated disruptions will be considered a code of conduct offense and

the instructor will report the offense to the Office of Conflict and Resolution in the Dean of Students Office.

6. You must sign in with your TAs for activities, tests, and on paper submission days. 7. The course calendar is subject to change. All changes and necessary information will be

announced in class as well as announced on the Canvas course site. You are expected to

check Canvas DAILY for updates. 8. Students are expected to provide feedback on the quality of instruction in this course by

completing online evaluations at https://evaluations.ufl.edu. Evaluations are typically open during the last two or three weeks of the semester, but students will be given specific times when they are open. Summary results of these assessments are available to

students at https://evaluations.ufl.edu/results/.

. Honesty Policy: UF students are bound by The Honor Pledge, which states, “We, the members of the University of Florida community, pledge to hold ourselves and our peers to the highest standards of honor and integrity by abiding by the Honor Code. On all work submitted for credit

by students at the University of Florida, the following pledge is either required or implied: “On my honor, I have neither given nor received unauthorized aid in doing this assignment.” The

Honor Code (http://www.dso.ufl.edu/sccr/process/student-conduct-honor- code/) specifies a number of behaviors that are in violation of this code and the possible sanctions. Furthermore, you are obligated to report any condition that facilitates academic misconduct to appropriate

personnel. If you have any questions or concerns, please consult with the instructor or TAs in this class.

Additional Support for Students: Your TAs have successfully completed this course and can

be a resource for you on assignments. Please contact them if you need assistance. The graduate

assistant and the instructor are available for assistance also.

Other Campus Resources

Health and Wellness

U Matter, We Care:If you or a friend is in distress, please contact http://umatter@ufl.edu or

352 392- 1575 so that a team member can reach out to the student. Counseling and Wellness Center: http://www.counseling.ufl.edu/cwc/Default.aspx, 392-1575;

and the University Police Department: 392-1111 or 9-1-1 for emergencies.

Sexual Assault Recovery Services (SARS): Student Health Care Center, 392-1161. University Police Department: 392-1111 (or 9-1-1 for emergencies). http://www.police.ufl.edu/

Academic Resources

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E-learning technical support: 352-392-4357 (select option 2) or e-mail to http://Learning-

support@ufl.edu. Website: https://lss.at.ufl.edu/help.shtml. Career Resource Center: Reitz Union, 392-1601. Career assistance and counseling.

http://www.crc.ufl.edu/ University Libraries Support: http://cms.uflib.ufl.edu/ask. Various ways to receive assistance

with respect to using the libraries or finding resources.

Teaching Center, Broward Hall, 392-2010 or 392-6420. General study skills and tutoring. http://teachingcenter.ufl.edu/

Writing Studio, 302 Tigert Hall, 846-1138. Help brainstorming, formatting, and writing papers. http://writing.ufl.edu/writing-studio/

Student Complaints Campus:

https://www.dso.ufl.edu/documents/UF_Complaints_policy.pdf

On-Line Students Complaints: http://www.distance.ufl.edu/student-complaint- process

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Course Grade: The following is a list of activities that will determine your course grade. All

due dates for assignments are listed on the course calendar. Your grade will be based on the total

number of points earned. Regardless of how many points the student has earned, if the volunteer

service project is not completed, the course grade will be an E. Pass/Fail is not an option.

Honor Code/Syllabus Agreement 5 points

Photo Consent 5 points Test 1 250 points

Test 2 250 points Blind Walk Activity 50 points ADA Activity 50 points

Paper 1 40 points Paper 2 40 points

Paper 3 40 points Paper 4 40 points Paper 5 40 points

Volunteer Verification 20 points Volunteer Log 40 points

Volunteer Analysis 40 points Volunteer Evaluation 100 points TOTAL 1010 points

Grade Scale:

920-1010 A 900-919 A- 880-899 B+

820-879 B 800-819 B-

780-799 C+ 720-779 C 700-719 C-

680-699 D+ 620-679 D

600-619 D- 599 (below) E

Concerns about a Grade: If you have a concern about a grade that you have received, please contact the graduate assistant at via Canvas. For additional information on grading:

https://catalog.ufl.edu/ugrad/current/regulations/info/grades.aspx.

Suspicion of Cheating on a Test: If a student is suspected of cheating on a test, then the

instructor will report the incident to the Dean of Students. If this is a first offense, then the instructor will recommend a zero for the test. If this is not a first offense, then the instructor will

recommend a failing grade for the course.

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Suspicion of Cheating or Plagiarism on Assignments : If this is a first offense, the instructor will recommend a zero for the assignment. If this is not a first offense, the instructor will

recommend a failing grade for the course.

Class Attendance and Make-up Work: Procedures for class attendance and make-up work in this course are consistent with university policy: https://catalog.ufl.edu/ugrad/current/regulations/info/attendance.aspx.

You are expected to sign in with your TA each class.

Students may make up work for the following excused absences:

1. Observance of a religious holiday. No formal documentation required. However, please

contact the GA AHEAD of the date. Submit paperwork to the GA the following class meeting. Dates for make-up tests and make-up activities are listed on the course calendar.

2. Illness or doctor’s appointment. Documentation required. Submit paperwork to the GA the following class meeting. Dates for make-up tests and make-up activities are listed on the course calendar.

3. Death in the family. Documentation required. Submit paperwork to the GA the following class meeting. Dates for make-up tests and make-up activities are listed on the course

calendar. 4. Medical condition or disability that prevents you from attending class. Documentation

required. Contact the GA before class begins. Submit paperwork to the GA the following

class meeting. Dates for make-up tests and make-up activities are listed on the course calendar.

5. Job Interview. Documentation required. Submit paperwork to the GA the following class meeting. Dates for make-up tests and make-up activities are listed on the course calendar.

6. Standardized Test Session. Documentation required. Submit paperwork to the GA the

following class meeting. Dates for make-up tests and make-up activities are listed on the course calendar.

7. Legal or Court Appearance. Documentation required. Submit paperwork to the GA the following class meeting. Dates for make-up tests and make-up activities are listed on the course calendar.

8. Personal trips. Documentation that shows tickets were bought BEFORE the semester began. Submit paperwork to the GA the following class meeting. Dates for make-up tests

and make-up activities are listed on the course calendar. If you need to discuss an absence not covered by this list, please contact the instructor before the

absence.

Technology: Course resources are hosted on the UF Canvas site: https://ufl.instructure.com.

Visit the site to access links to websites and/or video clips, as well as videos and course

presentations. Contact the help desk at the College of Education for technical advice if you need

assistance helpdesk@coe.ufl.edu

Online Course Evaluations: Student are expected to provide feedback on the quality of instruction in this course. Evaluations are typically open during the last two or three weeks of the semester. Summary results of course evaluations are available to students at

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https://evaluation.ufl.edu/results.

FALL 2016 TENTATIVE Course Calendar

Face to face class meetings are on Thursdays in Carleton Auditorium for the two-hour block (7-8th periods).

We will also meet face to face on (only) two Tuesdays during the semester, Aug 23 and Dec 6.

Course site: www.online.education.ufl.edu; the course is posted on CANVAS. Links to websites and/or video clips, as well as videos and power points presentations are posted. If you have difficulty opening a video, it may be the browser you use. Internet Explorer and

Mozilla Firefox have worked well in past semesters. Contact the help desk at the College of Education for technical advice if you need assistance helpdesk@coe.ufl.edu

Week TUESDAYS

ONLINE ASSIGNMENTS

(exceptions-Aug 23 and Dec 6

are face to face in Carleton

Auditorium)

THURSDAYS

CARLETON AUD.

Thursdays only

ASSIGNMENTS DUE

and additional information

for Thursday classes in

Carleton Auditorium

1 Aug 23-Carleton

Introduction to class

Aug 25-Carleton

Overview of syllabus

and volunteering

requirement

TA meeting – For

TA’s Only

2 Aug 30-online

Review Models and Terms of

(Dis)ability PPT on course

site

Sept 1-Carleton

Presentation-

Comparing Models and Terms with Lived Experiences:

Three Questions

Social vs Medical Not Your Inspiration

I’ve got 99 problems-palsy is just one of

them

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3 Sept 6-online

Review ADA PPT on course

site

Sept 8-Carleton

Meet your TAs

Presentation:

Americans with

Disabilities Act

(ADA) and other

relevant policies in

historical context

Presentation: ADA

video

Disability & the

Law—Leveling the

Playing Field

Presentation: ADA

What would you do?

Presentation:

Commercial

Guest Speaker:

Representative from

UF’s Disability

Resource Center

(DRC)

Honor Code/ Syllabus

Agreement (5 pts) and

Photo Consent (5 pts) due

Paper 1—Syllabus

due (40 pts)

4 Sept 13-online

Review Through Deaf Eyes

Video Guide and relevant

websites on course site

Sept 15-Carleton

Introduction: Deaf

and Hard of Hearing

Presentation:

Through Deaf Eyes

video and discussion

Finger Spelling Practice

Paper 2— Athletes and the

ADA (40 pts) due

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Sept 20-online

View Signing to Her Parents

Sept 22-Carleton

Presentation: ASL,

communication, and

Volunteer Verification

Form (20 pts) due

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5 (cont)

video Clip

Visit 3 websites for practice

and information related to

accessibility and

communication:

ASL University

ASLpro.com Sign4me

social context for

Deaf and Hard of

Hearing

American Sign

Language Activity

Presentation:

Gallaudet video

Guest Speaker: Mr.

Stephen Hardy

(American Sign

Language & Deaf

Studies)

TA Meeting

6 Sept 27-online

Review Vision and Visual

Impairment PPT

View Guide Horse video clip

View Design for the Blind

video clip

Sept 29-Carleton

Presentation: Vision

and visual

impairment and

accessibility

Video: What To Do

When You Meet a

Blind Person

Blind Walk

Simulation Activity

Guest speaker: Life

with a visual

impairment and

assistive technology

Test 1 Preview

Sept 29 class meeting for

students with last names A-

K only

Blind Walk Activity (50

pts) completed in class

Sign in with your TAs

Bring Blind Walk Activity

Form in syllabus to complete

in class

7 Oct 4-online

Review Vision power point

Oct 6-Carleton

Presentation: Vision

and visual

Oct 6 class meeting for

students with last names

L-Z only

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View Guide Horse video clip

View Design for the Blind

video clip

impairment and

accessibility

Presentation: What

To Do When You

Meet a Blind Person

video

Blind Walk

Simulation Activity

Guest speaker: Life

with a visual

impairment and

assistive technology

Test 1 Preview

Blind Walk Activity (50

pts) completed in class

Sign in with your TAs.

Bring Blind Walk Activity

Form in syllabus to complete

in class

8 Oct 11-online

Review all presentations,

power points, ASL signs and

videos for test 1

Oct 13-Carleton

TEST 1

Test will cover all

material presented in

class and online to date.

TEST 1 (250 pts)

Group A-K (2:00-2:45)

Group L-Z (3:00-3:45)

Sign in with your TAs

9 Oct 18-online

Read about organizations for

advocacy and social

accessibility:

1.The Gimp Project 2.Mouth and Foot Artists 3.National Theater of the

Deaf 4.Canine Companions for

Independence

Read article:

Ragged Edge Article for

Paper 3

Oct 20-Carleton

Presentation:

Accessibility and

physical limitations

30 Days in a Wheel

chair video and

discussion

ASL Practice

Guest Speaker:

Albert Reed – on

living life as an

11

amputee

10

Oct 25-online

Read 3 articles:

1.6 Stereotypes

2.Easter Seals: Myths and

Facts

3.Common Myths and

Misconceptions

View Armless Man video clip

View Crutch video Bill

Shannon

(You will use these articles

and video clips as supporting

evidence for Paper 4)

Oct 27-Carleton

Presentation:

Prevalence of and

living with Physical

Disabilities

Video: A Day in the

Life of Bonnie

Consolo

Video Clip: Tisha

Unarmed Getting

Dressed

Video: The

Beginning: Hard

Core Sitting

ASL Practice

Paper 3— Apps, Vacations,

and Disability Awareness

(40 pts) due

11 Nov 1-online

View Video: Revised, Without

Pity

View RoboHand video

You will need these videos

for Paper 4

Test 1 Make Up

1:55 Room TBA

Nov 3-Carleton

Video: Deka Arm

Video: Ironman Can

with Hoyt

Video: K9 to 5

Activity 2-ADA

Compliance on

Campus

ACTIVITY 2

ADA Compliance Activity

(50 pts)

In-class assignment

Sign in with your TAs.

Bring ADA Compliance

form from syllabus to

complete in class

12 Nov 8-online

Read: Fortune Magazine Overcoming Dyslexia

Read: Studio/dyslexie font

View:

Nov 10-Carleton

Presentation:

Learning disabilities

Presentation: FAT

Paper 4—Myths,

Misconceptions and

Stereotypes (40 pts) due

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Misunderstoodminds/attention Misunderstoodminds/reading

You will need these resources for Paper 5

CITY video

Guest Speaker: Dr.

Linda Lombardino

Speech and

Language

Pathologist & LD

Researcher

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Nov 15-online

Work on paper 5 due on Nov 17

Nov 17-Carleton

Test 2/ASL Review

Presentation: Other

“hidden” disabilities

How to Talk to a

Person with

Disabilities video (10

Commandments)

Guest Speaker: Dr.

Ann-Marie Orlando

from UF’s Center

for Autism and

Related Disabilities

(CARD)

Paper 5—The Invisible

Disability (40 pts) due

14 Nov 22 Nov 24 No Classes--Happy

Thanksgiving

15 Nov 29-online Review all

presentation power points,

ASL signs and phrases and

videos for test

Dec 1-Carleton

TEST 2

Test 2-all material

presented after test 1

TEST 2 (250 pts)

Group A-K (2:00-2:45)

Group L-Z (3:00-3:45)

Sign in with your TAs

16 Dec 6- Carleton

Last date for Volunteer Log

Form (40 pts) and Volunteer

Dec 8 TAs only

TA Workday

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Analysis Form (40 pts) to be

turned in.

Make up activities and Test 2

make-up for excused

absences.

Room TBA

10 AM—2 PM

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Procedures and Directions for Volunteering

Volunteering Project: Students are required to complete a 20-hour volunteer experience with a person or persons significantly different from them. The volunteering requirement may be

completed in the Gainesville area or at home. The instructor will present volunteering placements that have been approved for former students.

All 20 hours must be completed with one individual or one organization.

Volunteering at an animal shelter does not fulfill the volunteering requirement. There must be direct contact, so volunteering for a charity event without direct contact with

persons benefitting from the charity event will not fulfill the volunteering requirement.

Volunteering with an organization where the student does clerical work or answers telephone calls does not fulfill the volunteering requirement.

Shadowing a professional does not fulfill the volunteering requirement unless the professional allows you to interact with clients or patients.

Students may not volunteer at their church, temple or mosque unless they volunteer in outreach ministry to persons significantly different from them.

There are 4 forms related to the volunteering experience. Due dates are listed on the course

calendar. 1. Volunteer Verification Form (20 pts). If you change your placement, submit a new form. 2. Volunteer Log Form (40 pts). The syllabus/course packet has 3 copies of the form. Even

if the organization has a print out of your hours, you need to submit a volunteer log form. Your log does not need to be signed by your supervisor if your evaluation form will

show 20 hours when it is mailed in.

3. Volunteer Analysis Form (40 pts). The syllabus/course packet has the volunteer analysis form.

4. Volunteer Evaluation Form (100 pts). The syllabus/course packet contains 2 copies of the form. Take one form to your supervisor, along with an stamped and addressed

envelope and have the supervisor mail the form by the due date on the course calendar.

Address: Exceptional People

PO Box 117050 Norman 1403 Gainesville, FL 32611

A) A suggested grade of A to B- will earn 100 points. A suggested grade of C+ or lower

will earn the number of points on the evaluation rating scale.

B) Your supervisor may choose to fax the evaluation to the instructor. FAX: 352 392 2655

(C) If you are volunteering at the St. Francis House or the Arbor House, you will need to pick up the evaluation form and bring it directly to the instructor

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Procedures and Directions for Tests

Tests 1 and 2: Tests 1 and 2 are worth 250 points each. Tests items are multiple choice, true-false and short answer. Make up tests are predominantly short answer questions. Students will

sign in with their TAs and sit in their TAs’ assigned rows in Carleton Auditorium. Students will sit every other seat. Students who are late to test sessions will incur a 25 point penalty. Phones must be put away for the test session. Do not use your phone even if you have

finished your test. Students will remain seated until the instructor dismisses the class prior to standing to leave, all tests will be collected by TAs as directed by the instructor.

Procedures and Directions for Activities

Blind Walk Activity: The Blind Walk activity is an in-class activity worth 50 pts. Students will sign in with their TAs.

Students will need to bring a bandana or scarf to use during the activity. Students will use the Blind Walk Activity Form in the syllabus/course packet and turn it into their TAs when called for in class.

Students who arrive to Carleton after their TA groups have left to complete the activity will not earn activity points.

ADA Compliance Activity: The ADA Compliance activity is an in-class activity worth 50 pts. Students will sign in with their TAs.

Students will use the ADA Compliance Activity Form in the syllabus/course packet and turn it into their TAs when called for in class.

Students who arrive to Carleton after their TA groups have left to complete the activity will not earn activity points

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Blind Walk Activity Form

Name _______________________________

TA Name(s)_______________________________________

Participation in this simulation allows you to experience loss of sight and the need to be guided in your environment. It also allows you to experience being the guide to someone who has lost

his/her sight. When you return to Carleton Auditorium, please fill out this form after completing the simulation. No student signature needed on this form.

AS A GUIDE, 1. List obstacles in the environment that you encountered while guiding your classmate. (At

least 5). (10 pts)

2. What was the most difficult part of the guide process for you? (15 pts)

AS A BLIND PARTICIPANT,

1. What difficulties did you have during the blind walk? (10 pts)

2. Describe any part of your blind experience that contributed to your understanding of loss

of vision. (15 pts)

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ADA Compliance Activity Form

Name _______________________________

TA Name(s)______________________________________

Using this checklist, evaluate the route from Carleton Auditorium to a location on the UF

campus for persons with sensory or mobility issues. No student signature needed on this form.

Location: From Carleton Auditorium to _______________________________________

Item ADA Requirement Comment Section (compliance)

Route to location One accessible route (36

inch path) from public transportation stops, public streets or sidewalks

Comment on route from Carleton to

your assigned building

Nearest Handicapped

Parking Spaces

1:25 ratio (one space per 25)

Comment on number/ratio

Nearest Elevator 1. One-passenger elevator shall serve each floor. 2. Raised numbers or Braille

characters must be present

Comment on location and Braille

Ramps Accessible ramps or wheelchair lifts may be

used for access. Ramp must be 36 inches wide and have handrails

on both sides

Comment on ramp; ramp description

Nearest Accessible Door

At least one accessible door. 1. Width of 32

inches with a door opening of 90 degrees. 2.

Door hardware must have shape easy to grasp. Entrances NOT accessible

must have signage which indicates the location of

accessible door.

Comment on accessibility, width, hardware and signage.

Nearest Drinking fountain

One fountain must be accessible to individuals in wheel

chairs (spout no higher than 36” from floor)

Comment on location and height

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Braille Characters Braille characters for each room

Comment on location of Braille

Handrails/Stairs Full extension of handrails at both sides of stairs

Comment on handrails

Hallways

1. 36 inches for wheelchair passage 2. 60 inches for

wheelchair turning space

Comment on hallways

Accessible Bathroom

There must be an accessible bathroom

Comment on location

Sinks 1. No higher than 34 inches from floor. 2.

Clear space of 30 by 48 inches to allow forward

approach. 3. Hot water pipes must be insulated or protected against contact.

4. Faucets must be lever operated, push-type, or

electronically controlled.

Comment on height, space, pipes, faucets

Accessible Student desk

Each room must have at least one accessible desk/table

Check 2 (empty) rooms for student desks

Visit UF’s Disability Resource Center

(DRC)

Visit the DRC for a tour of the accessible Cypress dorm

Find at least 3 features within this dorm that increase its accessibility

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Please answer the following questions on your own. At least one full page of writing (4

developed paragraphs) is required.

1) If you had areas of non-compliance, describe the non-compliance areas.

2) If there were no areas of non-compliance, did you see other things that could be difficult for a

person with a sensory or mobility issue (e.g., raised door strips, carpet, uneven pavement, etc.)? 3) Which kind of disability do you think would be the hardest to accommodate on the UF campus? Why? What could UF do to be more accommodating?

4) What are your impressions of Cypress dormitory? What features of this dorm would be helpful to individuals with and without disabilities? What are the next steps you think UF should

take to continue making campus accessible to all individuals?

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Procedures and Directions for Papers

Papers: There are 5 required papers worth 40 points each. Times New Roman font with 12-point size and 1 inch margins should be used. All other

formatting should adhere to the American Psychological Association (APA) 6 th Edition Publication Manual guidelines (American Psychological Association (2009). Publication

Manual of the American Psychological Association (6th Edition). Washington, DC: American Psychological Association.). Copies of this manual are available at the College of Education Library in Norman Hall or in the larger campus library. Online resources:

Purdue OWL: https://owl.english.purdue.edu/owl/resource/560/01/

The Basics of APA Style: http://www.apastyle.org/learn/tutorials/basics-tutorial.aspx?_ga=1.65721897.605789462.1473956864

Each paper has specific instructions. Failure to follow instructions will result in loss of points. Papers 2-5 have rubrics that explain how points are awarded. Bulleted answers are not permitted. Please submit all papers online via the Canvas Course site.

Directions for Paper 1—Syllabus (40 pts): Paper 1 familiarizes you with the syllabus. Unlike

Paper #2 - #5, this “paper” will be completed on the CANVAS course site in a quiz format (please log into Canvas) and look for “Paper 1” in order to complete the syllabus review.

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Paper 2 – Athletes and the ADA (40 points) Minimum: 3 full pages (+/- ½ page)

This paper requires you to summarize the findings of TWO court cases where athletes are seeking accommodations under the Americans with Disabilities Act (ADA).

Case 1 is PGA Tour, Inc. v. MARTIN/FindLaw

Case 2 is Kuketz v. Petronelli/Find Law Using the bolded headings listed in the rubric and summarize one case at a time. Do not

bullet your answers; your summaries should be in paragraph form.

.

Grading Rubric: TAs will use the following rubric to grade the paper. Headings Satisfactory Unsatisfactory

Title of Case Please list title correctly

Facts of the

Case

Thoroughly discusses the facts of the case

(5 pts per case)

Omits nature of the case, relevant law,

summary of the complaint , or omits important

facts of the case

(0 pts)

Decisions

Summarizes the court’s decision and rationale

for decision.

(5 pts per case)

Incorrectly summarizes or omits the court’s

rationale

(0 pts)

Analysis Agrees or disagrees with the court decision

Discusses reasons for agreement or

disagreement with the court decision

(10 pts per case)

Does not state agreement or disagreement

(0 pts)

Does not state reasons for agreement or

disagreement with the court decision

(0 pts)

(-5) Does not use headings if required

(-5) Paper is not signed

(-5) Paper is not numbered

(-10) Paper length is not 3 pages

(-10) 3 or more mistakes in spelling, grammar,

or punctuation

(-40) Does not follow directions

22

Paper 3 —Apps, Vacations, and Disability Awareness (40 points). Minimum: 3 full pages

(+/- ½ page)

There are three parts to this paper. Use headings for each part. Do not bullet your answers. The first part requires you to search the Internet for apps that will provide persons with

disabilities with a way to accomplish something that is currently difficult to do. You will find an app for each of the following disabilities, describe the app, list the price, and discuss/predict how the app would be beneficial.

1. Visual impairment or blindness 2. A communication issue (inability to speak or be heard clearly)

3. Deafness The second part requires you to investigate three companies/organizations that provide tours/vacations for persons with disabilities. Google Vacations (or Tours) for Persons with

Disabilities and summarize the varied services provided by each of the two companies/organizations.

The third part of this paper requires you to read and critique the following article in the Ragged Edge Magazine: http://www.huffingtonpost.com/emily-ladau/i-wont-disability-simulation_b_4936801.html

The author’s point of view is strongly stated. Your assignment is to agree or disagree with 4 points in the article (any combination of agreement/disagreement). If you agree or disagree, cite

evidence from course material and activities, personal experience or other sources to substantiate your position.

Grading Rubric: TAs will use the following rubric to grade the paper. Heading Satisfactory Unsatisfactory

Part 1 Student lists and describes an app and the price for each of the 3 disability categories (5 pts) Student discusses/predicts benefits of the 3 apps (5 pts)

Student does not list or describe an app for each of the 3 disability categories (0 pts) Student does not discuss/predict benefits of the 3 apps (0 points)

Part 2 Student summarizes the services of three companies/organizations that provide tours/vacations for persons with disabilities. (15 pts)

Student does not summarize the services of three companies/organizations that provide tours/vacations for persons with disabilities. (0 points)

Part 3 Student agrees/disagrees with 4 points from the article (5 pts) Student cites evidence for each point of agreement/disagreement (10 pts)

Student does not agree/disagree with 4 points from the article (0 pts) Student does not cite evidence for each point of agreement/disagreement (0 points)

(-5) Does not use headings if required

(-5) Paper is not signed

(-5) Paper is not numbered

(-10) Paper length is not 3 pages

(-10) 3 or more mistakes in spelling, grammar, or

punctuation

(-40) Does not follow directions

23

Paper 4—Myths, Misconceptions and Stereotypes (40 points). Minimum: 3 full pages (+/-

½ page)

You will review and assemble information from multiple resources for this paper: From the Internet: (links on course site)

1. 6 Stereotypes of Disability from Disabled We Stand 2. Common Myths and Misconceptions from Together We Rock 3. Easter Seals: Myths and Facts About People with Disabilities

From videos and presentations in class or on course site: 1. Anyone from videos, links, or presentations in this class

Choose 6 stereotypes, negative stereotypes or myths/facts from the Internet articles (any combination from the three sites). Use headings for each stereotype/myth/fact you discuss.

Do not bullet your answers. Explain the stereotype or myth and indicate whether it is a stereotype or myth that you currently

believe or that your past experiences led you to believe was true. Cite examples from persons from videos, links, or presentations and explain how they either perpetuate/dispel the stereotype or myth.

Grading Rubric: TAs will use the following rubric to grade the paper.

Satisfactory Unsatisfactory

Student discusses and explains 6 stereotypes/myths

from Internet sites (10 pts)

Student does not discuss and explain 6

stereotypes/myths (0 pts)

Student cites specific examples of persons who

either perpetuate/dispel the 6 stereotypes/myths. Student indicates what the person says or does to perpetuate/dispel the stereotype/myth

(20 pts)

Student does not cite specific examples for

all 6 stereotypes/myths Student does not indicate what the person says or does to perpetuate/dispel the

stereotype/myth (0 pts)

Student indicates personal perspective on all 6

stereotypes/myths. (10 pts)

Student does not indicate personal

perspective on all 6 stereotypes/myths (0 pts)

(-5) Does not use headings if required (-5) Paper is not signed (-5) Paper is not numbered (-10) Paper length is not 3 pages (-10) 3 or more mistakes in spelling, grammar, or punctuation (-40) Does not follow directions

24

Paper 5—The Invisible Disability (40 points) Minimum: 3 full pages (+/- ½ page)

You will review and assemble information from multiple resources for this paper: (links on course site)

1. The instructor’s lecture on Learning Disabilities 2. Fortune Magazine May 13, 2002 Overcoming Dyslexia 3. Misunderstood Minds

www.pbs.org/wgbh/misunderstoodminds/attention.html Click on Experience Firsthand: Visual Activity, Auditory Activity; Attention

Video www.pbs.org/wgbh/misunderstoodminds/reading.html Click on Experience Firsthand: Decoding Activity, Memory Activity; Reading

Video 4. http://www.studiostudio.nl/project-dyslexiefont Click on Font. Click on Dyslexie Font.

Read through the examples of How the Font was Conceived. In addition, read through the examples that explain Text Layout.

Your paper has two parts. Use headings for each part. Do not bullet your answers. For the

first part, you will 1) compare and contrast the experiences (and perspectives on their disability) of 4 CEOs (Fortune Magazine), and 2) summarize three of your experiences while viewing the Misunderstood Minds simulations. For the second part, you will justify the use of a dyslexie

font and layout. Summarize 4 ways in which the dyslexie font helps dyslexics read and discuss 4 suggestions for text layout to promote easier reading of text.

Grading Rubric: TAs will use the following rubric to grade the paper.

Heading Satisfactory Unsatisfactory Part 1

Thoroughly summarizes 4 CEO’s experiences and

thoughts about their learning disability

(15 pts)

Discusses 3 of their own experiences with LD

simulations.

(10 pts)

Does not thoroughly summarize 4 CEO’s

experiences and thoughts about

their learning disability

(0 pts)

Does not discuss 3 of their own experiences

with LD simulations

(0 pts)

Part

2

Justifies the use of dyslexie font by summarizing 4

ways the font helps dyslexics read (10 pts)

Discusses 4 ways to lay out text to ease the reading

process.

(5 pts)

Does not justify 4 ways the font helps

dyslexics read (0)

Discusses less than 4 ways to lay out text to

ease the reading process.

(0 pts)

(-5) Does not use headings if required

(-5) Paper is not signed

(-5) Paper is not numbered

(-10) Paper length is not 3 pages

(-10) 3 or more mistakes in spelling,

grammar, or punctuation

(-40) Does not follow directions

25

PLEASE NOTE:

The letter E in this chart shows the fingers touching the thumb. In this class, we will sign

the letter E with a separation between the fingers and the thumb.

26

American Sign Language-Words, Phrases and Questions

Question Words

Who, What, When, Where, How, Why

Concepts/Expressions Food and Drink

You (your) Age Breakfast Coffee Me (my) No Lunch Orange juice Hearing Yes Dinner tea

Deaf Good Sandwich Water Number Bad Pizza Coke

Pain Student Hamburger Milk Meet Teacher Cookie Beer Sorry GATORS French fries Wine

Please Family Hot dog Thank you Class Taco

Sweetheart Test Bacon Talk (chat) Work Egg Cell phone Mother Ketchup

Girl Father Spaghetti Boy Food Chocolate

Name Eat Live OK, fine, wonderful Numbers 1-20

Questions and Answers

How are you? (Answers: fine, OK, wonderful, bad) What is your name?

What is your cell phone number? Where is your cellphone? Where do you live? Where is the food? Where is the teacher? Where is the student?

Where is your class? When is your class? Where is your pain? How is your pain? When is breakfast? When is lunch? When is dinner?

How is your family? Where is your family? How is your mother (father)? Where is your mother (father)?

How old are you? How old is your mother? How old is your father? Are you deaf? (Answer: No, I am hearing)