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COLLEGE OF EDUCATIONUNDERGRADUATE DEPARTMENTAL COURSE SYLLABUS

“The College of Education is dedicated to the ideals of Collaboration, Academic Excellence, Research, and Ethical Practice (CARE).  These are key tenets in the Conceptual Framework of the College of Education.  Competence in these ideals will provide candidates in educator preparation programs with skills, knowledge, and dispositions to be successful in the schools of today and tomorrow.” 

Course Prefix and Number: EEX 4742 Credit Hours: 3

Course Title: Narrative Perspectives on Exceptionality: Cultural and Ethical Issues

Course Prerequisites (if any): N/A

Regular Instructor(s): Doone, Riley, Barton

Course Description:

This course is designed to offer students a meaningful way to interpret and understand exceptionalities.

FKL (Foundations of Knowledge) Statement (if applicable) This course is part of the University of South Florida’s Foundations of Knowledge and Learning (FKL) Core Curriculum. It is certified as a Capstone (CPST) course OR Writing Intensive (WRIN) or General Education Core and for the following dimensions: Critical Thinking, Inquiry, Ethical Perspectives, Human, Historical Context and Process. Students enrolled in this course will be asked to participate in the USF General Education assessment effort. This might involve submitting copies of writing assignments for review, responding to surveys, or participating in other measurements designed to assess the FKL Core Curriculum learning outcomes. http://www.ugs.usf.edu/gec/fklcc.htm#exit

Course Objectives:This course will introduce students to the changing paradigm of disability and society as we discuss and share experiences that shape and define our initial attitudes towards others. Students will read, reflect, discuss, process and then re-examine their values, beliefs and understandings of disabilities by examining the following:

Foundational perspectives of disability including personal, social, cultural, and political perspectives and how each manifests in a different view and treatment of others.

A sense of responsibility for use/ choice of language and what it communication to others. Representation of disabilities in literature, mass media and the arts. The importance of personal narrative in presenting an insiders perspective and developing

an understanding of the shared human experience. Development of special education programs placement option, educational and life-span

services for individuals with special needs.

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Course Goals (student learning outcomes):

1.0 Critically evaluate and compare the literary portrayal of persons who are exceptional in two or more cultures. AP 4, 5; FLRE 1.E.2

2.0 Reflect on the personal challenges facing individuals with disabilities in our society and identify means by which these are impacted by societal views and values. CEC 1.2, CC2K4, CC2K5; AP 5, 6; ESOL 3, CF 4, FLESE 1.5,

3.0 Analyze the origin and effects of bias and prejudice towards persons with disabilities. CEC CC8K1; AP 4, 5; ESOL 3

4.0 Analyze the impact of stereotypical views of disability on key litigation, advocacy, and legislation that have influenced the history of special education and the inclusion movement. CEC GC1K3; AP 4; ESOL 3, FLESE 1.1

5.0 Analyze and discuss national and state prevalence data to determine the ethical implications of ethnic participation rate in special education programs. AP 5, 6; ESOL 2

6.0 Examine the interconnection among culture, dominant language proficiency, socio-economic status, family systems, and the school experience. CEC 1.1; AP 5; ESOL 2, 3

7.0 Examine the process by which students are identified as having exceptionalities and placed in specific school settings using multiple perspectives that include the involvement of families, students, and special education teachers highlighting potential ethical dilemmas and implications for professional practice. CEC 4.3; AP 6, FLESE 1.4, 2.1, 2.2,

8.0 Trace the impact of competing philosophical paradigms in research and practice impacting the field of special education. CEC GC1K5; AP 4,

9.0 Use analytical, conceptual, and creative thinking skills to respond to ethical dilemmas facing individuals with disabilities, their teachers, and families within a range of inclusive settings. AP 4, 6; FLESE 1.2; CEC 6.1

10.0 Develop a written analysis of one of the principles of the CEC Code of Ethics from the perspective of a professional special educator working with an inclusive setting. CEC CC7K5; AP 6,

11.0 Write persuasively in ways that promote both the dignity and rights of individuals with disabilities within a variety of settings and situations. CEC CC8S5; AP 5, 6

12.0 Develop self-evaluative skills and personal reflection skills to evaluate one's own class products. AP 4, 6, FLESE 3.1, 3.4

13.0 Identify and examine the impact of culture and cultural stereotypes relating to LEP and non-LEP students. ESOL 2, 3; AP 5,

14.0 Recognize the common human experience after exploring a range of narratives by individuals with exceptionalities. CF 5, CEC 6.3, FLESE 1.5

15.0 Use appropriate language and communication that consider other points of view and respect differences when addressing individuals with disabilities and those who are marginalized. AP 2, FLESE 3.6

KeyAP – Florida Educator Accomplished Practices (FEAP) from Florida Administrative Code Rule 6A-5.065;CF – USF College of Education Conceptual Frameworks;CEC – Council for Exceptional children Common Core of Professional Standards;ESOL – Florida Performance Standards for Techers of English to Speakers of Other languagesFLESE- Florida Exceptional Student Education Standards

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Evaluation of Student Outcomes:Assignment Standards Met

Class Participation (1 point for attendance, 2 points for active participation and 2 points for completion of class activities/ online discussions)It is my expectation that you will attend all scheduled classes and thoughtfully participate in all on-line and face-to-face activities. Your success in the course will be determined by your advance preparation, (reading and/or viewing the required materials) prior to class so that you are able to fully participate in all course activities, contribute to class discussions, and make meaningful connections. Between classes you should reflect deeply on all readings and activities and critically observe the language used and interactions with individuals with exceptionalities in your natural environment and as presented in the media.

Reaction Journals CEC ; AP 5, 6; CF 4 (100 points: 10 journals x 10 points each)Students will complete weekly reaction journals over the course of the semester (1 to 2 pages each). This will help you prepare for your final autoethnographic paper. Journals should include the processing and synthesis of course readings, activities, and discussions as well as how you felt and thought about the material. Journals should consist of a critical reflection of experiences rather than simply stating readings/activities were enjoyed or not enjoyed. Feedback will be provided through the Course Canvas using a rubric provided by the instructor. Please submit your journal entries on Canvas located under ASSIGNMENTS, titled Weekly Journal. This is a private space between you and the instructor. See attached rubric.

What is Normal? The first reflection will address the question: What is normal? from your perspective. You will define, describe and provide examples of what normal is within the human experience. Please provide a reference page if you cite others work.

What Society says is Normal, will be submitted toward the end of the course. You will again answer the question: What is normal? However you will now look back at your experiences in the class (your readings, observation experiences, reaction journals, group work and discussions) to examine how society constructs the concept of normal and how your own concept of normal compares to the social construct.

Reflective Observation Experience Assignments CF 4, 5, AP 6; CEC 6.1, (100 points: 50 points x 2 observations)Students will complete two observations during the semester (4 pages each). Each observation should last for a minimum of 30 minutes. You will keep detailed field notes on your experience noting what you observed, what you thought about what you observed, and how you felt during the observation (with equal emphasis on the three areas). Observations should be completed independently (e.g., not while having dinner with friends) and in real-world situations (e.g., not artificial situations that you create). Explicit connections to the course material are required. Attach your field notes to your paper. This is your chance to provide your understanding of the course material by making connections to real-life experiences. The first observation will take

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place at a location suggested by the instructor, related to your novel topic- your role will be that of a non-participant observer. You will choose (with approval from your instructor) the location of the second observation and you will be a participant observer or conduct an expert interview. Instructions for each observation assignment will be posted and discussed in class.

Global Citizens Project CF 1, 4, 5; CEC 2.1,6.2, 6.5, 7.3, AP 4, 5, 6(100 points)Individuals or small groups (3 – 4) of students will read and respond to a real world scenario. Based on the scenario you will be responsible for creating a product to address the issues presented in the scenario while synthesizing and creatively applying your learning during the semester. You will need to be sure to address choice of language with an emphasis on person first language and appropriate terminology, and effective communication strategies for the problem. Additionally consider media representations of individuals with disabilities and or those who are marginalized and how those often portray stereotypical behaviors while you focus on a means to portray the common human experience of individuals with disabilities. The focus can be on a single disability, a range of disabilities, or all marginalized populations in your school and should include a variety of perspectives. You may choose how to present your response to the scenario to the class. Your “deliverable” should be presented in a 15 minute professional presentation in class and then submitted to the instructor. See attached GCP scenario and rubric.

Disability Representation Paper CF 4, 5; CEC 1.1,6.3, 7.3, AP 4, 5, (150 points) Students will select one narrative about a person with an exceptionality from the required reading list and complete an 6-8 page, typed, double-spaced, and properly notated paper (using APA) examining the depiction of individuals with exceptionalities in literature. The paper should be an in-depth examination of how the various perspectives (i.e., personal, societal, cultural, political, ethical) relate to the topic as well as how the narrative format impacts the story told. This paper should represent a more formal tone than other papers submitted during the semester. You will be expected to: 1) briefly summarize the novel, 2) make connections between the novel and one of the various perspectives of disability, and 3) communicate the author’s view of disability, 4) evaluate the quality and realism of the novel’s representation of disability and 5) describe your insights and change in perspective after reading the novel. Students may also contract with the instructor to explore other representations of disability such as those found in art or film. See attached rubric.

Disability Representation Group Presentation CF 1, 4, 5; CEC 1.1, 7.3, AP 4, 5, 6(50 points)Students who read the same novel, or a serious of novels linked by various perspectives, disability categories or themes can present together. Students will prepare and deliver a 10-15 minute group presentation to the class showing respect for differing views of the same novel. The presentation should be a creative or arts-based presentation of the information covered in your papers. Group presenters will receive the same grade so be sure to share your ideas and workload. Limited time in class will be provided to work on the presentation; therefore, it is the

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groups’ responsibility to meet outside of class as needed. Self-evaluation of group members’ participation is a part of this project.

Autoethnography CF 4,5; CEC 6.3, AP 5, (200 points)An autoethnography is an analysis of one’s own experiences in a context(s) over time. It reflects thoughtful examination of the interactions of self and culture. The paper should be a personal narrative account of learning about the culturally contextualized study of exceptionality in the modern history of the United States (and beyond with taught during a study abroad) which incorporates information from the reaction journals and reflective observation experience assignment, as well as class discussions. The paper should be at least 7 pages, typed, double-spaced, and properly notated (using APA). Insights on the final paper will be shared during the last class. Students should bring in one object that exemplifies the paper to share. Attendance is required for this final evaluation.

Writing Standards in EEX 4742

Teachers and other professionals need to demonstrate writing skills that not only communicate ideas easily and effectively, but that utilize respectful person first-language. Therefore, emphasis on writing skills with effective communication of ideas as well as logical presentation and support of arguments or positions are necessary to pass this course. Writings should be descriptive, reflective and thoughtful. Appropriate grammar and proper use of APA should be utilized. Please adhere to the following guidelines for all writings in this course:

All papers must be typed, double spaced and in 12 pt, Times New Roman font, with 1” margins all around.

For direct quotations you must use quotation marks and provide an in-text reference citing the author’s last name, date of publication, and page number. When paraphrasing the author’s point you must provide an in-text citation with author’s last name and date of publication.

Be highly descriptive in your writing. Use descriptive adjectives and active verbs. BE SPECIFIC add detailed when engaging in analysis or evaluation by using concrete examples to illustrate your points. Do not assume your reader has background knowledge on the topic.

Proficient writing skills depend on correct grammatical usage, word choice, spelling, as well as content. Please proofread all of your assignments before you hand them in (spell check is not sufficient).

Follow the rules of the publication manual of the American Psychological Association (APA, 6th edition) in citing references. The APA Publication Manual is available at the USF Bookstore, or online from http://www.apastyle.org/pubmanual.html, or https://owl.english.purdue.edu/owl/

General Policies for Assignments All assignments must be turned in to Course Canvas using the Assignments tab. Students should save

assignments as their last name and description of the assignment. Only documents saved in Microsoft Word or Rich Text Format will be accepted.

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Each assignment must have the appropriate grading rubric attached to it with the student column completed.

Hardcopies of all assignments should be brought to class on the assigned date due and/or posted on Course Canvas when appropriate.

Please respect the confidentiality of student and or interviewee by using pseudonyms and removing identifying information. Communicate the information through appropriate language and a person-centered lens.

Grading Criteria : Course requirements

Class participation 75 points Reaction journals 100 pointsReflective Observations 100 pointsGlobal Citizens Project 100 points Disability Representation Paper 150 pointsDisability Representation Presentation 50 pointsAutoethnography 200 points

Total points 775 points

Grades will be determined as followsTotal Points: 775 A+ = 97% (751 pts)A = 95% (736 pts) B- = 83% (643 pts) D+ = 67% (519 pts)A- = 93% (720 pts) C+ = 77% (596 pts) D = 65% (503 pts)B+ = 87% (674 pts) C = 75% (581 pts) F = below 65% (500 pts)B = 85% (658 pts) C- = 73% (565 pts)

Textbook(s) and Readings:

Required Textbook

Adams, M., Blumenfield, W. J., Castaneda, R., Hackman, H. W., Peters, M. L. & Zuniga, X. (Eds.). (2013). Readings for diversity and social justice (3rd ed.). New York: Routledge.ISBN-13: 978-0415892940

Support Materials

American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, D.C.: Author. (available at the USF Bookstore or supplemental online access at https://owl.english.purdue.edu/owl/section/2/10/)

Strunk, W., Jr. & White, E. B. (2000). The elements of style (4th ed.). New York: Longman. (available at Amazon.com) ISBN-13: 978-0205309023)

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Course Policies: Grades and Attendance

Attendance Policy: Students are expected to attend class and actively participate. For excused absences (doctors note, or family emergency) student can receive partial participation points by accessing the content from the class session (posted on canvas) and providing a 1 – 2 page summary of the content from the class.

Grade Dissemination: All assignments and weekly reflections will be submitted in canvas and grades will be posted after each assignment is graded. All presentations require a one page reflection and once submitted the presentation grade and rubric will be posted. You can access your scores at any time using "Grades" in Canvas.

Late Work Policy: Students will lose points for work submitted late. Each paper, project or reflection will be deducted 1 point for each day it is late.

Extra Credit Policy: For students who have not performed to expectations and are earning below a C+ by mid semester, extra credit assignments are available. The student must contact the instructor one month prior to the end of the semester and negotiate an assignment for up to an additional 50 extra credit points. (The assignment will be as time intensive at the points awarded)

Grades of "Incomplete": The current university policy concerning incomplete grades will be followed in this course. An “I” grade may be awarded to a student only when a small portion of the student’s work is incomplete and only when the student is otherwise earning a passing grade. The time limit for removing the “I” is one academic semester beyond the course close date. “I” grades not removed by the end of the time limit will be changed to “IF” or “IU,” whichever is appropriate.

Rewrite Policy: Rewrites will be required on the DRP and the Autoenthnography if original submissions do not meet course writing standards, language communication expectations, and integrate person-first language. Note that an alternate grading rubric will be used for the rewrite, featuring an additional column that evaluates the changes made based on the original feedback.

Essay Commentary Policy: Commentary on essays will be delivered in written format, at the end of the essay. Track changes will be used for essays needing extensive grammatical feedback. However, upon request, an alternate delivery method can be used. If desired, instructor comments will be made verbally and delivered to the student as an mp3 through Canvas. This approach yields far fewer written comments, but much more commentary in general is delivered, due to the speed and specificity of speech. Those requesting mp3 feedback must state so when the essay is turned in.

Group Work Policy: Group work is an opportunity to collaborate, share and learn to respect diverse points of view, and problem solve. All group members are expected to participate and contribute to the group project. All members of a group will receive the same score based on the submission and presentation. However, that number is only 90% of your grade for the project. The final 10% is individual, and refers to your teamwork. Every person in the group will provide the instructor with a suggested grade for every other member of the group, and the instructor will assign a grade that is informed by those suggestions. Also, everyone must submit a one-page reflective essay in which lessons learned about the project and working as a group are highlighted.

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Once formed, groups cannot be altered or switched, except for extenuating circumstances.

Final Examinations Policy: There is no final exam in the class. The instructor reserves the right to add unannounced quizzes to the course if students are not participating in preparatory readings.

Course Policies: Technology and Media

Email: USF email is the most efficient way to communicate with the course instructor. All emails will be answered within 72 hours or sooner.

Canvas: This course will be offered via USF's learning management system (LMS), Canvas. The course syllabus and all course rubrics, weekly readings and some materials will be accessible through Canvas. Students will be expected to login in to canvas weekly to post critical reflections. Additionally students should ensure that all announcements are sent to their devices in the event that additional information or changes in scheduling occur. Student work groups are provided a space in canvas to communicate and share work. Please contact USF's IT department at (813) 974-1222 or help@usf.edu if you need technical support with Canvas.

Classroom Devices: Cell phones and Laptop Usage: Respect for others is provided when you are engaged and paying attention to the instructor and your peers. If you are on your laptop or cell phone during a presentation you will lose participation points. Laptops are helpful in taking notes or searching for specific information in class, but if students are found using social media or doing other work, participation points will be deducted. All PowerPoints will be posted after class, so students will not need to take photos of slides during class. Phone breaks will be provided so students do should respect the policy and only takeout their phones at the appropriate times.

UNIVERSITY POLICIES:

Academic Integrity of Students: Academic integrity is the foundation of the University of South Florida System’s commitment to the academic honesty and personal integrity of its university community. Academic integrity is grounded in certain fundamental values, which include honesty, respect, and fairness. Broadly defined, academic honesty is the completion of all academic endeavors and claims of scholarly knowledge as representative of one’s own efforts. The final decision on an academic integrity violation and related academic sanction at any USF System institution shall affect and be applied to the academic status of the student throughout the USF System, unless otherwise determined by the independently accredited institution.

Disruption to Academic Process: Disruptive students in the academic setting hinder the educational process. Disruption of the academic process is defined as the act, words, or general conduct of a student in a classroom or other academic environment which in the reasonable estimation of the instructor: (a) directs attention away from the academic matters at hand, such as noisy distractions, persistent, disrespectful or abusive interruption of lecture, exam, academic discussion, or general University operations, or (b) presents a danger to the health, safety, or well-being of self or other persons.

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Student Academic Grievance Procedures: The purpose of these procedures is to provide all undergraduate and graduate students taking courses within the University of South Florida System an opportunity for objective review of facts and events pertinent to the cause of the academic grievance. An “academic grievance” is a claim that a specific academic decision or action that affects that student’s academic record or status has violated published policies and procedures, or has been applied to the grievant in a manner different from that used for other students.

Disability Access: Students with disabilities are responsible for registering with Students with Disabilities Services (SDS) in order to receive academic accommodations. SDS encourages students to notify instructors of accommodation needs at least 5 business days prior to needing the accommodation. A letter from SDS must accompany this request.

Sexual Misconduct/Sexual Harassment Reporting: USF is committed to providing an environment free from sex discrimination, including sexual harassment and sexual violence (USF System Policy 0-004). The USF Center for Victim Advocacy and Violence Prevention is a confidential resource where you can talk about incidents of sexual harassment and gender-based crimes including sexual assault, stalking, and domestic/relationship violence. This confidential resource can help you without having to report your situation to either the Office of Student Rights and Responsibilities (OSSR) or the Office of Diversity, Inclusion, and Equal Opportunity (DIEO), unless you request that they make a report. Please be aware that in compliance with Title IX and under the USF System Policy, educators must report incidents of sexual harassment and gender-based crimes including sexual assault, stalking, and domestic/relationship violence. If you disclose any of these situations in class, in papers, or to me personally, I am required to report it to OSSR or DIEO for investigation. Contact the USF Center for Victim Advocacy and Violence Prevention: (813) 974-5757.

Gender-Based Crimes - Educators must report incidents of gender-based crimes including sexual assault, sexual harassment, stalking, dating violence and domestic violence. If a student discloses in class, in papers, or to an instructor, the instructor is required by law to report the disclosure. The Center for Victim Advocacy and Violence Prevention (813-974-5757) is a confidential resource where you can talk about such situations and receive assistance.

Professionalism Policy: Students are expected to act in a professional and ethical manner at all times. The content in the course is such that some individuals may divulge sensitive information that makes them vulnerable. It is the expectation of the instructor that all students behave responsible and ethically and are open to multiple perspectives as we explore the common human experience of individuals with exceptionalities throughout this course.

End of Semester Student Evaluations: All classes at USF make use of an online system for students to provide feedback to the University regarding the course. These surveys will be made available at the end of the semester, and the University will notify you by email when the response window opens. Your participation is highly encouraged and valued.

Turnitin.com: The instructor of the course reserves the right to ask students to submit the DRP via a plagiarism detection site: turnitin.com. Turnitin is an automated system allows instructors to quickly and easily compare students’ assignments with billions of web sites, as well as an enormous database of student papers that grows with each submission. You will be expected to submit the DRP in an electronic format via turnit.com on canvas. After the assignment is

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processed, as instructor I receive a report from turnitin.com that states if and how another author’s work was used in the assignment. For a more detailed look at this process visit http://www.turnitin.com. Essays are due at turnitin.com the same day as in class.

The Writing Studio: The Writing Studio is a free resource for USF undergraduate and graduate students. At the Writing Studio, a trained writing consultant will work individually with you, at any point in the writing process from brainstorming to editing. Appointments are recommended, but not required. For more information or to make an appointment, visit http://www.lib.usf.edu/writing/, stop by LIB 2nd Floor, or call 813-974-8293.

Campus Emergencies: In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Canvas, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor the Canvas site for each class for course specific communication, and the main USF, college, and department websites, emails, and MoBull messages for important general information.

Important Dates to RememberPlease review the University Calendar for important deadline information: http://www.usf.edu/registrar/calendars/index.aspx

Drop/Add Deadline: TBA

Grade Forgiveness Deadline: TBA

Withdrawal Deadline: TBA

University Reading Days TBA

Religious Observances: All students have a right to expect that the University will reasonably accommodate their religious observances, practices and beliefs. If the assigned class conflicts with an observed religious holidays this semester, you should notify your instructor at the beginning of the semester of the religious observance and plan to submit assigned work the day before or directly after the holiday.

Course Schedule

Week Date Topic Assignments Due1 Introduction

Course Overview (In-class writing exercise)-What is Normal?-Sign up for novel (Disability Rep Paper)-Course Expectations

Due:

In class questionnaire Watch this week: Diving Bell

and the Butterfly

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-Assignments-journals, papers, discussions-Online Assignment Discussion

Introduction to: Basics of APA Basics of Grammar Basics of Field Notes

2Perspectives On Disability

Jigsaw Activity: Perspectives of DisabilityMaking meaning and application

Developing group/ class norms and expectations

Think pair Share: The Least Dangerous Assumptions

Discuss movie in Class:Diving Bell and the Butterfly

Readings: Blaska (1993) The Power of

Language: Speak and Write Using Person-first.

Adams et al. - Section 1.1 “The Complexity of Identity”

Due: Discussion board post and

questions Reaction Journal 1: What is

Normal?

3 What is Narrative?Basics of NarrativeAlternative forms of Narrative

“Storytelling Theory and Practice”UNC Professor Brian Sturmyoutube.com

Narrative Truth, Stories as Theories & Narrative Ethics- whose story?

Listen, Pause, Discuss: Ira Glass- The Power of Story

Chimamanda Ngozi Adichie- TED TalkThe Danger of a Single StoryFinding our common humanity

Readings: Adams et al. Section 1.2 “Who

Am I? Who Are my People?”” CC – “On Writing Field notes”

(skim)

To Do: Watch this week: My Left Foot

or Intouchables

Due: Reaction Journal 2

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4 Conceptual FrameworksPersonal Perspective

Exploring the Impact of Language

Amanda Baggs – You tube or Megan B.Empowering individual with their own voice Jigsaw- Tatum (2013) The complexity of identity – Who Am I?Discuss social vs personal construction of disability

Discuss movie in Class: My Left Foot Or the Intouchables

Prepare for observation 1Review rubric and observation protocol guidelines

Read Horace Miner’s (1955) Body Rituals of the Nacirema to increase your observation skills and provide a different perspective

Readings: Adams et al. Section 1.3 “the

Social Construction of Difference”

“They Tell Me I’m Gifted”

Due: Reaction Journal 3

5Social Construction of Disability

Constructing your own social identity using Bronfenbrenner’s Ecological Model- individual activity and sharing

Exploring the Impact of Race and Ethnicity – group discussion

Maysoon Zayid – TED Talk: I’ve got 99 Problems, Palsy is Just one of Them

Readings: Adams et al. – “The Cycle of

Socialization” Section 1.6 “Where Differences Matter: A

Cross-Cultural Analysis of Family Voice in Special Education”

Due: Reaction Journal 4 Observation 1

To Do: View this week: Echoes of Brown vs. Board of Education (2004)

6 Political Construction of Disability&

Issues of Identification of Disabilities

Timeline Review: Influences of Recent LegislationBrown vs. Board of EducationSpecial Education Legislation-IDEA & NCLBImplications for students

Video snippets: Including Samuel (2007)

Readings: Adams et al. – Section 8.109

“Toward Ending Ableism in Education”

“A Guide to Disability Law” Adams et al. –the Personal is

Political Adams et al. – “US Immigration

Laws and Enforcement Destroy the Rights of Immigrants” Section 2.15

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Due: Reaction Journal 5

7 Group Project PreparationsFeedback from Observation 1Review Guidelines:

Personal Artifact Assignment DRPGlobal Citizens Project

Q & A

Work Groups and rubric jigsaw

Readings: Group Selections based on

themes

To Do:Prepare for Second Observation

Due: Reaction Journal 6

8 Accessi-BULL NO face-to- face class

*Fall semester: October is Disability Awareness MonthIn lieu of class attend at Least 1 Accessi-BULL event

This week make an appointment in the COE’s i-teach lounge to increase your technology skills for your Global Citizen’s Project

Readings: Adams et al. – Section8.110

“Facilitating Transitions to College…” (pgs. 517 -522)

Watch “I’m Tyler” online at www.imtyler.org

Watch this week: Movie of choice from list

Due: Reaction Journal 7 Observation 2

9 10/22/13 Theorizing the “Other”All the “isms”

Poster development & Museum Walk: List behaviors and attitudes that “other” List common human values, beliefs, of those being “othered” Brainstorm inclusive response

Roundtable discussions on oppression due to classism, racism, sexism, ableism: Develop multiple solutions based responses to issue of choiceShare multiple perspectives

Readings: Adams et al. – Section1.5 “Five

Faces of Oppression” Adams et al. – Section 3.41

“Deep Thoughts about Class Privilege”

Adams et al. – Defining Racism: Can we Talk

Due: Reaction Journal 8

10 Ethical Implications

Share reactions to Freak Show-Consider modern day freak shows? Dwarf Tossing & other events- demoralizing or empowering?Whose story?

Readings: Adams et al. – Ch 105

“Gawking, Gaping, Staring” “Freak Show” “Classification” Adams et al. – Ch 2“Symbolic

Racism, History, and Reality: the Real Problem with Indian

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Revisit: What is Normal? What society says is Normal?Ethical implications for those who are different?

Implications of UDL

Mascots”

Due: Reaction Journal 9

To Do:

Final preparations for DRP presentations

11Group Presentations on Novels

(Disability Representation Paper)Due: Disability Representation Paper Group Presentations of

Disability Representation One Paper reflection Post after

class & peer ratings

To Do: View this week: TransAmerica

12 11/12/13 Issues of Gender and Sexual Identification

Jigsaw of readings and poster presentation of main points: Choice of Reading from Adams et al:Section 5, 6 or 7 share reactions on readings and TransAmerica

Effects of over-identification of Males in Special Education- the school to prison pipelineCase scenarios Youtube: Disney Films and Gender-Class discussion: Come a long way? Long way to go?

Readings: Adams et al. – Section 5, 6 or 7

(Choose 2 chapters)

Due: Reaction Journal 10

To Do:

Final Preparations for Global Project presentation

13 11/19/13 Disability is Inevitable

Observations of ageism in Florida

Global Project Presentations

Global Citizens Project- Case Scenario Presentations committee review & feedback

Adams et al. – Section 9 both; “Ageism and Adultism”

“Ageism: Another form of Bigotry”

Due: Global Project Presentation

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14 Happy Thanksgiving!*Fall semester: Enjoy your Thanksgiving

Enjoy time with your family and friends and share with them one thing you learned this semester!

To Do:Prepare your final Presentation

15Individual Presentations

Autoethnography“What I learned”

Due: Autoethnography

Presentations and Celebration!

* Note: The Schedule is subject to revision

Choice of Book for DRP (or other with Approval)

Auel, J. M. (1980). Clan of the cave bear. New York: Bantam.

Barron, J., &Barron, S. (1992). There’s a boy in here. New York: Simon &Schuster.

Beers, C. W. W. (1981). A mind that found itself. Pittsburg, PA: University of Pittsburg.

Bérubé, M. (1996). Life as we know it: A father, family, and an exceptional child. New York: Vintage Books.

Bogdan, R., &Taylor, S. J. (1994). The social meaning of mental retardation: Two life stories. New York: Teachers College Press.

Callahan, J. (1989). Don’t worry, he won’t get far on foot. New York: Vintage Books.

Clare, E. (1999). Exile & pride: Disability, queerness, and liberation. Cambridge, MA: South End Press.

Dorris, M. (1989). The broken cord. New York: Harper Perennial.

Corwin, M. (2001). And still we rise: The trials and triumphs of twelve gifted inner city high school students. New York: Harper Collins.

Gottlieb, D. (2006). Letters to Sam: A grandfather's lessons on love, loss, and the gifts of life. New York: Sterling Publishing Co., Inc.

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Grandin, T. (2006). Thinking in pictures: And other reports from my life with autism. New York: Knopf.

Grealy, L. (1994). Autobiography of a face. New York: HarperCollins.

Hadden, M. (2004). The Curious Incident of the Dog in the Night-Time. New York: Vintage.

Jacobs, M.B. (2006). Secret girl. New York: St. Martin’s Press.

Fadiman, A. (1997) The spirit catches you and you fall down. New York: Farrar, Straus & Giroux.

Johnson, H.M. (2006). Too late to die young: Nearly true tales from a life. New York: Picador.

Mairs, N. (1997). Waist-high in the world: A life among the non-disabled. Boston: Beacon Press.

Mukhopadhyay, T. R. (2000). Beyond the silence: My life, the world and autism. London: The National Autistic Society.

Murphy, R. F. (1987). The body silent: An anthropologist embarks on the most challenging journey of his life: Into the world of the disabled. London and New York: W.W. Norton.

Nussbaum, S. (2013). Good kings bad kings. Chapel Hill, NC: Algonquin.

Pieper, E. (1976). Sticks and stones. Syracuse, NY: Human Policy Press.

Sellin, B. (1995). I don't want to be inside me anymore: Messages from an autistic mind (A. Bell, Trans.). New York: Basic Books.

Simon, R. (2002). Riding the bus with my sister. New York: Penguin.

Villaseñor, V. (2004). Burro genius. New York: Harper Perennial.

Recommended Readings

Abeel, S. (2003). My thirteenth winter: A memoir. New York: Scholastic.Bauby, J.D. (1998). The diving bell and the butterfly. Vintage.Cohen, L. (1994) Train go sorry. New York: Random House.Grandin, T. (2008). Way I see it: A personal look at autism and Asperger’s. Arlington, TX: Future

Horizons.Mooney, J. (2007). The short bus: A journey beyond normal. New York: Holt.Sacks, O. (1998). A leg to stand on. New York: Simon & Schuster.Sacks, O. (1985). The man who mistook his wife for a hat. New York: Simon & Schuster.Skloot, F. (2003). In the shadow of memory. Lincoln, NE: University of Nebraska Press.Winner, E. (1996). Gifted children: Myths and realities. New York: Basic Books.

Films for Viewing (*movies viewed for in- class review)

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If you have a Netflix account, many of these can be viewed on demand on your computer, some are available on YouTube, others you may have to rent at your local RedBox.

o A Raisin in the Sun (1961)o The Diving Bell and the Butterfly (2008)*o Life in a Day (2010)*o The (In)Touchables* (2011)o The Visitor (2008)o The Grapes of Wrath (1940)o The Soloist (2009)o My Left Foot (1989)*o Misunderstood Minds (2002)o Freaks (1932)o Pay it Forward (2000)o A Beautiful Mind (2002)o I Am Sam (2002)o Riding the Bus with My Sister (2005)o Rain Man (1988)o Roger & Me (1989)o Searching for Bobbie Fisher (1993)o Little Man Tate (1991)o Boys Don’t Cry (1999)o The Miracle Worker (1962)o What’s Eating Gilbert Grape? (1993)o Children of a Lesser God (1986)o Mr. Holland’s Opus (1996)o Billy Elliot (2000)o Whatever Happened to Baby Jane? (1962)o Avatar (2009)o X-Men United (2003)o Invictus (2009)o Including Samuel (2009)*o Echoes of Brown vs. Board of Education (2004)*o Benny and Joon (1993)o Short Term 12 (2013)o Barfi (2012)o One Flew Over the Cuckoo’s Nest (1975)o Elephant Man (1980)

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