W 16 Disability Issues SHSV 140

 

SHS 140: Disability Issues and Practice

2016 winter quarter

 

Instructor: Rex Rempel, LICSW                  Office:   W 114 C                     

Office Hours:  Mondays to Thursdays 9:00-10:30 am or by appointment

E-mail:   Rex.Rempel@lwtech.edu               Phone:  (425) 739-8285   

 

Class time:  Tuesdays & Thursdays    1:30-3:50 pm

Class location:   W 405                              Credits:  5 credits           

 

Prerequisite      SHSV 110 or instructor permission. 

 

Texts

• Mackelprang, R. W., & Salsgiver, R. O. (2015). Disability: A diversity model approach in human service practice. Chicago, IL: Lyceum Books.
• TED talks & other videos selected by the instructor
• Short readings supplied by the instructor

 

What is this class?   Course descriptions & objectives

The student will identify the major categories of disability and the functional limitations of each.  Vocational, psychological, and educational impacts on the individual, family, and community will be examined. The student will gain the necessary legal foundation to effectively assist individuals with the breadth of disabling conditions occurring throughout the lifespan. This course teaches the global outcome of Information Literacy.

Upon successful completion of this course students will be able to:

• Analyze the historical and political development of the disability rights movement in the United States.
• Incorporate sensitivity, respect, and cultural appreciation into their interaction with those individuals with disabilities and their families.
• Interpret the American with Disabilities Act (ADA), Section 504 of the Rehabilitation Act of 1974, and other legislation as they impact disability rights and accommodation to their clients.
• Define the terms specific to disability law and support services.
• Identify at least 6 categories of disability, including the functional limitations and defining characteristics of each.
• Assess the needs of clients with disabling conditions as they access social services.
• Develop a resource bank of services that support individuals with disabilities.

 

For each disability category we will cover as many of the following as possible

• Key terms: physical; diagnostic; preferred language
• Defining characteristics
• The functional limitations & impacts: physical; vocational/educational; psychological/emotional/cognitive; sensory/pain
• Impacts on the family: financial; emotional; physical
• Impacts on the community: financial; legal; emotional; physical
• Local service providers
• A guest speaker: a first-person perspective on living with this disability in-person or by video or a guest speaker who provides services to those who do

 

Accommodation/ADA statement

Students with a physical, psychological, medical, or learning disability that may impact their practicum should contact the Disability Support Services office. They will coordinate reasonable accommodations for students with documented disabilities. All information and documentation is confidential. DSS is located in W207, available by phone at 425-739-8300, or by email at dssinfo@lwtech.edu. For additional information please refer to www.lwtech.edu/dss (links to an external site). Students who requested services through DSS for accommodations in this class should talk with the instructor as soon as possible for authorized services.

 

Free pass         Each student will be entitled to one “free pass” during the quarter. Once per quarter a student can ask the for two extra days to complete an assignment with no penalty.

 

Crises          We are here to help you succeed. Please let us know about any problems early before they become major crises.

 

Classroom policies

You may bring food and beverages to class as long as you do not distract others and clean up after yourself.

Students who miss class meetings are still responsible for lecture material covered, handouts, and announcements. It is a good idea to contact a class member for additional instructions and/or assignments given in class.  Students are encouraged to make an appointment with the instructor for any further clarification.  

Cheating, plagiarism, theft, or hurtful behavior toward others shall be grounds for discipline pursuant to college policies. Plagiarism is defined as not doing your "own work."  If you turn in assignments that are created by another student or by copying books, internet resources, or other material, you will receive a zero for that assignment.

 

Rex’s behavioral expectations for all involved with this course (himself, students and guests), adapted from SAMSHA’s guiding principles for trauma informed care

1. Safety– We will create an environment in which all will feel physically and psychologically safe. Homophobic, racist, sexist, and other demeaning and oppressive language and/or actions are not permissible. Anyone using demeaning and oppressive language will be asked to leave the class; a meeting with the instructor will be required prior to re-entry.  Assignments containing such offensive language will receive a score of zero.
2. Trustworthiness and transparency- Class operations and decisions are conducted with transparency and the goal of building and maintaining trust among the instructor, students, and the program at large.
3. Peer support and mutual self-help– Students will support and assist one another as a collaborate community of learners, thereby achieving better outcomes, building trust, establishing safety, and empowering one another. Students will be encouraged to work together to complete reading assignments, understand concepts and develop ideas for assignments.
4. Collaboration and mutuality- There is true partnering between the instructor and students. There is recognition that growth happens best in relationships and in the meaningful sharing of effort.
5. Empowerment, voice, and choice- Individuals' strengths are recognized, built on, and validated and new skills developed as necessary. The program aims to strengthen the students’ experience of choice and recognize that every person's experience is unique and requires an individualized approach. This includes a belief in resilience and in our ability to change and grow. This builds on what each of us has to offer, rather than responding to perceived deficits.

To provide for everyone’s voice we will listen to one another. This includes leaving our phones and other electronic devices silent and away during class unless having made prior arrangements with the instructor.  

6. Cultural, historical, and gender issues- The program actively moves past cultural stereotypes and biases (e.g., based on race, ethnicity, sexual orientation, age, geography), offers gender responsive learning opportunities, leverages the value of traditional cultural connections, and recognizes and addresses historical trauma.

 

Graded learning activities       Please see each assignment’s specific instructions, as published on Canvas.

 

Class attendance & participation

Participation is an important component of this experience-based course. What you learn in class will depend greatly on your willingness to engage with the course material and in class discussion. All students are expected to participate by being on time, appropriately engaging in classroom discussions/activities, listening to others, completing assignments in a timely manner and adhering to ground rules and principles of constructive engagement. Participation does not stop at showing up. Be prepared to speak, write, and work in groups throughout this course to support your classmates in their learning.           Points possible: 220 (20 per week).

 

Reading responses

Reading responses are due at the beginning of the first class each week. They are to be one to two pages typed and double-spaced. Responses should reflect information that you learned from, found interesting or challenging, and/or made you think. “I” statements and personal reflection is okay in these responses as they are designed to help you engage with the ideas present and get you thinking about what the author is saying. Responses MUST reflect that you did the reading for the course. At the start of each response indicate what you read or watched and are responding to.  Points possible: 160 (20 each for 8 weeks).

 

History & definitions quiz

This assessment will be done in class and is designed to help you assess your understanding of the different types of disability that we discuss in class and that you learn about through your readings.           Points possible: 60.

 

Annotated works cited

An annotated work cited will be due twice before the final paper is due and should reflect the research that you are doing for your project. The first annotated work cited must contain 3 sources and the second must contain 5 sources. You should use as many sources as needed for your project but a minimum of 5 is required. Extra sources will be looked at by the instructor for additional credit. We will discuss in class how to write an annotated work cited.          Points possible: 50.

 

Introduction & Thesis question

Your introduction and thesis question will be due before your final paper. It should be one to two paragraphs long and reflect the topic of your paper and the question you are trying to answer through your research and final paper. I am not asking you to tell me something with the thesis. The intention is not to prove what you know but to show what you are hoping to learn.       Points possible: 120 (60 each).

 

Discourse analysis paper

This paper will be due the second-to-last week of the course. It should be no shorter than 5 pages, typed and double-spaced. There is no page limit to this paper but you will not get credit for length without content. Use the sources you find to answer the question you asked in your thesis. We will discuss in class how to write a discourse analysis and have in class research and writing time assisted by LWIT librarian Heath Davis.             Points possible: 200.

 

Legislation quiz          In class we will complete a quiz on disability-related legislation.     Points possible: 60.

 

Final exam          We will have a cumulative graded review of our course content.     Points possible: 130.

 

Please see each assignment’s specific instructions, as published on Canvas.

 

Evaluation and Grading

4.0	950-1000 points	Excellent work
3.9	940-949
3.8	930-939
3.7	920-929
3.6	910-919 points
3.5	900-909
3.4	890-899
3.3	880-889
3.2	870-879 points	Above-average performance
3.1	860-869
3.0	850-859
2.9	840-849
2.8	830-839 points
2.7	820-829
2.6	810-819
2.5	800-809
2.4	790-799 points
2.3	780-789
2.2	770-779	Average performance
2.1	760-769
2.0	750-759 points
1.5-1.9	700-749
1.0-1.4	650-699	Minimum performance
0.5-0.9	600-649	Unsatisfactory performance
0.0-0.4	0-599 points

It is the instructor’s responsibility to provide timely feedback on assignments. It is the student’s responsibility to regularly check his/her grades in the course and discuss any discrepancies or concerns with the instructor.  If you need to discuss grades, please make an appointment with the instructor, review the posted instructions for the assignment, and bring your copy of the graded work with you for our review.

All assignments are due at the start of class. Anything received after the start of class is late. Late work will be down-graded 10% for every day it is late, including weekends and holidays. Anything submitted after class starts is late. “The printer wouldn’t work” is not a viable excuse. It is your responsibility to submit work on time.

What if I’m sick and cannot come to class? Your work will be considered on time if you submit it to me by email by the start of class and deliver me an identical hard copy that same day or the next weekday.

No assignments will be accepted after the last day of class.

Per Lake Washington Tech’s grading policy, any grade below a 2.0 is not considered passing. However, any grade 0.7 to 1.9 demonstrates that you completed the course and earned credit for doing so.

 

Tentative course schedule                

January	Date	Topic	Reading due
Week 1:	1/5	Introductions The syllabus & assignments Course readings & videos	The syllabus
	1/7	Disability through history	All assignments Chapter 1 (start)
Week 2:	1/12	Defining disability & illness Research strategies with librarian Heath Davis The poster child
	1/14	Mobility disabilities, including local services	Chapter 6
Week 3:	1/19	Disability through history (cont.) Citizenship, abortion & eugenics Video: Disability in the History of Eugenics The disability rights movement in the United States	Chapter 1 (finish)
	1/21	History & definitions quiz Discuss topic ideas for final paper Deafness & hearing impairments	Chapter 7
Week 4:	1/26	Models of disability Deafness & hearing impairments: Deaf culture, local services	Chapter 3
	1/28	Catch-up Stigma videos (Rick Guidotti & Shereen El-Feki) Review, prep for the final exam Sex

 

Tentative course schedule                   

February	Date	Topic	Reading due
Week 5:	2/2	Guest speaker Ariel Roy: Intellectual disability including Autism spectrum disorders	linked webpages
	2/4	It’s the Law! the ADA, the ADAAA, the IDEA and Washington state legislation	Chapter 5
Week 6:	2/9	Advising day -- in the classroom
	2/11	Guest speaker: Thea Oliphant-Wells: Mental illness & the Recovery Model	Chapter 10
Week 7:	2/16	Guest speaker Bob Gerwig: Living with chronic illnesses, including HIV/AIDS	Chapter 12
	2/18	At Northwest University, Rice Building, room 3 Guest speaker Jordan Thompson: Blindness & impaired vision	Chapter 8
Week 8:	2/23	None
	2/25	Catch-up Review, prep for the final exam Identity, gender, race, ethnicity, and disability	Where To Turn section on disabilities

 

Tentative course schedule                   

March	Date	Topic	Reading due
Week 9:	3/1	Brain injury Parenting & families	Chapter 11
	3/3	They’re taken care of, right? DSHS & Social Security benefits	Entitlements information
Week 10:	3/8	Assessing clients’ strengths & needs Guest speaker Rebekah Clinger-Prince: Disabled & incarcerated	Chapter 13
	3/10	Guest speaker Liesa Spring: Jobs in disability issues What did you think? Course feedback
Week 11:	3/15	What’s it like in other countries? Catch-up Review, prep for the final exam	Readings on international situations
	3/17	Final exam