SHSV 140: Disability Issues

Syllabus     Winter 2018

Last updated 12/1/2017

 

Course ID:	SHSV 140	Credits:	5
Class Time:	Monday, Wednesday, Friday            9:00 - 10:20 am	Class Location:	A 303
Instructor Name:	Rex Rempel, LICSW	Office Hours:	Mon & Wed 10:20-11:50 Tues & Thurs 8:00-9:00
Phone:	(425) 739-8285	Location:	A 210 K
E-Mail Address:	Rex.Rempel@lwtech.edu	Web Resource:	Canvas: http://lwtech.instructure.com

 

COURSE DESCRIPTION & STUDENT OUTCOMES

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.

 

PREREQUISITE:           SHSV 110 or instructor permission. 

COREQUISITE:             None

 

Our values in action

1. Respect– We will create an environment in which all are treated respectfully.  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– 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, at minimum.  Further sanctions are possible, as defined by the college handbook.
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. Empowerment, voice, and choice- We will listen to one another, leaving our phones and electronic devices silent and away during class unless having made prior arrangements with the instructor. 

 

METHOD OF INSTRUCTION

Class work will include lecture, group discussion, research, guest lectures, and field trips.

 

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

 

TEXTBOOK AND REQUIRED MATERIALS

• 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

 

 

CRISES

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

Medical, emotional, financial, or academic issues?  Talk to us!

 

GRADED LEARNING ACTIVITIES        Students should expect a minimum of 10 hours of homework per week.  Please see Canvas for the specific instructions for each assignment.

Class attendance & participation     

Participation is an important component of this experience-based course.  Students are expected to participate by being on time, appropriately engaging in classroom discussions and activities, and listening to others.  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).  Due 3/19/18.

Reading responses     Reading responses are 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 are 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).  Due Mondays, by class.

History & definitions quiz     Taken in class, this quiz will assess your understanding of the different types of disability we cover.  Points possible: 60.  Due 1/24/18.

Legislation quiz          In class, on disability-related legislation.       Points possible: 60.

Research 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 have in class research and writing time assisted by LWIT librarians.  Points possible: 200.  Due 3/9/18.

 

The following two assignments will help you develop your research paper:

Annotated bibliography       An annotated bibliography will be due twice before the final paper and should reflect the research that you are doing for your project.  The first annotated bibliography must contain 3 sources and the second must contain 5 sources.  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 bibliography.  Points possible: 50.  Due 1/19/18 and 2/14/18.

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 educate me with the thesis question.  The intention is not to prove what you know but to show what you are hoping to learn.  Points possible: 120 (60 each).  Due 2/23/18.

 

Final exam      A cumulative graded review of our course.  Points possible: 130.  Due 3/19/18.

GRADING

We will use a point system, with a total value of 1,000 points. Some of the graded learning activities will happen in class. My intention is to reward good work done individually or together, in class and outside of class.  Please see each assignment’s specific instructions, as published on Canvas.

Please note: grades are intended to reflect the effort given, the quality of the work produced, and the demonstration of mastery of the content. An "A" grade should not be expected as the norm, but rather as a demonstration of excellence, above and beyond the norm.

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	Average performance
2.6	810-819
2.5	800-809
2.4	790-799 points
2.3	780-789
2.2	770-779
2.1	760-769
2.0	750-759 points	Passing
1.5-1.9	700-749	Course completed, credit earned
1.0-1.4	650-699
0.5-0.9	600-649	Unsatisfactory performance
0.0-0.4	0-599 points

 

Tentative course schedule                   

Please refer to Canvas for up-to-date information.

January	Date	Topic	Reading
Week 1:	1/3	Introductions The syllabus & assignments Course readings & videos	The syllabus
	1/5	Disability through history	All assignments Chapter 1 (start)
Week 2:	1/8	Defining disability & illness The poster child	Chapter 1 (cont.)
	1/10	Mobility disabilities	Chapter 6
	1/12	Looking ahead at assignments Annotated bibliographies
Week 3:	1/17	Citizenship, abortion, & eugenics Video: Disability in the History of Eugenics	Chapter 1 (finish)
	1/19	The disability rights movement in the United States Discuss topic ideas for final paper
Week 4:	1/22	Research strategies with librarian (name) Models of disability	Chapter 3
	1/24	History & definitions quiz Catch-up Looking ahead at assignments
	1/26	Deafness & hearing impairments:	Chapter 7
Week 5:	1/29	Deaf culture, local services
	1/31	Stigma videos (Rick Guidotti & Shereen El-Feki) Review, prep for the final exam

 

Tentative course schedule                   

Please refer to Canvas for up-to-date information.

February	Date	Topic	Reading due
Week 5:	2/2	It’s the Law! the ADA, the ADAAA, the IDEA and Washington state legislation	Chapter 5
Week 6:	2/5	Legislation quiz Field trip: Hero House?
	2/7	Sex, intimacy, & love
	2/9	Mental illness & the Recovery Model	Chapter 10
Week 7:	2/12	Health-related disabilities	Chapter 12
	2/14	Guest speaker Jenny Rogoff: Living with chronic illnesses
	2/16	They’re taken care of, right? Local services for people with disabilities	CrisisClinic.org
Week 8:	2/21	Blindness & impaired vision	Chapter 8
	2/23	Identity, gender, race, ethnicity, and disability Catch-up Review, prep for the final exam
Week 9:	2/26	Autism spectrum disorders	Chapter 11
	2/28	Guest speaker Ariel Roy: Intellectual disability

 

Tentative course schedule                   

Please refer to Canvas for up-to-date information.

March	Date	Topic	Reading due
Week 10:	3/5	Guest speaker Robin Huesca: Brain injury
	3/7	They’re taken care of, right? DSHS & Social Security benefits	Entitlements information
	3/9	Guest speaker Liesa Spring: Jobs in disability issues
Week 11:	3/12	What’s it like in other countries?	Readings on international situations
	3/14	Assessing clients’ strengths & needs What did you think? Course feedback	Chapter 13
	3/16	Parenting & families Catch-up Review, prep for the final exam
Week 12:	3/19	Final exam

 

 

Classroom behavior 

You may bring food and drinks to class as long as you do not distract others and clean up after yourself.  Cell phones, computer and electronic devices are to be kept away and silent during class.  Any students with exceptional needs should make arrangements with the instructor.

It is expected that you will respect the rights and dignity of classmates, faculty, and all others on campus at all times. This includes doing your part to create a safe, distraction-free, and collaborative learning environment. Homophobic, racist, sexist, and other demeaning language and/or actions are not permitted.

 

Homework, exam/test make-ups, late work and outside study time

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.  The grade for an assignment will only be changed if the student initiates the discussion within 10 days of the grade being posted.  After 10 days students forfeit their opportunity to challenge a grade.   No assignments will be accepted after the last day of class.

Any assignments received after the due date and time is late.  Late work will be down-graded 10% for every whole or partial day it is late, including weekends and holidays.  Computer problems are not viable excuses.  It is your responsibility to plan ahead, to budget enough time, and to submit work on time. 

Students are expected to follow the college student conduct code, WAC 495D-120, which prohibits cheating and plagiarism. The minimum consequence for either is a grade of 0 on the assignment and conversation with the instructor.  Other more serious consequences are possible, in addition.  See the Student Handbook for more details on the code. 

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.

Withdrawal

A student may withdraw from all courses through the eighth week of the quarter, or the equivalent proportion for shorter courses or courses with irregular start and end dates.

 

Student supports

Financial Assistance is available for students for help with needs such as tuition, living expenses, and emergency needs through the Financial Aid Office.   Scholarships are also available twice yearly through the LWTech Foundation.   Students who need financial help should visit the Financial Aid Office, located in room W209 in the West Building.    Information about the LWTech Foundation scholarships may be found on the following website: http://www.lwtech.edu/about_lwtech/foundation/scholarships

Equal Opportunity Information: Lake Washington Institute of Technology is an equal opportunity college and is committed to principles of diversity.  The college accepts students without regard to race, color, religion, national origin, gender, sexual orientation, age, marital status, disability, or status as a disabled veteran or Vietnam-era veteran.

EMERGENCY INFORMATION

• Evacuation procedures—posted in each classroom
• School closures – Please check http://www.lwtech.edu/about/campus-safety/emergency-communications in case of inclement weather
• Campus Security Phone: 425-739-8224, Room E145
• IF YOU SEE SOMETHING, SAY SOMETHING: In support of the college safety plan, the Campus Assessment, Response, and Evaluation (CARE) team uses collaboration, information collection, risk assessment, and intervention to create a safe campus community. Based upon reports of student behavior, the CARE team plans preventive strategies and interventions to assist students, faculty, and staff in supporting students who may be at risk. Please use our online reporting form to contact us.

Campus Security: Your safety and security are taken seriously at the college.  The campus hires security personnel and off-duty police officers.  All incidents of confirmed or suspected crimes are reported. If you require assistance or would like to report an incident, please dial 425-739-8224. 

 

SUPPORT SERVICES FOR LEARNING

Disability Services, West Building, W207: If you have a physical, psychological, medical, or learning disability that may impact your course work, please contact the Disability Support Services office. You may request accommodations and apply for services through DSS Online: https://cascade.accessiblelearning.com/LWTech/ApplicationStudent.aspx  They will coordinate reasonable accommodations for students with documented disabilities. All information and documentation is confidential. DSS is located in W207 in person, by phone 425-739-8300, or by email dssinfo@lwtech.edu. For additional information please refer to http://www.lwtech.edu/campus-life/disability-support/

Computer Lab: Located in the Library. Hours and available computer programs are posted at the entrance. The Computer Lab is also a Quiet Zone for individual study sessions.

Tutoring - Drop-In tutoring is available for all students in The Learning Lab in E214. Subjects include English, math, science, humanities, and social science, as well as some program areas. Stop by to see a full schedule by subject, to meet with a tutor, to use a computer or the interactive SmartBoard, or to work on study skills development.

Supplemental Instruction Center - Students who are in need of additional instruction in writing or math can visit T217 (inside the library) to seek assistance from LWTech English and math instructors. Hours vary by quarter and are posted at the entrance.

Bookstore:  http://www.lwtech.edu/Student_Life/Bookstore.xml

Library-Learning Commons:  http://lwtechlearningcommons.com/