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Disability and Society:
Introduction to Disability Studies
LSJ 332/CHID 332

"Through framing disability, through conceptualizing, categorizing, and counting disability, we create it.  We have conceptualized it as sin, a medical flaw, a health-related work limitation or some other kind of defect."

Instructors:

Sherrie Brown, J.D., Ed.D.
E-mail: sbrown@u.washington.edu
Phone: 206-685-4181 or 685-4010
Office: Sieg 414
Office hours: To be determined, or
by appointment

Dennis Lang, BSN, MPH
E-mail: dlang@u.washington.edu
Phone: 206-522-3104
Office: Sieg 414
Office hours: To be determined, or by appointment

Class Web Site: http://courses.washington.edu/chid332/
List Serv: lsj332a_au05@u.washington.edu
EPost: http://catalyst.washington.edu/webtools/epost/register.cgi?owner=dlang&id=12472

Course overview:

This course is an introduction to the field of disability studies.  We will focus on the theoretical questions of how society predominantly understands disability and the social justice consequences.  We address these questions by examining the biological, social, cultural, political, and economic determinants in the social creation/construction (framing) of disability and their effects on those "claiming" and/or labeled as disabled.

This course will: 1) Increase your understanding of the field of disability studies and give you the necessary background to engage with the contemporary literature in this area; 2) Sharpen your awareness of the portrayal of disability in modern culture; 3) Enhance your ability to critically reflect upon the construct of "normality" in the ways in which this concept has shaped the understanding of disability; and 4) Familiarize you with the historical and legal treatment of people with disabilities in the USA, which includes an appreciation for the concepts of discrimination, bias, and exclusion in the majority/institutional culture.


Course objectives:

On completion of this course you will, through written, verbal, sign, and/or other forms of communication, be able to:

1. Compare and contrast the major perspectives (Moral, Social and Medical models) of disability.

2. Identify political, economic, and social forces that have shaped
Western society's understanding of disability.

3. Demonstrate an understanding of the following disability related
concepts among others: disability, handicap, impairment, normal, stigma,
eugenics, inclusion and discrimination.

4. Articulate an understanding of the disability community's position on
the following issues among others: prenatal testing, Deaf-deaf, physician
assisted suicide, inclusion, cochlear implants.

5. Demonstrate an understanding of the intersectionality of disability,
race, class, gender, and sexuality.

6. Demonstrate a basic knowledge of the rights of disabled people.

7. Articulate key moments in the history of the disability rights movement.

Methods:

Lectures, class discussions, readings, films, guest speakers, and individual projects.

Students who enroll in this course must be prepared to engage with multiple and varied readings. This is an intense discussion and participatory course. You will be called on to "lead" discussions either individually or by group as the instructors aim to maximize the collective learning experience. If you are generally uncomfortable talking in class settings, please talk with one of us early in the quarter in order that we can problem-solve how to include you in the discussions.

Some of the topics covered in this class raise sensitive ethical or policy questions and may create tension during class discussion. We recognize that this may occur and will work to ensure that differing opinions are well respected by all. Passionate opinions and reflections of personal codes of ethics when offered in an atmosphere of tolerance can create a rich learning experience for all.

Students with disabilities need not disclose. To request academic accommodations due to disability, please contact Disabled Student Services, 448 Schmitz, 206-543-8924 (voice/TTY).

Course Texts:

Shapiro, Joseph P.  No Pity: People With Disabilities Forging a New Civil
Rights Movement .  New York : Random House, Inc., 1993.

The Disability and Society (LSJ 332/CHID 332) Course Packet (2 sections – the A. Shapiro article for sessions 8 & 9 is in a separate pack because of the cost of the article. The article is also available on e-reserve) is available in the Odegaard Library Copy Center . The course packet includes assigned readings and a supplementary resource list for students interested in additional readings. In addition, the readings are available as e-reserve listings on-line through the University Library Gateway. Search under course instructor--Lang.

E-mail Discussion Listserv and EPost:

You are responsible for checking for announcements/notices via email posted to the class list: lsj332a_au05@u.washington.edu . We encourage you to use the email Discussion Listserv to ask questions of faculty and/or students; however, postings and your participation or lack thereof in discussions are not graded. You are also encouraged to post questions or discussions to other students on the class EPost. Faculty will NOT be posting to this site.

Class Assessments and Grading :

Attendance (20%) (Class Atttendance)
Artifacts (20%) (Described below)
Quizzes (20%) (5 in-class and unannounced)
Readings (20%) (Written responses)
Project (20%) (Described below)

Attendance:

We expect you to be in class and hope that everyone will participate in class discussions. Attendance is taken and since we have 20 sessions, there is one point per class.

Artifacts:

Assignment involves collecting 5 “items” that relate to disability and writing an explanation of each item (maximum of one page in length) that includes the following:

1) Description of the item or observation (10%)

2) Evaluation and Interpretation of the item or observation: (40%)
Who are the authors and/or audience? (5%)
Where is it produced, and when / where would you encounter it? (5%)
What's the message? (15%)
How does it impact you? (15%)

3) Description of how the item would fit into the following major Models of Disability (Medical, Moral, Individual Tragedy, Social – May be more than one model). (50%)

Item #1 - Cartoon, image or toy – Due Tuesday 11/01

Item #2 - Advertisement – Due Tuesday 11/08

Item #3 – Movie write up – Due Tuesday 11/15

Item #4 - News story about a Disabled Person – Due Tuesday 11/22

Item #5 – News article on anything Disability – Due Tuesday 11/29

* On December 08 you bring all artifacts for sharing with the class. (Prepare at least one of them for posting in the classroom.)

In-Class Quizzes :

There will be several in-class quizzes throughout the quarter. They are unannounced in advance; in order to prepare, stay up on your readings and class attendance. (The 4 best scores will be counted in order to account for one missed or “bad” day.)

Readings:

There are assigned readings for each of the class sessions with the exception of the first class. The questions are or will be posted on electronic reserve. You are to provide a short answer, maximum of one paragraph, to the questions. Assignments should be turned into the instructors at the beginning of the class for which the readings are assigned. - Hardcopy assignments only please. - Typed or handwritten (as long as legible) is acceptable. If you know that you will not be in class on the day assignments are due, you must send the assignment electronically to both of the instructors or deliver a hand copy prior to the class. No credit will be given for late responses.

Project Assignment:

Students will choose one of the two following assignments, but please note that they are not due on the same day.

A.  Architectural Accessibility Survey: 

This assignment is to conduct an architectural accessibility survey of a University building. This survey will be done with a group of 4-5 students and the survey results will be presented to your classmates, instructors, and a guest, Brian Dudgeon, on November 1. Dr. Dudgeon is the Chair of the Standing Committee on Accessibility here on campus and an expert on physical accessibility under the ADA and universal design. We will talk more about this assignment as a class, but here is a brief description of each of the steps in completing this assignment:

1.  Form your groups

We will randomly assign you to a group of 4-5 students during the second week of class. However, you are free to create your own groups if you choose to do that. There are two grades that each student receives from this assignment—one is a group grade based on the survey presentation and report and the second is an individual grade based on the Group Process Report that you turn in at the end of the assignment. The report and presentation are worth 15 points and the Group Process Report is worth 5 points. Part of this assignment is to learn to work together in a group task and students are responsible for the participation or lack thereof of their fellow group members. Therefore, group members

2.  Choose the building

Your first task as a group is to choose the building on campus that you wish to assess for accessibility. Any University building is acceptable. When you have decided, one member of the group should email both instructors with your selection. We will assign buildings on a first come, first served basis—in other words no duplicates—so it behooves your group to select quickly.

3.  Assess the building for accessibility

We have a packet of federal accessibility survey forms that are appropriate for governmental buildings—such as those on UW campus. You will use them forms to gather the data necessary to write your final report on the accessibility. Please complete the form as a group when you do the accessibility survey and turn it in with the final report on November 1. Please take a look at the forms before you start actually evaluating the building so that you know what you are looking for. We expect you to pay attention to both the tangible aspects of accessibility (such as whether building meets the specific physical requirements) and the intangible (as described by the Mutua article in your reading).

Once you are clear on what you are doing, go to the building with necessary equipment to record your findings—i.e., tape measures, cameras if you choose, survey forms, etc. Remember to be as unobtrusive as possible. This is to be sure that you don't disturb classes in session, students or staff working, or otherwise create disruptions. If someone asks, you should certainly explain politely what you are doing and if there is any anxiety on your part or someone in the building, show them your assignment or have them call one of us. If you can't get into an area, just note that on your report. It goes without saying that you need to be respectful of persons and property. And, have fun!

4.  Prepare your presentation to the class and a 2 page summary of your findings

Your group will receive a grade that is a combination of your presentation to the class and the final report. The final report is a 2 page summary of your findings that should be addressed to Dr. Dudgeon as the Chair of the Standing Committee on Accessibility. One of the challenges in being part of a group is deciding who will do what in the group. Part of the process is deciding whether all of you will present, or only some of the group. Similarly, it is up to the group members to decide how the report will be written—by all or some or one of you. All of these ways are acceptable; we leave it up to each group to work it out. But remember, there is one grade that all in the group will receive.

Presentation: Your group must choose how to present your information. Examples might include photographs/slides, posters, or powerpoint slides. Whatever format your group chooses to present the information, the goal is to tell your audience what you did, what you found, and what you recommend for improving accessibility.

2-Page Summary: It is common for major studies to start with an executive summary that succinctly describes the findings of the study. Think about your 2-page summary in this way. Dr. Dudgeon doesn't have time to read through all your details of the evaluation—i.e., how wide is the door in the McCarty Hall lobby—but he does want to know of any problems in the building and any ideas your group has about how to fix them. If you found 100% compliance—great. You can report that as well. The summary can include some of the same things as your presentation but it should be in narrative form.

5.  Complete your Group Process Report

Each member of the group will turn in their own group process report which is worth 5 points. The report should include a brief narrative that tells us what the group did to pull together the presentation. In other words, what was your process to complete the assignment? Included in this should be a brief description (one or two sentences) of what each member of the group did. The whole report should be between 1-2 pages. These can be handwritten and are confidential, so please fold your report in two before you turn it in. Don't forget to write your name on the report and your group/building.

B.  Service Learning

Service Learning is managed by the Carlson Center here at the University. Carlson Center collaborates with community based organizations, faculty and students to create experiential learning opportunities in the context of service. If you choose this option for your project, you will need to select the organization you want to work with and then commit to 20-40 hours of service work with them over the quarter. The amount of time depends on the organization but the time commitment averages about 21-24 hours or 3 hours a week for seven weeks of the quarter. This is a significant time commitment, so please be sure that your other responsibilities allow you to participate. A list of organizations that have agreed to serve as service learning sites can be found on the Carlson Center website at http://depts.washington.edu/leader/3.service/index.html

You are required to complete your commitment to the organization, but you also will need to complete a five page paper for your instructors in order to satisfy the project component of your course grade. This paper, which is due on the last day of class, December 8, should include the following:

1.  Description of the organization including history, goals, current activities, and source of funding (this will be your largest section probably and should include a personal interview with a ‘key' member of the organization as well as documented references to written material).

2.  Evaluation of which model(s) of disability this organization reflects.

3.  Description of your assigned tasks in the organization.

4.  Your personal reflections on the experience.

Grading for the paper will be according to the following criteria:

1.  Did you include the required components as described above?

2.  Is your writing clear, organized and grammatically correct?

Class Schedule and Readings : NOTE: Course Reader/e-reserve assignments are indicated by author's last name on the class schedule.

Week 1--Introduction:

Session 1: Course overview/What is "normal?" What is disability?

 

No assigned readings
Guest: Carlson Center Staff on Service Learning Opportunities

Session 2: What is disability? (cont.) What is Disability Studies?

 VIDEO: First Encounters

No Pity--Introduction

Linton--Chapters 1, 2, 5

Nelson, "When Stereotypes Tell the Story," (at website below)
http://www.ncdj.org/newsletters/win_03.html#Stereotypes

Week 2--History and Models Part I

Session 3: Moral, Medical, Social Models of disability

Barnes, Mercer, Shakespeare, Exploring Disability ( pgs: 27-31;71-73;83-95) Charlton, "Culture(s) and Belief Systems;"

Davis , "Bodies of Differences: Politics, Disability, and Representation"

Session 4: Models (Continued)

VIDEO: When Billy Broke His Head

No Pity--Chapters 2, 4

Mutua, "The Semiotics of Accessibility and the Cultural

Construction of Disability"

Week 3--History and Models Part II

Session 5: Modern Tensions- Part I ( Rights, Policies, Resources)

Longmore, "Why I Burned My Book"

Kittay, "When Caring is Just and Justice is Caring"

Session 6: Ancient Greece - 21st C. - Highlights

Shapiro, A., "Early Attitudes and Their Legacies," (pps: 145 - 219 )

Bayton, "Disability and the Justification of Inequality in American History"

Clare, "The Mountain"

Goffman, "Selections from Stigma"

Finger, "Like the Hully-Gully but Not So Slow"

Session 8: Stigma Challenged

Guest Presenters:

Blumberg, "Public Stripping"

Johnson, "The Test of Wills Jerry Lewis, Jerry's Orphans and the Telethon"

Wade, "Disability Culture Rap"

No Pity--Chapter 1

Week 5--What Does it Mean to be Human? (Modern Tensions Part II)

Session 9 : Bio-ethics & the Human Genome Project

Asch, "Disability, Bioethics, and Human Rights"

Andrews & Hibbert, "Courts and Wrongful Birth: Can Disability Itself be Viewed as a Legal Wrong?"

Session 10 : Eugenics

Guest Presenter:

Eugenics Web Site http://www.dnalc.org/eugenics/

The Sterilization Spectre http://www.raggededgemagazine.com/1102/1102ldc.html

Paul, "What is Eugenics? Why does it matter?"

Week 6--Disability Rights, Disability Law

Session 11 : Development of Civil Rights for People with Disabilities

Guest Presenter:

Shapiro, A., "Early Attitudes and Their Legacies," pps: 245 - 265,

UN Document on-line reading Chapter 1 p. 13-28

http://www.un.org/esa/socdev/enable/unpwdresources.htm (click on UNHCHR link)

Session 12 : Disability Rights Law In-A-Nut-Shell

VIDEO: Willowbrook

No Pity--Chapters 5, 8, 10

Session 13: Institutionalization History

Session 14 : Fircrest /Not Dead Yet/Physician Assisted Suicide

Brockley. "Martyred Mothers and Merciful Fathers"

No Pity--Chapter 9

Not Dead Yet http://www.notdeadyet.org/docs/disqual.html

Week 8--Portrayal of Disability in Modern Culture

Session 15 : From "Side Show" to "Super Crip"

Guest Presenter:

South Park episodes

Brown, "Oh Don't You Envy Us Our Privileged Lives?" (e-reserve only)

Haller, "Pelswick & Stevie: Turning Disability Humor on the 'Normals'"

Barnes & Mercer, "Disability Culture: Assimilation or Inclusion"

Session 16 : Performance and Disability

Guest Presenter:

Thomson, "Seeing the Disabled"

Week 9--Modern Tensions Part IV

Session 17 : FILM: Liebe Perla

Guest Presenter:

Kerry & Shakespear, "Genetic Politics: Nazi Racial Science"

Web: http://www.critical-art.net/biotech/biocom/index.html (Position Paper link)

Session 18 : Deaf - deaf, Cochlear implants, Inclusion

VIDEO: Sound and Fury -- to be watched outside of class

No Pity--Chapters 3, 6, 7

Week 10--Miscellaneous

Session 19: People with Disabilities and the Justice System

Edwards, "Execution of People with Mental Retardation:

"A Violation of National and Customary International Law"

Zavez, "Kids and the Criminal Justice System"

No Pity--Epilogue

Session 20 : Student Presentations/CODA

No Pity -- Postscript

Week 11--Final

(rev 12/13/2004 )

Disability & Society

LSJ 332/CHID 332

Course Readings :

Andrews & Hibbert, "Courts and Wrongful Birth: Can Disability Itself be Viewed as a Legal Wrong?" (page 318-330; Francis, L. P. & Silvers, A. Americans with Disabilities ; Routledge: NY; 2000)

Asch, "Disability, Bioethics, and Human Rights" (chap 11; Albrecht, G., Seelman, K., Bury, M. (2001). Handbook of disability studies . Thousand Oaks , CA : Sage; 2001)

Barnes & Mercer, "Disability Culture: Assimilation or Inclusion" (chap 21; Albrecht, G., Seelman, K., Bury, M. (2001). Handbook of disability studies . Thousand Oaks , CA : Sage; 2001)

Barnes, Mercer, Shakespeare, Exploring Disability (page 14-95;; Polity Press; NY 1999)

Bayton, D "Disability and the Justification of Inequality in American History" (chap 1; Longmore, P.K. & Umansky, L.; ed.; The New Disability History ; New York University Press 2001)

Blumberg, L "Public Stripping" (page 71-77; Shaw, B.; ed.; The Ragged Edge: The Disability Experience from the Pages of the First Fifteen Years of The Disability Rag; The Advocado Press; 1994)

Brockley. "Martyred Mothers and Merciful Fathers" (chap 11; Longmore, P.K. & Umansky, L.; ed.; The New Disability History ; New York University Press 2001)

Charlton, C. "Culture(s) and Belief Systems" (chap 4; Nothing About Us Without Us ; University of California Press ; 1998)

Clare, E. "THE MOUNTAIN" (chap1; Exile and Pride : Disability, Queerness, and Liberation; South End Press; MA; 1999)

Davis, L. "Bodies of Difference: Politics, Disability, and Representation" (page 100-106; Sharon L. Snyder, Brenda Jo Brueggemann, Rosemarie Garland Thomson ; (Ed.). Disability Studies: Enabling the Humanities ; Modern Language Association of America 2002)

Edwards, "Execution of People with Mental Retardation: A Violation of National and Customary International Law" (page 173-178; Mental Retardation ; April 2000)

Goffman, E. "Selections from Stigma" (Chap 10; Davis, L.; ed.; The Disability Studies Reader ; Routledge, 1997 )

Haller, B. "Pelswick & Stevie: Turning Disability Humor on the 'Normals'" ( Paper presented at the Society for Disability Studies, Oakland , Calif . 2002)

Johnson, "The Test of Wills Jerry Lewis, Jerry's Orphans And the Telethon" (page 120-130; Shaw, B.; ed.; The Ragged Edge: The Disability Experience from the Pages of the First Fifteen Years of The Disability Rag; The Advocado Press; 1994)

Kerry & Shakespear, "Genetic Politics: Nazi Racial Science" (chap 3; Genetic politics from eugenics to genome ; New Clarion Press 2002)

Kittay, E. "When Caring is Just and Justice is Caring: Justice And Mental Retardation " ( page 557-579; Public Culture 13(3): 2001)

Linton, Simi. Claiming Disability: Knowledge and Identity .  (chap 1, 2, 5; New York
University Press, 1998.)

Longmore, P. "Why I Burned My Book" (chap 13; Why I Burned My Book and Other Essays on Disability ; Temple Univ Press; 2003)

Mutua, N. K. "The Semiotics of Accessibility and the Cultural Construction of Disability" (chap 5; Rogers, l & Swandener, B. B., ed.; Semiotics & Disability ; S.U.N.Y. Press 2001)

Paul, D "What is Eugenics? Why does it matter?” (chap 1; Controlling Human Heredity ; Humanities Press; N.J.; 1995)

Shapiro, A; "Early Attitudes and Their Legacies" (chap 4; Everybody Belongs : Changing Negative Attitudes Toward Classmates with Disabilities ; Garland Publishing; 1998)

Thomson, R "Seeing the Disabled" (chap 13; Longmore, P.K. & Umansky, L.; ed.; The New Disability History ; New York University Press 2001)

Wade, "Disability Culture Rap" (page 14-18; Shaw, B.; ed.; The Ragged Edge: The Disability Experience from the Pages of the First Fifteen Years of The Disability Rag; The Advocado Press; 1994)

Zavez, "Kids and the Criminal Justice System: Questions of Capacity and Competence" (page 3-19; Children's Legal Rights Journal ; 20:1; 2000)

Higgins, Paul. (1992) Pp. 6-7 Making Disability: Exploring the Social Transformation of
Human Variation. Springfield , Il : Charles C. Thomas