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EDSP 005: ISSUES AFFECTING PERSONS WITH DISABILITIES Summer, 2012 Instructor: Course: Kelly Swindlehurst Date: May

21st-June 1st (no class May 28th) Kelly.Swindlehurst@uvm.edu Time: 9am-1:30pm Office location: Waterman 499B Location: TBA Office hours: M-F, 2:00pm-4:00pm and other times by appointment Course Purpose: The purpose of this course is to shock ourselves into new awarenesss of what we take for granted and often do not see. It is to try and empower individuals to clarify and ground their own beliefs about the projects they have chosen for themselves to the end of creating themselves as thoughtful, articulate, critical, and humane practitioners in a profoundly uncertain world. -Maxine Greene Enduring Understanding: Understanding how personal values about human differences are influenced by history and culture. Essential Questions: 1. How do historical events, attitudes, and legal mandates shape the ways in which society has responded to people with disabilities? 2. How and why are cultural and family contexts used to develop supports and services for people with disabilities? 3. Why is it important for people to work together to improve the quality of life of individuals with disabilities? 4. What approaches and practices are effective in supporting the needs of individuals with disabilities across their life span? Course Goals: 1.1 Demonstrate knowledge of historical, legal and philosophical trends related to individuals with disabilities. 1.2 Demonstrate knowledge of social construction of disabilities and relationship between disability and diversity. 1.3 Demonstrate knowledge of major federal and state policies and laws. 1.4 Demonstrate knowledge of evolution of laws and practices related to assessment, diagnosis, and evaluation, especially in terms of ethical considerations and increased attention to students from diverse backgrounds.

2.1 Demonstrate knowledge of family systems and the relationship between family, values, culture, and support networks. 2.2 Demonstrate knowledge of school and community services and supports. 3.1 Demonstrate knowledge of the values, beliefs, and practices, and organizational factors that facilitate inclusion of individuals with disabilities and promote successful transitions from school to adult life. 3.2 Demonstrate self-awareness of ethical frameworks and personal and cultural biases that affect teaching, interactions with students families, and educational decision-making. 4.1 Demonstrate knowledge of research-based and effective practices that meet the individual instructional needs of students, such as: UDL, RtI, PBIS, Circle of Courage, COACH, MAPS. 4.2 Demonstrate knowledge of the development and components of a comprehensive services delivery system that meets the needs of people with disabilities across the lifespan: Prevention and early intervention services Educational support services for students with and without disabilities Family support services Vocational supports Community Participation Emphasis on self-advocacy, self-determination, and choice 4.3 Demonstrate knowledge of major disability categories as defined by federal law and implications for school, career, and community life. 4.4 Demonstrate knowledge of human development and language development of all learners, including English Language Learners and students with disabilities. General Course Information: Class Norms: 1. Class attendance is required 2. Person-first language must be used in all class discussions and throughout all assignments (example, person with a disability as opposed to a disabled person) 3. Active participation in whole-class and small group discussions and respect for diverse perspectives is expected 4. Food and drink are acceptable 5. A sense of humor is appreciated Attendance Expectations: Students are expected to attend every class and every meeting of their collaborative team. Any unexcused absence from class will result in the loss of four points. Students are required to contact the instructor (Kelly.Swindlehurst@uvm.edu) prior to class with an appropriate excuse. Students with more than one excused or unexcused absences must schedule a meeting with the instructor to determine whether the course can be completed.

Religious Observances: The official policy for excused absences for religious holidays: students have the right to practice the religion of their choice. Each semester students should submit in writing to their instructors by the end of the second full week of classes their documented religious holiday schedule for the semester. Faculty must permit students who miss work for the purpose of religious observance to make up this work. Academic Honesty & Professionalism: All students are required to be familiar with and adhere to the Academic Honesty Policy Procedures delineated in the most recent edition of The Cats Tale (http://www.uvm.edu/~uvmppg/ppg/student/acadintegrity.pdf). Accommodations: Accommodations will be provided to eligible students with disabilities. Please obtain an accommodation letter from the ACCESS Office and see the instructor during the first two sessions of the course to discuss what accommodations will be necessary. If you are unfamiliar with ACCESS, visit their website at: https://www.uvm.edu/access to learn more about the services they provide. ACCESS: A-170 Living Learning Center, University of Vermont, Burlington, VT 05405. PH: 802-656-7753, TTY: call 711 (relay), Fax: 802-656-0739, email: access@uvm.edu, Instant Messenger: UVMaccess. General office hours: 8:30am-4:30pm, Monday-Friday. Call to make an appointment. Required Readings: Bernstein, J. (2007). Rachel in the world. Champaign, Illinois: University of Illinois Press. Valle, J., & Connor, D. (2010). Rethinking disability: A disability studies approach to inclusive practices (1st ed.). New York: McGraw-Hill. *Other readings as assigned to be posted on Blackboard Grading: Assignment Class Participation In Class Case Studies Journals Midterm Paper Final Paper Notes 3 @ 5 points each Due Date Each class TBA Each class 5/29 6/10 TOTAL: Points 25 15 (total) 35 (total) 10 15 100

90-100=A, 80-89=B, 70-79=C, 60-69=D, Less than 60=F

Description of Class Products: In class participation: This is a small class. You will all be expected to be active participants in class. I understand that not everyone comes to class with the same level of comfort regarding class participation. Keep in mind, there are many ways to be an active participant: asking thoughtful questions, addressing issues/facts from the readings, and making connections to current events/life experience. Below is a list of key things I will be looking for in regards to class participation: On time arrival for each class session Active participant (both listening and sharing) during discussions and learning activities Evidence of having done readings (demonstrated through bringing up relevant points from text, making connections between texts or across class sessions, asking questions about points of misunderstanding, etc) Case Studies: During three of our class sessions, we will conduct case study exercises in small groups. More information about these case studies will be provided during the relevant course sessions. On the days we are doing case studies, it will be helpful to bring a laptop (if you have one). All of the work for these projects will be done during class time. Journals: Each of you will keep a reflective journal on Blackboard for the duration of the course. You will write in this journal each day (after class or prior to the next session). The parameters for the journal are as follows: Each entry is the equivalent of at least one single spaced page Each entry connects to course readings in some way (though it does not have to be specifically the readings for the next day) Each entry demonstrates that the writer is thinking about/engaging with course material and discussions Feel free to include, pictures, audio, links to relevant websites/news stories, or other mixed media content (though this is not required) I do not expect you to have all the answers in your journals. You can and should use your journal to pose questions, work through concepts or ideas that you are struggling with, discuss how concepts in class relate to current events in the media/news, connect readings and discussions to your own internships/work/school experiences, and reflect on class discussions/content. Midterm project: For this project you will select an option from the choices below. There will be some time in class on 5/25 to work on these projects. 1. Paper: Write a short (2-3 page) paper answering a prompt (to be posted on Blackboard). 2. I-Search Paper: Investigate a disability topic of interest to you (list of possible topics to be shared in class). Paper should use 3 sources and be approximately 2-3 pages. 3. Interview: Interview someone (it can be anyone) about disability. Write up the interview, building links to course content and the ideas presented in the Senator book. 4. Prezi: Create a prezi (www.prezi.com) that links your understanding of the text to content we have covered in class. 5. Choice: If you have something you want to do that is not on this list, just let me know.

Final paper: There will be one final paper due, one week after the completion of the course. The paper will require you to integrate class concepts with the memoir (Rachel in the World). More details about this paper will be provided during the second week of class.1

Paper may be turned in at any point starting the second week of class.