SPC
ED 511: Social Construction of Disability
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April
14, 2009 (class #13)
Topic:
Emic perspectives of disability
Class
outline:
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Announcements, questions, and quandaries:
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Hold on to your book review essays until the
end of class.
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Final essay due in three weeks. Late papers
will not be accepted, except in very unusual circumstances (e.g. significant
illness or major family emergency).
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Interactive presentation:
The importance of emic perspectives |
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Report out from book groups |
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Break, as needed between groups |
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Quick write: "How might personal perspectives
on disability differ from 'professional' perspectives? Why is it important
to hear from people with disabilities about what it means to have a disability,
instead of just 'leaving it to the experts'? |
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Minute paper |
Overheads:
Handouts:
The importance of stories (Patrick
Shannon)
Reading
Questions:
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Author:
Finlay & Lyons (2005)
| 1.) |
Discuss the various rolls denial can play
in the way an individual might reject a label for themselves. |
| 2.) |
What were some labels Finlay and Lyons
found people using for themselves. How are each of these labels significant? |
| 3.) |
In what ways do the results of this study
support Finlay and Lyons' assertion that labels "map awkwardly" (p.131)
onto the personal experiences of people with disabilities? |
| 4.) |
Now that you've read this article:
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...what seem to be some important concepts
in this reading?
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...what are some new terms for you?
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...what new questions do you have?
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Author:
Taylor (2000)
| 1.) |
How might two members of the Duke family
experience the stigma of the label "disabled" differently, depending on
their specific disabilities? |
| 2.) |
How might two members of the Duke
family experience the stigma of the label "disabled" differently, depending
on their specific disabilities? |
| 3.) |
How have different institutions (hospitals,
the welfare system, institutions, etc.) throughout the Dukes' histories
served to construct the Duke family as "disabled" to people who interact
with them in the present? |
| 4.) |
Now that you've read this article:
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...what seem to be some important concepts
in this reading?
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...what are some new terms for you?
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...what new questions do you have?
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* To view PDF documents, such as the readings on reserve,
you must have Adobe Acrobat Reader. Click here to download
a free copy of Adobe Acrobat Reader
Extra
Resources:
Website Links:
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Recommended Readings
on reserve:
Clare, E. (2001).
Stolen bodies, reclaimed bodies: Disability and queerness. Public Culture,
31(3), 359-365.
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Duplass, D., &
Smith, T. (1995). Hearing Dennis through his own voice: A redefinition.
Behavioral
Disorders, 20(2), 144-148.
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Goode, D. (1992).
Who is Bobby? Ideology and method in the discovery of a Down syndrome person's
competence. In P. M. Ferguson & D. L. Ferguson & S. J. Taylor (Eds.),
Interpreting
disability: A qualitative reader (pp. 197-212). New York: Teachers
College Press.
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Kimball, W. H.,
& Heron, T. E. (1988). A behavioral commentary on Poplin's discussion
of reductionist fallacy and holistic/constructivist principles. Journal
of Learning Disabilities, 21(7), 425-428, 447. .
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Mactavish, J. B.,
Mahon, M. J., & Lutfiyya, Z. M. (2000). "I can speak for myself": Involving
individuals with intellectual disabilities as research participants. Mental
Retardation, 38(3), 216-227.
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Snyder, S. L., &
Mitchell, D. T. (2001). Re-engaging the body: Disability studies and the
resistance to embodiment. Public Culture, 13(3), 367-389.
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Recommended Books:
Goode, D. (1994).
A
world without words: The social construction of children born deaf and
blind. Philadelphia, PA: Temple University Press.
Shannon, P. (1995).
Text,
lies, and videotape. Portsmouth, NH: Heinemann. -- chapter 1 on on-line
reserves
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Julia Scherba de Valenzuela,
Ph.D.
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Last
updated: April 7, 2009
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