SPC
ED 511: Social Construction of Disability
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February 7, 2011
Topic:
Overview of theoretical frameworks
Class
outline:
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Quick
questions and quandaries:
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| Announcements |
| APA tip of the day: Past tense |
| Quick small group activity:
- Take
five minutes to brainstorm all of the movies you can think of that have
a major character with a disability in it. Assign one group member to
take notes and to send the list to Julia within the next day or two.
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Interactive presentation: Overview of
approaches to and ways to frame the study of disability. Includes two quick
small group activities:
#1:
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Look over the readings from this week and
last week. Which ones (and on what pages) do you find reference to or definition
of: Medical model, functional limitations model, social model, minority
model, and social construction of disability (social constructionist model).
#2: Think, pair, share
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How do we really know when something is true?
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What do we accept as evidence of “the truth”?
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Are some ‘truths’ really ‘assumptions’?
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Quick Write: Jones (1996) defines
disability as "a socially constructed phenomenon that incorporates the
experiences of those living with disabilities in interaction with their
environments" (p. 348). What examples can you provide that might illustrate
this contention? |
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Interactive presentation: The social construction
of disability, master status, and stigmas. |
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Five minute silent recap and review |
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Deconstruct the
Kaplan advertisement "Darwin got you this far. We'll take it from here.
Kaplan gets you in." |
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Minute Paper |
Overheads:
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Handouts:
Food
for thought -- paradigmatic change
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Reading
Questions:
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Author: Jones
(1996)
| 1.) |
The author discusses disability as an
"interaction" or "intersection" between an individual and his/her environment.
How does this differ from traditional perspectives on disability? |
| 2.) |
What are the central tenets of the three
theoretical frameworks the author discusses? |
| 3.) |
Which framework seems to underlie current
practices in special education? Why do you think this? |
| 4.) |
Which framework seems to resonate most
strongly with you? Why? |
| 5.) |
What might be some of the implications
of adopting this framework? |
| 6.) |
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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Authors: Rosenblum
& Travis (2006)
| 1.) |
How do the authors define master status? |
| 2.) |
How do the authors define essentialism? |
| 3.) |
How do the authors define constructionism? |
| 4.) |
What is the importance of the distinctions
between essentialism and constructionism? (e.g. what does it matter what
"orientation" to knowledge someone has?) |
| 5.) |
What arguments do the authors make about
the importance of naming? Do you agree or disagree with their arguments? |
| 6.) |
How do these authors talk about the social
construction of disability? What perspectives presented were new, different,
confusing, or controversial? |
| 7.) |
Now that you've read this chapter:
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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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Extra
Resources:
Website Links:
Readings from
the recommended readings:
Kalyanpur, M., &
Harry, B. (1999). Culture in special education: Building reciprocal
family-professional relationships. Baltimore, MD: Paul H. Brookes.
-- chapter 2 on reserve
.
Phillips, M. J.
(1992). "Try harder": The experience of disability and the dilemma of normalization.
In P. M. Ferguson & D. L. Ferguson & S. J. Taylor (Eds.), Interpreting
disability: A qualitative reader (pp. 213-227). New York: Teachers
College Press...
Poplin, M. S. (1988a).
Holistic/constructivist principles of the teaching/learning process: Implications
for the field of learning disabilities. Journal of Learning Disabilities,
21(7), 401-416.
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Poplin, M. S. (1988b).
The reductionistic fallacy in learning disabilities: Replicating the past
by reducing the present. Journal of Learning Disabilities, 21(7),
389-400.
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Reid, D. K. (1988).
Reflections on the pragmatics of a paradigm shift. Journal of Learning
Disabilities, 21(7), 417-420.
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Forness, S. R. (1988).
Reductionism, paradigm shifts, and learning disabilities. Journal of
Learning Disabilities, 21(7), 421-424.
.
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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Julia Scherba de Valenzuela,
Ph.D.
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Last
updated: January 28, 2011
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