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click here to go to course home pageSpecial Education (SPCED) 593 (003): The Social Construction of Disability
Syllabus
Spring, 2000, Tuesdays, 7-9:30 p.m. (3 credit hours), Call #: 17078
Mitchell Hall 115Instructor: Julia Scherba de Valenzuela, Ph.D.
Office: Education Office Building, rm. 203
Phone: 277-1406
Fax: 277-8679
E-mail: devalenz@unm.edu
Web site: http://www.unm.edu/~devalenz/
Office Hours: Mondays & Tuesdays 4-6:30 on a drop-in basisCourse Description:
This course will explore the concept of disabilities as a ‘social construction’ from a variety of perspectives: historical, institutional, cultural, linguistic, gender, and from that of the individual. This idea of the social construction of disability has received considerable attention in the Special Education literature and this course is designed to prepare future teachers and researchers to interact with others regarding this concept in an articulate and informed manner. In this course we will:Rationale:examine relevant literature, discuss current theory, and deconstruct popular media, including films, television and written biographies.
The mission of the College of Education is to advance the quality of the educational experience for all learners and to educate professionals who can facilitate human growth in schools, homes, communities, and workplaces. In carrying out this mission, the College explicitly values diversity in people and perspectives. The rationale for the Mental Retardation and Severe Disabilities Program is supported by a shift in the major paradigm in mental retardation, severe disabilities, and bilingual special education from a solely trait-based conceptualization toward thinking about disabilities as an interaction between individuals with severe limitations in intellectual functioning or from cultural and linguistic diverse backgrounds, their environments, and needed supports. This new way of thinking forces reanalysis of structures designed to assist individual in creating for themselves satisfying lives and challenges traditional notions of disabilities and handicaps.This course supports the College of Education and Mental Retardation and Severe Disabilities Program frameworks by addressing student abilities within the context of a diverse society, recognizing the need to support all individuals in life-long learning, and validating all individuals, including those with disabilities, as valuable members of their communities, including their communities of learners.
Course Objectives:
The objectives of this course are to prepare and develop teachers and other leaders who:understand that handicaps are a result of the interactions between individuals with disabilities and their environments; understand the relationship of special education to the broader social, political and educational context; value and support multiple perspectives in issues facing diverse and exceptional learners and their families and communities; are advocates for students and families; recognize individuals with disabilities as life-long learners; support individuals with disabilities in their efforts to create for themselves personally satisfying lives; and
recognize the unique multicultural environment of New Mexico.
Required Texts and Readings:1.) Available at Campus Bookstore:
Ferguson, P., Ferguson, D., & Taylor, S. (Eds.) (1992). Interpreting disability: A qualitative reader. NY: Teachers College Press.Poplin, M. S., & Cousins, P. T. (Eds.) (1996). Alternative views of learning disabilities: Issues for the 21st century. Austin, TX: Pro-Ed.
Taylor, D. (1991). Learning denied. Portsmouth, NH: Heinemann.
2.) On Reserve at Zimmerman Library:
Bogdan, R., & Knoll, J. (1988). The sociology of disability. In E. L. Meyen & T. M. Skrtic (Eds.), Exceptional children and youth: An introduction (3rd ed., pp. 449-477). Denver, CO: Love Publishing.Harry, B. (1994). The disproportionate representation of minority students in special education: Theories and recommendations. Alexandria, VA: National Association of State Directors of Special Education.
Mehan, H., Hertweck, A., & Meihls, J. L. (1986). Handicapping the handicapped: Decision making in students’ educational careers. Stanford, CA: Stanford University Press. (chapters 1, 6 & 7)
Sleeter, C. E. (1986). Learning disabilities: The social construction of a special education category. Exceptional Children, 53(1), 46-54.
3.) Handed Out in Class:
Rhodes, R. L. (October, 1998). An introduction to school psychology and special education services in Mexico. Paper presented at the BorderWalking Conference, Las Cruces, NM.
Course Design:
This course is designed so that students will interact actively with the course material -- small group projects, in-class and on-line discussion of readings, and in-class activities, rather than instructor lecture, will make up the bulk of in-class sessions. Therefore, it is imperative that students arrive at each class having read all of the assigned readings. Graded assignments are designed to be instructional as well as providing a means of arriving at a final grade for each student. Therefore, less emphasis will be placed on quizzes and exams and more will rest on graded out-of-class assignments that rely on interpretation of course materials and development of library research skills and critical thinking. Students’ ability to participate appropriately during in-class discussions and small group work will also factor into their final grade. Students who require special accommodations or instructional modifications need to notify the instructor by the beginning of the semester, or as soon as difficulties become apparent, with appropriate documentation from the Learning Support Services Center (277-6670).
Specific Course Requirements
- on-line discussion 15 points
- quick writes (QW) 10 points maximum
(1 point for each turned in - no grade given, no late QWs accepted)- film review essay 15 points
- group book review/essay and presentation 25 points
(15 essay, 10 presentation)- position paper/final essay 25 points
- class participation 10 points
Written directions for all assignments
will be provided, along with the criteria for determining point values.
Extra copies of assignments will be available at the instructor’s web site
at: http://www.unm.edu/~devalenz/. All written assignments will be expected
to be typed and follow the American Psychological Association Manual
(4th ed.) format. A brief guide to APA is also available
on the instructor's web site, under the "handouts" link.
Class participation will be determined by instructor- and self-administered evaluations, copies of which will be distributed at the beginning of the semester and available on the web site. Students' conduct that contributes to their own learning and that of the others in the class will be evaluated. Behaviors that are considered to be conducive to learning (of the student him/herself or others) include: arriving to class on time and well-prepared, paying attention to instructor and/or other students when they are speaking, use of appropriate or non-offensive language during class or in written class assignments, demonstrating cooperation and respect for the instructor and peers during class discussions, and showing consideration for other students' need for alternative teaching strategies.
Late assignments will receive a one (1) point deduction for every day late, with a limit of seven days allowed. If assignments are not turned in within 1 week of the assigned date, they will not be accepted, except in the case of significant illness or family emergency. If you will be not be able to be in class, please arrange for a friend to turn in your assignment during class, have the assignment faxed to the special education office by the time/date due, or have it handed in in person to either Terri or Jo in the Special Education office prior to 5 p.m. on the date due. If your assignment will be turned in at the Special Education office, please make sure that the time and date it is received are documented by the staff. Do not put late assignments under my office door, unless you want them accepted as turned in on the day I find them, which may or may not be the same day as you turned them in. Since I am not at the university every day, this could cost you points.
January
18, 2000
Topic: Introduction
Read (in class): Rhodes (handed out
in class)
January
25, 2000
Topic: Historical perspectives and
underlying assumptions
Read: Ferguson (ch. 4), Poplin &
Cousins (ch. 4)
February
1, 2000
Topic: Institutional perspectives
Read: Mehan (chs. 1, 6 & 7)
Due: Deadline to begin on-line discussion
February
22, 2000
Topic: Institutional perspectives
Read: Ferguson (chs 5, 6, & 7)
**1st mid-semester class evaluation
March 21, 2000
Topic: Linguistic perspectives
Read: Poplin & Cousins (chs. 11 & 12)
Due: Film review essay and written commitment to a particular book to review in a small groupMarch 28, 2000
Topic: Gender perspectives
Guest Speaker: Mary Beresford
Read: Ferguson (ch 8 & 12)April 4, 2000
Topic: Social perspectives
Read: Ferguson (ch 11 & 13)
**2nd mid-semester class evaluationApril 11, 2000
Topic: Social perspectives
Read: Poplin & Cousins (ch. 18)April 18, 2000
Topic: Personal perspectives - Brief Group Presentations
Read: Ferguson (ch 3)April 25, 2000
Topic: Personal perspectives - Brief Group Presentations
Read: Ferguson (ch 9 & 10)
Due: Book EssaysMay 2, 2000
Topic: Personal perspectives - Brief Group Presentations
Read: Poplin & Cousins (ch. 21)May 9, 2000
Finals Week
Due: position paper and class participation self-evaluation
The vision of the College of Education:
Excellence and diversity through people, ideas, and innovation.Our mission is the study and practice of education through teaching, research, and service. We
In carrying out our mission wevalue
- address critical education issues;
- test new ideas and approaches to teaching and learning;
- educate professionals who can facilitate human growth and development in schools, homes, communities, and workplaces, and
- prepare students for participation in a complex and challenging society.
- excellence in all that we do;
- diversity of people and perspectives;
- relationships of service, accountability, collaboration, and advocacy;
- the discovery, discussion, and dissemination of ideas, and innovation in teaching, technology, and leadership
The vision of the Special Education Program is to facilitate the development of supportive, effective, and culturally responsive environments for individuals with special needs and their families.The mission of the Special Education Program at the University of New Mexico is to improve educational opportunities and services for the following individuals and their families:
The mission is accomplished by the study and practice of education through teaching, research, and service in a variety of multicultural environments.
- Persons with exceptionalities,
- Students at risk for school failure, and
- Others facing significant life challenges.
In carrying out our mission we remain consistent with the College of Education in valuing
- We recruit and prepare competent and caring professional and other personnel who serve individuals with exceptionalities and their families. Implicit in these activities is the belief that learning is a lifelong process.
- We conduct inquiry and disseminate research and information related to issues affecting individuals with exceptionalities and their families.
- We provide professional service to individuals with exceptionalities and their families, as well as to other stakeholders who play a key role in their lives.
- excellence in all we do;
- diversity of peo-ple and perspective;
- relationships of service, accountability, collaboration, and advocacy;
- discussion and dissemination of ideas;
- innovation in teaching, technology, leadership.
Instructor's vision and mission statementVISION: A classroom climate that fosters thoughtful and respectful consideration of alternative viewpoints and ideas, personal ownership of learning, and individual construction of personally meaningful knowledge.
MISSION: To facilitate the collaborative construction of the above learning environment via attention to the following:
whole and small group dynamics;
increased literacy in academic discourse (comprehension and production, oral and written); and
opportunities for active engagement with course content and materials.
TOP Last updated: January 15, 2000