Social Cosntruction of Disability, Spring 1999

.. ..Julia Scherba de Valenzuela, Ph.D.

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SPCED 593: Social Construction of Disabilities
Spring, 1999, Wednesdays, 7-9:30 p.m. (3 credit hours)
Education Classroom Building, rm. 212
Instructor: Julia Scherba de Valenzuela, Ph.D.
Office: Education Office Building, rm. 203
Contact Information: 277-1406 (phone) 277-6929 (fax) devalenz@unm.edu
Office Hours: Wednesdays 4:30-6:30 or by appointment with instructor
Course Description:
This course will explore the concept of disabilities as a ‘social construction’ from a variety of perspectives: historical, educational and bureaucratic, culture and language, 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.
Rationale:
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.

Required Texts and Readings:
(numbers correspond to the readings due indicated on course schedule)

Available at Campus Bookstore:
1. Ferguson, P., Ferguson, D., & Taylor, S. (Eds.) (1992). Interpreting disability: A qualitative reader. NY: Teachers College Press.

2. 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.

3. Oakes, J. (1985). Keeping track: How schools structure inequality. New Haven, CN: Yale University Press.

4. Taylor, D. (1991). Learning denied.Portsmouth, NH: Heinemann.

On Reserve at Zimmerman Library:
5. Allen, B., & Allen, S. (1995). The process of socially constructing mental retardation: Toward value-based interaction. Journal of the Association for Persons with Severe Handicaps, 20(2), 158-160.

6. Biklen, D., Corrigan, C., & Quick, D. (1989). Beyond obligation: Students' relations with each other in integrated classes. In D. K. Lipsky & A. Gartner (Eds.), Beyond separate education: Quality education for all (pp. 207-223). Baltimore: Paul H. Brookes.

7. Bilken, D., & Duchan, J. F. (1994). "I am intelligent": The social construction of mental retardation. Journal of the Association for Persons with Severe Handicaps, 19(3), 173-184.

8. 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.

9. Ruiz, N. T. (1995a). The social construction of ability and disability: I. Profile types of Latino children identified as language learning disabled. Journal of Learning Disabilities, 28(8), 476-490.

10. Ruiz, N. T. (1995b). The social construction of ability and disability: II. Optimal and at-risk lessons in a bilingual special education classroom. Journal of Learning Disabilities, 28(8), 491-502.

11. Sleeter, C. (1987). Literacy, definitions of learning disabilities, and social control. In B. M. Franklin (Ed.), Learning disabilities: Dissenting essays (pp. 67-87). London: The Falmer Press.

12. Sleeter, C. E. (1986). Learning disabilities: The social construction of a special education category. Exceptional Children, 53(1), 46-54.

13. Smith, C. (1998). Children with "special rights" in the preprimary schools and infant-toddler centers of Reggio Emilia. In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: The Reggio Emilio approach - Advanced reflections (2nd ed., pp. 199-214). Greenwich, CN: Ablex

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 individuals with mental retardation and severe disabilities and their families and communities;
are advocates for students and families;
recognize individuals with mental retardation and other 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.

Course Design:
This course is designed so that students will interact actively with the course material -- small group projects, 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 with appropriate documentation and the Learning Support Services Center (277-6670).

Specific Course Requirements:

classroom observation report 15 points
brief written article critiques (3) 10 points (30 total)
group book review/essay and presentation 25 points (15 essay, 10 presentation)
class participation 5 points
position paper 25 points

Evaluation Procedures:
Final grades will be determined by a point system (X out of 100 total possible points). Fractionated grading will be used, with the following breakdown:

A+ = 98-100 C = 74-77

A = 94-97 C- = 70-73

A- = 90-93 D+ = 68-69

B+ = 88-89 D = 64-67

B = 84-87 D- = 60-63

B- = 80-83 F+ = 58-59

C+ = 78-79 F = below 57

Written directions for all assignments will be provided, along with the criteria for determining point values. All written assignments will be expected to be typed and follow the American Psychological Association Manual (4th ed.) format.

All students will start off with the maximum total points possible (5) for class participation. Points will be deducted for conduct that is not conducive to learning and/or interferes with the learning of other students. Behaviors that are considered to interfere with learning (of the student him/herself or others) include: arriving to class unprepared, sleeping during class, lack of attention to instructor and/or other student when they are speaking, use of inappropriate or offensive language during class or in written class assignments, and lack of cooperation and respect for the instructor and peers during class discussions.

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.

Class Schedule:

DATE TOPIC READING/ASSIGNMENT DUE

Jan. 20 Introduction no readings or assignments due

Jan. 27 Historical & international Read: #1 (ch. 4), 12, & 13 perspectives

Feb. 3 Bureaucratic perspectives Read: # 3 (chs 1 & 2)

Feb. 10 Bureaucratic perspectives Read: #3 (chs 3 & 4)
1^st article critique due

Feb. 17 Educational perspectives Read: #4

Feb. 24 Educational perspectives Read: #1 ( chs 5, 6, & 7)
classroom observation due

Mar. 3 Cultural perspectives Read: # 3 (chs 5 & 6)

Mar. 10 Linguistic perspectives Read: #2 & 11

Mar. 17 SPRING BREAK

Mar. 24 Linguistic perspectives Read: #9 & 10
2^nd article critique due

Mar. 31 Gender perspectives Read: #1 (ch 8)

Apr. 7 Social perspectives Read: #1 (ch 11)

Apr. 14 Social perspectives Read: #5, 6, & 7
3^rd article critique due

Apr. 21 Personal perspectives Read: #1 (ch 3)
(group presentations) essays due

Apr. 28 Personal perspectives Read: #1 (ch 9 & 10)
(group presentations)

May 5 Personal perspectives Read: #1 (ch 13)
(group presentations)

May 12 No Class position paper due

Sample Assignment: Classroom Observation
SPC ED 593, Social Construction of Disability - Spring, 1999
Purpose:
The purpose of this assignment is to understand how the educational system might be involved in the construction of one particular child’s "disability."
Observation:
Therefore, you will choose one child who has been identified as requiring special education services, for any disability category that you would like. You may observe this student on more than one occasion, although that is not required. You probably will need to observe the student for a minimum of 30 minutes and it would be a good idea to try and observe the student in several different school/learning contexts. The idea is to try to see how that student’s behavior, learning and/or performance changes across contexts. Minimal background information about this student will be needed - you will NOT be performing an assessment of the student or making hypotheses about his/her diagnosis. Again, the focus is on the interaction of the student with the context. Take notes at the time of the observation, without being obvious that you scrutinizing the student. Some note-taking techniques include jotting down actual statements made by the student and others (use quotation marks so you know what is a direct quote and what isn’t), and drawing quick diagrams of the setting.
Write-up:
You should include in your write-up an introduction, body, and conclusion. You will probably need between four and six typed, double-spaced pages to adequately introduce and describe your observations and provide some concluding remarks. I absolutely will NOT read more than eight pages -- if you have not reached a summary by that point, it will have to go unread.... I would like to know a little about the student, but please make sure that you refer to him/her using pseudonyms and do not include any information that could lead to an obvious identification, such as discussion the only student with Down’s syndrome in your class. If this is the case, do not make it obvious that you are speaking about your student, but rather, a student in an X grade classroom.
When making statements about observations, please try to refrain from using value-loaded language. Keep your observations and the language that you use to describe the student’s behavior as objective as possible. Try to refrain to ascribing motivation to the student unless warranted by the student’s own statements. Include actual statements made by the student, if pertinent.

Classroom Observation Report Holistic Grading Rubric

Excellent: An excellent observation report includes an introduction, body and summary, all of which are well-developed. The conclusion goes beyond reiteration of previous information to suggest future directions for consideration. Minimal spelling, punctuation or grammatical errors are observed. The writing is clear and follows APA guidelines for avoiding the use of biased language. The tone is professional, but not pedantic - neither overly personal language or frequent passive voice is used. The observations of the student avoid reaching conclusions for which insufficient data is presented. The focus is on variation in behavior according to the context - both of which are described in sufficient detail. Reference to class readings or discussions are included. (13-15 points).

Good: A good observation report includes an introduction, body and summary. Some spelling, punctuation or grammatical errors are observed, but they do not distract from readability. The writing is clear and generally follows APA guidelines for avoiding the use of biased language. The tone is primarily professional- either overly personal language or frequent passive voice is used at times. Observations of the student include some conclusions for which insufficient data is presented. The focus is on variation in behavior according to the context - but greater detail of one or the other would be necessary for clear understanding by the reader. (10-12 points).

Fair: A fair observation report includes an introduction, body and summary, although the introduction and summary are minimal and simply reiterate information presented elsewhere. Spelling, punctuation or grammatical errors are observed, which at times detract from readability. Meaning is unclear at times and writing does not follow APA guidelines for avoiding biased language. The tone is not professional - frequent use of either overly personal language or a pedantic tone is observed. Insufficient data is presented for the conclusions reached. The focus strays somewhat from observation of variation in student behavior according to the context - neither of which are described in sufficient detail. (7-9 points).

Poor: A poor observation report does not obviously include an introduction, body and summary. Significant spelling, punctuation or grammatical errors are observed which interfere with readability. The writing is often unclear and APA guidelines for avoiding the use of biased language were not followed. The tone is not professional - either overly personal language or a pedantic tone is frequently observed. Insufficient data is presented for the conclusions reached, which are judged to be significantly influenced by observer bias. The focus strays significantly from that required. Insufficient detail about student behavior and context were provided. (less than 7 points).

Observation Assignment: Analytic Rubric Grading Sheet

1. INTRODUCTION ( out of 3 points)

Well developed and includes sufficient information about the student to contextualize the following information.

Somewhat well developed and includes some of the information necessary to contextualize the following
information.

The introduction is either scanty or provides much more information about the student and the context than
that required for this assignment and provides a clear bias toward particular assumptions.

2. OBSERVATION ( out of 4 points)

Detailed and focused on variation on behavior according to context.

Greater detail of either student behavior or the context would have been appropriate.

The focus is not consistent. Insufficient detail of either context or student behavior is provided for the
conclusions reached.

The focus strays significantly from variation in student behavior according to context. The observation
report is overly judgmental and non-specific about behaviors observed.

3. CONCLUSION ( out of 3 points)

Conclusion went beyond a simple reiteration of previous information to suggest future directions for
consideration. Diagnostic conclusions were avoided.

Conclusion mainly reiterated information previously presented.

Unwarranted conclusions reached and/or hypotheses made about the student’s diagnosis.

Conclusion was absent or unintelligible.

4. WRITING ( OUT OF 5 POINTS)

Mechanics (1 point):

Grammar, spelling and punctuation errors were minimal and did not distract from readability.

Grammar, spelling and/or punctuation errors were frequent.

Organization (1 point):

Paper was well-organized and all pertinent information easily identifiable.

Paper was not well-organized and information was not easily identifiable.

Language (3 points):

Language was consistently descriptive, objective, and professional.

Language was primarily descriptive, objective, and professional.

Language was frequently vague, value-laden, and either overly personal or pedantic.

Total: out of 15 points

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Last updated: July 31, 1999