Instructor:

Cell: 

(206)-724-3153                                                             

Email:  jnaranjo@uw.edu           

Course Meeting Time and Modality:All  class meetings happen via Zoom, Synchronous Monday & Wednesday 10:00am-Noon. Asynchronous, Tuesday & Thursday. 1:1 Meetings by appointment.  All class meetings will be have transcript and recording. 

Course Description: This course is designed to provide you with a place to examine history, theory, values, and assumptions about disability in the contexts of schools and society. This course will explore how disability is defined within our educational system and in society at large. We will be joined weekly by guest speakers who will share their lived experiences and perspectives on the topics at hand. These individuals are scholars, teachers, parents, students, and activists who will share their knowledge about disability in schools. We will focus our learning in the following areas of inquiry, a) historical and theoretical foundations  defining disability, b) disability in the context of public schooling, c) the relationship between disability, social change, and equitable access to opportunity.

The primary goal of this course is to develop a critical understanding of how disability and situated in the contexts schools and society.

Guiding Framework

This course is grounded in the guiding tenets of Disability Studies in Education (Connor, Gabel, Gallagher, & Morton, 2008)

• Contextualize disability within political and social spheres;
• Privilege the interests, agendas, and voices of people labeled with/disabled people;
• Promote social justice, equitable and inclusive educational opportunities, and full and meaningful access to all aspects of society for people labeled with disability/disabled peoples; and
• Assume competence and reject deficit models of disability.

 Leaning Objectives

 By the end of this course, you will be able to:

• Identify the historical, cultural, and theoretical frameworks that influence the discourse surrounding the concept of disability in schools and society.
• Critically examine normative assumptions about physical, intellectual, and social ability in educational and social contexts.
• Critically reflect on your own values and assumptions regarding physical, intellectual and social ability.
• Link conceptualizations of disability in schools and society to issues related to social change and equitable access to opportunity.

Course text and readings

The text that you need to buy for our course is:  

(Un)Learning Disability: Recognizing and Changing Restrictive Views of Student Ability

By: AnnMarie Baines

• Publisher: Teachers College Press

• Print ISBN: 9780807755365, 0807755362

  Print ISBN: 9780807755365, 0807755362

• eText ISBN: 9780807772720, 0807772720

  eText ISBN: 9780807772720, 0807772720

• Copyright year: 2014
• Format: EPUB

A fully accessible eTextbook that features, a) instant access, b) offline access, c) study tools, d) and read aloud (text to speech. 

You can find the book via VitalSource: https://www.vitalsource.com/products/un-learning-disability-recognizing-and-changing-annmarie-baines-v9780807772720?term=9780807772720Links to an external site.

All other course materials are made available to you in accessible formats via the course schedule below. Please let me know if you have any trouble gaining access to these materials and I will work with you to make sure that you get what you need. 

Assignments

Case Study Jimmy, In class assignment  (20 points)

Case Study Edith, In class assignment  (20 points)

Reflective Activity 1 (20 points) 

Paper or Creative work (20 points) Disability and Intersectionality in Public Schools 

Reflective Activity 2  (20 Points) 

Paper Equivalent Guidelines 

Paper Writing Equivalent Guidelines.docx

 Late work

Late work will not be accepted unless an arrangement is made with the instructor in writing  prior to the due date for any given assignment. Points may be deducted for the submission of late work. 

Engagement w/Guest Speakers

The guest speakers this quarter bring a range of perspectives and and deep expertise on disability in the contexts of K-University education. Having thoughtful questions prepared for them will be key to engagement during these sessions. Please find the links to the question sheets in the syllabus below. When we meet, we will take the first several minutes of class and craft our questions. If you cannot attend a class session when we have a guest speaker, that's fine, you still need to post your question(s).  

GRADING

Course Calendar