Lecture: 4 hours per week
In this course, students engage in a variety of learning activities such as lectures, group work, case studies, self-reflection, and team-based exercises.
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General Overview of Disability Frameworks and Models.
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Develop a conceptual understanding of the various meanings and perspectives of disability, including:
- Medical model
- Rehabilitation model
- Social model
- Charity model
- Social justice and civil rights model
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Analyze the strengths and weaknesses of these models.
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Examine exceptionalities and their characteristics, pathology, and classification across diagnostic and classification systems, including:
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Diagnostic and Statistical Manual of Mental Disorders (DSM)
- International Classification of Functioning, Disability and Health (ICF)
- Understand how disability is defined and measured.
- Develop an awareness of the historical and cultural constructs of disability and how they impact employment outcomes and other quality-of-life measures.
- Use various theories as a lens to understand disability:
- Examine the history of oppression and the politics of prejudice as they relate to disability.
- Consider disability movements, independent living, and disability rights.
- Reflect on the anti-treatment movement.
Upon successful completion of this course, students will be able to:
- Demonstrate a comprehensive understanding of historical and contemporary constructs of disability.
- Demonstrate a broad understanding of the characteristics, pathology, and classifications of developmental, congenital, and acquired disabilities.
- Compare and critique classifications and schemas of disability, analyzing their implications and impacts across different settings and environments.
- Compare and critique representations of disability in culture.
- Demonstrate an understanding of disability as a human rights issue.
Assessment will be based on course objectives and will be carried out in accordance with the Douglas College Evaluation Policy. An evaluation schedule is presented at the beginning of the course.
Assessment may include a combination of:
- Literature reviews
- Research paper
- Debate or Editorial class presentation
- Case Study/critiques
- Online communications (discussion forum, live synchronous sessions)
Instructors may use a student’s record of attendance and/or level of active participation as part of the student’s graded performance. Expectations and grade calculations regarding class attendance and participation will be clearly defined in the instructor's course outline/syllabus.
A list of required and recommended reading will be provided for students at the beginning of the semester. Instructors are committed to prioritizing OER and publicly accessible resources.
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