1. No category

This is a sample outline. Actual course outline may vary in
structure, required readings, texts and assignments.
SCHOOL OF SOCIAL WORK – UNIVERSITY OF VICTORIA
SOCIAL WORK 469
INSTRODUCTION TO DISABILITY STUDIES
DISTANCE EDUCATION COURSE OUTLINE
Calendar Description:
See UVic calendar.
Date:
This is a sample outline from 2009. Your course outline may vary in structure, required
readings, texts, and assignments.
Course Goals & Objectives:
Upon successful completion of the course, students will:
ƒ
ƒ
ƒ
ƒ
ƒ
Know major issues concerning disability and discrimination in Canada and
understand their impact with particular reference to the situation of children and
women.
Be familiar with the medical model, the social construction of disability, the
independent living paradigm and the emerging paradigms.
Be able to describe public sector resources available to disabled people in Canada
in general and B.C. in particular.
Know the basic protocol and procedures for accommodating disability related
needs in the context of human services.
Understand your own beliefs and values in relation to disability/disablement.
WEEKLY TOPICS:
1. Sept 3-7
Unit 1: An Introduction to HSD 464/Disability in Canada
2. Sept 8-14
Unit 2: Historical Perspectives on Disability
3. Sept 15-21
Unit 3: Disability, Human Rights, and the Law
4. Sept 22-28
Unit 4: The Social Policy Context of Disability
5. Sept 29-Oct 5 Unit 5: Disability and Family Life
6. Oct 6-12
Unit 6: Principles of Practice: Client/Family Centered Services
7. Oct 13-19
Unit 7: Violence, Abuse and Neglect in the Lives of People with
Sample outline 469 Distance Education
1
Disabilities
8. Oct 20-26
Unit 8: Practice Example: Woodlands and its Legacy
9. Oct 27-Nov 2 Unit 9: Disability Culture
10. Nov 3-9
Unit 10: Issues Facing First Nations People
Reading Week
11. Nov 17-23
Unit 11: Ethical Issues
12. Nov 24-30
Unit 12: Disability and Marginalization: Intersecting Oppressions
Readings:
Unit 1
Woodill, G. (1994) The Social Semiotics of Disability. In Rioux, M. and M. Bach (Eds.),
Disability is Not the Measles (pp. 201-226). Roeher Institute: York, Ont.
Wendell, S. (1996) The Social Construction of Disability. In S. Wendell, The Rejected
Body: Feminist Philosophical Reflections on Disability (pp. 35-56). Routledge: New
York.
Unit 2
McLaren A. Our own master race: eugenics in Canada, 1885-1945. Toronto: McClelland
and Stewart , 1990.
Chapter 1 – The Birth of Biological Politics, pages 13-27;
Chapter 5 – Creating a Haven for Human Thoroughbreds, pages 89-106
Wahlsten, D. (1997). Leilani Muir versus the Philosopher King: Eugenics on trial in
Alberta. Genetica, 99, 185-198.
Unit 3
Hinton, S. (1998) Reassigning Meaning. In S. Linton, Claiming Disability (pp. 8-33).
New York University Press: New York
Osburn, J. (1998). An Overview of Social Role Valorization Theory. The International
Social Role Valorization Journal/La revue internationale de la Valorisation des roles
sociaux, 3 (1), 7-12. (On-line article – see on-line Learning Activity for this Unit).
Sample outline 469 Distance Education
2
Morris, J. (1991). Lives Not Worth Living. In J. Morris, Pride Against Prejudice:
Transforming Attitudes to Disability (pp. 39-63). The Women’s Press: London, UK
Mairs, N. (1996). Body in Trouble. In N. Mairs, Waist-High in the World: A Life Among
the Non-Disabled (pp. 40-63). Beacon Press: Boston.
Nicholls, N. (1997). Disability as Difference. In P. Angelini (Ed.), Our Society: Human
Diversity in Canada (pp. 159-181). ITP Nelson: Scarborough, Ontario.
Wendell, S. (1989). Towards a Feminist Theory of Disability. Hypatia, 4(2), 104-124.
Unit 4
Heiman, T. (2002). Parents of Children with Disabilities: Resilience, Coping, and Future
Expectations. Journal of Developmental and Physical Disabilities, 14(2), 159-171.
Middleton, L. (1999). Disabled Children: Excluded Citizens? In L. Middleton (Ed.),
Disabled Children: Challenging Social Exclusion (pp. 119-141). Blackwell Science
Limited: Oxford.
Orelove, F.P., & Sobsey, D. (1996). Educating children with multiple disabilities: A
transdisciplinary approach (3rd ed.). Baltimore: Paul H. Brookes Publishing Co. Chapter
1 – Designing Transdisciplinary Services, pages 1-33.
Unit 5
Prilleltensky, O. (2002). A Ramp to Motherhood: The Experiences of Mothers with
Physical Disabilities. Sexuality and Disability, 21(1), 21–47.
O'Toole, C.J. & Doe, T. ( 2001). Sexuality and Disabled Parents with Disabled Children.
Sexuality and Disability, 20(1), 89–101.
Thomas, C. (2001). The Baby and the Bath Water: Disabled Women and Motherhood in
Social Context. Sociology of Health and Illness, 19(5), 622-643.
Ford, F. (1997) The rights of children and parents and the duty of the state. entourage,
10, 10-15.
Unit 6
Sample outline 469 Distance Education
3
Singer, G. & Powers, L. (1993). Contributing to Resilience in Families. In G. Singer and
L. Powers, Families, Disability and Empowerment (pp. 1-25). Paul H. Brookes
Publishing: Baltimore, Maryland
Yerbury, M. (1997). Issues in multidisciplinary teamwork for children with disabilities.
Child: Child Care, Health and Development, 23(1), 77-86.
McConachie, H.R. (1999). Conceptual frameworks in evaluation of multidisciplinary
services for children with disabilities. Child: Care, Health and Development, 25(2), 101113.
Krogh, K. (1998). A Conceptual Framework of Community Partnerships: Perspectives
on People with Disabilities on Power, Beliefs and Values. Canadian Journal of
Rehabilitation, 12(2), 123-134.
Unit 7
Sobsey, D. & Doe, T. (1991). Patterns of Sexual Abuse and Assault. Sexuality and
Disability, 9(3), 243-259.
Balogh, R., Bretherton, K., Whibley, S., Berney, T., Graham, S., Richold, P., Worsley, C.
& Firth, H. ( 2002) Sexual abuse in children and adolescents with intellectual disability.
Journal of Intellectual Disability Research, 45(3), 194-201.
Razack, S. (1998). From Pity to Respect: The Ableist Gaze and the Politics of Rescue. In
S. Razack, Looking White People in the Eye: Gender, Race and Culture in Courtrooms
and Classrooms (pp. 130-156). University of Toronto Press: Toronto.
Petersilia, J.R. (2002). Crime Victims With Developmental Disabilities: A Review Essay
Criminal Justice and Behavior 28(6), 655–694.
Unit 8
There are no readings for Unit 8
Sample outline 469 Distance Education
4
Unit 9
Lane, H., Hoffmeister, R., & Hahan, B. (1996). The Deaf Agenda. In H. Lane, R.
Hoffmeister and B. Hahan (Eds.), A Journey Into the Deaf World (pp. 408-451). Dawn
Sign Press: San Diego.
Mason, D. (2000). A Perspective on How Deaf People Perceive Being Different. In C.
James (Ed.), Experiencing Difference (pp. 16-22). Fernwood Publishing: Halifax.
Dolnick, E. (1993). Deafness as Culture. The Atlantic Monthly, 272m(3).
Lane, H. (1997). Construction of Deafness. In L.J. Davis (Ed.), The Disability Studies
Reader (pp. 153-171). Routledge: London.
Unit 10
There are no readings for Unit 10.
Unit 11
Doe, T. & Ladouceur, B. (1993). To Be or Not To Be: Whose Question is it Anyway?
Canadian Women Studies Summer 1993. (Readings Package) (pp. 88-92)
Unit 12
Asch, A. & Fine, M. (1992). Beyond Pedestals: Revisiting the lives of women with
disabilities. In A. Asch and M. Fine (Eds.), Disruptive Voices: The Possibilities of
Feminist Research (pp. 139-171). University of Michigan Press: Ann Arbor, MI.
Doucette, J. (1990). Redefining Difference: Disabled Lesbians Resist. In S.D. Stone
(Ed.), Lesbians in Canada (pp. 61-72). Between the Lines Press: Toronto.
Stuart, O.W. (1992). Race and disability: just a double oppression? Disability, Handicap
and Society, 7(2), 177-188.
Shah, R (1997) Improving services to Asian families and Children with disabiltities.
Child: Care, Health and Development, 23(1), 41-46.
Sample outline 469 Distance Education
5
Corbett, J. (1994). A Proud Label: Exploring the relationship between disability politics
and gay pride. In Disability and Society, 9(3), 343-357.
Assignments:
LEARNING ACTIVITIES:
UNIT ONE - Introduction
Learning Activity OneFamiliarize yourself with the course
Review the course manual, take an inventory of the readings are included in your course
pack and familiarize yourself with the assignments and expectations for the course.
Review the website. Pay particular attention to the instructions and tasks that must be
completed in order to effectively participate in the online activities of this course (i.e.,
practice-based scenarios and discussion of set questions in small-groups).
Compare the course schedule and the Blackboard Calendar with your personal and work
schedule for the next four months. Note the timelines for the online activities and add
them to your personal calendar.
Learning Activity TwoIntroductions
Required, time-sensitive
Post: to Introductions discussion topic on this site
This activity has three parts.
Part One
Send an email to your instructor using the Blackboard Mail tool. In the email tell the
instructor something about yourself and pose any questions you might have about the
course.
Part Two
Use the Introductions discussion topic to post a short introductory note to the other
students in your section of this course. Your instructor may use this information to
organize the class into small-groups for the practice-based scenario activities and to
assign the coordinator roles for each online activity in the course.
In this posting include:
Sample outline 469 Distance Education
6
1. something about your professional experience, your personal views of practice,
and a bit about who you are as a person
2. a few words about your experience to date in working in small-groups
3. your thoughts on how disability is viewed in society - be careful not to overgeneralize or personify society as an entity with one view
4. what you need to learn to prepare yourself to be an effective practitioner when
working with people with differing abilities
Part Three
Be prepared to follow up on the instructors decisions about small group membership
assignments early in week two. Your instructor will post a note to the Instructor's
Messages topic. This note will provide a list of the small-groups for the practice-based
scenario activities. Check the instructor's posting and identify your small-group. This
group will be set up as a "discussion topic" (eg. Group #1) on this site.
Learning Activity Three Reading, reflecting and writing responses in the course workbook
Required, Self-paced
Respond: using your course workbook
This activity has three parts.
Part One - Read
(from the readings located in the course manual)
1. Woodhill, G. (1994) " The Social Semiotics of Disability", in Rioux, M. and M.
Bach (Eds.), Disability is Not the Measles, Roeher Institute: York, Ont.
2. Wendell, S. (1996) "The Social Construction of Disability" in S. Wendell, The
Rejected Body: Feminist Philosophical Reflections on Disability, Routledge: New
York.
Part Two - Reflect
Who is Disabled? Beginning to Explore the Definitions of Disability
One of the most important elements of knowledge available for effective human service
practice is being clear about our own personal values. This particularly holds true for
people who work with and for people who live with disabilities. Our internalized values
come from a variety of sources, including the aggregate culture, various sub-cultures,
family teaching, life experiences, educational course and so on.
Values and beliefs concerning disability impact the work that we are able to do in the
area of disabilities. To understand personal views regarding persons with disabilities, it is
necessary to explore the various ways society and the cultures of society see persons with
Sample outline 469 Distance Education
7
disabilities. This understanding is also extremely important in determining an approach to
service and intervention that will facilitate the development of enfranchised, empowered
and independent human beings.
One thing you will note is that the term disability, impairment and handicap are used
differently by different people and new perspectives on the way these words are defined
are appearing in the recent literature and debates. To begin our discussion, in 1983, the
United Nations/World Health Organization definition of disability offered the following
distinctions among impairment, disability and handicap:
Impairment: Any loss or abnormality of psychological, physiological, or anatomical
structure or function.
Disability: Any restriction or lack (resulting from an impairment) of ability to perform an
activity in the manner or within the range considered normal for a human being.
Handicap: A disadvantage for a given individual, resulting from an impairment or
disability, that limits or prevents the fulfillment of a role that is normal, depending on
age, sex, social and cultural factors, for that individual. Handicap is therefore a function
of the relationship between disabled persons and their environment. It occurs when they
encounter cultural, physical or social barriers, which prevent their access to the various
systems of society that are available to other citizens. Thus, handicap is the loss or
limitation of opportunities to take part in the community on an equal level with others.
(U.N. 1983)
These definitions were revised in 1997 and officially adopted by WHO in May, 2001.
Visit the World Health Organization's website and review the revised definitions
http://www.who.int/classifications/icf/en/
Part Three - Respond in your Course Workbook
a. Identify and discuss what Woodill means by the Social Semiotics of Disability.
Give 3 examples of the role language has played in the devaluation and
oppression of people with disabilities.
b. What does Cheryl Marie Wade's poem, I Am Not One of The... tell you about
some of the "well meaning positive terms" that have been invented in reference to
people with disabilities?
c. What do you think about the WHO definitions (1983 and 2001 versions)? What is
your own personal definition of disability? Where did this definition come from?
Are there other definitions that you have read or heard about that offer a better
understanding?
d. What have you learned about disability definitions and the social semiotics of
disability that help to prepare you for an anti-ableist approach to your professional
practice?
e. Record any other thoughts or questions about language considerations from your
readings as well as the definitions considered so far and other language issues you
may be familiar with.
Sample outline 469 Distance Education
8
UNIT TWO - Historical Perspectives on Disability
Learning Activity One Website Exploration to expand your understanding about the range and nature of
disability
Required, self-paced
Respond: using your course workbook.
This activity has two parts.
Part One - Website review
As a human service professional it is essential that you know where to go to collect
information that is relevant to the lived experience of the people you may be called upon
to serve. For example, if you find that you are scheduled to provide service to an
individual with a specific type of disability that you know little about, it may be useful to
spend some time gathering information that can fill in some of the gaps in your own
knowledge and awareness. There are a number of ways you can do this. One way to
gather information is to check out what information is available on the Internet. It is
important to be a critical and intentional consumer of internet information, as internet
sites may contain inaccurate information or unwarranted generalizations or stereotypes
about disabilities and people with disabilities. To give you some exposure to this type of
information searching, this learning activity directs you to 2 specific sites:
1. Using your internet browser, log on to the following website:
http://www.familyvillage.wisc.edu/specific.htm
As you will see, this site contains a handy "card catalog" that can help you find
information about specific disabilities. Click the drawer with the first letter of the
disability about which you want to learn.
2. The National Information Center for Children and Youth with Disabilities also
has a website that is host to valuable information. Log on to
http://www.nichcy.org/Pages/Home.aspx. This site offers 14 fact sheets and 3
briefing papers on specific disabilities. Each defines the disability, describes its
characteristics, and offers tips for parents and teachers. Each ends with a very
helpful list of resources in print or video and disability organizations that can
offer more information and assistance.
Part Two - Respond in your course workbook
Take some time this week to explore these sites. In your course workbook, make notes
about what you learned about particular disabilities and the relevance of this information
search for your present or future practice. Think and write about both the value and the
limitations of the information viewed and the limitations of this approach to learning
about people with disabilities.
Sample outline 469 Distance Education
9
Learning Activity Two People and Places in History (Eugenics)
Required, self-paced
Respond: using your course workbook.
This learning activity has three parts.
Leilani Muir sued the Alberta government for having sterilized her as a teenager without
her knowledge and for falsely stigmatizing her during her time as a resident of the
provincial institution, Michener Centre. The trial was held in Edmonton. Muir won the
case and inspired hundreds of other victims to seek compensation. The reasons for
judgment by Madame Justice Joanne Viet provide many details about the Muir case in
the context of policies of the Eugenics Board (see Veit, 1996). A second lawsuit,
involving hundreds of former Michener residents began in September, 1999 and was
settled in December, 2000 with all l plaintiffs awarded damages.
Part One- Read
1. Wahlsten, D. "Leilani Muir versus the Philosopher King: eugenics on trial in
Alberta". Genetica, 1997. 99, 185-198.
2. McLaren A. Our own master race: eugenics in Canada, 1885-1945. Toronto:
McClelland and Stewart , 1990. Chapter 1 - The Birth of Biological Politics,
pages 13-27; Chapter 5 - Creating a Haven for Human Thoroughbreds, pages 89106
Part Two
(there are 2 options for this part of Learning Activity 3)
Explore the issue of Eugenics further by either:
a. watching the video "The sterilization of Leilani Muir" - available from NFB)
or
b. by exploring the website noted below. The website directs you to the Georgetown
University Ethics Centre for a review of this movement in the USA.
(http://www.georgetown.edu/research/nrcbl/publications/scopenotes/sn28.htm)
Offline - Click here to access an archived file.
Part Three -- Discussion
Participate in on-line discussions on eugenics and other historical events and issues
affecting people with disabilities. Post your comments to the General Discussion topic.
Part Four -- Reflect and enter your responses into your course workbook
Sample outline 469 Distance Education
10
Reflective Writing: Summarize what you have learned about eugenics into your course
workbook. Critically analyze the history of eugenics in Canada and express your
impressions about what you have learned.
UNIT THREE - Disability, Human Rights, and the Law
Learning Activity One
Required, self-paced
Respond: using your course workbook.
This learning activity has two parts.
Part One - Website exploration
Complete the website exploration by following the links provided by the instructor or
noted below.
1. HRDC Canada - Log on to the Human Resources Development Canada website at
http://www.hrdc-drhc.gc.ca/.
This will direct you to the home page of HRDC. On the home page, click on the
menu on the left hand side of the screen "Persons with Disabilities". Follow the
links to the "Guide to HRDC for persons with disabilities" and explore the range
of programs and services described on this website. Another menu option on this
site is called "Disability Weblinks". This will direct you to more information
related to access to health, housing, employment, education, financial support etc.
Spend some time reviewing the information that is available and make notes of
what you have learned. Jot these notes down in your course workbook.
2. A second organization that gathers and disseminates valuable information about
how provincial and federal programs work to provide access to services to people
with disabilities is maintained by the Council of Canadians with Disabilities. Log
on to their website: http://www.ccdonline.ca/ and review the material they have
collected.
3. A third organization, the Learning Disability Association of Canada also has an
active website with valuable information concerning current human rights law and
helpful tips on effective advocacy. Log on to their website at http://www.ldactaac.ca and explore the information they have available concerning learning
disabilities and the law.
Part Two -- Reflect and enter your responses into your course workbook
Respond to the following discussion topics and enter your comments into your course
workbook.
1. Section 15. (1) of the Canadian Charter of Rights states that "Every
Sample outline 469 Distance Education
11
individual is equal before and under the law and has the right to the
equal protection and equal benefit of the law without discrimination and,
in particular, without discrimination based on race, national or ethnic
origin, colour, religion, sex, age or mental or physical disability".
Discuss your observations of how well the government AND
organizations in your community is doing in ensuring such equality.
2. In 1996, First Ministers agreed to make addressing the needs of people
with disabilities a priority.. In the fall of 1998, the Government of
Canada and the provinces and territories1 jointly released In Unison: A
Canadian Approach to Disability Issues. This framework document
provides principles and objectives to guide future action on disability.
The Social Union Framework Agreement claims to provide us with
shared principles and approaches to advance social policies for all
Canadians, including Canadians with disabilities. Discuss your thoughts
on how well the federal, provincial, and territorial governments have
been working together to better co-ordinate their efforts in addressing
disability-related issues.
Learning Activity Two Reading, reflecting and posting to your small group discussion topic
Required, time-sensitive
Post: to your small group discussion topic (e.g. Group #1) on this site
This activity has two parts.
One of the most important steps in preparing oneself for anti-ableist human service
practice is being clear about one's own personal values about disability and disabilityrelated issues. Our internalized values come from a variety of sources, including the
aggregate culture, various sub-cultures, family teaching, life experiences, educational
course and so on.
Our values and beliefs concerning disability issues have a direct impact on how we do
our work and how that work affects individuals with disabilities, both positively and
negatively. To understand personal views regarding persons with disabilities, it is
necessary to explore the various ways society and the cultures of society see persons with
disabilities. This understanding is extremely important in determining an approach to
service and intervention that reflects respect for the dignity and uniqueness of every
individual and a commitment to empowerment and self-determination.
Part One- Read
1. Linton, S. (1998) "Reassigning Meaning", in S. Linton. Claiming Disability. New
York University Press: New York
Sample outline 469 Distance Education
12
2. Osburn, J. (1998). An Overview of Social Role Valorization Theory. The
International Social Role Valorization Journal/La revue internationale de la
Valorisation des roles sociaux, 3 (1), 7-12. NEW
http://www.socialrolevalorization.com/resource/OSBURN_SRV.htm
3. Morris, J. (1991). "Lives Not Worth Living" , in J. Morris Pride Against
Prejudice: Transforming Attitudes to Disability, The Women's Press: London, UK
4. Mairs, N. (1996). "Body in Trouble", in N. Mairs Waist-High in the World: A Life
Among the Non-Disabled, Beacon Press: Boston.
5. Nicholls, N. (1997). "Disability as Difference" in P. Angelini (Ed.), Our Society:
Human Diversity in Canada, ITP Nelson: Scarborough, Ontario.
6. Wendell, S. (1989). "Towards a Feminist Theory of Disability", Hypatia, Vol. 4,
No. 2 (Summer, 1989).
Part Two- Post your responses to questions about the readings
Engage in an online discussion with other members of your small group by posting your
thoughts about the readings to your small group discussion topic (e.g. Group #1),.
Remember your comments will only be read by the other members of your small group
(and the instructor). Read and respond to the comments entered by other group members.
This is meant to get you thinking and talking with each other using the Blackboard tools.
Your instructor will also follow the discussion and may offer comments as well.
Use the conversations within your small group to integrate your understanding of the
readings and other course material by reflecting on the following questions:
1. Woodill (1994) states "...efforts to understand how disability is constructed lack
depth because they do not show how Western society's view of disability is
deeply rooted in the ways we communicate with and about our bodies and the
ways language and myths have historically conditioned our views of what it
means to be disabled." (p. 203)
a. Do you agree with Woodill? Why or why not?
b. How do the ways in which persons with disabilities are perceived and
treated directly connect to the way Canada organized services to persons
with disabilities over time?
2. Identify strengths and limitations of the medical, social and vocational model of
disability. Identify your own beliefs and situate your own professional practice in
relation to these models. Please describe.
3. After reading the Mairs and Morris articles, outline the way people with
disabilities might internalize the ableism that is prevalent in society.
4. According to McLaren, who led the eugenics movement in BC? Outline the roles
played by health and human service professionals and organizations in this
movement. Discuss the lessons and implications of this history for your
profession and for your practice in the community today".
This section is NOT for workbook but for discussion on line.
Sample outline 469 Distance Education
13
Learning Activity Three Advanced preparation for Learning Activity Two in Unit Four
Required, self-paced
Review the instructions for the online activity (the practice-based scenario) described in
Unit 4. The instructor will assign you a role to play in the first practice-based scenario or
will assign your discussion group the responsibility to sort out these role within the group
(this will be communicated to you in an Instructor's Message in Discussions or in your
Blackboard Mail).
Spend time this week researching what role this particular professional may bring to this
case. Prepare yourself to assume this role in the simulated team meeting slated to occur
via online discussion next week. You may want to include read about the professional
role in various articles in the course pack, review the websites of professional
associations or talk to a professional practitioner who actually works in this field.
UNIT FOUR - The Social Policy Context of Disability
Learning Activity One
Required, self-paced
Respond: using your course workbook.
This learning activity has two parts.
Part One - Read
1. Ann N. Garfinkle, Peer Imitation: Increasing Social Interactions in Children with
Autism and Other Developmental Disabilities in Inclusive Preschool Classrooms :
Topics in Early Childhood Special Education Volume: 22 Number: 1 Page: 26 38
Link to the Garfinkle article here. The article is in PDF format. To read the PDF
file, you will need to have Adobe Acrobat Reader installed on your computer.
Adobe Acrobat Reader is a free program. If you do not have it already installed on
your computer, it is available through the following web address:
http://www.adobe.com/prodindex/acrobat/readstep.html
2. T. Heiman ( 2002 ) "Parents of Children with Disabilities: Resilience, Coping,
and Future Expectations" Journal of Developmental and Physical Disabilities Vol
14 N. 2 pp 159-171
3. Middleton, L. (1999). "Disabled Children: Excluded Citizens?" in L. Middleton
(Ed.), Disabled Children: Challenging Social Exclusion, Blackwell Science
Limited: Oxford
Sample outline 469 Distance Education
14
4. Orelove, F.P., & Sobsey, D. (1996). Educating children with multiple disabilities:
A transdisciplinary approach (3rd ed.). Baltimore: Paul H. Brookes Publishing
Co. Chapter 1 - Designing Transdisciplinary Services, pages 1-33.
Part Two - Enter your responses into your course workbook
1. Discuss the reactions of parents to the experience of having a child with a
disability as reported in the Heiman article/study. Identify the attitudes, conditions
and resources which families regard as important when adjusting to life with a
child who has a disability?
2. Identify how children with disabilities are included in a school setting in your
community (outline school policies or practices regarding inclusive education).
Alternatively, discuss how other services in your community are made accessible
to families with a child who has a disability. Write a one half to one page report of
your findings in your course workbook.
3. Identify the distinctive features of each of the team models outlined in the
Sobsey/Orelove chapter. Identify the approach which you feel fits best with antiableist practice. Discuss issues/challenges you might face in your professional
role within this model and identify strategies that you feel would enable a team
using this model to work successfully on behalf of the student/client.
Learning Activity Two Practice-based Scenario: Interdisciplinary (or other team model) Team Meeting
Required, time-sensitive
Post: to your small group discussion topic (e.g. Group #1) on this site.
As a learning activity for the last unit, you were asked to review the practice-based
scenario below and to gather information about the scope of practice of the role that was
assigned to you by the instructor in Week 3. In your online discussion group (and keeping
in the role assigned to you), participate in a multidisciplinary team meeting to develop a
plan for this family.
All group members must post their responses in appropriate discussion groups
This learning activity has two parts.
Beginning with this unit, online interactive exercises will have a group coordinator.
Each student will be expected to be the group coordinator at least once over the course of
the term. The group coordinator will be responsible for synthesizing the group's efforts to
develop a plan of action for the family and to post that plan to the instructor.
This activity is designed to simulate a team meeting involving a range of professionals.
For this activity, you will assume the role that was assigned to you by the instructor
(alternatively, the instructor may have your group select roles among themselves) and
take part in the interactive role-play with other members of your small-group. The overall
goal of the simulated team meeting is to develop a plan of action for the family described
in the case below.
Sample outline 469 Distance Education
15
Note:
There is no single, predetermined right way of working with the teacher, the family, or
any other involved parties. Your task is to identify and address the key issues presented in
the scenario and to experience and analyze how you (and others) might work within a
team to accomplish this task.
Part One - Read the scenario and make an assessment of:
•
•
•
•
•
What your role might be
the key issues
the best approach to take when meeting the individuals involved
possible solutions to the situation
if possible, reach consensus on a plan of action on priority issues
Scenario
Lucy is a 10-year-old girl in an integrated classroom (Grade 3) at Treetops
School. She has a diagnosis of FAE. Lucy was removed from her mother's home
at the age of four years by the Ministry of Children and Families due to parental
neglect. After a few months in foster care, Lucy was placed in the home of her
maternal grandmother, Mrs. North. Mrs. North was granted full custody of Lucy
by the Family Court when Lucy was 5 years of age. Lucy's birth mother has
struggled with substance abuse issues for many years. She recently completed a
rehabilitation program and has been making efforts to re-connect with her child.
She has successfully petitioned the Ministry to allow her to have supervised
visits.
Lucy's home room teacher is Bob Black. He has 24 students in his classroom
including 3 students who have been labeled as "behaviourally challenged". Mr.
Black claims that he uses a variety of strategies to improve the student's
behaviour. For examples, he gives students stickers and tokens to reinforce
positive interactions and on-task behaviour. Lucy responds well to Mr. Black's
system of positive reinforcement, however from time to time she will get
frustrated with the other students. When this happens, Lucy will try to kick the
other children. Mr. Black responds by telling the classmate to kick Lucy back.
When you ask Mr. Black why he does this, he claims "that is the only way that
some kids learn". Several parents of other students have raised concerns about
this and have asked to have Lucy's presence in the classroom reviewed. Lucy's
maternal grandmother mother, Mrs. North is extremely apprehensive about this
and worries that Lucy will be removed from the integrated classroom. The team
meeting is designed to bring all the people involved with Lucy's care and
educational needs together to discuss the situation and make recommendations
to the student placement office of the local School Board.
Sample outline 469 Distance Education
16
Part Two - Summary
Time Frame: Sunday Week Four to Tuesday Week Five
The coordinator should facilitate the team's discussion and all team members should
work toward consensus on a plan of action. The coordinator should summarize the group
discussion (key input of members and consensus decisions made), then send the group a
draft of the summary for review by Group members and offer suggestions for revisions
within 24 hours after receiving the draft. The coordinator should then submit the final
draft to the instructor and the rest of the group by 6:00 pm on Tuesday of Week Five.
UNIT FIVE - Disability and Family Life
Learning Activity One
Required, self-paced
Respond: using your course workbook.
Log on to http://www.disabledparents.net and click on the "our stories" icon. Material on
this site comes straight from the source--parents with disabilities who are living their
lives and successfully raising their children. Review the material on this site (try
exploring additional information from some of the relevant links available on this
website). Enter three key things you learned about the lived experience of parents with
disabilities in your course workbook and be prepared to consider these perspectives as
you continue to participate in the interactive learning activities for the remainder of the
course.
Learning Activity Two
Required, self-paced
Respond: using your course workbook.
This learning activity has two parts.
Part One - Read
1. O. Prilleltensky ( 2002 ) "A Ramp to Motherhood: The Experiences of Mothers
with Physical Disabilities" Sexuality and Disability Volume 21 Number: 1 Page:
21 - 47
2. C.J. O'Toole ; T. Doe ( 2001 ) "Sexuality and Disabled Parents with Disabled
Children" Sexuality and Disability Volume: 20 Number: 1 Page: 89 - 101
3. Thomas, C, ( 2001 ) "The Baby and the Bath Water: Disabled Women and
Motherhood in Social Context" Sociology of Health and Illness Vol 19 No. 5 pp.
622-643
4. Ford, F. (1997) The rights of children and parents and the duty of the state.
entourage, 10, 10-15.
Sample outline 469 Distance Education
17
Part Two - Reflect on these questions and enter your responses into your course
workbook
1. At the beginning of this unit (page 33 in your course manual) it is stated, "both
traditional and contemporary developmental theories, including those of Freud,
Piaget, Erickson, Maas and others have generally either ignored or have
conceived of disability from a pathological framework". Why is this the case and
what influence does this have on how human service professional are trained to
understand human development?
2. What are the strengths and limitations of viewing adaptation to disability from the
position taken by the traditional theorists?
3. Do you think the expectation that people will leave the parental home at the age
of 18 to 21 is still relevant today? What is your experience of the ages and stages
of "leaving home"? What are some of the things that prevent young adults from
leaving home today? What further complications might "leave home" present for
a young adult with a disability?
4. Discuss the pressure felt by disabled women to demonstrate that they are, or could
be, `good enough mothers' as described in the Thomas article.
5. Discuss the historical oppression of people with disabilities with respect to their
reproductive rights and identify key issues affecting parents with intellectual
disabilities in current times. Identify anti-ableist practice strategies for your
profession in working with families headed by parents with intellectual
disabilities.
6. The Ford article suggests that parents with intellectual disabilities may encounter
particular bias, opposition and skepticism with respect to their rights and
aspirations to be parents. Are these responses warranted? Why or why not?
Learning Activity Three Practice-based Scenario: Reviewing the team meeting process and outcomes
Required, time-sensitive
Post: to your small group discussion topic (e.g. Group #1) on this site
This activity has two parts.
This activity is based on the simulated team meeting that you engaged in during Unit
Four.
Part One -- Discussion
In your group, use the questions listed below to debrief the simulated team meeting that
you participated in during Unit 3. The questions are designed to get you thinking about
how you viewed Lucy and her family, how they are viewed by others, and what tensions
and issues can arise when working within an interdisciplinary team setting.
All group members must post their responses (and counter responses) to the Group #
discussion topic within the 72 hour period.
Sample outline 469 Distance Education
18
•
•
•
•
•
•
•
•
•
•
Who is the client? Who determined who the client(s) was?
What were your assumptions about the child and her needs?
Did the presence of Lucy's mom have an impact on the discussion? If so, how?
Was Lucy's mother really "heard" by all members of the team?
Describe the "team model" followed in relation to the models discussed inthe
Sobsey and Orelove chapter and briefly describe the planning process you used.
Discuss from your role perspective the issue you see as the focus for your
professional services.
Which issues did you think were most important for the family? How did those
differ from your colleagues?
How did you handle differing perspectives within the group? Did any one
perspective/person seem to dominate?
Which professional role held the most power in interactions with the family?
Why?
What might influence the family's experience of power/powerlessness when
interacting with members of the team meeting?
Part Two - Summary
Time Frame: Sunday Week Five to Tuesday Week Six
The coordinator for this week (remember that everyone in the small group should take a
turn in performing this task) should summarize the group discussion at the end of this
period, then send the group a draft of the summary for review by Tuesday of Week Six.
Group members should review the plan and offer suggestions. The coordinator should
then submit the final draft to the instructor and the rest of the group by 6:00 pm on
Tuesday of Week Six.
UNIT SIX - Principles of Practice: Client/Family Centred Services
Learning Activity One
Required, self-paced
Respond: using your course workbook.
This learning activity has two parts.
Part One - Review website
Log on to the BC Ministry of Children and Family website at
http://www.mcf.gov.bc.ca/icm/instructor_1.htm
Part Two - Respond in your workbook
Using Strauss's "Factors Contributing to Successful Collaborations" (pages 53-54 in the
course manual) as a guide, review the ICM training materials and write your assessment
Sample outline 469 Distance Education
19
of the strengths and limitations of this approach for practicing in this field. Write your
assessment (1 to 2 pages) in your course workbook.
Learning Activity Two
Required, self-paced
Respond: using your course workbook.
This learning activity has two parts.
Part One -- Read
1. Singer, G., and Powers, L. (1993). "Contributing to Resilience in Families" in G.
Singer and L. Powers (1993). Families, Disability and Empowerment, Paul H.
Brookes Publishing: Baltimore, Maryland
2. Yerbury, M. ( 1997 ) "Issues in multidisciplinary teamwork for children with
disabilities" Child: Child Care, Health and Development Vol 23 Number 1 pp 7786
3. H.R. McConachie (1999) "Conceptual frameworks in evaluation of
multidisciplinary services for children with disabilities" : Child: Care, Health and
Development Volume: 25 Number: 2 Page: 101 -- 113
4. Krogh, K. (1998). A Conceptual Framework of Community Partnerships:
Perspectives on People with Disabilities on Power, Beliefs and Values. Canadian
Journal of Rehabilitation, 12(2), 123-134
Part Two - Reflect on these questions and enter your responses into your course
workbook
1. What is your understanding of how receptive "the service system" is to the
expectations of family members?
2. What does it mean to be "supported not just served" by a service delivery system?
3. Recollect a recent news story concerning families and people with disabilities.
What were the issues experienced by this family? What was the response of "the
system"? How was the story portrayed in the media?
4. Discuss your impressions of the approach to child welfare services that is outlined
in the ICM manual. How does it reflect respect for family resiliency and strength
that is discussed in the article by Singer and Powers?
Learning Activity Three Check In with the instructor
Optional
Respond: via Blackboard Mail to your instructor.
Use this mid-point to do a "check-in" and to reflect on whether your personal learning
goals for the course are being met. Send your comments, questions, concerns (and a
Sample outline 469 Distance Education
20
proposed action plan if your needs are not being met) to the instructor via a Blackboard
Mail. Think about how your perceptions about disability, people with disabilities and
disability related services have altered since the beginning of the term. You may also use
this time to propose your ideas for the final assignment and request feedback and
direction about those ideas from the instructor.
UNIT SEVEN - Violence, Abuse and Neglect in the Lives of People with Disabilities
Learning Activity One Reading and Reflecting
Required, self-paced
This learning activity has two parts.
Part One -- Read
1. Sobsey, D. and Doe, T. (1991). "Patterns of Sexual Abuse and Assault", Sexuality
and Disability Vol. 9 No. 3.
2. R. Balogh ; K. Bretherton ; S. Whibley ; T. Berney ; S. Graham ; P. Richold ; C.
Worsley ; H. Firth ( 2002) "Sexual abuse in children and adolescents with
intellectual disability" Journal of Intellectual Disability Research Volume 45
Number 3 pp. 194-201.
3. Razack, S. (1998). From Pity to Respect: The Ableist Gaze and the Politics of
Rescue. In S. Razack, Looking White People in the Eye: Gender, Race and
Culture in Courtrooms and Classrooms, University of Toronto Press: Toronto pp.
130-156.
4. J.R. Petersilia ( 2002 ) "Crime Victims With Developmental Disabilities: A
Review Essay" Criminal Justice and Behavior Volume: 28 Number: 6 Page: 655 694.
Part Two - Reflect on these questions
1. The article by Petersilia offers several conceptual models to explain the
differential victimization risk that people with disabilities may experience.
Discuss your understanding of these models and offer your opinion as to which
model seems most plausible.
2. What patterns do Sobsey and Doe identify concerning the sexual abuse of persons
with disability.
3. What strategies can be employed to ensure that people with disabilities do not
"fall through the cracks" of the service delivery system, especially those who are
institutionalized or hospitalized for long periods of time and those who rely on the
care of a personal assistant or home health care system?
4. What do crime victim advocates need to know to effectively respond to people
with different kinds of disabilities (i.e., victims with developmental disabilities
Sample outline 469 Distance Education
21
and their families, newly-disabled victims, victims with physical disabilities, and
victims with other types of disabilities)?
5. What landmark Supreme Court of Canada decision occured in 1997 concerning
the rights of deaf people in Canadian courts (this is not addressed in your
readings. If you do not know the answer, search the internet to find it.)?
Part Three - Post comments/reflections and discuss with your small group.
Post highlights of your reflections (brief responses to each question) to your discussion
group by Friday, Week Seven and engage in discussion of key issues. There is no
summary required for this learning activity.
Learning Activity Two Reading and reflection
Required, self-paced
Preparation for Unit 8 Case Study/Practice based Example
One major challenge for professionals and others involved with people who have
disabilities is responding appropriately to indicators, reports and disclosures of abuse and
providing appropriate supports without over-stepping one's role. Whether one is a direct
service provider, a case worker, facilitator or a victim service worker, it is critically
important to have a clear understanding of one's role, the roles of others and the resources
which may be available to assist individuals who have been victimized. Respecting the
autonomy and self-determination of adults in decision-making may be especially
challenging, especially when the adult has a cognitive disability. The Unit 8 practicebased scenario pertains to allegations of abuse at Woodlands institution. A practice-based
scenario that will be posted by your instructor to the Unit 8, LA#2 Instructions In
preparation for next week's activities follow the link and review the report entitled The
Need to Know: Woodlands School Report: An Administrative Review. D. McCallum
(2002):
http://www.trustee.bc.ca/news_information/woodlands/Woodlands_NeedtoKnow.pdf
UNIT EIGHT - Practice Example: Woodlands and its Legacy
Learning Activity OneReading and reflection
Required, time-sensitive
Post: to your small group discussion topic (e.g. Group #1) on this site
This activity has two parts
Social workers and other professionals working with adults with developmental
disabilities in BC will encounter former Woodlands residents and should have a basic
Sample outline 469 Distance Education
22
knowledge about Woodlands, about what life was like for people who lived there, and
about the issues that persist for many former residents today. The following
readings/resources include recent reports about Woodlands and former Woodlands
residents and their families. All group members will have reviewed The Need to Know as
part of last week's learning activities. It is recommended that each group member select
one of the following additional reports or sites or video to review. Each group member
will be responsible to post a summary and comments about the material they reviewed by
midnight
Part One - Read/Review
Readings/resources on Woodlands
1. From the Inside/Out (Video), British Columbia Association for Community
Living, Vancouver, B.C. in conjunction with Lorna Boschman & Big B
Productions. (This video is available from some local associations for community
living).
2. The Need to Make Amends: Former Residents of Woodlands Respond to “The
Need to Know Report”, (2003)
http://www.bcacl.org/documents/Institutions/BCSAF_Woodlands_Repor__Apri_
24.pdf
3. Having a Choice: A Response to the ‘Need to Know Report’, Woodlands Parents’
Action Group, (2003)
http://www.bcacl.org/documents/Woodlands_Abuse/having_a_choice_interim_re
port.pdf
4. BC Association for Community Living Web-Site – see fact sheets on Taking Care
of Your Feelings
http://www.bcacl.org/documents/institutions/woodlands_factsheet_1.pdf
and Legal Information
http://www.bcacl.org/documents/institutions/woodlands_factsheet_2.pdf
5. Report of the Woodlands Project, Public Guardian and Trustee of BC (PGT)
Woodlands Site. This site includes many links to Woodlands related reports and
information sheets: http://www.trustee.bc.ca/news_information/woodlands.htm
A written version of PGT Report
http://www.trustee.bc.ca/news_information/woodlands/Woodlands%20Project%2
0Report.pdf
An audio version:
http://www.trustee.bc.ca/news_information/woodlands/Woodlands%20Report%2
0All.wma
6. A summary of activities and developments related to the Woodlands abuse class
action suit is available from the web-site of the court designated law firm Poyner
Baxter: http://www.poynerbaxter.com/Woodlands.htm
Sample outline 469 Distance Education
23
Part Two – Post your summary and respond to summaries posted by others.
In consultation with your small group select one site to review. Review and post a
summary and comments about the site by midnight on Thursday, Week Eight. The
coordinator for this week will facilitate this activity. There is no group summary required
for this activity, however, the coordinator is responsible to facilitate and provide a
summary of the Learning Activity Two case study/scenario below.
Learning Activity TwoCase Study
Required, time-sensitive
Post: to your small group discussion topic (e.g. Group #1) on this site.
Part One - Case study review and discussion
Discussion Guidelines: Practice based scenario
Post your responses to the questions (Part One, 2. a-e) and engage in discussion of these
issues with small group members.
1. Review the scenario presented by the Course Instructor and make note of:
a. Victim service and support issues considered during Unit 7
b. Information presented in Unit 8 readings on Woodlands and related
reports.
2. In your Discussion Group, address the “key issues” in this scenario. The
facilitator will be responsible for summarizing the group’s answers to the
following questions:
a. What are the key issues in this scenario?
b. What initial actions do you think that you would take as a Community
Living Services worker in response to Thomas’ disclosure?
c. What other resources (including contact information) might you wish to
access or refer Thomas and Raj to access?
d. What other current information about Woodlands would be relevant for
you to inform Thomas and Raj about?
e. Any other important considerations the group wishes to identify.
Part Two – Summary
The coordinator for this week will post a summary of the group’s responses and action
plans by midnight. The coordinator should facilitate the team’s discussion and all team
members should work toward consensus on a plan of action. The coordinator should
summarize the group responses to the questions then send the final draft to the instructor
and the group by midnight.
Sample outline 469 Distance Education
24
UNIT NINE - Disability Culture
Learning Activity One Small Group Discussion
Required, time-sensitive
Post: to your small group discussion topic (e.g. Group #1) on this site.
This activity has two parts.
Part One - Read
1. Lane, H., Hoffmeister, R., and Hahan, B. (1996). "The Deaf Agenda" in H. Lane,
R. Hoffmeister and B. Hahan (Eds.), A Journey Into the Deaf World, Dawn Sign
Press: San Diego.
2. Dolnick, E. (1993). "Deafness as Culture" The Atlantic Monthly, Volume 272m,
Number 3, September, 1993.
3. Lane, H. (1997). "Construction of Deafness" in L.J. Davis (Ed.), The Disability
Studies Reader, Routledge: London.
4. Here are some sites presenting issues to consider in your discussion of disability
culture. http://www.dimenet.com/disculture/archive.php?mode=A&id=25
http://www.disabilityresources.org/CULTURE.html
http://www.s4dac.org/festivals/kickstart/2004/ks2_info.html
http://www.ldaf.org/
http://www.thenthdegree.com/
Part Two - Reflect on these questions and post your responses to your small group
discussion topic
1. What is culture? What is disability culture?
2. What is Deaf culture compared to Disability Culture?
3. How can service/agency practices support or inhibit the development of cultural
identities, including disability culture?
4. Identify and discuss at least 3 examples of “disability culture” as depicted in the
web-sites posted above (events, people, communities, etc.).
5. Discuss how a positive disability identity can emerge even after years of
oppression.
Sample outline 469 Distance Education
25
Learning Activity Two Video Review
Required, time-sensitive
Post: to the Video Review discussion topic
Films, plays and other artistic expressions may also provide insight into disability culture,
or more often, insight into how disability is viewed within the broader culture. View at
least one video during the week dedicated this Unit. The video is your choice must relate
to the course. A list of films that are related to the disability issues is included below.
Many of these are available from local video stores. Others may be accessed through the
public library or National Film Board (NFB).
A Few Suggested Videos:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Rain Man
Frida
Forrest Gump
My Left Foot
Mask
The Impossible Takes a Little Longer (NFB) 1986
Best Boy
Children of a Lesser God
Awakenings
Born on the Fourth of July
Benny and Joon
The Other Sister
Waterdance
What's Eating Gilbert Grape?
Making Perfect Babies (NFB)
Towards Intimacy (NFB)
Summarize the key issues in the video relating to the course, giving particular
consideration to issues related to disability culture and to the way that disability is
portrayed in this film. Post your summary to the Video Review discussion topic by
Tuesday, Week 10.
UNIT TEN - Issues Facing First Nations People
Learning Activity One Website Exploration/Preparation for Unit Ten, Learning Activity Two
Required, self-paced
Prepare for Posting: to your small group discussion topic (e.g. Group #1) on this site
when you log on to the small group discussion for Unit 10, LA 2
Sample outline 469 Distance Education
26
Log on to the websites noted below and explore the information that outlines the issues
facing aboriginal people with disabilities.
1. Review the material gathered together in the Report "Facing a Lifetime of
Barriers: Aboriginal People with Disabilities. Make some notes of what you learn
to share with other members of your small group during the discussion in
Learning Activity 2. This report was commissioned by the First Nations
Confederacy of Cultural Eduactional Centres. You can review it by logging on to
their website at http://www.schoolnet.ca/aboriginal/disable4/.
2. Community health nurses, community health & human service workers, social
workers, child & family service workers, alcohol & drug counsellors, sexual
abuse workers and many others work directly with First Nations people. The
Health Resource Centre of the BCANDS is a unique lending centre that provides
resources to First Nations communities throughout B.C. The Centre is responsible
for lending health resource information materials to First Nations health
practitioners and those who serve First Nations in BC. The Resource Centre's
mandate is to operate, manage and administer the Health Resource Centre, and to
enhance the delivery of health promotion and disability information resources to
Aboriginal Communities throughout British Columbia. The Resource Centre
provides information in the formats of kits, charts, books, manuals, reports, videos
and audiocassettes through a lending program, and a complimentary health
promotion & prevention program. To review the materials they have available and
to familiarize yourself with this organization, log on to their website at
http://www.bcands.bc.ca/
Learning Activity Two Small Group Discussion
Required, time-sensitive
Post: to your small group discussion topic (e.g. Group #1) on this site.
This activity has two parts.
Part One - Discussion
Your instructor will post questions concerning contemporary issues facing First Nations
People with disability to the Unit Ten, LA#2 Instructions discussion topic by
Wednesday of Week Ten. These questions will be the basis for your group discussion.
In your group, engage in a discussion with other members of your small group.
Part Two - Summary
Sample outline 469 Distance Education
27
The coordinator should summarize the group discussion at the end of this period, then
send the group a draft of the summary for review by Monday of Week Eleven. Group
members should review the plan and offer suggestions.
UNIT ELEVEN - Ethical Issues
Learning Activity One
Required, self-paced
Prepare for Posting: to your small group discussion topic (e.g. Group #1) on this site
when you log on to the small group discussion for Unit 11, LA 3
Become familiar with the code of ethics or professional standards in the organization that
you would belong to in the labour market. Many professional organizations have
websites that publish the code. If not, contact the local or provincial association of your
own professional discipline and ask them to mail you a copy. Consider how the code
reflects the values of society, the needs of consumers, the values of the professional and
the role of employers.
Learning Activity Two Reading and website exploration in preparation for Unit Eleven Learning Activity
Three
Required, self-paced
Prepare for Posting: to your small group discussion topic (e.g. Group #1) on this site
when you log on to the small group discussion for Unit 11, LA 3
Assisted suicide and euthanasia are among many complex "life and death" ethical issues
in this field of practice. Many people with disabilities and disability rights groups have
opposed the assisted suicide and euthanasia movement and have objected to the use of
terms like euthanasia and "mercy killing" in cases they argue should be considered
murder. To become familiar with the discussion and debate generated from the
perspective of people with disabilities, explore the following websites/readings:
1. Log on to the website http://www.notdeadyet.org. Examine the various articles,
opinions and discussions that reside on this site. Follow any links to other
websites that will allow you to examine the debates about this important topic.
Pay particular attention to the article by Diane Coleman "Assisted Suicide and
Disability: Another Perspective"
2. Log on to Ragged Edge Online at http://www.ragged-edge-mag.com. Examine
the website and review the discussion in current and past issues
3. Read Doe, T. and Ladouceur, B. (1993). "To Be or Not To Be: Whose Question
is it Anyway?" Canadian Women Studies Summer 1993. (Readings Package)
Sample outline 469 Distance Education
28
Links to web-sites presenting a range of views on the Latimer case:
•
•
•
•
•
•
•
Council of Canadians with Disabilities site articles on Latimer case:
http://www.ccdonline.ca/issues/euthanasia/index.htm
Sobsey article linking the media coverage of the Latimer case to an increase in
child murders in Canada:
http://www.raggededgemagazine.com/drn/latimer0402.html
RCMP report on the killing of children by their parents
http://www.ourmissingchildren.gc.ca/omc/publications/010/killing_e.htm
Article including background information about Robert Latimer and testimony
from Tracy’s mother regarding Tracy’s condition/pain.
http://www.nrlc.org/news/2001/NRL03/latimer.html
Canadian Civil Liberties Association letter of support for Robert Latimer
http://www.ccla.org/pos/letters/rocklati.shtml
“Friends of Robert Latimer” website (there is also a commentary here criticizing
Dick Sobsey’s linkage of media coverage of Latimer to an increase in filicide in
Canada http://robertlatimer.ca/
CBC coverage and a clip of Robert Latimer discussing the case before beginning
his sentence http://www.cbc.ca/news/background/latimer/index.html
Learning Activity Three Small Group discussion
Required, time-sensitive
Post: to your small group discussion topic (e.g. Group #1) on this site.
This activity has two parts.
The first two learning activities for this Unit are designed to help you prepare to engage
in a thoughtful and informed discussion with other members of your small group. In this
Unit, we will look at two situations that have raised many ethical issues. The first
situation focuses on the life of Sue Rodriguez, a Victoria woman who had ALS and
wanted the right to ask a medical doctor to assist in ending her life. The second scenario
focuses on the life and death of Tracy Latimer, a 12 year old from Saskatchewan who
was killed by her father who claimed that his actions were "a private family matter"
motivated by mercy.
NOTE: Try to use this exercise to tap into your own belief system and to use your
research and analytical skills to discover and discuss facts about these cases as well as the
relevant professional, ethical and legal standards.
Part One - Examine the Case Scenarios
Scenario 1
Sue Rodriguez was a single mother who was raising her 10-year-old son in a small
community in British Columbia.
Sample outline 469 Distance Education
29
She had a degenerative disability called A. L. S. (Lou Gehrig's disease). ALS does not
affect mental awareness but does gradually reduce the ability to move all parts of the
body. She had already stopped being able to walk and was using a wheelchair full time.
She had a hospital style bed and nursing support in her home as well as friends and a
positive relationship with her son. As a competent woman, Ms. Rodriguez looked into the
possibility of a medical doctor helping her end her own life when (and if) she wanted to
do this. She felt strongly that at some point in her progression towards the end of her life
she would want to die. She did not feel suicidal and was still quite able to commit the
"act" if she had wanted to but expected that by the time she did want to die she would not
have the physical ability to do this. She wanted to have the assistance of a medical doctor
and for that doctor to not be punished.
Under current Canadian law, assisting another person's suicide, or ending someone else's
life is a crime. Sue Rodriquez went to the Supreme Court to ask for permission to use a
doctor and to have the law changed. Several organizations intervened legally both for and
against her case and the case was highly publicized.
Scenario 2
Scenario Two On a Sunday morning in November, 1993, while his wife and other 2
children were at church, Robert Latimer carried his 12 year old daughter Tracy outside
and placed her on the front seat of his truck in the back yard of the family home. He ran a
hose from the exhaust to the truck cab so that the cab filled with lethal fumes. He sat in
the back of the truck until he was sure Tracy was dead. He then took her body from the
truck and placed her in her bed where her mother found her dead upon returning from
church. Several days later, when confronted by the police with autopsy evidence that
Tracy was poisoned, Latimer confessed to the crime. Latimer claimed that what he did
was not a crime, however. He claimed that he killed Tracy to “end her suffering”. Like
many children with the type of cerebral palsy she had, Tracy’s hip had dislocated and she
was experiencing pain associated with this. Latimer’s lawyer claimed that Tracy was in
“constant, unremitting pain”, although contrary evidence was presented in court and
Latimer was eventually convicted of second degree murder and sentenced to life without
the possibility of parole for 10. His appeal to the Supreme Court of Canada was rejected.
Latimer achieved folk hero status in Canada with a poll conducted early in the case
indicating broad public support. The media frequently presented Latimer’s version of
events uncritically, referring to the case as “compassionate homicide”, “mercy killing”
and “euthanasia”. Disability rights groups took a different view, suggesting that
Latimer’s actions reflected a view that the lives of people with severe disabilities are not
worth living. One researcher has linked media coverage of the Latimer case to an
increase in cases of parents killing their children in Canada during the 1990’s.
Part Two - Reflection and Discussion
In your group. engage in a discussion about these two cases with other members of your
small group. Share your reflections on:
1. the key issues as you see them (for both the individuals and society)
2. what additional information would you like to have about these cases?
Sample outline 469 Distance Education
30
3. what do you see as the similarities and differences betweeen these cases?
4. what actions might you have taken (in either case) in your professional role (could
be as a service coordinator, case worker, family support worker, communitly
living services worker, child protection worker, etc. - decide which role you will
take on or follow any instructor directions given on roles)
5. How personal biases against persons with disabilities affect what is considered to
be morally appropriate by society
6. The rationale for your decision and its possible implication
All group members must post their responses (and counter responses) to the Group #
discussion topic within the 72 hour period.
Part Three - Summarizing the discussion
The coordinator should summarize the group discussion at the end of this period, then
send the group a draft of the summary for review by Monday of Week Twelve. Group
members should review the plan and offer suggestions.
UNIT TWELVE - Disability and Marginalization: Intersecting Oppressions
Learning Activity One
Required, self-paced
Prepare for Posting: to your small group discussion topic (e.g. Group #1) on this site
when you log on to the small group discussion for Unit 12, LA 3
This learning activity has two parts.
Part One - Read
1. Asch, A., and fine, M. (1992). "Beyond Pedestals: Revisiting the lives of women
with disabilities" in A. Asch and M. Fine (Eds.), Disruptive Voices: The
Possibilities of Feminist Research, University of Michigan Press: Ann Arbor, MI.
2. Doucette, J. (1990). "Redefining Difference: Disabled Lesbians Resist" in S. D.
Stone (Ed.), Lesbians in Canada, Between the Lines Press: Toronto.
3. Stuart, O.W. (1992). "Race and disability: just a double oppression?" Disability,
Handicap and Society. Vol 7. No. 2.
4. Shah, R (1997) "Improving services to Asian families and Children with
Disabilities" Child: Care, Health and Development Vol 23. No 1.
5. Corbett, J. (1994). "A Proud Label: Exploring the relationship between disability
politics and gay pride" in Disability and Society Vol. 9 No. 3.
Sample outline 469 Distance Education
31
Part Two - Make notes/prepare for posting
Make a note of things that you have learned from these readings that help you to
understand the differences or similarities between disability and other experiences of
marginalization (eg. race, poverty, sexual orientation, gender). Use this learning to make
contributions to the discussion in Learning Activity Two. Keep this material handy as
you may find it useful for your final assignment.
Learning Activity Two Website Exploration
Required, self-paced
Prepare for Posting: to your small group discussion topic (e.g. Group #1) on this site.
Check out the following websites for additional perspectives on the lived experience of
people living on the margins.
•
http://www.disabilityworld.org
•
http://www.disabilityalliance.org/
Learning Activity Three Course Summary Activity
Required, time-sensitive
Post: to your small group discussion topic (e.g. Group #1) on this site.
This activity has two parts.
Part One - Reflection and Discussion
In your group engage in a discussion about the following questions/statements below
with other members of your small group. Use the small group to integrate your
understanding of the readings and other course material by reflecting on the following:
1. Describe your understanding of the similarity or differences between
"disability" and the differences of gender, or class, or race, or sexuality. Refer to
the readings in Unit Twelve, Learning Activity #1.
2. D'Aoust, (1994) suggests that: "Sex and race, although determined genetically
before birth, are socially constructed into gender, class, ethnicity and culture after
birth. Disability, or disablement, on the other hand, is seen as being as certain as
death and taxes and equally feared. We tend to view disability as physical or
organic, so that all too often we ignore the social and cultural constructions of
dependency and disability". Discuss your response to this statement.
Sample outline 469 Distance Education
32
All group members must post their responses (and counter responses) to the Group #
discussion topic within the 48 hour period.
Learning Activity Four Course Summary Activity
Optional, time-sensitive
Respond: to your instructor via Blackboard Mail.
Take a few minutes to reflect on and respond to the following questions prior to
completing the course evaluation form. Send a Blackboard Mail to the instructor with
your thoughts and suggestions
1. Which topics did you find particularly useful or illuminating?
2. What pertinent topics would you have liked to have been addressed which were
not addressed in the course?
3. Have any of your personal perceptions about disability, people with disabilities
and disability related services changed as a result of course activities?
4. What employment opportunities for social workers ad/or child and youth care
workers are you aware of in this field? Which, if any are of interest to you?
5. What do you feel would be the potential benefits and challenges of working in
this area?
6. What are your personal learning needs and/or actions plans for continuing your
studies in the area of disability?
Learning Activity Five Course Evaluation
Complete the course evaluation form, linked from the homepage of this site..
ASSIGNMENTS:
ASSIGNMENT ONE
Contributions to the “virtual classroom” (from the course outline description of
assignments)
Participating in the "virtual classroom" discussions and the role-plays will develop and
strengthen your understanding of the theoretical foundations of the course. These
activities will also provide you with insights into how others identify the issues and
challenges and give you some idea of how you would reach consensus around varying
approaches to working with children with disabilities and families in an interdisciplinary
practice setting.
During the course, you will be able to demonstrate your developing ability to make
effective contributions to online discussion and problem-solving. You will also coordinate
discussion in a small-group and prepare a written summary of that discussion for your
Sample outline 469 Distance Education
33
group and the instructor. Guidelines for participating in and coordinating online
discussion are provided in the course pack and in the Blackboard Startup Kit.
SPECIFIC GRADING CRITERIA
Timeliness: an assessment of the promptness of your
submissions and responses to the on-line activities
/10
Preparation: an assessment of how well you prepared for
the online activities and related the online activities to the
course material
/10
Responsiveness and collegiality: an assessment of how you
responded to the comments and suggestions of others,
worked toward group consensus and participated as a team
member
/5
Leadership: an assessment of the way in which you took
advantage of opportunities to lead discussions, problem
solve, and address the learning needs of your group
/5
Total: /30
ASSIGNMENT TWO � THE COURSE WORKBOOK
Each unit in the course contains specific learning activities that you must complete in
order to pass the course. The learning activities for each unit are posted on the course
website. These learning activities may be related to the readings, website exploration,
field trips, small group discussions and online role plays. While some of these activities
will be completed as part of your participation in the online learning exercises, several
units require you to respond to additional questions and discussion topics. The 2nd
assignment therefore, requires that you keep a record these responses in a course
workbook (essentially an electronic file that you create and maintain in your WORD
program on your computer).
You are to submit this workbook to the instructor for evaluation after the completion of
Unit 6. (this will usually mean by Friday of week 7 of the course). When submitting
your workbook, please submit it as a 'rich text' document to 'Assignment #2' in the
Assignments tool.
GRADING CRITERIA
1. Thoroughness: an assessment of the level of detail and
comprehensiveness in your response to the various questions /10
and discussion topics that are posted in the Learning
Sample outline 469 Distance Education
34
Activities.
2. Integration: as assessment of your ability to integrate the
course readings/website exploration and your own views in
your responses to the course workbook exercises
/10
3. Analyitcal ability/Critical curiosity: an assessment of
your ability to critically examine the readings, website
information and other course material and prepare further
questions or offer alternate perspectives on the positions
taken by this material
/10
Total /30
ASSIGNMENT THREE – POLICY PAPER
OPTION ONE: ANALYSIS OF A POLICY OR PROGRAM
OUTLINE
1. Introduction:
Please add a statement of your standpoint (why you chose this particular topic-your personal interest and perspective). Tell the reader where you are taking them.
Remember that your introduction is a "roadmap" of where you are going in your
paper. Make sure it is clear and concise.
2. Policies and Programs:
Describe the policy (or program), including how and when it originated. It may
have changed several times so be prepared to identify the current policy and how
it differs from the original. Be sure to include HOW this policy is relevant to
people with disabilities (and/or their families). In some cases a generic policy also
serves people without disabilities so be sure to identify how it impacts people
with disabilities.
3. Ideology/Assumptions behind Policies and Programs:
Describe the values and ideology that support the policy. You should use BOTH
your readings and your own ideas to support your claims. If you are unsure, it is
acceptable to offer two or three possibilities as long as you can explain why there
might be more than one force/value system at work.
4. Impact on and responses of people with disabilities :
Describe the impact on people with disabilities and why it is useful or not useful
for people with disabilities. Where at all possible find material which is authored
by disabled people's organizations so that you can comment on how people with
disabilities perceive the policy impact and not just your own opinion. It would be
Sample outline 469 Distance Education
35
useful to identify differential impact for adults and children, men and women and
other personal characteristics. Be sure to identify what is YOUR analysis, what is
the voice of CONSUMERS, and what is official or academic analysis.
5. Policy Alternatives
Describe what modifications, improvements or changes could be implemented to
make the policy more beneficial to people with disabilities. You can base your
suggestions on your own ideas, the consumer perspective and the readings you
have done. However- please be clear about the origins of the recommendations in
your writing. Take credit if it is your idea and explain why you feel the way you
do, give credit if someone else has suggested the change and explain their
rationale.
The bibliography you use is not counted in the page limit. It can be any styleMLA, APA etc but must be consistently used. Reference writing is NOT easy but
it is a NECESSARY skill. Please include some researched articles/books in your
paper and the bibliography (preferably recent). Please check style manuals or
speak to the instructor about referencing personal communications or unpublished
work.
Note that you will have to be fairly narrow in your topic to be able to address it in 13-15
pages. For example, if you choose a policy of a community agency, do not digress by
describing everything the agency does, who works there, etc. Discuss with instructor if
you are concerned. An outline is NOT necessary in advance but the instructor is more
than willing to assist at any time if you would like a consultation about your plans and
progress for this assignment.
OPTION TWO: PARTICIPATORY POLICY CREATION
This is a research based assignment. It is useful for students interested in social action or
for whom no SPECIFIC POLICY exists in the area of interest. The project will follow the
SAME outline as OPTION ONE except that instead of analysis of an EXISTING policy,
the student needs to use participatory research to CREATE a new policy. Students
interested in this option need to discuss their proposal- orally or in writing- with the
instructor. The methodology used to create the NEW policy MUST involve consultation
with people with disabilities and/or their families.
OUTLINE
1. Introduction- your motivation, why this is needed or important to you, summarize
topic
2. Policy and Program- describe your NEW policy and how it would work, why it is
needed, what justification there is for it and the consumer perspective on this
(from your research and other readings)
Sample outline 469 Distance Education
36
3. Ideology- describe the values and assumptions underlying the NEW policy. Use
your readings, your research and personal experiences but be clear on who
believes these values.
4. Impact on disabled people - since the NEW policy does not exist yet, you cannot
demonstrate the responses of the consumers but you should be very specific and
clear on what the intended outcomes and impact will be based on the CURRENT
reality and absence of the proposed policy. Make sure in your research efforts that
you ask this question directly so that you have good data to report.
5. Policy Alternatives - since this NEW policy IS a policy alternative, what you need
to do here is explain how the NEW policy is better than existing ones, adds to or
supports current programs or policies or resolves the problems created by existing
policies. Using your readings, your research and your own ideas please critically
explain how the NEW policy is a better alternative.
ASSIGNMENT #3 - GRADING CRITERIA - POLICY ANALYSIS/POLICY
CREATION PAPER
Student Name: ______________________ Student # _____________
1. Introduction (standpoint, subject for analysis)
/4
2. Clear, complete description of the policy
/5
3. Demonstrated understanding of readings and course work in ideological
background
/8
4. Impact on people with disabilities is effectively grounded in readings, personal
experience and research.
/8
5. Well thought out policy alternatives demonstrating critical thinking
/6
6. Organization and clarity, writing style (grammar, spelling, punctuation)
/4
7. Research for assignment, documentation, observations and bibliography
/5
TOTAL MARK /40
Sample outline 469 Distance Education
37