Society for Disability Studies

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College of Social & Behavioral Sciences
Institute for Human Development
Arizona University Center on Disabilities

The Institute for Human Development at Northern Arizona University conducts research, training, and service in support of disability policy and practice.

DIS 303
Perspectives on Disability

General Information

Instructor: Chris lanterman
Credit Hours: 3
Prerequisites: None
Phone:
E-Mail: Chris.Lanterman@nau.edu
Office:
Office Hours:

General Information:
• Course Website on Vista: www.Vista.NAU.EDU
• Course Evaluations: http://www.nau.edu/course_evals

Your Instructional Needs
Please contact me to discuss options if the design of this course produces barriers to full and meaningful participation

Course Description:
This course explores the culture of disability, as it is reflected in personal, social, political, and economic experiences of persons with disabilities in global and national societies. The U.S. Census Bureau estimates that there were nearly 50 million persons in the United States with disabilities in 2000, and the World Health organization (WHO) estimates a global population of persons with disabilities around 600 million. Such numbers represent the pervasive nature of disability in our local, national, and global spaces. Through explorations into historical events, literary and media representations, medical, social, and political perspectives and issues, and personal experiences, this course will help you to identify, evaluate, respond to, and develop understandings around critical and essential questions related to the culture of disability and the experiences of people with disabilities. Your ability to engage in critical inquiry around these ideas will help you to become more conscious of the similarities and differences that people with disabilities share with those who do not, and to better understand the people behind the labels.

Liberal Studies Program
DIS 303 supports the mission of the N.A.U. Liberal Studies Program by helping students to:
• Understand the connections between persons with disability and other diverse groups in the U.S. and around the world through research for and preparation of the Civil Rights and Disability assignment and/or discussion responses,
• Understand the traditions and legacies that create the dynamics and tensions that shape our perspectives and actions toward persons with disabilities through research for and preparation of the Media and Disability assignment and/or discussion responses.
• Apply understandings of disability culture and the disability experience to raise awareness and foster open perspectives through research for and preparation of the Public Dissemination assignment, the Disability Awareness Week assignment, and discussion responses.
• Critically examine one’s own belief and value systems, in comparison with those of others, as they relate to ethical issues in disability studies, and engage in respectful and reciprocal dialogue around these issues through preparation of discussion responses.

DIS 303 is a course in the Social and Political Worlds Distribution Block and supports the intent of the Block by engaging students in the study of the patterns that characterize the relationships between the psychological, social, cultural and political components of human communities, and the dynamics of human behavior in varied contexts. Students will especially learn about the dynamic relationships between human communities and their ecological context, relationships between human societies and the global community, and the major dimensions of variation in contemporary human experience.
Students do so through guided and reflective reading around course topics, critical evaluation of these readings, respectful and reciprocal dialogue through online discussions, and application of essential understandings to course assignments that reflect contemporary and historical issues affecting the relationships between persons with disabilities and their social, cultural, political, and personal contexts.

This course addresses essential skills important to N.A.U.’s Liberal Studies Program,, but pays particular attention, through instruction and assessment, to the skill of critical thinking. Critical thinking includes the skills - particularly as applied to one's own work - of 1) articulating the meaning of a statement, 2) judging the truth of a statement, keeping in mind possible biases, and 3) determining whether a conclusion is warranted by the evidence provided. Through the analysis of course materials and outside research to effectively complete the discussion topics, the Disability Awareness Week assignment, and one of the other course assignment options, you will meet all three of the learning outcomes specifically linked with the essential skill of critical thinking: Convey, to an intended audience, the meaning of a statement; assess the validity of a claim, taking into account different conceptual schemes, contextual factors, and evidence; and evaluate an argument by determining whether the conclusion would be probable if the premises were true.

Student Learning Expectations/Outcomes For This Course
v This course is aligned with the guidelines set forth by the Society for Disability Studies. Key elements of these guidelines have been used as guiding principles for this course.
With these guidelines in mind, the following are learning expectations for this course:

By the end of the course, it is expected that you will:
Compare and contrast the uses of language for and about people with disability (person-first language v. non-person first language). (Liberal Studies Mission; Distribution Block; skill of critical thinking)
Identify how experiences shape views of disabilities and people who have them. (Liberal Studies Mission; Distribution Block; skill of critical thinking)
Evaluate personal beliefs about disability, and where those beliefs originate. (Liberal Studies Mission; skill of critical thinking)
Identify and explain a personal experience that exemplifies the delegitimizing effect of language on people with disabilities. (Liberal Studies Mission; Distribution Block; skill of critical thinking)
Analyze this experience for its underlying causes. (Liberal Studies Mission; Distribution Block; skill of critical thinking)
Identify examples of handicapisms or ableisms, and explain why they are such. (Liberal Studies Mission; Distribution Block; skill of critical thinking)
Analyze portrayals of disability in art, literature, media, or other domain of public consumption, for how they represent disability. (Liberal Studies Mission; Distribution Block; skills of effective writing and critical thinking)
Identify the relationships between disability, civil rights, and human rights. (Liberal Studies Mission; Distribution Block; skills of effective writing and critical thinking)
Evaluate the limitations of civil rights and human rights for people with disabilities, institutions, policy makers, or other stakeholders. (Liberal Studies Mission; Distribution Block; skills of effective writing and critical thinking)
Compare and contrast the medical and social models of disability. (Liberal Studies Mission; Distribution Block; skill of critical thinking)
Establish a connection between historical representations of disability and the cultural, political, and economic contexts of the time. (Liberal Studies Mission; Distribution Block; skills of effective writing and critical thinking)
Identify a trend in the treatment of people with disabilities. (Liberal Studies Mission; Distribution Block)
Explain what current legislation enables and constrains in the promotion of the social model of disability. (Liberal Studies Mission; Distribution Block; skill of critical thinking)
Justify a position for or against the social model of disability. (Liberal Studies Mission; Distribution Block; skills of effective writing and critical thinking)
Compare and contrast varying cultural perspectives of disability. (Liberal Studies Mission; Distribution Block; skills of effective writing and critical thinking)
Apply principles of universal design in the built environment. (Liberal Studies Mission; Distribution Block; skill of critical thinking)
Analyze various contexts of policy that affect individuals with disabilities. (Liberal Studies Mission; Distribution Block; skill of critical thinking)
Explain the relationship of key people and events in disability history to society’s perspective of disability. (Liberal Studies Mission; Distribution Block; skill of critical thinking)
Justify a position on one side of an ethical debate in disability studies. (Liberal Studies Mission; Distribution Block; skills of effective writing and critical thinking)
Explain how our current system of care perpetuates a stigmatizing environment for people with disabilities. (Liberal Studies Mission; Distribution Block; skill of critical thinking)

The learning outcomes identified above relate specifically to course assignments and discussion topics. The thoughtful and informed completion of these learning outcomes should help you to develop the following deep understandings around the course content:
1. Disability is a “natural part of the human experience“.
2. The language we use can stigmatize and marginalize individuals with disabilities.
3. What appears to be positive treatment of people with disabilities, on the surface, may actually be stigmatizing or delegitimizing.
4. Media, art, literature, and other domains of public consumption can establish social perspectives of disability.
5. Disability may be a function of physical, informational, political, and attitudinal environments, rather than of the individual.
6. History has helped to shape our perspectives of difference, including what is acceptable and what is deviant.
7. Disability is not equivalent to handicap.
8. People with disabilities have experienced the same types of social exclusion as other diverse groups.
9. A person’s ability is not a function of her disability.

Course Structure:
This course will be delivered in the online environment through the Vista course management system (CMS). The course will be comprised of learning modules, online readings, and asynchronous discussions through the course discussion board. Assignments will be submitted through the course shell.

Required Textbook:

There is no required text for this course. However, a variety of readings are required, which will be available through the course shell as electronic reserves or web links.

Other Requirements
No other specific course requirements exist, other than those enumerated throughout this syllabus.

Course Outline:
Date(s) Topic/Module
Module One:
Course Introduction

How are our opinions and values about people with disabilities shaped?

Module 2:
Defining Disability

Can we really judge a book by its cover?

Is there such a thing as “normal?” If so, what is it?

Module 3:
U.S. Legislative History
**Constitution Week**

What are human and civil rights? Who deserves them?
What are the costs and benefits of social policy and legislation?
How does the “spirit of the law” differ from the “letter of the law?”

Module 4:
Historical Contexts of Disability

Is bias and prejudice acceptable?
Are you biased or prejudiced? How would you know?

Module 5:
Disability in Literature and Media

How are our opinions and values about people with disabilities shaped?

Module 6:
Philosophic Perspectives

How are our opinions and values about people with disabilities shaped?
Is there such a thing as “normal?” If so, what is it?
What are human and civil rights? Who deserves them?

Module 7:
Changing the Paradigm

How does the “spirit of the law” differ from the “letter of the law?”
What are the costs and benefits of social policy and legislation?
How does the physical environment enable and constrain social participation?
Can we really judge a book by its cover?

Module 8:
Current Issues and Trends

What are human and civil rights? Who deserves them?
Is there a “right” and a “wrong” in ethics? Who decides?

Reading Week
Final Exam Week

Assessment of Student Learning

The following describes assignments that will be due in this course. You will need to check the Vista course shell for specific assignment directions and grading criteria.

Discussions (200 points)
Each module in this course will include one or more discussion topics. For all discussion questions, you will be required to post a substantive comment or observation for each question. You will also be required to post responses to postings from other class members. Each posting will be evaluated on the following:

1. depth and insight of the posting, based on its connection to course material, outside information, and personal experience;
2. demonstration of logic, relevance, and organization of thought;
3. effective use of language, accuracy, and avoidance of handicapisms

Each discussion topic, including all posts and responses, will be worth a total of 10 points. Due to the nature of online discussions, it is critical that all class members post responses to the discussion topics when they are due. Late postings will receive half credit.

It is also critical to remember that each of our opinions is valuable and contributory to expanding our understandings in this course. Therefore, please be mindful of others’ values and beliefs when posting and responding to posts in this course.

Projects and Assignments
You must complete the capstone project for this course (Disability Awareness Week), along with one other assignment. You may choose from the Public Dissemination project, the Media and Disability project, and the Civil rights and disability project. You may not substitute one of these assignments for the discussion component of this course.

Public Dissemination
You may choose from one of the two following options for this assignment:

Down tempo Media
You have been hired as a consultant to DOWNTEMPO Media, which wishes to develop a new reality TV series on disability. DOWNTEMPO Media has asked you to draft the pilot episode. They have established the following guidelines for the series:
1. The series should demonstrate the manner in which current systems of care, policies, and practices, stigmatize and delegitimize individuals with disabilities,
2. The series should highlight real experiences of real people with disabilities, and
3. The series should challenge viewers to self-examine the way they (and society, as a whole) treat people with disabilities.

For your initial presentation to DOWNTEMPO Media, you must:

1. Develop a theme, or concept, and title for your show,
2. Develop a list of considerations you will use in choosing issues to address,
3. Articulate how your series will be distinctly different from the way media has historically represented people with disabilities,
4. Develop an outline of issues that you will highlight in the first six episodes, , and
5. Develop a story board, script, or outline for the pilot episode.

Museum of Modern Art

You have been hired as a consultant to the Metropolitan Museum of Art (MoMA) for their upcoming exhibit on media and disability. The museum has asked you to draft the exhibit concept, format, and content. The MoMA has established the following guidelines for the exhibit:
1. The exhibit should include artifacts that demonstrate the manner in which current systems of care, policies, and practices, stigmatize and delegitimize individuals with disabilities,
2. The exhibit should highlight real experiences of real people with disabilities, and
3. the exhibit should challenge patrons to self-examine the way they (and society, as a whole) treat people with disabilities.

For your initial presentation to MoMA, you must:

1. Develop a theme, or concept, and title for your exhibit,
2. Develop a list of considerations you will use in choosing experiences or issues on which to focus,
3. Develop an outline of issues and experiences that you will highlight in the exhibit, ,
4. Articulate how your exhibit will distinctly demonstrate the way media has historically represented people with disabilities, and
5. Develop a list of specific artifacts (at least six) that you would choose to include in your exhibit, along with a brief explanation of each, and how it relates to the theme of the exhibit.

Media and disability
Please choose one of the following two options for this second assignment:

Keynote Address
You are a noted historian of media and cultural imagery. You have been asked to present the keynote address at the annual conference of the Society for disability Studies. The theme of the conference is “Shifting the paradigm: Moving to Legitimacy.”

As the keynote speaker, you have been asked to present the topic of disability in media and historical imagery. You are committed to illustrating portrayals of disability from both the medical and social models, analyzing them for their influence on social beliefs, and prescribing guidelines for “shifting the paradigm” in applications such as advertising, journalism, and other modes of public consumption.

In preparation for the conference, you should:
1. Identify two “images” from each of the following: (a) literature, (b) fine art, (c) film, (d) advertising, and (e) other media of your choice. One image in each category should represent the medical model, and one should represent the social model.
2. Provide a brief description of how each image exemplifies either the medical or social model, and evidence from the time period that shows how such imagery may have shaped public opinion of disability, and
3. A conclusion that enumerates guidelines to be applied in advertising, journalism, and other domains of public consumption, that will help to “shift the paradigm” toward greater social acceptance of people with disabilities.

Media, Disability, and Public Attitudes
Read the report, Disabling Imagery and the Media. Identify key characteristics of media portrayal of persons with disabilities.
You will locate two representations of disability in each of the following:

a. literature
b. film
c. advertising
d. art or other public medium

For each image, you will analyze how it represents persons with disabilities, using criteria from the report, within the following categories:

Ø The Person with a disability as Pitiable and Pathetic
Ø The Person with a disability as an Object of Violence
Ø The Person with a disability as Sinister and Evil
Ø The Person with a disability as Atmosphere or Curio
Ø The Person with a disability as Super Cripple
Ø The Person with a disability as an Object of Ridicule
Ø The Person with a disability as Their Own Worst and Only Enemy
Ø The Person with a disability as Burden
Ø The Person with a disability as Sexually Abnormal
Ø The Person with a disability as Incapable of Participating Fully in Community Life
Ø The Person with a disability as Normal

Your analysis of the eight images must be grounded in a clear and explicit description of the image, with solid connections with the criteria from the report. You will also include a recommendation for how you might reconstruct each image to represent disability as a valued aspect of our individual diversity.

Civil rights and Disability
The history of people with disabilities is a checkered one, with both positive and negative perspectives being evident over time. Informing these perspectives are social, cultural, political, and economic contexts. In parallel with public perceptions of people with disabilities is their treatment by such systems of care as legislative entitlements and protections, social security, vocational rehabilitation, health professions, etc.

The experiences of people with disabilities, in this context, are not entirely distinct from other minority groups throughout world history. The evolution of social policy is similar for PWD as it is for African Americans, for example. In 1964, President Johnson signed into law the first civil rights legislation in the UNITED States. The Rehabilitation Act Amendments of 1973, which gave us Section 504, prohibit discrimination against people with physical and mental disabilities. In 1990, President Bush signed the Americans with Disabilities Act (ADA). Have these pieces of legislation met their intended goals?

Analyze how civil rights for individuals with disabilities have changed over time in the United States. What social, cultural, political, and economic factors have influenced this trend? How does the experience of individuals with disabilities parallel that of others? How does current legislation and policy enable and constrain for the civil and human rights of individuals with disabilities? What needs to be changed, if anything, and how can we change it?

Express your response in whatever manner you believe most effectively conveys your position. This might be a research report, a work of art, a digital story, a children’s story, a play, an autobiography, testimony before the Department of Health and Human Services, etc.

Disability Awareness Week
For this capstone project, please choose one of the following three options:
City Disability Week
As a new associate in the mayor’s office, you have been asked to plan an event that highlights disability awareness. The mayor and city council have committed to hosting a variety of events that focus on a social, cultural, and political perspective of disability. The mayor has asked that you include the following in your plan:

1. A theme that “frames” your events,
2. Creative performances that highlight the theme,
3. Lectures, dialogues, book signings, or other “academic” presentations that highlight the theme, and
4. Interactive events that invite community participation around the theme.

The events should span 3 to 5 days during the first full week in October. Your agenda should be representative of key classifications of disability (e.g. physical, sensory, and cognitive disabilities) and critical issues in disability studies. The mayor has also asked that you
1. draft a letter of invitation to be sent to potential participants (i.e. performers, writers, advocates, health professionals, academics, etc.) that explains your event and the rationale behind the theme,
2. provide a list of considerations that you used in choosing your potential participants,
3. provide A list of specific people or groups that you would invite to host a session during the week,
4. include a list of considerations for assuring the equal participation of all in your event, and
5. write a short description/abstract of each event that includes an explanation of its connection to the theme.

University Disability Week
As a new associate in the Office of Student Affairs, you have been asked to plan the Disability Awareness Week events for the following academic year. The vice president for student affairs has committed to hosting a variety of events that focus on a social, cultural, and political perspective of disability. The vice president has asked that you include the following in your plan:
1. A theme that “frames” your events,
2. Creative performances that highlight the theme,
3. Lectures, dialogues, book signings, or other academic presentations that highlight the theme, and
4. Interactive events that invite community participation around the theme.

The events should span 3 to 5 days during the first full week in October. Your agenda should be representative of key classifications of disability (e.g. physical, sensory, and cognitive disabilities) and critical issues in disability studies. The vice president has also asked that you…
1. draft a letter of invitation to be sent to potential participants (i.e. performers, writers, advocates, health professionals, academics, etc.) that explains your event and the rationale behind the theme,
2. provide a list of considerations that you used in choosing your potential participants,
3. provide A list of specific people or groups that you would invite to host a session during the week,
4. include a list of considerations for assuring the equal participation of all in your event, and
5. write a short description/abstract of each event that includes an explanation of its connection to the theme.

Medical Center Disability Week
As the new director for public relations at the community hospital, you have been asked to plan an event that highlights disability awareness. The hospital administration has committed to hosting a variety of events that focus on a social, cultural, and political perspective of disability. The CEO of the hospital has asked that you include the following in your plan:
1. A theme that “frames” your events,
2. Creative performances that highlight the theme,
3. Lectures, dialogues, book signings, or other “academic” presentations that highlight the theme, and
4. Interactive events that invite community participation around the theme.

The events should span 3 to 5 days during the first full week in October. Your agenda should be representative of key classifications of disability (e.g. physical, sensory, and cognitive disabilities) and critical issues in disability studies. The mayor has also asked that you…
1. draft a letter of invitation to be sent to potential participants (i.e. performers, writers, advocates, health professionals, academics, etc.) that explains your event and the rationale behind the theme,
2. provide a list of considerations that you used in choosing your potential participants,
3. provide A list of specific people or groups that you would invite to host a session during the week,
4. include a list of considerations for assuring the equal participation of all in your event, and
5. write a short description/abstract of each event that includes an explanation of its connection to the theme.

Timeline for Assessment:

Assignment Due Points
Discussions 200
Civil rights and Disability 150
Media and disability 150
Public Dissemination 150
Disability Awareness Week 200
TOTAL 550

Grading System:
Overall Grading:
You will receive a grade based on accumulated points accrued on assignments as a percentage of the total points possible for the course. The grading scale is as follows:
90 – 100% = A
80 – 89% = B
70 – 79% = C
60 – 69% = D
Below 60% = F

Bibliography of Resources*
*This bibliography is incomplete at this time.
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Brown v. Board of Education of Topeka I, 346 U.S. 483 (1954). Retrieved on April 14, 2007, from http://brownvboard.org/research/opinions/347us483.htm Bryne, D.N. (2004). Augmentative and alternative communication and cell phone use: one off-the-shelf solution and some policy considerations. Assistive Technology, 16(1), 11-17.
Burgstahler, S. (2004). Universal Design of Instruction: Definition, Principles, and Examples. Retrireved on October 28, 2007, from http://www.washington.edu/doit/Brochures/Academics/instruction.html
Cooper, R.A. (2004). Bioengineering and spinal cord injury: a perspective on the state of the science. Journal of Spinal Cord Medicine, 27(4), 351-364.
Dewey, J. (1938/1998). Experience and education: The 60th anniversary edition. West Lafayette, IN: Kappa Delta Pi.
Diller, M. (2003). Judicial backlash: The ADA and the civil rights model of disability. In D. T. Mitchell & S. L. Snyder (Eds.), Backlash against the ADA. Ann Arbor, MI: University of Michigan.

Durawalla, P. & Darcy, S. (2005). Personal and societal attitudes to disability. Annals of Tourism Research, 32(3), 549-570.
Expect More (2007). Independent Living for People with disabilities. Retrieved on July 2, 2007, from: http://www.whitehouse.gov/omb/expectmore/detail/10001042.2003.html Freire, P. (1998). Pedagogy of freedom: Ethics, democracy, and civic courage. Lanham, MD: Rowman & Littlefield.
Fries, K. (Ed.) 1997). Staring Back: The Disability Experience from the Inside Out. New York: Blume.

Groce, N. E. (1999). Disability in cross-cultural perspective: Rethinking disability. The Lancet 354, 756-757.

Groce, N. E. (2000). FRAMING DISABILITY ISSUES IN LOCAL CONCEPTS AND BELIEFS. ASIA PACIFIC DISABILITY REHABILITATION JOURNAL, 10(1), (Retrieved on July 31, 2003 from
http://www.dinf.ne.jp/doc/english/asia/resource/apdrj/z13jo0300/z13jo030...) Harris, S. R. (2000). The social construction of equality in everyday life. Human Studies, 23(4), 371-393.

Hobbs, N. (1975). The futures of children. San Francisco: Jossey-Bass.

Hoskins, I. (2005). Toward primary health care adapted to elderly people [spanish]. Pan American Journal of Public Health, 17(5/6), 444-451.
Iwarsson, S. (2003). Accessibility, usability and universal design -- positioning and definition of concepts describing person-environment relationships.
Disability and Rehabilitation, 25(2), 57-66.
John, M. (2005). We need to talk. Retrieved on November 18, 2007, from http://www.raggededgemagazine.com/mediacircus/weneedtotalk.html Linton, S. (1998). Claiming disability: Knowledge and identity. New York: New york University.
Loftus, E. F. & Palmer, J. C. (1974). Reconstruction of automobile destruction. Retrieved on July 24, 2007, from: http://www.garysturt.free-online.co.uk/loftus.htm

Mairs, N. (1995). Waist high in the world. Boston: Beacon.
March of Dimes (2005). Number of babies born prematurely tops historic half million mark in U.S. Retrieved on November 18, 2007, from http://www.marchofdimes.com/aboutus/14458_17822.asp Marks, D. (1999). Disability: Controversial debates and psychosocial perspectives. London: Routledge.
Martin, J. R. (1985). Reclaiming the conversation: The ideal of the educated woman. New Haven, CT: Yale University Press.
Montagu, A. (1979). The elephant man: A study in human dignity. New York: E. P. Dutton.
Myers, E. L. (2004). Disability and voting: An analysis of the implementation of the Help America Vote Act of 2002 in Arizona. Information Technology and disabilities EJournal, 10(2). Retrieved on August 7, 2007, from: http://www.rit.edu/~easi/itd/itdv10n2/myers.htm

Peterson, W. (1998). Public policy affecting universal design. Assistive Technology, 10(1), 13-20.
Plato (2000). Apology. (B. Jowet, Trans.) Internet Classics Archive (Original work published c. 380 B.C.E.). Retrieved on April 16, 2007, from http://classics.mit.edu/Plato/apology.html. Poe, E. A. (1841/2007). The murders in the rue morgue. Retrieved on August 6, 2007, from: http://books.eserver.org/fiction/poe/murders_in_the_rue_morgue.html Prellwitz, M. & Skar, L. (2007). Usability of playgrounds for children with different abilities. Occupational therapy International. 14(3), 144-155.

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Singer, P. (2003). Shopping at the genetics supermarket. In S. Y. Song, Y. M. Koo & D. R. J. Macer (eds.), Asian bioethics in the 21st century (pp. 143-156). Retrieved on November 15, 2007, from http://www.utilitarian.net/singer/by/2003----.htm Steere, D. E. & Cavaiuolo, D. (2002). Connecting outcomes, goals, and objectives in transition planning. Teaching Exceptional Children, 34(6). 54-9.

Sweetser, K. D. (2007). Ten boys from dickens. The Baldwin Project. Retreived on September 7, 2007, from:
http://www.mainlesson.com/display.php?author=sweetser&book=dickens&story... Turnbull, H. R. & Stowe, M. J. (2001). Five models for thinking about disability: implications for policy responses. Journal of Disability Policy Studies, 12(3), 198-206.
Turnbull, H. R., Beegle, G. & Stowe, M. J. (2001). The core concepts of disability policy affecting families who have children with disabilities. Journal of disability Policy Studies, 12(3), 133-144.
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Wiggins, G. & McTighe, J. (2004). Understanding by design (Expanded second edition). Alexandria, VA: Association for Supervision and Curriculum Development.
World Health Organization (2001). International Classification of Functioning, Disability, and health. Retrieved on August 14, 2007, from: http://www.who.int/classifications/icf/site/icftemplate.cfm

Course Policies:
Many of the policies identified below follow university required statements about Safe Working and Learning Environments, Academic Integrity, Institutional Review board, and Students with disabilities. These are “boilerplate” statements, and should be regarded as meeting the “letter of the law.”

Assignments
• All assignments should be proof read for spelling and grammatical errors prior to being submitted.
• All assignments should reflect appropriate use of language throughout; avoidance of “handicapisms” or “ableisms” should be clearly evident.
• Assignments submitted as a requirement for another course should not be submitted for this class.
• All assignments should reflect independent effort. Although students are encouraged to use all resources possible to complete their assignments, plagiarism will not be tolerated (see Academic Dishonesty in Course Policies). Any evidence of plagiarism will result in a grade of ‘0’ on the assignment in question. For more information on plagiarism, see the “What is Plagiarism?” page from Georgetown University (http://gervaseprograms.georgetown.edu/hc/plagiarism.html).
Participation
Participation in this course is reflected in the discussion postings. All postings must be submitted by the date assigned for full credit.
Participation must also meet requirements of the Classroom Management Policy. It is expected that you will be respectful within the postings of all class members.
Academic Dishonesty
All work submitted must be original work. If a student is guilty of academic dishonesty, NAU policy (in the Student Handbook) will be applied, resulting in automatic failure of this course.
E-Mail
I will use the Vista email system to communicate with you. Please read your email on a regular basis, so that all communication is timely.
Classroom Management Statement
Membership in the academic community places a special obligation on all members to preserve an atmosphere conducive to a safe and positive learning environment. Part of that obligation implies the responsibility of each member of the NAU community to maintain an environment in which the behavior of any individual is not disruptive.
It is the responsibility of each student to behave in a manner which does not interrupt or disrupt the delivery of education by faculty members or receipt of education by students, within or outside the classroom. The determination of whether such interruption or disruption has occurred has to be made by the faculty member at the time the behavior occurs. It becomes the responsibility of the individual faculty member to maintain and enforce the standards of behavior acceptable to preserving an atmosphere for teaching and learning in accordance with University regulations and the course syllabus.
At a minimum, students will be warned if their behavior is evaluated by the faculty member as disruptive. Serious disruptions, as determined by the faculty member, may result in immediate removal of the student from the instructional environment. Significant and/or continued violations may result in an administrative withdrawal from the class. Additional responses by the faculty member to disruptive behavior may include a range of actions from discussing the disruptive behavior with the student to referral to the appropriate academic unit and/or the Office of Student Life for administrative review, with a view to implement corrective action up to and including suspension or expulsion.
University Policies:
For further information please visit:
http://jan.ucc.nau.edu/academicadmin/policy1.html

Safe Environment Policy
NAU’s Safe Working and Learning Environment Policy seeks to prohibit discrimination and promote the safety of all individuals within the university. The goal of this policy is to prevent the occurrence of discrimination on the basis of sex, race, color, age, national origin, religion, sexual orientation, disability, or veteran status and to prevent sexual harassment, sexual assault or retaliation by anyone at this university.
You may obtain a copy of this policy from the college dean’s office. If you have concerns about this policy, it is important that you contact the departmental chair, dean’s office, the Office of Student Life (928-523-5181), the academic ombudsperson (928-523-9368), or NAU’s Office of Affirmative Action (928-523-3312).
Students with Disabilities
If you have a documented disability, you can arrange for accommodations by contacting the office of Disability Resources(DR) at 928-523-8773 (voice), 928-523-6906 (TTY). In order for your individual needs to be met, you are required to provide DR with disability related documentation and are encouraged to provide it at least eight weeks prior to the time you wish to receive accommodations. You must register with DR each semester you are enrolled at NAU and wish to use accommodations.
Faculty are not authorized to provide a student with disability related accommodations without prior approval from DR. Students who have registered with DR are encouraged to notify their instructors a minimum of two weeks in advance to ensure accommodations. Otherwise, the provision of accommodations may be delayed.
Concerns or questions regarding disability related accommodations can be brought to the attention of DR or the Affirmative Action Office.
institutional Review Board
Any study involving observation of or interaction with human subjects that originates at NAU—including a course project, report, or research paper—must be reviewed and approved by the Institutional Review Board (IRB) for the protection of human subjects in research and research-related activities.
The IRB meets once each month. Proposals must be submitted for review at least fifteen working days before the monthly meeting. You should consult with your course instructor early in the course to ascertain if your project needs to be reviewed by the IRB and/or to secure information or appropriate forms and procedures for the IRB review. Your instructor and department chair or college dean must sign the application for approval by the IRB. The IRB categorizes projects into three levels depending on the nature of the project: exempt from further review, expedited review, or full board review. If the IRB certifies that a project is exempt from further review, you need not resubmit the project for continuing IRB review as long as there are no modifications in the exempted procedures.
A copy of the IRB Policy and Procedures Manual is available in each department’s administrative office and each college dean’s office. If you have questions, contact Carey Conover, Office of Grant and Contract Services, at 928-523-4889.
Academic Integrity
The university takes an extremely serious view of violations of academic integrity. As members of the academic community, NAU’s administration, faculty, staff and students are dedicated to promoting an atmosphere of honesty and are committed to maintaining the academic integrity essential to the education process. Inherent in this commitment is the belief that academic dishonesty in all forms violates the basic principles of integrity and impedes learning. Students are therefore responsible for conducting themselves in an academically honest manner.
Individual students and faculty members are responsible for identifying instances of academic dishonesty. Faculty members then recommend penalties to the department chair or college dean in keeping with the severity of the violation. The complete policy on academic integrity is in Appendix F of NAU’s Student Handbook.
Academic Contact Hour Policy
The Arizona Board of Regents Academic Contact Hour Policy (ABOR Handbook, 2-206, Academic Credit) states: “an hour of work is the equivalent of 50 minutes of class time…at least 15 contact hours of recitation, lecture, discussion, testing or evaluation, seminar, or colloquium as well as a minimum of 30 hours of student homework is required for each unit of credit.”
The reasonable interpretation of this policy is that for every credit hour, a student should expect, on average, to do a minimum of two additional hours of work per week; e.g., preparation, homework, studying.
For a three credit course, this suggests six hours of work outside of class per week.