Developmental Disabilities and Self-Advocacy

SW 387R and SW 360K

Office hours: Please contact us for an appointment.

Denise De La Garza, Ph.D.	Kendra Wagers
4030-2 West Braker Lane, Suite 220	4030-2 West Braker Lane, Suite 220
denisede@mail.utexas.edu 512-232-0743	wagers_family@sbcglobal.net 512-232-0740

Text:

You will have readings for the course that will be made available to you by the Texas Center for Disability Studies. They will be uploaded on the "Blackboard" Web site. A paper copy will be available to photocopy, if you have difficulty downloading the readings.

Format:

This course will be conducted entirely on the Web, using software called "Blackboard." This software is fully accessible, but if you have difficulty in using a screen reader to access any information on the Web site, please contact the instructor as soon as possible. In accordance with University policy, if you need any accommodations to successfully complete this course, you must notify the instructor in advance of your needs.

Course Objectives:

The purpose of this course is to explore the meaning of developmental disabilities from an empowerment model. To that end:

* The student will consider definitions and aspects of a variety of developmental disabilities in order to understand the socially-conferred status of the label.

* The student will identify how attitudes and beliefs about individuals with developmental disabilities have evolved throughout history as well as consider the current social attitudes toward developmental disabilities.

* The student will identify and consider issues that occur throughout the life span of individuals with developmental disabilities.

* The student will identify and discuss ethical issues that influence individuals with developmental disabilities throughout the life span.

* The student will examine the tenets of self-determination and self-advocacy and the impact on the lives of individuals with developmental disabilities and their families.

Requirements:

Since this course is offered for both graduate (SW 387R) and undergraduate (SW 360K) credit, there are different requirements, depending on the course in which you are enrolled. If you are not sure what course you are in, please ask an instructor. Essentially, the graduate students have more reading and writing to do, although the same content will be covered.

This course is designed in a Web-based environment that provides a certain kind of flexibility in creating learning opportunities for you. The course is designed to give you some flexibility in choosing how you best learn, and what topics are of primary interest to you, within a structure. There are four lessons in this course (not counting the syllabus lesson). Each lesson will last two weeks. There are also two "projects" that will give you a chance to apply some of the concepts learned in the lessons. At the beginning of each lesson or project, there is a map that will tell you all of the learning activities for that lesson. Some of the activities will be required, and some will be optional. The map will clearly state what you need to do to complete that lesson, but if you have any doubt or questions, be sure and ask an instructor.

One of the biggest hazards in a distance learning environment is getting behind, and although there is some flexibility within this course, you must complete your lessons on time!  The lessons will be open only for a certain time period, and you must complete the activities within that time period to get credit. If you find yourself getting behind due to unexpected circumstance or poor planning, let an instructor know as soon as possible. This is not a course where you can ignore everything until mid-term and then "cram" and catch up. The content will measured and paced, not "crammed." Before you start, ask yourself whether you are willing to devote time each week to this course, just as if you were physically going to a classroom. You have to make yourself sit down; even though you get to choose the time, you still have to put in the time. If you are self-disciplined, and learn best by reading, writing, thinking and discussing, you will probably love this class. If you don't, you won't, and it's better to know that in the beginning rather than at mid-term. An "incomplete" is not available for this course; you must keep up with the work. If you are behind in the course by mid-term, we will recommend that you drop it.

We are experimenting with a new idea in this class, regarding team teaching, so you have a whole crew of experts at your disposal as you learn! For two of the four lessons in the course, you will have a different primary instructor. That means two of the lessons were conceptualized and written by a different person. This will give you a variety of perspectives and ideas, and will enhance your learning. Each of the lessons will follow a similar format and structure, however the discussion and feedback will be led by a different person. Again, if you have any problems or questions, refer them to Dr. De La Garza, but this is another reason why you can't get behind in this class.

The next section explains the structure of each lesson. Read this through carefully to understand how the class will work.

Each lesson is devided into learning activities:

The Map

To make sure everyone knows what to expect for any given lesson, there is a map of the tasks and assignments. The map will list the tasks, give you estimated times to complete the task, and give you the number of points you can earn for doing it. You should review the map of every lesson at the beginning, with your day planner, so you can decide when you will work on the class that week. The map will also specify which assignments are REQUIRED and which are optional. Within each lesson you will have options about the activities you engage in to get information. Some activities will be required, and the optional activities will (obviously) be your choice.

The Lesson

This is the lecture I would deliver if I were standing in front of you in a class. Read it, and imagine me talking to you (it's better if you imagine that I am younger, thinner, not as gray, and much better looking than I actually am!). You will notice that I pose a lot of questions when I teach; that's just how I teach, and I do that because I want you to think, to stay engaged in the material. The lessons are always required, along with the "think" document that you produce with each lesson.

Activities

These will be things to support your learning in the class. Most will be required, some will be optional, but you will know each time by looking at the map. These tasks will involve you "doing" something in some form or fashion.

Readings

You will have a reading packet for this class of articles, book chapters, etc., supplied to you online; you don't have to buy it somewhere. You will write a reaction/reflection paper for the items you read. There will be specific instructions for each reading.

Readings on the Web

You will also be asked to read documents on other Web sites and react to them. Again, you will have specific instructions for each of those readings, and a link within "BlackBoard" to get there.

Web Hunt

This activity allows you to review Web sites. Sometimes you'll review ones I've found; sometimes you'll look for your own.

Discussion Questions

Each lesson, we'll have some questions to discuss on the bulletin board. Your participation there will be required, just like class participation. "BlackBoard" counts the number of times you read and post messages, so I have a numeric gauge of your class participation. As the class progresses, you also may be asked to develop your own discussion questions. This is an important part of our learning. Full participation on the discussion board is expected.

Quiz

We'll usually end each lesson with a quiz. The questions will require only short answers, and you'll have them in advance. This will be a brief way to wrap up a particular lesson. You will probably send in the quizzes just like any other document, rather than using the quiz function on "BlackBoard."  There will be specific instructions in each lesson.

Project Weeks

There will be two weeks when we forgo new information in order to apply the information you already have learned. During those weeks, you will have an assignment to help you apply your learning. These will vary, but at least one will require you to watch a movie, and apply some of the concepts we have discussed. You will write a paper or answer questions about the assignment in that week.

Grades:

You will acquire points by doing the tasks associated with each lesson. Each lesson has basic requirements equivalent to the time you would spend in a classroom, plus the time you would normally spend outside the class doing readings or working on papers. Each lesson clearly states how many points you can earn, and what grade you get for that number of points. There are different point requirements for the graduate and undergraduate students. There will be points for doing the project, during the project week. There are no mid-terms or finals, only quizzes at the end of each lesson, and activities to do to support your learning. You won't memorize a bunch of stuff in this class; you will read, write, and think. We will be done with all of the work for the course by the last day of class. Everything must be turned in by the last class day to get credit.

Course Drop Dates:

, 2006 is the last day to drop without academic penalty. If you start this course and realize that learning on line is not for you, don't hesitate to drop it. It's not fun for either of us of us if you don't. Learning like this is not for everyone; if it's not a good match for you, don't force it.

Course Evaluation:

The course will be evaluated according to University guidelines. I'll also ask for feedback that you will be able to provide anonymously on the Web site.