Main Content
Syllabus
RHS 100
Introduction to Disability Culture (3) Social and cultural contexts of disability on both a micro and macro levels will be examined.
Overview | Objectives | Materials | Library Resources | Tutor.com | Technical Requirements | Course Requirements and Grading | Course Schedule | Academic Integrity | Accomodating Disabilities | Additional Policies
Overview
This course is designed to increase student awareness of personal, interpersonal, and societal aspects of disability, including how disability can be defined and understood differently in varied individual, institutional and cultural contexts. Students will learn models of disability that will help them to (a) clearly distinguish different ways of conceptualizing disability and (b) critically think about how disability is represented and understood in varied contexts. Through discussion of class readings and completion of class assignments, students will examine the ethical, economic, and social implications of disability and the dynamics of group and individual behavior that impact social interactions among people with and without disabilities. A strong emphasis will also be placed on understanding disability from a variety of cultural perspectives and assessing the impact of racial, ethnic, gender, socioeconomic, and socio-political factors on disability status.
Course Objectives
At the end of this course, students should be able to . . .
- Demonstrate understanding of disability culture.
- Discuss attitudes towards people with disabilities.
- Discuss the critical role of the disability rights and independent living movements on people with disabilities.
- Describe the models of disability that provide theoretical understanding of the personal, interpersonal and societal responses to disability.
- Identify ethical implications associated with varied models of defining and understanding disability.
- Explain the impact of social and attitudinal factors on individuals with disabilities.
- Demonstrate sensitivity to and awareness of the effects of prejudice and discrimination specific to people with disabilities.
Course Materials
- All course materials are freely available online. Links will be provided in the Course Schedule.
- VR Headset (Optional): This course includes several 360/Virtual Reality (VR) videos which demonstrate the interior and the areas outside of a university library. If you are interested in experiencing these immersive videos, you may want to use a VR Headset with your smartphone. Additional details will be provided in the 'Getting Started' module of the course. Please note that the VR headset is not required. The videos will also work on desktop.
This course requires that you access Penn State library materials specifically reserved for this course. You can access these materials by selecting Library Resources in your course navigation, or by accessing the Library E-Reserves Search and search for your instructor's last name.
Library Resources
Many of the University Libraries resources can be utilized from a distance. Through the Libraries website, you can
- access magazine, journal, and newspaper articles online using library databases;
- borrow materials and have them delivered to your doorstep—or even your desktop;
- get research help via email, chat, or phone using the Ask a Librarian service; and
- much more.
You must have an active Penn State Access Account to take full advantage of the Libraries' resources and service. The Off-Campus Users page has additional information about these free services.
APA Style Guide
In this course, all students are required to use APA Style. Penn State Libraries provides an APA Quick Citation Guide, which is a good place to start for basic citation/reference information. On the web site, the left-hand Overview menu is a great tool to guide you through any writing projects. There is also a link on the page that connects to the APA Style Blog for searching for more specific formatting answers (e.g., tables).
Tutor.com
Getting Started with Tutor.com:
- Launch Tutor.com by clicking the Tutor.com link in the Course Navigation Menu.
- Select the topic you are studying from the drop-down menu.
- From the subject drop-down menu, select your course.
- Ask your tutor a question in the text box. If you're working with a document, such as a rough draft of a writing assignment, you can upload the file here as well.
- Once you have made these selections, click Get a Tutor, and a tutor will be assigned to you within two minutes.
- You will then enter a virtual classroom with your tutor. Here, the interactive whiteboard and chat feature will be available. You will be able to talk with your tutor and use the tools. File sharing will be available for you and your tutor to review a document at the same time.
- After your session, please fill out the post-session survey to offer feedback on your experience.
- For a more detailed overview of Tutor.com, please view the How It Works video or read the "How It Works" guide (provide link to document). If you have any questions or need additional help logging in, please contact studentsupport@tutor.com
Technical Requirements
| Operating System | Canvas, Penn State's Learning Management System (LMS), supports most recent versions of Microsoft Windows and Apple Mac operating systems. To determine if your operating system is supported, please review Canvas' computer specifications. |
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| Browser | Canvas supports the last two versions of every major browser release. It is highly recommended that you update to the newest version of whatever browser you are using. Note: Cookies must be enabled, and pop-up blockers should be configured to permit new windows from Penn State websites. |
| Additional Canvas Requirements | For a list of software, hardware, and computer settings specifically required by the Canvas LMS, please review Canvas' computer specifications. |
| Additional Software | All Penn State students have access to Microsoft Office 365, including Microsoft Office applications such as Word, Excel, and PowerPoint. |
| Hardware | Monitor: Monitor capable of at least 1024 x 768 resolution |
| Mobile Device (optional) | The Canvas mobile app is available for versions of iOS and Android. To determine if your device is capable of using the Canvas Mobile App, please review the Canvas Mobile App Requirements. |
Student Education Experience Questionnaire (SEEQ)
During the semester you will receive information for completing the Student Education Experience Questionnaire (SEEQ). Your participation is an opportunity to provide anonymous feedback on your learning experience. Your feedback is important because it allows us to understand your experience in this course and make changes to improve the learning experiences of future students. Please monitor email and course communications for links and availability dates.
One of the benefits of being a registered Penn State student is that you are eligible to receive educational discounts on many software titles. If you are interested in learning more about purchasing software through our affiliate vendor, please visit the Technology and Software page.
If you need technical assistance at any point during the course, please contact the Service Desk.
For registration, advising, disability services, help with materials, exams, general problem solving, visit World Campus Student Services!
Course Requirements and Grading
Requirements Overview
| Title | Percentage |
|---|---|
| Module Activities | 30% |
| Quizzes | 15% |
| What’s Going On in the World Journal? | 15% |
| Culture of Disability Around the World Presentation | 20% |
| Designing An Accessible Space | 20% |
| Total | 100% |
Module Activities (30%)
Students will participate in a variety of activities throughout the semester. Activities are designed to enhance our learning of concepts and skills of working with people with disabilities. Activities may include individual assignments such as discussions or assignments in Canvas. Students will respond to questions from assigned articles or videos, real world societal problems, case studies, films, and outside experiences such as observations made since taking this class (media, personal interactions, public spaces, etc).
Quizzes (15%)
- Syllabus Quiz. To ensure students read the course syllabus and understand class expectations and assignments, there will be a syllabus quiz due at the beginning of the semester.
- Module Quizzes. Each module contains at least one short quiz. Quizzes will be in multiple choice/true and false formats.
What’s Going On in the World Journal (15%)
Students will observe the world around them, examining how people with disabilities are treated in a positive and/or negative manner. Observations can include social media (news, tv shows, film, FaceBook, Youtube, etc) stories (print, video,images), social media comments, events you witness during the week (comments from friends, family or strangers, people’s actions/interactions), accessibility of a physical space or technology, legislation and policies, etc. Students will keep a bi-weekly journal discussing events. Students will discuss the event indepth, are encouraged to provide pictures of their events, links, direct quotes, etc., and expected to include concepts and terms from class each week. Journals will be about 250 words each, due via Canvas Discussion on Sunday nights by 11:59pm EST.
Culture of Disability Around the World Presentation (20%)
Students will focus on a country of their choosing, excluding the U.S. and Canada, or one covered extensively in class (discuss with instructor final country selected). This project is a culmination of each topic covered in class from the perspective of the specific country selected. Students are required to compare what they learned about disability culture in the US to the country they researched. More detailed information is available on Canvas detailing project requirements.
Designing An Accessible Space (20%)
Students will work to analyze a designated section of a library. This presentation will be conducted and recorded in Zoom. Students will be provided a floor plan with images and discuss: 1) how the area is ADA compliant; 2) pick out 4 items in the area and explain how they are not ADA compliant; and 3) what needs to be done to make the area ADA compliant. Students will use the provided ADA compliance checklist for guidance. Students are encouraged to think creatively in how to improve their area of the library to be more accessible beyond minimal ADA guidelines. Think about your area from the perspective of a person with a disability. What could be done to make the area more accessible beyond the ADA?
Grading Scale
| Letter Grade | Percentage (%) |
|---|---|
| A | 93 - 100 |
| A- | 90 - 92.9 |
| B+ | 87 - 89.9 |
| B | 85 - 86.9 |
| B- | 80 - 84.9 |
| C+ | 74 - 79.9 |
| C | 70 - 73.9 |
| D | 65 - 69.9 |
| F | 0 - 64.9 |
For additional information please refer to the Deferring a Grade page.
Course Schedule
Formal instruction will end on the last day of class. Provided that you have an active Penn State Access Account user ID and password, you will continue to be able to access the course materials for one year, starting from the end date of the academic semester in which the course was offered (with the exception of library reserves and other external resources that may have a shorter archival period). After one year, you might be able to access the course based on the policies of the program or department offering the course material, up to a maximum of three years from the end date of the academic semester in which the course was offered. For more information, please review the University Course Archival Policy.
Note: All due dates reflect North American eastern time (ET).
The schedule below outlines the topics we will be covering in this course, along with the associated time frames and assignments.
- Course length: 15 weeks
Getting Started and Module 1: Introduction and Defining Disability
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Module 2: Defining Culture
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Module 3: Historical Perspectives of Disability
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Module 4: Demographics of People with Disabilities
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Module 5: Models of Disability
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Module 6: Sources of Prejudice and Stigma
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Module 7: Disability Legislation and the UNCRPD
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Module 8: Disability and Education
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Module 9: Disability and Work
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Module 10: Work Week I
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Module 11: Work Week II
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Module 12: Disability and Sexuality
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Module 13: Universal Design and Assistive Technology
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Module 14: Designing an Accessible Space
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Note: If you are planning to graduate this semester, please communicate your intent to graduate to your instructor. This will alert your instructor to the need to submit your final grade in time to meet the published graduation deadlines. For more information about graduation policies and deadlines, please go to the Graduation Information on the My Penn State Online Student Portal.
Academic Integrity
According to Penn State policy G-9: Academic Integrity , an academic integrity violation is “an intentional, unintentional, or attempted violation of course or assessment policies to gain an academic advantage or to advantage or disadvantage another student academically.” Unless your instructor tells you otherwise, you must complete all course work entirely on your own, using only sources that have been permitted by your instructor, and you may not assist other students with papers, quizzes, exams, or other assessments. If your instructor allows you to use ideas, images, or word phrases created by another person (e.g., from Course Hero or Chegg) or by generative technology, such as ChatGPT, you must identify their source. You may not submit false or fabricated information, use the same academic work for credit in multiple courses, or share instructional content. Students with questions about academic integrity should ask their instructor before submitting work.
Students facing allegations of academic misconduct may not drop/withdraw from the affected course unless they are cleared of wrongdoing (see G-9: Academic Integrity ). Attempted drops will be prevented or reversed, and students will be expected to complete course work and meet course deadlines. Students who are found responsible for academic integrity violations face academic outcomes, which can be severe, and put themselves at jeopardy for other outcomes which may include ineligibility for Dean’s List, pass/fail elections, and grade forgiveness. Students may also face consequences from their home/major program and/or The Schreyer Honors College.
How Academic Integrity Violations Are Handled
World Campus students are expected to act with civility and
personal integrity; respect other students' dignity, rights, and
property; and help create and maintain an environment in which all
can succeed through the fruits of their own efforts. An environment
of academic integrity is requisite to respect for oneself and
others, as well as a civil community.
In cases where academic integrity is questioned, the Policy on Academic Integrity indicates that procedure requires an instructor to inform the student of the allegation. Procedures allow a student to accept or contest a charge. If a student chooses to contest a charge, the case will then be managed by the respective college or campus Academic Integrity Committee. If that committee recommends an administrative sanction (Formal Warning, Conduct Probation, Suspension, Expulsion), the claim will be referred to the Office of Student Accountability and Conflict Response.
All Penn State colleges abide by this Penn State policy, but review procedures may vary by college when academic dishonesty is suspected. Information about Penn State's academic integrity policy and college review procedures is included in the information that students receive upon enrolling in a course. To obtain that information in advance of enrolling in a course, please contact us by going to the Contacts & Help page .
Accommodating Disabilities
Penn State welcomes students with disabilities into the University's educational programs. Every Penn State campus has resources for students with disabilities. The Student Disability Resources (SDR) website provides contacts for disability services at every Penn State campus. For further information, please visit the SDR website.
In order to apply for reasonable accommodations, you must contact the appropriate disability resources office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation based on the documentation guidelines. If the documentation supports your request for reasonable accommodations, your campus's disability resources office will provide you with an accommodation letter. Please share this letter with your instructors and discuss the accommodations with them as early in your courses as possible. You must follow this process for every semester that you request accommodations.
Additional Policies
Respect, sensitivity, and honesty. It is expected that everyone will demonstrate respect and sensitivity towards others opinions, feelings, shared experiences and skills, and to provide honest feedback to each other to encourage growth.
Use of person-first language is required. For example, when describing a person with terminal cancer, use the phrase “Person with stage IV brain cancer,” do NOT use a phrase such as “cancer victim”. Or say “person with diabetes type 1”, NOT “diabetic patient”. Also refrain from using words such “victim” or “suffers from”. In other words, focus on the person, not the illness or disability. I know for some this may take some getting used to but make sure you focus on this area as points may be deducted for not using language appropriately.
Late Policy. Students will be deducted 10% every week an assignment is late. Work more than three weeks late will not be accepted. If you are having difficulty completing an assignment on time, or there is an emergency that prevents you from completing your work on time, please email the instructor as soon as possible so that arrangements can be made for you to keep up in the class.The instructor will review late requests and circumstances on a case by case basis and make decisions accordingly. The late policy may be waived at the instructor's discretion in case of an emergency. Emergencies are defined as anything which is serious and unexpected including: hospitalization, childbirth, major accident, injury, or bereavement. Examples of non-emergencies include: weddings, vacations, work training, conferences or any other event which can and should be planned around. If there has been an emergency that will hinder your ability to complete your work in a timely manner, please let the instructor know within 48 hours of the event so arrangements can possibly be made. Waiting beyond this time frame to contact the instructor may not be acceptable and will likely cause you to lose points on your work. It is your responsibility to contact the instructor, and if working in a group your group members, as soon as possible if you cannot complete an assignment on time so that the instructor/group members can assist you as best they can. It is NOT appropriate to attempt to contact the instructor/group members last minute (12 hours before deadline) to report personal, group or technological issues. Furthermore, emailing the instructor last minute before a deadline to say an assignment will be late and not hearing back from the instructor does not mean that the assignment will be accepted without penalty. Students have semester long access to the syllabus and course schedule, Canvas and the Canvas calendar to plan accordingly.
Professor grading policy. Please do not ask if the instructor will increase your grade, or if there is anything you can do to increase your grade at the end of the semester. Definitely do not ask the instructor to change your grade once grades are submitted at the end of the semester. While it is the instructor’s responsibility to grade your work fairly and provide you with timely feedback, it is your responsibility to work hard, ask questions of assignments you do not understand, manage your classes appropriately, and check your grades frequently. The one exception about contacting the instructor about a grade change would be in the case where the instructor made a grade recording error for an assignment and/or the final grade.Email policy. Students must check their Canvas email at least once a day. The instructor and classmates main way to communicate is through email. Students not checking their email in a timely manner does not mean he/she will be excused from submitting assignments incorrectly/late. The instructor will check his/her Canvas email throughout the day Monday - Friday. The instructor may only check email once daily Saturday/Sunday. The instructor reserves the right to take 24 hours to respond to a student email request. If you do not hear from the instructor after 24 hours, then assume the email was not received and contact the instructor again. Furthermore, the instructor appreciates the same 24 hour response time from students. If you are having difficulty completing an assignment the night it is due, emailing the instructor after 7pm ET does not mean your assignment may not be considered late. Therefore, it is highly important that you begin your work early in the week, and do not wait until the weekend to begin.
Possible Changes in Syllabus: Unanticipated circumstances may require slight changes in the syllabus. The instructor has the discretion to make changes or modifications to the syllabus if needed, however students will be provided notice of these changes and deadlines may be adjusted accordingly.
Privacy Notice. In order to protect your privacy, course access is limited to those individuals who have direct responsibility for the quality of your educational experience. In addition to the instructor, a teaching assistant or college administrator may be provided access in order to ensure optimal faculty availability and access. World Campus technical staff may also be given access in order to resolve technical support issues.
Military Student.
Veterans and currently serving military personnel and/or dependents with unique circumstances (e.g., upcoming deployments, drill/duty requirements, VA appointments, etc.) are welcome and encouraged to communicate these, in advance if possible, to the instructor in the case that special arrangements need to be made.
Student Responsibilities and Conduct
- Students are responsible for online course content, taking notes, obtaining other materials provided by the instructor, taking tests (if applicable), and completing assignments as scheduled by the instructor. As a general rule, students should plan on logging into the course at least three times per week and spending at least three hours per course credit per week on the course, e.g., if the course is three credits, the student should plan on spending at least 9-12 hours per week on the course, just as they would in a residence course.
- Students are responsible for keeping track of changes in the course syllabus made by the instructor throughout the semester.
- Students are responsible for monitoring their grades.
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Students must contact their instructor (and teammates when working on any collaborative learning assignments) as soon as possible if they anticipate missing long periods of online time due to events such as chronic illnesses, death in the family, business travel, or other appropriate events. The instructor will determine the minimal log on time and participation required in order to meet course responsibilities. In the event of other unforeseen conflicts, the instructor and student will arrive at a solution together.
- Requests for taking exams or submitting assignments after the due dates require documentation of events such as illness, family emergency, or a business-sanctioned activity.
- Conflicts with dates on which examinations or assignments are scheduled must be discussed with the instructor or TA prior to the date of the examination or assignment.
- Students are responsible for following appropriate netiquette (network etiquette) when communicating with their instructor and classmates. For reference, see the Academic Success Kit.
- Behaviors that disrupt other students’ learning are not acceptable and will be addressed by the instructor.
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For severe and chronic problems with student disruptive behavior, the following will be applied for resolution:
- Senate Committee on Student Life policy on managing classroom disruptions: Office of Student Accountability and Conflict Response.
- Penn State Principles
For information about additional policies regarding Penn State Access Accounts; credit by examination; course tuition, fees, and refund schedules; and drops and withdrawals, please see the World Campus Student Center website.
Counseling and Psychological ServicesIf you have a crisis or safety concern, mental health services are available to you as a Penn State student. Crisis and emergency contacts are available, no matter where you are located:
- Anywhere in the United States: Call the Penn State Crisis Line at 1-877-229-6400 or text LIONS to 741741. You can also contact your local crisis services or hospital for emergencies.
- Outside the United States: Please contact emergency services in your current location. You can also use the International Crisis and Emergency Services listings.
- At University Park: Assistance is available at Counseling & Psychological Services (CAPS) locations on campus.
- At a Penn State branch campus: You can search for counseling information at your campus.
Penn State takes great pride to foster a diverse and inclusive environment for students, faculty, and staff. Acts of intolerance, discrimination, or harassment due to age, ancestry, color, disability, gender, gender identity, national origin, race, religious belief, sexual orientation, or veteran status are not tolerated and can be reported through Educational Equity via the Report Bias webpage.