Main Content
Syllabus
RHS 100
Introduction to Disability Culture (3) Social and cultural contexts of disability on both micro and macro levels will be examined.
Overview | Objectives | Materials | Library Resources | Technical Requirements and Help | Course Requirements and Grading | Course Schedule | Academic Integrity | Student Success and Support Resources | Additional Policies
Overview
This course is designed to increase your 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. You will learn models of disability that will help you (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, you 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 sociopolitical factors on disability status.
Course Objectives
At the end of this course, you should be able to do the following:
- Demonstrate understanding of disability culture.
- Discuss attitudes toward 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.
-degreerk on a desktop computer, laptop, or mobile device.
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.
For Reference:
Most World Campus courses require that students purchase materials (e.g., textbooks, specific software, etc.). To learn about how to order materials, please see the Course Materials page. You should check LionPATH approximately 3–4 weeks before the course begins for a list of required materials.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, you are required to use APA Style. The University Libraries provide an APA Quick Citation Guide, which is a good place to start for basic citation and reference information. On the website, the 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 where you can search for answers to specific formatting issues (e.g., formatting a table).
Technical Requirements and Help
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.
| 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. |
| Help | If you need technical assistance at any point during the course, please contact the Service Desk. |
Student Education Experience Questionnaire (SEEQ)
During the semester you will receive information about 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.
Course Requirements and Grading
| Title | Percentage |
|---|---|
| Module Activities | 30% |
| Quizzes | 15% |
| What’s Going On in the World Journal | 15% |
| Culture of Disability Around the World Presentation | 20% |
| Accessibility Assessment of Public Space | 20% |
| Total | 100% |
Module Activities (30%)
You will participate in various learning activities throughout the semester. Activities are designed to enhance your learning of concepts and the skills you will need to work with people with disabilities. Activities may include individual assignments, such as discussions or assignments in Canvas. You will respond to questions from assigned articles or videos, real-world societal problems, case studies, films, and outside experiences, such as observations you have made since taking this class about attitudes and responses to disability in media, personal interactions, public spaces, and so on.
In selected modules, you’ll find activities called Learning Checkpoints, designed to help you reflect on and assess your understanding of the material covered so far. These checkpoints are important because they reinforce key concepts, help you identify what you’ve mastered and where more focus is needed, and provide feedback to guide your study strategies. Each checkpoint consists of questions based on the content you've learned up to that point. Take your time to answer thoughtfully, and be sure to complete it by the assigned due date to stay on track in the course.
Quizzes (15%)
- Syllabus Quiz: To ensure that you 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-or-false, short answer, or essay format.
Please note: Weekly quizzes will not be reopened after their due dates, so prioritize completing them before their deadlines.
What's Going on in the World Journal (15%)
You will observe the world around you, examining how people with disabilities are treated in a positive and/or negative manner. Observations can include media and social media (news, TV shows, film, Facebook, YouTube, etc.), stories (in 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, and so on. You will keep a biweekly journal discussing your observations. You will discuss your observations in depth; are encouraged to provide pictures, links, direct quotes, and so on; and are expected to include concepts and terms learned from class each week. Journals will be about 250 words each, due via Canvas Discussion on Sunday by 11:59 p.m. (ET).
Culture of Disability Around the World Presentation (20%)
You will focus on a country of your choosing, excluding the United States and Canada, or one covered extensively in class (discuss your preferred country with your instructor). This project is a culmination of each topic covered in class from the perspective of the country selected. You are required to compare what you learned about disability culture in the United States to the country you researched. More information is available on Canvas detailing the project requirements.
Accessibility Assessment of Public Space (20%)
You will choose to analyze either a designated section of a library (still images and 360-degree/virtual reality [VR] videos provided on Canvas) or a public space in your local community (e.g., public library, grocery store). This presentation will be conducted and recorded via Zoom.
Consider your chosen area from the perspective of a person with a disability, and think creatively about how it could be improved beyond the minimum ADA standards.
| 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 |
Please refer to the University Registrar's information about University grading policies. If, for reasons beyond the student's control, a student is prevented from completing a course within the prescribed time, the grade in that course may be deferred with the concurrence of the instructor. The symbol DF appears on the student's transcript until the course has been completed. Non-emergency permission for filing a deferred grade must be requested by the student before the beginning of the final examination period. In an emergency situation, an instructor can approve a deferred grade after the final exam period has started. Under emergency conditions during which the instructor is unavailable, authorization is required from one of the following: the dean of the college in which the candidate is enrolled; the executive director of the Division of Undergraduate Studies if the student is enrolled in that division or is a provisional student; or the campus chancellor of the student's associated Penn State campus.
For additional information please refer to the Deferring a Grade page.
Course Schedule
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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 refer to Graduation at the Chaiken Center for Student Success.
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.
Academic Integrity
According to Penn State policy G-9: Academic Integrity (for undergraduate students in undergraduate courses) and policy GCAC-805 Academic Integrity (for graduate students and undergraduate students in graduate courses), 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 or GCAC-805 Academic Integrity as appropriate). 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, procedures allow a student to accept or contest/appeal the allegation. If a student chooses to contest/appeal the allegation, the case will then be managed by the respective school, college or campus Academic Integrity Committee. Review procedures may vary by college, campus, or school, but all follow the aforementioned policies.
All academic integrity violations are referred to the Office of Student Accountability and Conflict Response, which may assign an educational intervention and/or apply a Formal Warning, Conduct Probation, Suspension, or Expulsion.
Information about Penn State's academic integrity policy 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.
Student Success and Support Resources
Chaiken Center for Student Success
The Chaiken Center for Student Success at Penn State World Campus guides you to the right resources and support you need–when you need them–along your academic journey. You can connect with peers and support teams to find direction, information, and networking opportunities. On the website, you'll find information and resources on many aspects of being a World Campus student:
- Finances—tuition, scholarships, and financial aid
- Inclusion and Wellness—diversity and inclusion, mental health services, disability accommodations, care and advocacy
- Enrollment and Registration—course planning, adding and dropping courses, and much more
- Course Work and Success—academic advising, tutoring, and other services
- Involvement and Opportunities—career resources, student organizations, internships, service, study abroad, and more
Following are some key resources.
Student Disability Services
Penn State welcomes students with disabilities into the University’s educational programs. Every Penn State campus has an office for students with disabilities, including World Campus. The Disabilities and Accommodations section of the Chaiken Center for Student Success website provides World Campus students with information regarding how to request accommodations, documentation guidelines and eligibility, and appeals and complaints. For additional information, please visit the University's Student Disability Resources website.
In order to receive consideration for reasonable accommodations, you must contact the appropriate disability services office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation. If the documentation supports your request for reasonable accommodations, your campus's disability services 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.
Students with disabilities participating in internship, practicum, student teaching, or other experiential learning opportunities as part of their degree requirements may also be eligible for reasonable accommodations to ensure equal access and opportunity. These accommodations are determined through an interactive process involving the student, their University supervisor, and the site supervisor. Student Disability Resources can assist students with identifying potential barriers, facilitating accommodation requests, and coordinating with University supervisors to promote inclusive learning experiences.
Counseling and Psychological Services
If 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.
Military Student Information
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.
Additional Policies
Respect, sensitivity, and honesty
It is expected that everyone will demonstrate respect and sensitivity toward others' opinions, feelings, and shared experiences and skills, and provide honest feedback to each other to encourage growth.
Use of Person-First Language
Use of person-first language is required. This generally means discussing a person's disability using the phrasing "person with [disability or illness]." For example, when describing a person with terminal cancer, use the phrase “person with stage IV brain cancer,” do not use a phrase like “cancer victim.” Or say, “person with diabetes type 1,” not “diabetic patient.” Also, refrain from using words such as “victim” or “suffers from.” In other words, focus on the person, not the illness or disability. I know that 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
All assignments are expected to be submitted on time. Due dates are clearly listed in the Syllabus, Course Schedule, and Canvas calendar to support advance planning. If you are having difficulty completing an assignment, you must contact your instructor at least 24 hours before the deadline. Requests for help made less than 24 hours before a due date are unlikely to result in accommodations.
For non-emergency late submissions, a 10% deduction will be applied for every 1–7 calendar days an assignment is late. There is no grace period, and partial weeks count as full weeks. For example, an assignment submitted six days late will receive a 10% penalty, while one submitted eight days late will receive a 20% penalty.
This policy may be waived at the instructor’s discretion in cases of emergency. Emergencies are defined as serious and unforeseen events such as hospitalization, childbirth, major accidents or injuries, or the loss of a close family member. Events that can be planned for—such as vacations, weddings, work training, or conferences—do not qualify as emergencies and will not be granted extensions.
If an emergency occurs, you must notify your instructor within 48 hours of the event and, if applicable, inform any group members. Documentation may be required. Failure to communicate within this timeframe may result in point deductions even if the situation qualifies as an emergency.
Professor grading policy. Please do not ask whether the instructor will increase your grade, or whether 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 after grades have been 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 about assignments you do not understand, manage your classes appropriately, and check your grades frequently. The one exception to contacting the instructor about a grade change would be a case where the instructor made a grade-recording error for an assignment and/or the final grade.Email policy. You must check your Canvas email at least once a day. The instructor's and your classmates' main way to communicate is through email. Not checking your email in a timely manner does not mean you will be excused from submitting assignments incorrectly or late. The instructor will check Canvas email throughout the day Monday–Friday. The instructor may check email only once daily on Saturday and 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 you.
Possible Syllabus changes: The instructor has the discretion to make changes or modifications to the Syllabus if needed; however, you 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.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.
- Instructors may require students to provide documentation with the class absence form or other written notification for 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 Values.
Report Bias
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.
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