EEX 3093 Exceptional People FALL 2016 Syllabus Instructors · PDF file1 EEX 3093 Exceptional...
Transcript of EEX 3093 Exceptional People FALL 2016 Syllabus Instructors · PDF file1 EEX 3093 Exceptional...
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EEX 3093 Exceptional People FALL 2016 Syllabus
Instructors: Dr. Erica McCray & Dr. Ashley MacSuga-Gage Office: 1419
Office Hours: Thursdays 11 am – 12 pm or by appointment Phone: Dr. McCray – 352-273-4264; Dr. MacSuga-Gage – 352-294-2757 Email: via Canvas
Fax: 352.392.2655 US Mail: PO Box 117050, Norman Hall 1403, Gainesville, FL 32611
Graduate Assistant: Noah Ellis Email: via Canvas
Course Description:
EEX 3093, Exceptional People: School & Society is designed to offer students opportunities to gain knowledge and experience of exceptional people in schools and society. People with disabilities are a diverse group of individuals with varied experiences and perspectives across the
lifespan and social institutions. Therefore, this course draws from multiple perspectives in various fields to show the complexity of their experiences with schooling and learning, and the
impact in society. Schooling, in the traditional sense is viewed in terms of the structure and standardization of specific learning experiences during set a set schedule. Learning, on the other hand, is boundless and can happen incidentally without parameters. Students enrolled in the
course will understand the complexity of the lives of exceptional people in school and society through the following approaches: individual (e.g., medical, academic, psycho-social), social
(e.g., structure, culture, economic), and life course (i.e., transitions P-16 and beyond). Course Objectives
Students will use individual, social, and life course approaches to: 1) investigate the history and progression of exceptionalities in education to gain knowledge
and awareness of exceptionality, disabilities, and ethical decision-making, 2) analyze their own perspectives using the lenses of persons with and without exceptionalities, 3) investigate advances in medical treatment and technology as it pertains to the inclusion of
persons with disabilities, 4) demonstrate understanding of how schooling and learning experiences affect the lives of
individuals with disabilities and their families, 5) engage in meaningful ways with persons with disabilities using appropriate social and
communication skills, and
6) articulate the goals and missions of local, state, and national organizations that promote disability awareness, provide service to persons with disabilities, and advocate for the legal
rights of the disability population.
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Class Information and Procedures
Course site: On CANVAS (www.online.education.ufl.edu)
Text: There is no text for this course. Syllabus/course packet on CANVAS.
Readings: links to articles and websites required for written assignments are located on the course site Videos: videos and links to videos are located on the course site
Presentations: presentations are located on the course site
. Class Meeting Times: Face to face class meetings are on THURSDAYS in Carleton Auditorium for the two-hour block (periods 7 and 8). We will also meet face to face on (only) two Tuesdays during the semester: Aug. 23 and Dec 6. All other Tuesdays are online research, videos and
readings. Requirements for class attendance and make-up exams, assignments, and other work in this course are consistent with university policies that can be found at:
https://catalog.ufl.edu/ugrad/current/regulations/info/attendance.aspx. Teaching Assistants: You will be assigned to a group with 2 teaching assistants. You will turn
in all paperwork as instructed either on Canvas or in person/mail to the TA and all tests, and activity participation will occur with your assigned TAs. They will have sign in sheets for each
class session including the Blind Walk activity, the ADA activity and tests. TAs are assigned rows in Carleton Auditorium and will be present for all class meetings. They will accept paperwork (as instructed) and tests from you only when called for in class. TAs award points for
all paperwork, activities and tests. TAs use rubrics to grade papers. The rubric for each paper is located at the end of the directions for each paper. Contact TAs via Canvas.
. Students with Disabilities: Students with disabilities requesting accommodations should first
register with the Disability Resource Center (352-392-8565, www.dso.ufl.edu/drc/) by providing
appropriate documentation. Once registered, students will receive an accommodation letter which must be presented to the instructor when requesting accommodation. Students with
disabilities should follow this procedure within the first two weeks of class.
Disability and Society Minor: Note that EEX 3093 is one of five courses required for the
Disabilities in Society minor. If you would like more information on this minor opportunity, please visit the minor website: https://education.ufl.edu/student-services/undergraduate-minors/
Course Requirements and Class Demeanor Expected by Instructor:
1. You are expected to attend class, learn the names and locations of your TAs and participate in class activities, Requirements for class attendance and make-up exams,
assignments, and other work in this course are consistent with university policies that can be found at: https://catalog.ufl.edu/ugrad/current/regulations/info/attendance.aspx.
2. There will be 2 tests, 2 activities, 5 papers, and a 20-hour volunteer requirement to
successfully complete the course. The 20-hour volunteer project requires you to have a direct experience with a person or persons significantly different from you.
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3. You must be present in class to receive points for the activities and to sign in with your TA. All submissions will be made via Canvas. Late submissions will be subject to a
25% deduction up to one week late. Submissions after one week will receive no credit. 4. Turn your cell phones off. Do not take out cell phones during testing, even if you have
finished the test. 5. Students who disrupt the learning environment with excessive or loud conversations will
be asked to leave. Repeated disruptions will be considered a code of conduct offense and
the instructor will report the offense to the Office of Conflict and Resolution in the Dean of Students Office.
6. You must sign in with your TAs for activities, tests, and on paper submission days. 7. The course calendar is subject to change. All changes and necessary information will be
announced in class as well as announced on the Canvas course site. You are expected to
check Canvas DAILY for updates. 8. Students are expected to provide feedback on the quality of instruction in this course by
completing online evaluations at https://evaluations.ufl.edu. Evaluations are typically open during the last two or three weeks of the semester, but students will be given specific times when they are open. Summary results of these assessments are available to
students at https://evaluations.ufl.edu/results/.
. Honesty Policy: UF students are bound by The Honor Pledge, which states, “We, the members of the University of Florida community, pledge to hold ourselves and our peers to the highest standards of honor and integrity by abiding by the Honor Code. On all work submitted for credit
by students at the University of Florida, the following pledge is either required or implied: “On my honor, I have neither given nor received unauthorized aid in doing this assignment.” The
Honor Code (http://www.dso.ufl.edu/sccr/process/student-conduct-honor- code/) specifies a number of behaviors that are in violation of this code and the possible sanctions. Furthermore, you are obligated to report any condition that facilitates academic misconduct to appropriate
personnel. If you have any questions or concerns, please consult with the instructor or TAs in this class.
Additional Support for Students: Your TAs have successfully completed this course and can
be a resource for you on assignments. Please contact them if you need assistance. The graduate
assistant and the instructor are available for assistance also.
Other Campus Resources
Health and Wellness
U Matter, We Care:If you or a friend is in distress, please contact http://[email protected] or
352 392- 1575 so that a team member can reach out to the student. Counseling and Wellness Center: http://www.counseling.ufl.edu/cwc/Default.aspx, 392-1575;
and the University Police Department: 392-1111 or 9-1-1 for emergencies.
Sexual Assault Recovery Services (SARS): Student Health Care Center, 392-1161. University Police Department: 392-1111 (or 9-1-1 for emergencies). http://www.police.ufl.edu/
Academic Resources
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E-learning technical support: 352-392-4357 (select option 2) or e-mail to http://Learning-
[email protected]. Website: https://lss.at.ufl.edu/help.shtml. Career Resource Center: Reitz Union, 392-1601. Career assistance and counseling.
http://www.crc.ufl.edu/ University Libraries Support: http://cms.uflib.ufl.edu/ask. Various ways to receive assistance
with respect to using the libraries or finding resources.
Teaching Center, Broward Hall, 392-2010 or 392-6420. General study skills and tutoring. http://teachingcenter.ufl.edu/
Writing Studio, 302 Tigert Hall, 846-1138. Help brainstorming, formatting, and writing papers. http://writing.ufl.edu/writing-studio/
Student Complaints Campus:
https://www.dso.ufl.edu/documents/UF_Complaints_policy.pdf
On-Line Students Complaints: http://www.distance.ufl.edu/student-complaint- process
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Course Grade: The following is a list of activities that will determine your course grade. All
due dates for assignments are listed on the course calendar. Your grade will be based on the total
number of points earned. Regardless of how many points the student has earned, if the volunteer
service project is not completed, the course grade will be an E. Pass/Fail is not an option.
Honor Code/Syllabus Agreement 5 points
Photo Consent 5 points Test 1 250 points
Test 2 250 points Blind Walk Activity 50 points ADA Activity 50 points
Paper 1 40 points Paper 2 40 points
Paper 3 40 points Paper 4 40 points Paper 5 40 points
Volunteer Verification 20 points Volunteer Log 40 points
Volunteer Analysis 40 points Volunteer Evaluation 100 points TOTAL 1010 points
Grade Scale:
920-1010 A 900-919 A- 880-899 B+
820-879 B 800-819 B-
780-799 C+ 720-779 C 700-719 C-
680-699 D+ 620-679 D
600-619 D- 599 (below) E
Concerns about a Grade: If you have a concern about a grade that you have received, please contact the graduate assistant at via Canvas. For additional information on grading:
https://catalog.ufl.edu/ugrad/current/regulations/info/grades.aspx.
Suspicion of Cheating on a Test: If a student is suspected of cheating on a test, then the
instructor will report the incident to the Dean of Students. If this is a first offense, then the instructor will recommend a zero for the test. If this is not a first offense, then the instructor will
recommend a failing grade for the course.
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Suspicion of Cheating or Plagiarism on Assignments : If this is a first offense, the instructor will recommend a zero for the assignment. If this is not a first offense, the instructor will
recommend a failing grade for the course.
Class Attendance and Make-up Work: Procedures for class attendance and make-up work in this course are consistent with university policy: https://catalog.ufl.edu/ugrad/current/regulations/info/attendance.aspx.
You are expected to sign in with your TA each class.
Students may make up work for the following excused absences:
1. Observance of a religious holiday. No formal documentation required. However, please
contact the GA AHEAD of the date. Submit paperwork to the GA the following class meeting. Dates for make-up tests and make-up activities are listed on the course calendar.
2. Illness or doctor’s appointment. Documentation required. Submit paperwork to the GA the following class meeting. Dates for make-up tests and make-up activities are listed on the course calendar.
3. Death in the family. Documentation required. Submit paperwork to the GA the following class meeting. Dates for make-up tests and make-up activities are listed on the course
calendar. 4. Medical condition or disability that prevents you from attending class. Documentation
required. Contact the GA before class begins. Submit paperwork to the GA the following
class meeting. Dates for make-up tests and make-up activities are listed on the course calendar.
5. Job Interview. Documentation required. Submit paperwork to the GA the following class meeting. Dates for make-up tests and make-up activities are listed on the course calendar.
6. Standardized Test Session. Documentation required. Submit paperwork to the GA the
following class meeting. Dates for make-up tests and make-up activities are listed on the course calendar.
7. Legal or Court Appearance. Documentation required. Submit paperwork to the GA the following class meeting. Dates for make-up tests and make-up activities are listed on the course calendar.
8. Personal trips. Documentation that shows tickets were bought BEFORE the semester began. Submit paperwork to the GA the following class meeting. Dates for make-up tests
and make-up activities are listed on the course calendar. If you need to discuss an absence not covered by this list, please contact the instructor before the
absence.
Technology: Course resources are hosted on the UF Canvas site: https://ufl.instructure.com.
Visit the site to access links to websites and/or video clips, as well as videos and course
presentations. Contact the help desk at the College of Education for technical advice if you need
assistance [email protected]
Online Course Evaluations: Student are expected to provide feedback on the quality of instruction in this course. Evaluations are typically open during the last two or three weeks of the semester. Summary results of course evaluations are available to students at
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https://evaluation.ufl.edu/results.
FALL 2016 TENTATIVE Course Calendar
Face to face class meetings are on Thursdays in Carleton Auditorium for the two-hour block (7-8th periods).
We will also meet face to face on (only) two Tuesdays during the semester, Aug 23 and Dec 6.
Course site: www.online.education.ufl.edu; the course is posted on CANVAS. Links to websites and/or video clips, as well as videos and power points presentations are posted. If you have difficulty opening a video, it may be the browser you use. Internet Explorer and
Mozilla Firefox have worked well in past semesters. Contact the help desk at the College of Education for technical advice if you need assistance [email protected]
Week TUESDAYS
ONLINE ASSIGNMENTS
(exceptions-Aug 23 and Dec 6
are face to face in Carleton
Auditorium)
THURSDAYS
CARLETON AUD.
Thursdays only
ASSIGNMENTS DUE
and additional information
for Thursday classes in
Carleton Auditorium
1 Aug 23-Carleton
Introduction to class
Aug 25-Carleton
Overview of syllabus
and volunteering
requirement
TA meeting – For
TA’s Only
2 Aug 30-online
Review Models and Terms of
(Dis)ability PPT on course
site
Sept 1-Carleton
Presentation-
Comparing Models and Terms with Lived Experiences:
Three Questions
Social vs Medical Not Your Inspiration
I’ve got 99 problems-palsy is just one of
them
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3 Sept 6-online
Review ADA PPT on course
site
Sept 8-Carleton
Meet your TAs
Presentation:
Americans with
Disabilities Act
(ADA) and other
relevant policies in
historical context
Presentation: ADA
video
Disability & the
Law—Leveling the
Playing Field
Presentation: ADA
What would you do?
Presentation:
Commercial
Guest Speaker:
Representative from
UF’s Disability
Resource Center
(DRC)
Honor Code/ Syllabus
Agreement (5 pts) and
Photo Consent (5 pts) due
Paper 1—Syllabus
due (40 pts)
4 Sept 13-online
Review Through Deaf Eyes
Video Guide and relevant
websites on course site
Sept 15-Carleton
Introduction: Deaf
and Hard of Hearing
Presentation:
Through Deaf Eyes
video and discussion
Finger Spelling Practice
Paper 2— Athletes and the
ADA (40 pts) due
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Sept 20-online
View Signing to Her Parents
Sept 22-Carleton
Presentation: ASL,
communication, and
Volunteer Verification
Form (20 pts) due
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5 (cont)
video Clip
Visit 3 websites for practice
and information related to
accessibility and
communication:
ASL University
ASLpro.com Sign4me
social context for
Deaf and Hard of
Hearing
American Sign
Language Activity
Presentation:
Gallaudet video
Guest Speaker: Mr.
Stephen Hardy
(American Sign
Language & Deaf
Studies)
TA Meeting
6 Sept 27-online
Review Vision and Visual
Impairment PPT
View Guide Horse video clip
View Design for the Blind
video clip
Sept 29-Carleton
Presentation: Vision
and visual
impairment and
accessibility
Video: What To Do
When You Meet a
Blind Person
Blind Walk
Simulation Activity
Guest speaker: Life
with a visual
impairment and
assistive technology
Test 1 Preview
Sept 29 class meeting for
students with last names A-
K only
Blind Walk Activity (50
pts) completed in class
Sign in with your TAs
Bring Blind Walk Activity
Form in syllabus to complete
in class
7 Oct 4-online
Review Vision power point
Oct 6-Carleton
Presentation: Vision
and visual
Oct 6 class meeting for
students with last names
L-Z only
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View Guide Horse video clip
View Design for the Blind
video clip
impairment and
accessibility
Presentation: What
To Do When You
Meet a Blind Person
video
Blind Walk
Simulation Activity
Guest speaker: Life
with a visual
impairment and
assistive technology
Test 1 Preview
Blind Walk Activity (50
pts) completed in class
Sign in with your TAs.
Bring Blind Walk Activity
Form in syllabus to complete
in class
8 Oct 11-online
Review all presentations,
power points, ASL signs and
videos for test 1
Oct 13-Carleton
TEST 1
Test will cover all
material presented in
class and online to date.
TEST 1 (250 pts)
Group A-K (2:00-2:45)
Group L-Z (3:00-3:45)
Sign in with your TAs
9 Oct 18-online
Read about organizations for
advocacy and social
accessibility:
1.The Gimp Project 2.Mouth and Foot Artists 3.National Theater of the
Deaf 4.Canine Companions for
Independence
Read article:
Ragged Edge Article for
Paper 3
Oct 20-Carleton
Presentation:
Accessibility and
physical limitations
30 Days in a Wheel
chair video and
discussion
ASL Practice
Guest Speaker:
Albert Reed – on
living life as an
11
amputee
10
Oct 25-online
Read 3 articles:
1.6 Stereotypes
2.Easter Seals: Myths and
Facts
3.Common Myths and
Misconceptions
View Armless Man video clip
View Crutch video Bill
Shannon
(You will use these articles
and video clips as supporting
evidence for Paper 4)
Oct 27-Carleton
Presentation:
Prevalence of and
living with Physical
Disabilities
Video: A Day in the
Life of Bonnie
Consolo
Video Clip: Tisha
Unarmed Getting
Dressed
Video: The
Beginning: Hard
Core Sitting
ASL Practice
Paper 3— Apps, Vacations,
and Disability Awareness
(40 pts) due
11 Nov 1-online
View Video: Revised, Without
Pity
View RoboHand video
You will need these videos
for Paper 4
Test 1 Make Up
1:55 Room TBA
Nov 3-Carleton
Video: Deka Arm
Video: Ironman Can
with Hoyt
Video: K9 to 5
Activity 2-ADA
Compliance on
Campus
ACTIVITY 2
ADA Compliance Activity
(50 pts)
In-class assignment
Sign in with your TAs.
Bring ADA Compliance
form from syllabus to
complete in class
12 Nov 8-online
Read: Fortune Magazine Overcoming Dyslexia
Read: Studio/dyslexie font
View:
Nov 10-Carleton
Presentation:
Learning disabilities
Presentation: FAT
Paper 4—Myths,
Misconceptions and
Stereotypes (40 pts) due
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Misunderstoodminds/attention Misunderstoodminds/reading
You will need these resources for Paper 5
CITY video
Guest Speaker: Dr.
Linda Lombardino
Speech and
Language
Pathologist & LD
Researcher
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Nov 15-online
Work on paper 5 due on Nov 17
Nov 17-Carleton
Test 2/ASL Review
Presentation: Other
“hidden” disabilities
How to Talk to a
Person with
Disabilities video (10
Commandments)
Guest Speaker: Dr.
Ann-Marie Orlando
from UF’s Center
for Autism and
Related Disabilities
(CARD)
Paper 5—The Invisible
Disability (40 pts) due
14 Nov 22 Nov 24 No Classes--Happy
Thanksgiving
15 Nov 29-online Review all
presentation power points,
ASL signs and phrases and
videos for test
Dec 1-Carleton
TEST 2
Test 2-all material
presented after test 1
TEST 2 (250 pts)
Group A-K (2:00-2:45)
Group L-Z (3:00-3:45)
Sign in with your TAs
16 Dec 6- Carleton
Last date for Volunteer Log
Form (40 pts) and Volunteer
Dec 8 TAs only
TA Workday
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Analysis Form (40 pts) to be
turned in.
Make up activities and Test 2
make-up for excused
absences.
Room TBA
10 AM—2 PM
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Procedures and Directions for Volunteering
Volunteering Project: Students are required to complete a 20-hour volunteer experience with a person or persons significantly different from them. The volunteering requirement may be
completed in the Gainesville area or at home. The instructor will present volunteering placements that have been approved for former students.
All 20 hours must be completed with one individual or one organization.
Volunteering at an animal shelter does not fulfill the volunteering requirement. There must be direct contact, so volunteering for a charity event without direct contact with
persons benefitting from the charity event will not fulfill the volunteering requirement.
Volunteering with an organization where the student does clerical work or answers telephone calls does not fulfill the volunteering requirement.
Shadowing a professional does not fulfill the volunteering requirement unless the professional allows you to interact with clients or patients.
Students may not volunteer at their church, temple or mosque unless they volunteer in outreach ministry to persons significantly different from them.
There are 4 forms related to the volunteering experience. Due dates are listed on the course
calendar. 1. Volunteer Verification Form (20 pts). If you change your placement, submit a new form. 2. Volunteer Log Form (40 pts). The syllabus/course packet has 3 copies of the form. Even
if the organization has a print out of your hours, you need to submit a volunteer log form. Your log does not need to be signed by your supervisor if your evaluation form will
show 20 hours when it is mailed in.
3. Volunteer Analysis Form (40 pts). The syllabus/course packet has the volunteer analysis form.
4. Volunteer Evaluation Form (100 pts). The syllabus/course packet contains 2 copies of the form. Take one form to your supervisor, along with an stamped and addressed
envelope and have the supervisor mail the form by the due date on the course calendar.
Address: Exceptional People
PO Box 117050 Norman 1403 Gainesville, FL 32611
A) A suggested grade of A to B- will earn 100 points. A suggested grade of C+ or lower
will earn the number of points on the evaluation rating scale.
B) Your supervisor may choose to fax the evaluation to the instructor. FAX: 352 392 2655
(C) If you are volunteering at the St. Francis House or the Arbor House, you will need to pick up the evaluation form and bring it directly to the instructor
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Procedures and Directions for Tests
Tests 1 and 2: Tests 1 and 2 are worth 250 points each. Tests items are multiple choice, true-false and short answer. Make up tests are predominantly short answer questions. Students will
sign in with their TAs and sit in their TAs’ assigned rows in Carleton Auditorium. Students will sit every other seat. Students who are late to test sessions will incur a 25 point penalty. Phones must be put away for the test session. Do not use your phone even if you have
finished your test. Students will remain seated until the instructor dismisses the class prior to standing to leave, all tests will be collected by TAs as directed by the instructor.
Procedures and Directions for Activities
Blind Walk Activity: The Blind Walk activity is an in-class activity worth 50 pts. Students will sign in with their TAs.
Students will need to bring a bandana or scarf to use during the activity. Students will use the Blind Walk Activity Form in the syllabus/course packet and turn it into their TAs when called for in class.
Students who arrive to Carleton after their TA groups have left to complete the activity will not earn activity points.
ADA Compliance Activity: The ADA Compliance activity is an in-class activity worth 50 pts. Students will sign in with their TAs.
Students will use the ADA Compliance Activity Form in the syllabus/course packet and turn it into their TAs when called for in class.
Students who arrive to Carleton after their TA groups have left to complete the activity will not earn activity points
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Blind Walk Activity Form
Name _______________________________
TA Name(s)_______________________________________
Participation in this simulation allows you to experience loss of sight and the need to be guided in your environment. It also allows you to experience being the guide to someone who has lost
his/her sight. When you return to Carleton Auditorium, please fill out this form after completing the simulation. No student signature needed on this form.
AS A GUIDE, 1. List obstacles in the environment that you encountered while guiding your classmate. (At
least 5). (10 pts)
2. What was the most difficult part of the guide process for you? (15 pts)
AS A BLIND PARTICIPANT,
1. What difficulties did you have during the blind walk? (10 pts)
2. Describe any part of your blind experience that contributed to your understanding of loss
of vision. (15 pts)
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ADA Compliance Activity Form
Name _______________________________
TA Name(s)______________________________________
Using this checklist, evaluate the route from Carleton Auditorium to a location on the UF
campus for persons with sensory or mobility issues. No student signature needed on this form.
Location: From Carleton Auditorium to _______________________________________
Item ADA Requirement Comment Section (compliance)
Route to location One accessible route (36
inch path) from public transportation stops, public streets or sidewalks
Comment on route from Carleton to
your assigned building
Nearest Handicapped
Parking Spaces
1:25 ratio (one space per 25)
Comment on number/ratio
Nearest Elevator 1. One-passenger elevator shall serve each floor. 2. Raised numbers or Braille
characters must be present
Comment on location and Braille
Ramps Accessible ramps or wheelchair lifts may be
used for access. Ramp must be 36 inches wide and have handrails
on both sides
Comment on ramp; ramp description
Nearest Accessible Door
At least one accessible door. 1. Width of 32
inches with a door opening of 90 degrees. 2.
Door hardware must have shape easy to grasp. Entrances NOT accessible
must have signage which indicates the location of
accessible door.
Comment on accessibility, width, hardware and signage.
Nearest Drinking fountain
One fountain must be accessible to individuals in wheel
chairs (spout no higher than 36” from floor)
Comment on location and height
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Braille Characters Braille characters for each room
Comment on location of Braille
Handrails/Stairs Full extension of handrails at both sides of stairs
Comment on handrails
Hallways
1. 36 inches for wheelchair passage 2. 60 inches for
wheelchair turning space
Comment on hallways
Accessible Bathroom
There must be an accessible bathroom
Comment on location
Sinks 1. No higher than 34 inches from floor. 2.
Clear space of 30 by 48 inches to allow forward
approach. 3. Hot water pipes must be insulated or protected against contact.
4. Faucets must be lever operated, push-type, or
electronically controlled.
Comment on height, space, pipes, faucets
Accessible Student desk
Each room must have at least one accessible desk/table
Check 2 (empty) rooms for student desks
Visit UF’s Disability Resource Center
(DRC)
Visit the DRC for a tour of the accessible Cypress dorm
Find at least 3 features within this dorm that increase its accessibility
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Please answer the following questions on your own. At least one full page of writing (4
developed paragraphs) is required.
1) If you had areas of non-compliance, describe the non-compliance areas.
2) If there were no areas of non-compliance, did you see other things that could be difficult for a
person with a sensory or mobility issue (e.g., raised door strips, carpet, uneven pavement, etc.)? 3) Which kind of disability do you think would be the hardest to accommodate on the UF campus? Why? What could UF do to be more accommodating?
4) What are your impressions of Cypress dormitory? What features of this dorm would be helpful to individuals with and without disabilities? What are the next steps you think UF should
take to continue making campus accessible to all individuals?
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Procedures and Directions for Papers
Papers: There are 5 required papers worth 40 points each. Times New Roman font with 12-point size and 1 inch margins should be used. All other
formatting should adhere to the American Psychological Association (APA) 6 th Edition Publication Manual guidelines (American Psychological Association (2009). Publication
Manual of the American Psychological Association (6th Edition). Washington, DC: American Psychological Association.). Copies of this manual are available at the College of Education Library in Norman Hall or in the larger campus library. Online resources:
Purdue OWL: https://owl.english.purdue.edu/owl/resource/560/01/
The Basics of APA Style: http://www.apastyle.org/learn/tutorials/basics-tutorial.aspx?_ga=1.65721897.605789462.1473956864
Each paper has specific instructions. Failure to follow instructions will result in loss of points. Papers 2-5 have rubrics that explain how points are awarded. Bulleted answers are not permitted. Please submit all papers online via the Canvas Course site.
Directions for Paper 1—Syllabus (40 pts): Paper 1 familiarizes you with the syllabus. Unlike
Paper #2 - #5, this “paper” will be completed on the CANVAS course site in a quiz format (please log into Canvas) and look for “Paper 1” in order to complete the syllabus review.
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Paper 2 – Athletes and the ADA (40 points) Minimum: 3 full pages (+/- ½ page)
This paper requires you to summarize the findings of TWO court cases where athletes are seeking accommodations under the Americans with Disabilities Act (ADA).
Case 1 is PGA Tour, Inc. v. MARTIN/FindLaw
Case 2 is Kuketz v. Petronelli/Find Law Using the bolded headings listed in the rubric and summarize one case at a time. Do not
bullet your answers; your summaries should be in paragraph form.
.
Grading Rubric: TAs will use the following rubric to grade the paper. Headings Satisfactory Unsatisfactory
Title of Case Please list title correctly
Facts of the
Case
Thoroughly discusses the facts of the case
(5 pts per case)
Omits nature of the case, relevant law,
summary of the complaint , or omits important
facts of the case
(0 pts)
Decisions
Summarizes the court’s decision and rationale
for decision.
(5 pts per case)
Incorrectly summarizes or omits the court’s
rationale
(0 pts)
Analysis Agrees or disagrees with the court decision
Discusses reasons for agreement or
disagreement with the court decision
(10 pts per case)
Does not state agreement or disagreement
(0 pts)
Does not state reasons for agreement or
disagreement with the court decision
(0 pts)
(-5) Does not use headings if required
(-5) Paper is not signed
(-5) Paper is not numbered
(-10) Paper length is not 3 pages
(-10) 3 or more mistakes in spelling, grammar,
or punctuation
(-40) Does not follow directions
22
Paper 3 —Apps, Vacations, and Disability Awareness (40 points). Minimum: 3 full pages
(+/- ½ page)
There are three parts to this paper. Use headings for each part. Do not bullet your answers. The first part requires you to search the Internet for apps that will provide persons with
disabilities with a way to accomplish something that is currently difficult to do. You will find an app for each of the following disabilities, describe the app, list the price, and discuss/predict how the app would be beneficial.
1. Visual impairment or blindness 2. A communication issue (inability to speak or be heard clearly)
3. Deafness The second part requires you to investigate three companies/organizations that provide tours/vacations for persons with disabilities. Google Vacations (or Tours) for Persons with
Disabilities and summarize the varied services provided by each of the two companies/organizations.
The third part of this paper requires you to read and critique the following article in the Ragged Edge Magazine: http://www.huffingtonpost.com/emily-ladau/i-wont-disability-simulation_b_4936801.html
The author’s point of view is strongly stated. Your assignment is to agree or disagree with 4 points in the article (any combination of agreement/disagreement). If you agree or disagree, cite
evidence from course material and activities, personal experience or other sources to substantiate your position.
Grading Rubric: TAs will use the following rubric to grade the paper. Heading Satisfactory Unsatisfactory
Part 1 Student lists and describes an app and the price for each of the 3 disability categories (5 pts) Student discusses/predicts benefits of the 3 apps (5 pts)
Student does not list or describe an app for each of the 3 disability categories (0 pts) Student does not discuss/predict benefits of the 3 apps (0 points)
Part 2 Student summarizes the services of three companies/organizations that provide tours/vacations for persons with disabilities. (15 pts)
Student does not summarize the services of three companies/organizations that provide tours/vacations for persons with disabilities. (0 points)
Part 3 Student agrees/disagrees with 4 points from the article (5 pts) Student cites evidence for each point of agreement/disagreement (10 pts)
Student does not agree/disagree with 4 points from the article (0 pts) Student does not cite evidence for each point of agreement/disagreement (0 points)
(-5) Does not use headings if required
(-5) Paper is not signed
(-5) Paper is not numbered
(-10) Paper length is not 3 pages
(-10) 3 or more mistakes in spelling, grammar, or
punctuation
(-40) Does not follow directions
23
Paper 4—Myths, Misconceptions and Stereotypes (40 points). Minimum: 3 full pages (+/-
½ page)
You will review and assemble information from multiple resources for this paper: From the Internet: (links on course site)
1. 6 Stereotypes of Disability from Disabled We Stand 2. Common Myths and Misconceptions from Together We Rock 3. Easter Seals: Myths and Facts About People with Disabilities
From videos and presentations in class or on course site: 1. Anyone from videos, links, or presentations in this class
Choose 6 stereotypes, negative stereotypes or myths/facts from the Internet articles (any combination from the three sites). Use headings for each stereotype/myth/fact you discuss.
Do not bullet your answers. Explain the stereotype or myth and indicate whether it is a stereotype or myth that you currently
believe or that your past experiences led you to believe was true. Cite examples from persons from videos, links, or presentations and explain how they either perpetuate/dispel the stereotype or myth.
Grading Rubric: TAs will use the following rubric to grade the paper.
Satisfactory Unsatisfactory
Student discusses and explains 6 stereotypes/myths
from Internet sites (10 pts)
Student does not discuss and explain 6
stereotypes/myths (0 pts)
Student cites specific examples of persons who
either perpetuate/dispel the 6 stereotypes/myths. Student indicates what the person says or does to perpetuate/dispel the stereotype/myth
(20 pts)
Student does not cite specific examples for
all 6 stereotypes/myths Student does not indicate what the person says or does to perpetuate/dispel the
stereotype/myth (0 pts)
Student indicates personal perspective on all 6
stereotypes/myths. (10 pts)
Student does not indicate personal
perspective on all 6 stereotypes/myths (0 pts)
(-5) Does not use headings if required (-5) Paper is not signed (-5) Paper is not numbered (-10) Paper length is not 3 pages (-10) 3 or more mistakes in spelling, grammar, or punctuation (-40) Does not follow directions
24
Paper 5—The Invisible Disability (40 points) Minimum: 3 full pages (+/- ½ page)
You will review and assemble information from multiple resources for this paper: (links on course site)
1. The instructor’s lecture on Learning Disabilities 2. Fortune Magazine May 13, 2002 Overcoming Dyslexia 3. Misunderstood Minds
www.pbs.org/wgbh/misunderstoodminds/attention.html Click on Experience Firsthand: Visual Activity, Auditory Activity; Attention
Video www.pbs.org/wgbh/misunderstoodminds/reading.html Click on Experience Firsthand: Decoding Activity, Memory Activity; Reading
Video 4. http://www.studiostudio.nl/project-dyslexiefont Click on Font. Click on Dyslexie Font.
Read through the examples of How the Font was Conceived. In addition, read through the examples that explain Text Layout.
Your paper has two parts. Use headings for each part. Do not bullet your answers. For the
first part, you will 1) compare and contrast the experiences (and perspectives on their disability) of 4 CEOs (Fortune Magazine), and 2) summarize three of your experiences while viewing the Misunderstood Minds simulations. For the second part, you will justify the use of a dyslexie
font and layout. Summarize 4 ways in which the dyslexie font helps dyslexics read and discuss 4 suggestions for text layout to promote easier reading of text.
Grading Rubric: TAs will use the following rubric to grade the paper.
Heading Satisfactory Unsatisfactory Part 1
Thoroughly summarizes 4 CEO’s experiences and
thoughts about their learning disability
(15 pts)
Discusses 3 of their own experiences with LD
simulations.
(10 pts)
Does not thoroughly summarize 4 CEO’s
experiences and thoughts about
their learning disability
(0 pts)
Does not discuss 3 of their own experiences
with LD simulations
(0 pts)
Part
2
Justifies the use of dyslexie font by summarizing 4
ways the font helps dyslexics read (10 pts)
Discusses 4 ways to lay out text to ease the reading
process.
(5 pts)
Does not justify 4 ways the font helps
dyslexics read (0)
Discusses less than 4 ways to lay out text to
ease the reading process.
(0 pts)
(-5) Does not use headings if required
(-5) Paper is not signed
(-5) Paper is not numbered
(-10) Paper length is not 3 pages
(-10) 3 or more mistakes in spelling,
grammar, or punctuation
(-40) Does not follow directions
25
PLEASE NOTE:
The letter E in this chart shows the fingers touching the thumb. In this class, we will sign
the letter E with a separation between the fingers and the thumb.
26
American Sign Language-Words, Phrases and Questions
Question Words
Who, What, When, Where, How, Why
Concepts/Expressions Food and Drink
You (your) Age Breakfast Coffee Me (my) No Lunch Orange juice Hearing Yes Dinner tea
Deaf Good Sandwich Water Number Bad Pizza Coke
Pain Student Hamburger Milk Meet Teacher Cookie Beer Sorry GATORS French fries Wine
Please Family Hot dog Thank you Class Taco
Sweetheart Test Bacon Talk (chat) Work Egg Cell phone Mother Ketchup
Girl Father Spaghetti Boy Food Chocolate
Name Eat Live OK, fine, wonderful Numbers 1-20
Questions and Answers
How are you? (Answers: fine, OK, wonderful, bad) What is your name?
What is your cell phone number? Where is your cellphone? Where do you live? Where is the food? Where is the teacher? Where is the student?
Where is your class? When is your class? Where is your pain? How is your pain? When is breakfast? When is lunch? When is dinner?
How is your family? Where is your family? How is your mother (father)? Where is your mother (father)?
How old are you? How old is your mother? How old is your father? Are you deaf? (Answer: No, I am hearing)