11 - 20 of 90 results for: disability

Conversations around care have been experiencing a resurgence, particularly as the COVID-19 pandemic, racial and gendered violence, and environmental degradation has exacerbated crises across Black, Indigenous, and immigrant communities. Care has been discussed in multiple ways, from viral social media content on self care; the plight of essential workers; the increasing demands to care for elders, disabled loved ones, and children; to conversations around care in social movement settings, such as practices of mutual aid. In this course, we will be engaging in these conversations around care and care labor as it relates to Asian, Pacific Islander, and Native Hawaiian communities. We will be delving into theoretical conversations around care as it relates to racial capitalism, migration, patriarchy, and white supremacy. We will be analyzing care in its multiple facets, from understanding how care labor has been often relegated to immigrant women and women of color, interrogating self care, to examining how care labor has been performed across Asian, Pacific Islander, and Native Hawaiian communities. Later on in the course, we will move from theories of care to practices of care, particularly looking at the histories of radical care in social movements. We will examine what care looks like in creating a new world rooted in justice and liberation, particularly self care, collective care, and care as it relates to topics such as disability justice, abolition, and decolonization.

Physical ability is an important - and often overlooked - dimension of diversity. As a social construct, disability is frequently misunderstood as a medical condition, when in reality, it is society - s failure to provide access that disables people. This course focuses on how to recognize and challenge the systemic barriers that exclude disabled individuals, and on designing solutions that promote inclusion in everyday life. How do we as designers empower people of diverse physical abilities and provide them with means of self-expression? By challenging students to provide creative solutions to problems encountered by the disabled and focusing on the design process as a tangible means of engagement, I hope to empower students with tools useful in closing the divide between people with different ability levels. In Compassionate Design, students from any prospective major are invited to explore the engineering design process by examining the needs of persons with disabilities. Through invited guests, students will have the opportunity to directly engage people with different types of disabilities as a foundation to design products that address problems of motion and mobility, vision, speech and hearing. For example, in class, students will interview people who are deaf, blind, have cerebral palsy, or other disabling conditions. Students will then be asked, using the design tools they have been exposed to as part of the seminar, to create a particular component or device that enhances the quality of life for that user or users with similar limitations. Presentation skills are taught and emphasized as students will convey their designs to the class and instructors. Students will complete this seminar with a compassionate view toward design for the disabled, they will acquire a set of design tools that they can use to empower themselves and others in whatever direction they choose to go, and they will have increased confidence and abilities in presenting in front of an audience. This Sophomore Seminar is also a Cardinal Course certified by the Haas Center for Public Service. Students who complete three Cardinal Courses are eligible for the Cardinal Service transcript notation.

(Graduate and coterm students must register for COMM 286. COMM 186W is only for undergraduates and is offered for 5 units, COMM 286 is offered for 4 units.) This course considers major themes in the cultural analysis of the body in relation to media technologies. How do media and information technologies shape our understanding of the body and concepts of bodily difference such as race, gender, and disability? We will explore both classic theories and recent scholarship to examine how technologies mediate the body and bodily practices in various domains, from entertainment to engineering, politics to product design.

(Graduate and coterm students must register for COMM 286. COMM 186W is only for undergraduates and is offered for 5 units, COMM 286 is offered for 4 units.) This course considers major themes in the cultural analysis of the body in relation to media technologies. How do media and information technologies shape our understanding of the body and concepts of bodily difference such as race, gender, and disability? We will explore both classic theories and recent scholarship to examine how technologies mediate the body and bodily practices in various domains, from entertainment to engineering, politics to product design.

What kind of data is literature? What different methods are available to scholars who work with it, and what are the philosophical assumptions that underpin those methods? In this course, we will survey major critical approaches to literature from the last century as well as emerging methods from the digital humanities, and try them out for ourselves. Students will construct their own portfolio of texts and each week they will (re)analyze them using a different approach; they will record their findings and reflect on their experiences in a weekly log. The course will comprise asynchronous activities (lectures, presentations, assignments, readings) and one synchronous meeting per week to discuss the readings. Approaches may include: formalism, structuralism, Marxism, psychoanalysis, critical approaches to identity and performance (gender, race, sexuality and disability), network analysis, topic modeling, stylometry, and word embeddings. No prior programming knowledge is expected. This course will not offer detailed training in computational analysis; rather, the focus will be on the theoretical implications of computational tools. All readings will be in English.

Designing for accessibility is a valuable and important skill in the UX community. As businesses are becomeing more aware of the needs and scope of people with some form of disability, the benefits of universal design, where designing for accessibility ends up benefiting everyone, are becoming more apparent. This class introduces fundamental Human Computer Interaction (HCI) concepts and skills in designing for accessibility through individual assignments. Student projects will identify an accessibility need, prototype a design solution, and conduct a user study with a person with a disability. This class focuses on the accessibility of UX with computers, mobile phones, VR, and has a design class prerequisite (e.g., CS147, ME115A).

Lecture/small-group discussion course exploring the social, ethical, artistic and policy implications of artificial intelligence systems. Includes field trips to the AI Tinkery, AI Playground, Institute for Human--Centered AI and elsewhere, both on and off campus. Engages scholarship on AI and education, decolonial AI, indigenous AI, disability activism AI, feminist AI and the future of work for creative industries across STEM, social sciences and the humanities. This is AI for the Thinking Person. If the scheduled discussion times don't work for you, please don't let that discourage you from enrolling. We're flexible with discussion times.

Introduction to interdisciplinary approaches to gender, sexuality, queer, trans, and feminist studies. Topics include social justice and feminist organizing, art and activism, feminist histories, the emergence of gender and sexuality studies in the academy, intersectionality and interdependence, the embodiment and performance of difference, and relevant socio-economic and political formations such as work and the family. Students learn to think critically about race, gender, disability, and sexuality. Includes guest lectures from faculty across the university and weekly discussion sections.

This course is designed to introduce undergraduate students of any major to important theoretical and practical concepts regarding special education, disability, and diversity. This course primarily addresses the social construction of disability and its intersection with race and class through the critical examination of history, law, social media, film, and other texts. Students will engage in reflection about their own as well as broader U.S. discourses moving towards deeper understanding of necessary societal and educational changes to address inequities. Successful completion of this course fulfills one requirement for the School of Education minor in Education.