21 - 30 of 90 results for: disability

This is a course about gaining a deep understanding of the levers of systems change in K-12 education focusing especially on (re)mediating systems in ways that center inclusion, equity, and justice. This course is concerned with systems change processes: why we need them; what they look like; and what theories can be called upon to guide them. We will examine the role of educational reform processes. We will examine various conceptions how reform efforts bear on systems change efforts at all levels of education: the classroom, the school, the district, and the state and federal levels of educational policy. In this course, we will examine contemporary theories of educational systems change that pay close attention to Disability, Language, and Difference. We will consider some examples of how these change processes interact to improve academic and social outcomes for all students, especially those who have been historically marginalized. We will consider urban, suburban, and rural applications of these processes, as major sources of evidence for what works and what fails. We will consider the "big picture" of our society, its values, and its economic position in a global economy to better understand why the need for systems change, which may seem obvious, is so difficult to achieve in practice.

This course uses social theories of difference to examine the intersections of disability, race and culture. The course will examine these concepts drawing from scholarship published in history, sociology of education, urban sociology, cultural studies, disability studies, social studies of science, cultural psychology, educational and cultural anthropology, comparative education and special education. Implications for policy, research and practice will be covered.

Ballet dancers drag a long and conservative history with them each time they step onstage. Yet recently some of the most radical challenges in dance are coming from ballerinas, featuring prosthetic limbs, non-female identifying dancers en pointe, and Ultra-Orthodox Jewish women performing classical repertoire. This seminar uses dance history to reposition ballet as a daring future-facing art form, one where the politics of nationality, religion, class, gender, race, and disability intersect. These issues are provocatively illuminated by classically trained dancers like South African artist Dada Masilo in her gender-bending Swan Lake and Giselle adaptations, Phil Chan's anti-Orientalist restagings, and activist American dancer Alice Sheppard's showcasing of the art of disability partnered by her wheelchair. What can ballet bring to the pressing social issues of equity, inclusion, and diversity when for centuries it has been considered an exemplar of the static imperialist, Western art form and idealized white body? What has shifted to reveal ballet as a vital medium for registering new global identities and social justice challenges? How can an art form built on obedient bodies be politically dangerous? Exposing limitations of binaries such as masculine/feminine, White/Black, heterosexual/homosexual, and colonial/ colonized histories, we consider how culture is complicated through the ballet repertoire and its techniques for disciplining and gendering bodies. Using live and recorded performances, interviews with practitioners reshaping the field, and close readings of new scholarship, we will see how 21st century politics are being negotiated through ballet in an intersectional frame.

The class examines inequalities in health outcomes along dimensions such as race/ethnicity, gender, disability, geography, education and income. Through economic reasoning, causal inference, and a critical reading of the empirical evidence we will address questions such as: What economic and social policies contribute to and alleviate health inequities? Under what conditions are health inequalities considered inequitable? How does health inequality impact people who don't think it concerns them?

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.

The experiences of people with disabilities are often clouded by misconceptions, mystery, fear, and lack of personal experience. Although no one person has the keys to unlocking the diverse perspectives of people with disabilities, using tools afforded by narrative inquiry can help unlock opportunities for understanding as well as shifting conceptualizations in a world designed with little regard for the margins. We hope that this course will deepen our understanding of how disability intersects with a variety of identities that can mask or foreground forms of difference. Come learn with us as we engage with ourselves and the Stanford community around constructions of disability and the diverse perspectives that inform these complex constructions. Successful complete of this course fulfills one elective requirement for the Education Minor.

Disability is a complex phenomenon contested along biopolitical and sociopolitical vectors in the field of education and other attendant fields such as humanities, history, and biosciences. These contestations influence the ways in which disabled lives are supported and understood in schools and other public institutions. Students will be able to critically evaluate the biosocial, biopolitical, and sociopolitical nature of disability and attend to intersectionality in relation to education systems, as well as build strong repertoires of transdisciplinary knowledge that can be applied in their fields of interest.

Students with Down syndrome (DS) have an extra copy of the 21st chromosome. This impacts many aspects of their lives, including commonly being identified as individuals with intellectual and developmental disability (IDD). Historically, individuals with DS and other IDDs have been excluded from higher education. However, as our society continues to evolve in inclusivity and equity, organizations like Think College ( https://thinkcollege.net/) continue to push our understanding of possibilities. The goal of this IntroSem is to deepen knowledge related to how to successfully include individuals with IDD in college settings and to provide guidance and advocacy to establish a vibrant, impactful, inclusive college program for individuals with DS and IDD at Stanford. We will explore research focused on supporting individuals with IDD as they transition into the post-secondary world-specifically we will focus on effective strategies to support students with IDD in inclusive courses and we will explore and design training, guidance, and coaching for faculty members who teach these courses. You will conduct an independent or small group research project in which you will investigate how one model post-secondary program at an institute of higher education provides support to students and faculty in inclusive courses. This project will involve program review and interviews with students and faculty at successful post-secondary programs. We will complete the quarter by designing training, guidance, and coaching support to guide Stanford's efforts to establish a world-class post-secondary program that will enhance the lives of individuals with DS and IDD. You will be invited to serve on the Stanford Down Syndrome Research Center's Post-Secondary Program Advisory Council following successful completion of the course. Enroll if you are interested in playing a key role in transforming Stanford into a model of high-quality inclusive higher education.

This is a course about gaining a deep understanding of the levers of systems change in K-12 education focusing especially on (re)mediating systems in ways that center inclusion, equity, and justice. This course is concerned with systems change processes: why we need them; what they look like; and what theories can be called upon to guide them. We will examine the role of educational reform processes. We will examine various conceptions how reform efforts bear on systems change efforts at all levels of education: the classroom, the school, the district, and the state and federal levels of educational policy. In this course, we will examine contemporary theories of educational systems change that pay close attention to Disability, Language, and Difference. We will consider some examples of how these change processes interact to improve academic and social outcomes for all students, especially those who have been historically marginalized. We will consider urban, suburban, and rural applications of these processes, as major sources of evidence for what works and what fails. We will consider the "big picture" of our society, its values, and its economic position in a global economy to better understand why the need for systems change, which may seem obvious, is so difficult to achieve in practice.