61 - 70 of 90 results for: disability

This course explores Critical Race Theory (CRT), mapping its origins in the late 1980s in the US legal academy and exploring its transnational and international trajectories. The project of CRT proceeds from the premise that race and law are mutually constitutive, and its canonical works have explored law as historically central to constructing and maintaining racial hierarchy, alongside hierarchy on the basis of gender, religion, disability status, class and sexual orientation among others. In addition to exploring CRT's origins and the liberal and conservative theoretical frameworks to which it sought to respond, this course will consider internal and external critiques to the project, as well as the recent salience and (mis)representation of CRT in political discourse. Unlike most typical CRT courses, this course will also devote significant attention to CRT's trajectory in international legal scholarship, particularly attempts to grapple with race and racism as global structures mutually constitutive with law and imperialism. After the term begins, students accepted into the course can transfer from section (01) into section (02), which meets the R-paper requirement, with consent of the instructor. Elements used in grading: Attendance, class participation, written assignments, final paper.

This is a survey course of disability rights law, with an emphasis on federal and state statutes and case law. Areas of concentration include employment, government services, public accommodations, education, housing, mental health treatment and involuntary commitment, and personal autonomy. We will review such statutes as the Americans with Disabilities Act (ADA), Rehabilitation Act (Sec. 504), Individuals with Disabilities Education Act (IDEA), and the Fair Housing Act Amendments. The course examines disability from a civil and human rights perspective. Elements used in grading: Grades will be based on class participation (50%), and either response papers (50%) - Section 01 or a long independent research paper (50%) - Section 02. The student must consult with the instructor on the paper's topic, scope and format. After the term begins, students accepted into the course can transfer from Section 01 into Section 02, which meets the R requirement, with consent of the instructor. Automatic grading penalty waived for submission of research paper.

This seminar will focus on how the law regulates the lives and bodies of trans and queer people. We will approach the material primarily through the lens of constitutional law, exploring how courts have used--or might use--federal or state constitutional provisions to address a wide array of issues involving gender identity, gender expression, and sexual orientation. The core of the class will relate to contemporary controversies concerning gender identity and sexual orientation (including, for example, how gender is defined, recognition of nonbinary identities, access to gender-affirming healthcare, relationship rights of same-sex couples, and religious liberty debates, among others), and will critically examine how legal regulation of gender and sexuality intersects with other identity-based categories including race, class, and disability. We will maintain an interdisciplinary focus throughout as we consider how social, cultural, and political forces shape, and are shaped by, legal doctrine. Special Instructions: Students have the option to write a long research paper in lieu of the final exam with consent of instructor. After the term begins, students enrolled in the course can transfer from section (01) into section (02), which meets the R requirement, with consent of the instructor. Elements used in grading: Attendance, Class Participation, Written Assignments; Exam or research paper.

(Formerly Law 734) This course will focus on the statutory legal rules (primarily federal) governing discrimination on the basis of race, national origin, sex, disability, and other protected classifications. With a rotation of instructors including and beyond Ford and Anderson, the course will include modules regarding: employment discrimination (including sexual harassment), fair housing law, voting rights, and disability law. Note: The course will be designed to minimize overlap with Ford's Employment Discrimination course, and thus students are welcome to take both. Elements used in grading: Class Participation, Attendance, Final Exam.

Federal, state and local laws prohibit discrimination based on many grounds such as race, sex, religion, national origin and disability. But the operative term, "discrimination," is typically quite vaguely defined in statutory language. As a consequence, courts and legal analysts have developed a number of theories of discrimination. These theories can be inconsistent with each other and with popular definitions of discrimination; for instance, some laws forbidding "discrimination" forbid differential treatment, some permit it under limited circumstances and some require it. Discrimination may or not require a specific mental state ("discriminatory intent") or specific consequences ("discriminatory effect" or "disparate impact"). Arguably, "discrimination" is, in practice, as much a question of values and norms as it is a matter of fact. This class will explore the concept of discrimination in case law, philosophy and legal theory. Special Instructions: Grades will be based on attendance, class participation and (1) short reflection essays on the readings and a short research paper or (2) a long research paper with consent of the instructor. After the term begins, students accepted into the course can transfer from section (01) into section (02), which meets the R requirement, with consent of the instructor. Elements used in grading: Attendance, Class Participation, Written Assignments, Final Paper. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available on the SLS website (Click Courses at the bottom of the homepage and then click Consent of Instructor Forms). See Consent Application Form for instructions and submission deadline.

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).

We each live in a body. And yet, what a body is - what it means, what it does, how it moves through the world - is anything but universal. A body is personal, but never private. It is shaped by history, by genetics, by performance, and by the gaze of others. It is a site of power and vulnerability. It is the place where things happen. "The body is our anchorage in the world," writes Maurice Merleau-Ponty, yet it is also the thing that marks us as different, as other, as something to be disciplined or desired. Medicine purports to know the body, but increasingly at a distance. AI and digital technologies produce knowledge but have no bodies at all. What good is flesh? What, in the end, is a body worth? In this course, we will analyze and write about the body. We will decipher what it feels like to be inside one, and what it means to be seen or marked from the outside. We will consider bodies that are changed, bodies that are sick, bodies that refuse to behave. We will examine bodies across cultural, social, and historical contexts - the female body, the Black body, the disabled body - and think about notions of bodily comportment, discipline, pleasure, and imaginaries. We will interrogate how structural forces, medical narratives, and personal experiences shape our understanding of bodily difference and agency, drawing on scholarly works such as The Body in Pain by Elaine Scarry and the anthology Beyond the Body Proper edited by Margaret Lock and Judith Farquhar, as well as popular nonfiction like The Invisible Kingdom by Meghan O'Rourke or The Empathy Exams by Leslie Jamison. Each week, we will read a novel, memoir, or ethnography paired with medical texts, case studies, and fragments. We will trace stories across flesh and history. We will also take a class trip to the Body Worlds Decoded exhibit in San Jose, and our class will feature visits from or engagement with prominent writers, artists, anatomists, and anthropologists of the body. We will also delve into some theoretical approaches to writing the body, including phenomenology, biopolitics, feminist and queer theory, structural violence, critical race theory, and disability studies. The final project asks each student to create their own textual narrative of a body - ethnography, essay, or fiction - along with an artist's statement about the theoretical and analytical approaches used in their piece. The instructor is a physician who sees and cares for bodies in their most vulnerable moments and an anthropologist who writes about bodies across cultures. This seminar is an invitation for anyone curious about medicine, writing, and/or social inquiry: to read closely, to think across disciplines, and to write the body as it is and as it might be.

Poliomyelitis, or polio, is a highly contagious infectious disease caused by the polio virus. The advent of polio vaccination in the 1950s and a global effort to eradicate polio starting in 1988, led to a hope and vision of the possible eradication of polio. However, polio has remained endemic in Afghanistan and Pakistan, and in 2022 the US saw its first case of polio in over 30 years. Many famous people have been affected by polio, including Franklin Roosevelt, Alan Alda, Francis Ford Coppola and Judy Heumann. In this course, we will explore polio through multiple lenses: science, medicine, public health, literature, and history. We will explore the development of polio vaccines and the public health debates around mandatory vaccination. We will examine the history of the disability rights and justice movements through the lens of polio. We will learn about the influence of polio on the development of the fields of physical therapy and rehabilitation. We will explore the development of mechanical ventilation and critical care medicine and the ICU in Denmark in response to polio outbreak of 1952. We will end the quarter by examining recent changes in global public health policy and debates about their potential impacts on polio. Throughout the class, we will apply ethical reasoning to identify, discuss and debate ethical challenges associated with polio prevention, treatment and disability in society. Students will learn how to apply ethical frameworks to both current and historical dilemmas at the intersection of medicine, science and society.

Over 61 million individuals in the US have a disability; however, this group of patients is often neglected in medical education. This interactive seminar course has been designed to better prepare students to care for patients with disabilities. In this course, we will draw on documentaries, patient narratives, and guest speakers to expose students to the individual and institutional challenges involved in providing care for individuals with disabilities. Topics include disability rights and its relationship to health disparities, care for individuals with intellectual/developmental disabilities, rehabilitation and long-term care for those with acquired disabilities, ethics, and law.