71 - 80 of 90 results for: disability

This course is an incubator for new musical practices grounded in the cultivation of community. Learning from live performances, workshops, and archival texts by Black and queer feminist, Indigenous, and disability-culture activists, participants will deepen their understandings of their personal musical practices and backgrounds and imagine new ways of relating through sound. The course will center on a series of gatherings shaped in partnership with guest artists and local community organizations. Each participant will develop original sound-based experiences (compositions, guided meditations, or other participatory happenings) for these gatherings, supporting their classmates' initiatives as collaborative listeners and soundmakers. Participants with backgrounds in any sound-based practices are welcome. No prior experience in composition is necessary. Students who wish to enroll are asked to fill out a brief questionnaire [[ https://forms.gle/hw8NVG6ksMdMGuak7].

Standing at the intersection of many fields of medicine, including neurology, internal medicine, cerebrovascualr surgery, diagnostic and interventional radiology, and emergency medicine, stroke is a critical topic for all practitioners of medicine and is the third leading cause of death and disability, This seminar draws upon Stanford's leaders in stroke research to present and discuss the causes, presentation, treatment, and imaging characteristics of the disease.

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.

Prerequisite: Must be a junior, senior, or graduate student.(HUMBIO students must enroll in HUMBIO 122. Med/Graduate students must enroll in PEDS 222.) Available evidence at the national and cross-country level linking social welfare interventions and health outcomes. If and how non-health programs and policies could have an impact on positive health outcomes. Evaluation of social programs and policies that buffer the negative health impact of economic instability and unemployment among adult workers and their children. Examination of safety nets, including public health insurance, income maintenance programs, and disability insurance. Open to both undergraduate and graduate students.

This course and workshop will examine narrative films, documentaries, and shorts on topics of health equity. We will focus both on the content of the films, in terms of health equity and advocacy, as well the filmic and narrative techniques they employ. We will explore how these films promote engagement and advocacy for those individuals and groups most impacted by disease, illness and disability. We will screen films and employ open discussion, critical analysis, as well as reflective writing. The students will also be asked to work in teams to create an original media product and present them.We will have a combination of in person with some virtual classes.

Student lead: This course investigates disabilities and how they impact the lives of individuals and their communities. Students will learn various perspectives on disability from a wide range of speakers, including fellow students, parents, professionals, and professors of medicine, law, and education. Generally, the first hour of class will focus on an interactive lecture or panel, and the remaining 20 minutes will be reserved for discussions. The two-unit option is available for students interested in doing a community volunteering project through Kids with Dreams.

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.

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.