81 - 90 of 90 results for: disability

In this lunch talk series (lunch will be provided), students will explore psychiatry and behavioral science subspecialty areas through the personal perspectives of psychiatrists and other specialists in behavioral health from a variety of practice settings. Some examples of topics have been advances in subspecialty areas (e.g., child and adolescent psychiatry, legal issues, addiction, psychosis, eating disorders), the interplay between social issues and mental healthcare, and the nature of psychiatric work and work/life integration. Of note, this course discusses sensitive topics in psychiatry including suicide, psychosis, addiction, child abuse, sexual assault, trauma, violence, and mental disorders. While priority will be given to MD students, undergraduates and graduate students are welcomed. Address questions to Prof. Isheeta Zalpuri, izalpuri@stanford.edu. Access and Accommodations: Stanford is committed to providing equal educational opportunities for disabled students. Disabled students are a valued and essential part of the Stanford community. We welcome you to our class. If you experience disability, please register with the Office of Accessible Education (OAE). Professional staff will evaluate your needs, support appropriate and reasonable accommodations, and prepare an Academic Accommodation Letter for faculty. To get started, or to re-initiate services, please visit oae.stanford.edu. If you already have an Academic Accommodation Letter, we invite you to share your letter with us. Academic Accommodation Letters should be shared at the earliest possible opportunity so we may partner with you and OAE to identify any barriers to access and inclusion that might be encountered in your experience of this course.

This course provides essential background on various aspects of neurodiversity, including, but not limited to, a new conceptualization of neurodiversity, disability laws, positive psychology, strengths-based model of neurodiversity, self-determination theory, autism, ADHD, dyslexia, savantism, mental wellness and neurodiversity, universal design for learning (UDL), and the neuroscience of neurodiversity. Through case studies, guest speakers, community engagement, and project-based learning, students will explore approaches to maximizing human potential in education, employment, and healthcare settings. Using the design thinking approach, students will use their knowledge to design and develop processes, systems, experiences, and/or products to maximize inclusivity and the potential of neurodiverse individuals. This course is open to undergraduate and graduate students in all schools. Cardinal Course certified by the Haas Center.

PWR 1 courses focus on developing writing and revision strategies for rhetorical analysis and research-based arguments that draw on multiple sources. In this class we will explore how advances in science, technology, medicine, and culture have transformed our understanding of what constitutes a "normal' human body. We will ask how arguments about disability incorporate concepts such as neurodiversity, chronic illness, and other invisible conditions. At the same time, we will study how contemporary perspectives on disability interact with issues such as technology, metaphors of the prosthesis, cultural constructions of the body, and even what it means to be human. For course video and full description, see https://pwrcourses.stanford.edu/pwr1/pwr1lf For all PWR1s see https://pwrcourses.stanford.edu/pwr-1 Enrollment is handled by the PWR office.

How do assistive technologies like captions and speech recognition shape the way creators and audiences produce and consume digital media? In this course, we will investigate what constitutes "creative access" in the arts and in media. Students will collaborate with nationally-recognized disabled media artists who are reimagining what art can be when access is integrated into its aesthetics from an accessible digital video game character creator for non-visual gamers, to a digital media instrument for individuals who are bed-bound. Guest talks, artist-led workshops, and case studies will guide students through a self-designed project, such as a work of accessible media art or a curatorial proposal for an exhibition. This class provides a rare inside look into professional artist-designer practices and research, equipping students to critically engage in disability justice-centered communication, storytelling, and collaboration. No previous artistic experience or expertise is required. Course does not fulfill WR1 or WR2 requirement.

In early education, children are often taught to think of the human body in terms of facts - for example, by learning the names of bones or the way that different bodily systems work together. Thinking of the body in this way is to employ a biomedical understanding of the human body - in the realm of science, doctors, and data. Yet, cultural understandings pervade the way that bodies are perceived, categorized, studied, and understood. What is described as 'normal' functioning of the body, and what is considered a pathology? A disability? What type of bodily variation (in body size, eyebrow shape, foot size) gets deemed as meaningful or important? What historical and social processes have shaped the types of traits that we value in a body and what we consider to be a problem? As we critically think about the human body and the social processes that drive our understanding of it, we will engage in some of the core dynamics of the field of Sociology. Throughout the course, students will learn to think about systems of inequality and stratification and power dynamics, with the human body being the application of our analyses.

The COVID-19 pandemic has left millions of individuals living with post-viral complex illnesses that are poorly understood and often disabling. This course highlights the experiences of patients living with complex, poorly understood illnesses, including dysautonomia, Myalgic Encephalomyelitis Chronic Fatigue Syndrome (ME/CFS), Ehlers Danlos Syndrome (EDS), Mast Cell Activation Syndrome, Long COVID, and more. This discussion and Q&A-based course aspire to transform attitudes, enlighten perspectives, and elevate awareness around complex, post-viral, and chronic illnesses. Before each class session, students will listen to podcast episodes featuring complex patients and healthcare providers, created to help equip healthcare students and professionals with the knowledge and empathy needed to serve this patient demographic. Through podcast episodes, guest speaker interactions, and reflective discussions, students will gain insights that foster compassionate and informed care, enhancing comprehension of complex, chronic illnesses, and disability. No prerequisites. Repeatable for credit.

This course explores the way humans engage with technoscience through their bodies. Science and biomedicine constantly inform how we understand and approach our bodies, and we routinely integrate technology into our bodies whenever we wear glasses or smartwatches, take medications, or drive. Importantly, technological artifacts and scientific knowledge themselves embody and negotiate human values and politics. We examine the dynamic and intricate interplay of the body, the technical, and the social through the analysis of a variety of domains: from communication, VR and AI to gender, race, and disability to healthcare, pollution, and disasters. The readings address such conceptual lenses as the politics of design, biopower, health and environmental justice, ethical and responsible innovation, cyborgs, and hybridity. Ultimately, we interrogate what kinds of societies and futures we are creating through our practices involving technoscience and the body.

Currently, 5 billion people around the world have no access to safe surgery. As a result, countless people in lower and middle income countries suffer unnecessarily from disability and disfigurement. In addition, the lack of anesthesia, medications, and health facilities in these countries leads to much more human suffering that could be addressed with safe and affordable surgery. In this seminar class, students will learn about the global need for medical care and surgery, as well as possible career opportunities in global health. The class format will be lecture-based, with ample time for discussion. Lectures on global surgery, global infectious disease, and careers in academics, government, and non-profit organizations will be presented. Guest lecturers will include experts in surgery, public health, venture capital, education, and business - both non-profit and for profit. Importantly, skills will be taught that will empower the student to be effective agents of change in this arena. These specific skills will include speaking in public, creating a business plan, and making a pitch to funders. Beyond the classroom, there will be optional opportunities to shadow doctors in the operating room. The final project will consist of researching a global health need, developing a sustainable project, and making an argument and business case for funding. As a result of this course, it is hoped that the students will understand there are many career paths that can be taken to have a meaningful career in Global Health.

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.