BEGIN:VCALENDAR VERSION:2.0 PRODID:-//Lewis & Clark//NONSGML v1.0//EN BEGIN:VTIMEZONE TZID:America/Los_Angeles BEGIN:DAYLIGHT TZNAME:PDT DTSTART:20180311T100000 RDATE:20180311T100000 TZOFFSETFROM:-0800 TZOFFSETTO:-0700 END:DAYLIGHT END:VTIMEZONE BEGIN:VTIMEZONE TZID:America/Los_Angeles BEGIN:STANDARD TZNAME:PST DTSTART:20181104T090000 RDATE:20181104T090000 TZOFFSETFROM:-0700 TZOFFSETTO:-0800 END:STANDARD END:VTIMEZONE BEGIN:VEVENT DTSTART;VALUE=DATE:20180716 DTEND;VALUE=DATE:20180717 LOCATION:Online SUMMARY:Disability Studies in Education: Empowering All Students and Remo ving Institutional Barriers DESCRIPTION:This discussion-based\, online course investigates the growin g discipline of Disability Studies\, and its sub-discipline\, Disability Studies in Education. Disability Studies proposes that "disability" is c ontextualized in particular social\, cultural and political environments\ , according to the acceptable limits of human variability in that environ ment (in contrast to the medical model\, which positions disability as a biologically-based deficit inherent in an individual). With this in mind\ , our inquiry will focus on how to create embracive learning environments where all students feel valued and empowered\, and on strategies for rem oving institutionalized barriers to equity\, diversity and inclusion at t he policy level. The topics explored will apply broadly to an array of m arginalized groups\, and the implications for educational practice overla p with that of multicultural education and social justice in education. T he course will bring leadership educators up to date about this growing f ield of study and research within the field of education.The course is ap propriate for all practicing educators: teachers\, school counselors\, ad ministrators\, specialists\, and school psychologists\, as well as higher education faculty and graduate students in Education. \; Course D etails &\; Registration Dates: \;Monday\, July 16 - Monday\, Augu st 24\, OnlineInstructor: \;Denise Herrenbruck Week 1: History of th e Disability Rights MovementWeek 2: What is Disability? Social and Cultur al Models\, Disability Studies in EducationWeek 3: Legal Framework of Edu cation and Special EducationWeek 4: Understanding our Students: Lived exp eriences and Counter-CulturesWeek 5: How are we Doing? Differentiated ins truction\, Universal Design for Learning\, Teaching Successes and Challen gesWeek 6: Where Do we go from Here? The Future of Inclusion and Opportun ities for Change Graduate Continuing Education Credit: \;CEED-866-23 \, 1 semester hour\, $350 (generally considered equivalent to 30 Professi onal Development Units for licensure requirements or salary scale advance ment in education)Continuing education credit registration form (PDF) (ht tps://graduate.lclark.edu/live/files/17702-cce-registration-form-2014-201 5) As a professional learning community we will discuss the implications of these ideas for our practice as educators. Students may post contribu tions to each week's asynchronous discussion forum at any time or day of the week\, but should plan to participate at least three times per week a s the discussion evolves.Following this course\, participants will:Unders tand the history of the Disabilities Rights Movement\, disability legisla tion and the emergence of Disabilities Studies as a scholarly discipline. Be able to articulate key ideas from the discipline of Disabilities Stu dies\, including disability as a social construction\, and the environmen t as the "problem" of disability. Understand how historical trends such as the Eugenics movement and the discipline of Statistics contributed to socio-cultural conceptions of "normal" and "abnormal." Assess disability narratives embedded within the school culture and legal framework for 60\;education\; identify barriers to equity and inclusion. Have a better awareness of lived experience and counter-cultural narratives amongst va rious disability groups to better understand students. Identify connecti ons between Disability Studies in Education\, multicultural education and social justice education. Identify instructional models for inclusive e ducation: differentiated instruction\, Universal Design for Learning and co-teaching. Contrast remedial instruction with embracive general educati on. Identify successes and ongoing challenges. Identify opportunities fo r improving equity\, diversity and inclusion at classroom/school level an d the policy/system level\, using a Disabilities Studies lens. This is a scheduled six-week online course. Students will read from Baglieri's t ext\, \;Disability Studies and The Inclusive Classroom\, and addition al readings and media accessible online. Students are expected to post co ntributions to each week's asynchronous discussion forum at least three t imes per week\, but may do so at any time or day of the week from whereve r they have an Internet connection. About the Instructor \;Denise He rrenbruck has been at the forefront of fostering inclusive education\, in practice and in policy\, for over 35 years. \;After earning her Mast er's degree from Teachers College\, Columbia University\, she began her c areer as a teacher\, resource specialist\, and special education program specialist in Berkeley California–a center of Disabilities Rights Movem ent activity–in the 1980s and 1990s. After moving to Portland\, OR\, sh e became an online college instructor for UCLA and USD\, where she taught teacher licensure courses on inclusive practices before coming to Lewis and Clark. Denise is passionate about Disabilities Studies in Education a s a liberation movement discipline that dovetails with multicultural and social justice education. She enjoys guiding students to clarify and stre ngthen their own passion and purpose as educators. \; \;New wor kshops and trainings are added to our calendar regularly. For the latest on professional development related to your specific interests\, sign up for our mailing list! (https://lclark.tfaforms.net/4735441) \; X-ALT-DESC;FMTTYPE=text/html:
This discussion-based\, online course i nvestigates the growing discipline of Disability Studies\, and its sub-di scipline\, Disability Studies in Education.
Disability Studies pr
oposes that "disability" is contextualized in particular social\, cultura
l and political environments\, according to the acceptable limits of huma
n variability in that environment (in contrast to the medical model\, whi
ch positions disability as a biologically-based deficit inherent in an in
dividual). With this in mind\, our inquiry will focus on how to create em
bracive learning environments where all students feel valued and empowere
d\, and on strategies for removing institutionalized barriers to equity\,
diversity and inclusion at the policy level.
The topics exp
lored will apply broadly to an array of marginalized groups\, and the imp
lications for educational practice overlap with that of multicultural edu
cation and social justice in education. The course will bring leadership
educators up to date about this growing field of study and research withi
n the field of education.
The course is appropriate fo
r all practicing educators: teachers\, school counselors\, admin
istrators\, specialists\, and school psychologists\, as well as higher ed
ucation faculty and graduate students in Education. \;
Dates: \;Monday\, July 16 - Monday\, August 24\, Online
Ins
tructor: \;Denise Herrenbruck
Week 1: History of the Disability Rights
Movement
Week 2: What is Disability? Socia
l and Cultural Models\, Disability Studies in Education
Week 3: Legal Framework of Education and Special Education<
br />Week 4: Understanding our Students: Lived
experiences and Counter-Cultures
Week 5: H
ow are we Doing? Differentiated instruction\, Universal Design for Learni
ng\, Teaching Successes and Challenges
Week 6: Where Do we go from Here? The Future of Inclusion and Opportunities
for Change
Graduate Continuing Education Credit: \;CEED-866-23\, 1 semester hour\, $350 (generally considered equ ivalent to 30 Professional Development Units for licensure requirements o r salary scale advancement in education)
As a p rofessional learning community we will discuss the implications of these ideas for our practice as educators. Students may post contributions to e ach week's asynchronous discussion forum at any time or day of the week\, but should plan to participate at least three times per week as the disc ussion evolves.
Following this course\, participants will:< /strong>
This is a scheduled six-week online course. Student s will read from Baglieri's text\, \;Disability Studies and The I nclusive Classroom\, and additional readings and media accessible on line. Students are expected to post contributions to each week's asynchro nous discussion forum at least three times per week\, but may do so at an y time or day of the week from wherever they have an Internet connection.
Denise Herrenbruck has been at the forefr ont of fostering inclusive education\, in practice and in policy\, for ov er 35 years. \;After earning her Master's degree from Teachers Colleg e\, Columbia University\, she began her career as a teacher\, resource sp ecialist\, and special education program specialist in Berkeley Californi a–a center of Disabilities Rights Movement activity–in the 1980s and 1990s. After moving to Portland\, OR\, she became an online college instr uctor for UCLA and USD\, where she taught teacher licensure courses on in clusive practices before coming to Lewis and Clark. Denise is passionate about Disabilities Studies in Education as a liberation movement discipli ne that dovetails with multicultural and social justice education. She en joys guiding students to clarify and strengthen their own passion and pur pose as educators. \;
\;