| Unit name | Introduction to Disability Studies |
|---|---|
| Unit code | SPOL30027 |
| Credit points | 20 |
| Level of study | H/6 |
| Teaching block(s) |
Teaching Block 1 (weeks 1 - 12) |
| Unit director | Dr. Dowling |
| Open unit status | Not open |
| Pre-requisites |
none |
| Co-requisites |
none |
| School/department | School for Policy Studies |
| Faculty | Faculty of Social Sciences and Law |
Introduction to Disability Studies will be of particular interest to those wishing to follow up in more depth the issues faced by disabled children, young people and adults in 21st century society. The unit is driven by a critique of society and its institutions. Disability Studies is a broad, interdisciplinary stream of research and conceptual development, which moves beyond ‘deficit’ ways of viewing disability. The unit will consider the theoretical underpinnings of disability studies, including the social model, and will discuss the differing views and debates about these issues.
The unit is planned and co-produced with people who have direct experience of disability, and will include a focus on disabled children and adults as active citizens. It particularly addresses questions that arise in relation to inclusion, societal attitudes and relationships, barriers to participation, and the practical steps that can be taken to address barriers in ‘systemic’ ways.
The unit aims are:
To develop critical thinking about educational policy, childhood services and adult social care, in relation to difference and diversity.
To identify the implications of research conducted within the ‘disability studies’ tradition
To examine policy and experience from the point of view of disabled people themselves
By the end of the unit, students will be able to:
Identify and critique the models and theories that have driven disability studies
Analyse the outcomes of particular social policies from the perspective of disabled people’s lives
Evaluate research carried out within Disability Studies, in relation to its impact and potential.
Interactive lectures, small group teaching methods (e.g. small group discussions).
Formative: a one hour 'practice exam' to assess and support the students' preparations for the summative assessment.
Summative (100%): a three hour exam which will enable the students to meet the intended learning outcomes for the unit.
All assessment is marked against the published marking criteria for that level, as stated in the Social Policy Programme handbook.
Connors, C. & Stalker, K. (2003) The views and experiences of disabled children and their siblings: A positive outlook. London: Jessica Kingsley.
Davis, L. (ed) (2010) The Disability Studies Reader (3rd ed). Routledge.
Goodley, D. (2011) Disability Studies: An Interdisciplinary Introduction. London: Sage
Lowes, L. and Hulatt, I. (2005) Involving Service Users in Health and Social Care Research. London: Routledge.
Oliver, M. and Barnes, C. (2012) The new politics of disablement. (2nd ed), Palgrave Macmillan
Swain, J., French, S.. Barnes, C. and Thomas, C. (eds.)(2004) Disabling Barriers – Enabling Environments (2nd ed.) . London: Sage.
