|
Learner Outcome
|
Activity (optional)
|
Assessment
|
|
1. Identify assumptions of mobility, perception, cognition, and engagement regarding common life activities (i.e. ableism).
|
Students will write a reflective essay identifying their own underlying assumptions and the implications for their behavior in positions of leadership. Positions on advocacy for inclusive practices.
|
Graded written assignment.
|
|
2. Define disability etiquette.
|
Students will write and/or present analyses evaluating the appropriateness of various ways of referring to or about people with disabilities as found in personal anecdote, popular culture, and current events.
|
Graded written assignment and/or performance assessment.
|
|
3. Distinguish between theoretical models of disability, e.g. medical, social, economic, functional, identity, moral, charity, and destiny, and examine the implications of beliefs and attitudes about disability on public and personal perceptions of disability.
|
Students will construct a graphic organizer comparing and contrasting theoretical models of disability, including elements, underlying assumptions, and alignment with principles of accessibility and universal design.
|
Graded performance assessment.
|
|
4. Differentiate categories and levels of disability and common barriers associated with them (i.e., eligibility and entitlement).
|
Students will write and/or present illustrations of effects of various levels of perception, mobility, and cognition conditions in a range of everyday interactions.
|
Graded contribution to classroom interactive lectures and seminars.
Graded written and selected response exams.
(draw/sketch/diagram and/or describe)
|
|
5. Define assistive technologies and their uses.
|
Given a scenario or narrative in an applied domain, students will write and/or present analyses identifying accessibility challenges for people of various kinds of disabilities, and potential solutions to overcome those challenges.
|
Graded written or oral assignment.
(draw/sketch/diagram and/or describe)
|
|
6. List prominent legal documents and landmark events related to disability and human rights.
|
Students will construct a map and timeline illustrating the development of legally defined standards of entitlement to access.
|
Performance assessment.
|
|
7. Identify accessibility competencies required by different careers.
|
Students will write brief expository essays identifying accessibility competencies required by careers defined by Occupational Outlook Handbook.
|
Written assignment or examination.
|