Required ReadingsAdams, M., Blumenfeld, W. J., Castaneda, C., Catalano, D. C. J., DeJong, K., Hackman, H. W,… Zuniga, X. (Eds.). (2018). Readings for diversity and social justice (4th ed.). New York, NY: Routledge Press. Section 6 Ableism Intro (pp. 467-474)Chapter 96, Struggle for freedom: Disability rights movements (pp. 475-480)Chapter 101, Disabled behind bars (pp. 490-492)Chapter 104, Why the intersexed shouldnt be fixed: Insights from queer theory and disability studies (pp. 497-502)Chapter 106, Understanding Deafness: Not everyone wants to be fixed (pp. 504-507)Chapter 111, Facilitating transitions to college for students with disabilities from culturally and linguistically diverse backgrounds (pp. 518-523)Chapter 112, Increasing awareness: Language, communication strategies, and universally designed environments (pp. 523-531)Chapter 103, Go to the margins of the class (pp. 493-497)Chapter 108, On the spectrum, looking out (pp. 512-513)Chapter 109, What Id tell that doctor (pp. 513-514)Gilson, S.F, & Depoy, E. (2002) Theoretical approaches to disability content in social work education.Journal of Social Work Education, 38(1), 153-165. Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014). Sessions: Case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader]. “The Parker Family” Post an analysis of the implications of the social construction of disability. Describe how disability can be defined as a social construct. Explain how that relates to the perception of disability. Be specific and draw on examples from the Parker case to illustrate your thoughts. Also, describe the intersection of Stephanie’s mental illness with other characteristics of her identity. Explain how those intersections could serve to further marginalize Stephanie’s place and experiences in society. Finally, explain how such marginalization impacts her ability to make choices, use self-determination, and be an active agent with equitable status in her interactions with other professionals.
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