DEE-Disability and Equity in Education   DEE601 Traditions, Assumptions and Paradigms This course explores historical and current theoretical models and paradigms that have shaped educational beliefs and values about disability. Its purpose is to provide participants with several of the multiple epistemological frames that underlie pedagogy of disability. Among the paradigms to be considered will be behavioral and social learning theories, medical models, and cognitive and psychodynamic theories. Emphasis will be place on the contributions and implications for practice of each paradigm. The course also examines and critiques the consequences and tensions between the beliefs inherent in each, the social meanings of disability in each, and the resulting policies and practices. 3 semester hours   DEE602 Disability Policy Analysis This course covers the basic tools utilized in the social analysis of policy and to analyze and critique the assumptions, ideologies, politics, and implications of policy for disabled people in education. Students will be given opportunities to socially analyze and critique policy from their chosen field (e.g., curriculum, special education, teacher education, literacy, leadership). Assignments will encourage students to observe, analyze, and critique policy making in action; develop a scholarly stance toward policy analysis; recognize the connections between justice for disabled people, social action, policy, and practice; and formulate ideas and strategies for being change-agents in their chosen educational context. 3 semester hours   DEE603 Activism, Education and Disability This course explores processes of activism and change across a variety of contexts. The primary focus is on the means necessary to foster personal, social, institutional and legislative changes necessary to promote the inclusion of people with disabilities into every aspect of social and educational life.The roles and processes of advocacy, consciousness raising, activism, service learning, emancipatory research, and critical pedagogy are addressed. Psychological, social, and educational processes involved in constructing marginal "others" and in being a change agent is considered. Insights gained and strategies used in prominent social movements, including the disability rights movement, is investigated. 3 semester hours DEE604 Politics of Assessment This course critically explores implications, meanings, and uses of educational and psychological assessment in the social construction of ability/disability. Historical, philosophical, and scientific foundations of assessment will be explored and interrogated. Historical and contemporary theories and practices of assessment will be considered from positions of race, ethnicity, gender, social class and disability. Social and political uses of assessment will be evaluated from anthropological, sociological, educational and psychological perspectives. Stipulations regarding assessment in IDEA will be addressed and problematized. Uses of assessment in diagnosis and remediation, educational planning, labeling and maintenance of existing social hierarchies will be examined. 3 semester hours   DEE605 History of Disability in Education This course critically examines the foundational grand narratives of progress and emancipation evident in a traditional or modernist conception of disability in education. Course participants will draw from the critical perspectives of postmodernism and poststructualism to explore the assumptions, conceptions and discontinuities evident in laws, teacher training, school practices and personal experiences related to educational structure and practices surrounding disability. The course readings and assignments represent a variety of critical research paradigms that serve as examples for student research projects and theses. 3 semester hours   DEE690 Seminar: Special Topics in Disability and Equity A doctoral seminar dealing with issues in education as they relate to disability and equity. 3 semester hours   DEE693 Disability Studies Seminar This seminar provides students with opportunities to explore and critique the history, contemporary issues, theories, politics, and debates in disability studies; and the applications of disability studies to educational research, policy, and practice. The course uses an interdisciplinary and international literature base. Students are encourage to complete assignments that empower learners and teachers to work toward social justice in their chosen educational context; to build relationships with practitioners, disabled people and/or policy makers; and to understand and explore the dialectics between practice and disability studies in education. 3 semester hours   | ACE | ACL | AHA | AHC | AHE | AHG | APL | CCD | CCL | CIC | CIG | CIH | CIL | CIN | CIS | CIT | CIW | CSI | DEE | ECE | EDL | ELE | EPD | EPS | ESL | ESR | FND | HSA | HSC | HSD | HSG | HSM | HSP | HSS | IDS | INT | LAA | LAE | LAH | LAM | LAN | LAP | LAS | LAT | LAU | MBA | MGT | MHA | MHE | MLE | RLD | RLL | RLR | RLW | SCE | SEC | SPE | TIE |