Red River College Polytechnic campuses are located on the lands of Anishinaabe, Ininiwak,

Anishininew, Dakota, and Dené, and the National Homeland of the Red River Métis.

Course Outline
Course Information
Course Code and Title: DCSP-1021 Values and Issues in Disability

Course Section: D2024FA / DE01 / Section ID 259946

Department/Program: School of Continuing Education

Disability and Community Support

Total Hours: 45

Credit Hours: 3

COURSE DESCRIPTION:
Students will be introduced to the role that values and attitudes play in the development of services
and support for people with disabilities. The history of North American disability services and
support (1800s – present) is presented, including the implications of institutionalization, eugenics. In
addition, students will explore current topics that potentially have a heightened effect on individuals
who have a disability.

RECOGNITION OF PRIOR LEARNING (RPL):

Recognition of Prior Learning (RPL) refers to a set of processes that allow individuals to document,
be assessed and gain recognition for their prior learning. The focus is on the learning rather than
where or how the learning occurred. Knowledge, skills and abilities gained from life experiences may
be formal (transfer credit), informal or non-formal. RRC Polytech evaluates and grants credit for
qualifying prior learning that is equivalent to the learning outcomes for courses in a program. For
more information about RPL at RRC Polytech, refer to RPL or Policy A14 – RPL.

For general information and assistance with RPL, contact RRC Polytech’s RPL Advisor at
204.632.3094 or rpladvisor@rrc.ca.

ACCESSIBILITY ST ATEMENT:
RRC Polytech is committed to providing persons with documented disabilities fair and equal access
to educational programs, services and facilities. If you are a student with a disability* and require
reasonable accommodations, you must connect with Student Accessibility Services (SAS) who will
assist in developing and implementing your accommodation plan. Refer to the Student Accessibility
Services webpage for information about SAS locations and how to book an appointment. Students
with disabilities are also encouraged to have a private discussion with their instructor(s) to facilitate
greater understanding of their learning needs.

1 rrc.ca
*RRC Polytech’s definition of “disability” is consistent with the Manitoba Human Rights Code. In the
educational setting, “disability” refers to a permanent or temporary medical, physical, sensory,
mental health (e.g., anxiety, depression), learning, or neurological (e.g., ADHD, Autism Spectrum
Disorder) condition that interferes with a student’s ability to fully participate in their studies and/or
other associated activities.

ALTERNATE FORMATS:
This content is available in alternate formats. To request, please contact accessibility@rrc.ca.

ACADEMI C INTEGRITY:
Academic Integrity means acting with the values of honesty, trust, respect, responsibility, fairness
and courage in learning, teaching and research to ensure that the credentials granted by RRC
Polytech accurately represent demonstrated knowledge, skills and abilities. All members of the RRC
Polytech community are expected to demonstrate these values through RRC Polytech learning
activities, relationships and commitments. Clear expectations will be communicated to students to
promote positive academic practices in compliance with RRC Polytech’s Policy A17 – Academic
Integrity. Contact academicintegrity@rrc.ca for additional information.

COURSE DELI VERY METH ODS:

Distance delivery; online

The following communication tools will be used in this course:

RRC email
LEARN
Discussion boards
Webex

Course format:
This course will be conducted primarily online and asynchronously. You will work on each weekly
module at your own pace, keeping in mind specific due dates for group discussions and
assignments. We will meet via Webex at three synchronous points during the course:
week 2, week 8 and week 15.

EFFECTIVE DATE:
October 16, 2024 – January 28, 2025

Instructor Information
Instructor’s name: Katharine Tabbernor

Email: ktabbernor@rrc.ca

Office phone: 431-388-1190 (please text)

Virtual Office hours: By Appointment

2 rrc.ca
Student Readiness
TECHNOLOGY AND EQUIP MENT READI NESS:

Students are required to use an off-campus computer with a high-speed internet connection of at
least 10 mbps for download and 3 mbps for upload. Students will access the Internet, the course
LEARN site and possibly other applications such as Microsoft Teams or Webex for virtual meetings.

STUDENT CO MMIT MENTS AND CONTACT TIMES:

This course is offered over a 15-week period, with the expectation that you work on the assigned
module each week. This course is primarily asynchronous and as a result you are free to work on it
on your own schedule. There are three required times where we will meet virtually as a group:
week 2, week 8 and week 15 from 6:00 pm to 8:00 PM. Check the Instructional Schedule for
dates/time.

COURSE RESOURCES:
All resources needed for this course will be available on LEARN.

TEXTBOOK(S):
There is no required textbook for this course.

Student Learning
LEARNI NG OUTCOMES AND ELEMENTS OF PERFORMANCE:

By the end of this course of study, you should be able to...

1. Explore personal and social values and attitudes and the influence they can have in
the treatment of people with disabilities.
• Explore personal value system in relation to disability
• Examine how values and attitudes are reflected in social policy

2. Interpret the impact of the major historical eras in the design and delivery of services
for people with disabilities
• Explain the era of optimism and reform
• Explain the era of segregation and custodial care
• Explain the era of social menace
• Explain the era of professionalism of service development
• Explain the era of human rights

3. Summarize the impact of the Eugenics movement as it relates to people with disabilities
• Describe Eugenics
• Explore the impacts of the Eugenics Movement

3 rrc.ca
 4. Eamine the social influences of the opening and closing of institutions for people
with disabilities
• Examine the historical context of institutionalization
• Explore the nature of institutionalization
• Summarize the current state of deinstitutionalization in North America

5. Explore the movement towards a return to community living for people with disabilities
• Explain the planning process for moving people into the community
• Explore concerns about repeating institutional practices in community settings

6. Compare the historical concepts/roles that delineated the life experience of individuals
with disabilities and how they continue to be reflected in our values today
• Explore origin of historical roles, including sick, eternal child, menace, object of
pity, burden of charity, subhuman
• Appreciate the continuing impacts of these roles

7. Explore violence, harm, and abuse as they relate to the lived experience of a person
with a disability
• Define violence, harm, and abuse
• Explain the major forms of violence and abuse
• Describe risk factors for people with disabilities
• Recognize the role of social legislation as a safeguard against abuse

8. Explore the impact of poverty as it relates to the lived experience of a person with a
disability
• Describe the types and root causes of poverty
• Appreciate how people with disabilities are at increased risk of experiencing poverty

9. Assess the importance of respectful language surrounding disability

• Examine the effects of labelling and how it has been harmful to the inclusion
of individuals who have a disability
• Demonstrate the use of respectful language

10. Summarize theoretical approaches to disability

• Explain the medical model of disability
• Appreciate how the medical model impacts the lives of people with disabilities
• Reflect on the impact of technology and genetics on the lived experience of disability
• Explain the social model of disability
• Apply the social model to how we view the experience of disability in society

4 rrc.ca
INSTRUCTIONAL SCHEDULE, ASSESSMENTS AND DA TES:
NOTE: The following dates are subject to change based on the needs of the students at the instructor’s
prerogative. Students will be notified ahead of time of any changes.

WEEK TOPIC ASSIGNED WORK WEIGHT

1 Course Introduction Discussion Post – Values 10 marks

Values Exploration shield introduction

2 What does disability mean? Book Review 40 marks

LIVE CLASS
Oct 23, 2024 6pm

3 Historical eras in the design and

delivery of services for people
with disabilities

4 The Eugenics Movement Discussion Post – Eugenics 10 marks

5 Historical perspectives and roles

6 Historical responses to disability Book Review due

7 Institutionalization in the 20th Movie assignment 20 marks

Century

8 Institutional exposes
LIVE CLASS
Dec 4 ,2024 6pm
9 Closing institutions and opening Movie assignment due
communities

10 The revolution Discussion post – Crip 10 marks

Camp

11 Violence and abuse

12 The power of language Discussion post – Language 10 marks

5 rrc.ca
 13 Poverty and disability

14 New technologies and disability

15 Models of disability Discussion post – Models of 10 marks

disability
LIVE CLASS
Jan 22, 2025 6pm

IMPORTANT DATES

ASSIGNMENT DUE DATE

Book Review November 20, 2024
upload into LEARN dropbox (Assessments)

Movie Assignment December 11, 2024

upload into LEARN dropbox (Assessments)

Discussion Posts Each discussion post and responses are due by the
end of the week in which they are assigned.

ASSESSMENT AND EVALUATION:

ASSESSMENT WEIGHT

Discussion posts 40%

Book review 40%

Movie assignment 20%

Total: 100%

6 rrc.ca
LETTER GRADE DISTRIBUTION:

Letter GPA Percentage

A+ 4.5 90 to 100%

A 4.0 80 to 89%

B+ 3.5 75 to 79%

B 3.0 70 to 74%

C+ 2.5 65 to 69%

C 2.0 60 to 64%

D 1.0 50 to 59%

F 0.0 0 - 49%

A grade of D (50%) is required to pass this course.

Course Policies
GENERAL ACADEMI C POL ICIES:
It is the student's responsibility to be familiar with and adhere to the RRC Polytech Academic
Policies. These Policies can be found in the RRC Polytech calendar or online under Academic
Matters at rrc.ca/legal/policies.

ONLINE EDUCATION POLICIES:

These Policies are available on the RRC Polytech website under Part-time and Online Education
at https://www.rrc.ca/part-time/online/policies/

SUPPLEMENTARY POLICIES:
1. All assignments must be submitted via LEARN Dropbox by 11:59 pm on the due date.

2. Late assignments will be deducted 10% per day unless arrangements have been made
with the instructor prior to the due date.

3. Keep a copy of everything you submit. Students must back up (save) all assignments for
two weeks following the end date of the term.

4. All assignments and discussion posts will be marked and shared with students within
two weeks after the due date.

5. All assignments must be the student’s own, unaided work. Plagiarism (unauthorized or

7 rrc.ca
 unacknowledged use of other’s work, including copying from peers) is a serious
academic offense. Please see Red River College’s Policy S4, Academic Integrity, for
more details.

DATE REVISED:
September 12, 2024

Additional Information/Frequently Asked Questions

W RITING FOR SUCCESS AND STUDENT SUCCESS SKILLS
Students are required to write assignments at a post-secondary level (APA style). For further
information on writing styles, click on the following link, https://library.rrc.ca/academic_writing.

Student Success Skills such as managing time and studying effectively, click on the following link,
https://library.rrc.ca/academic_skills.

HAVI NG DIFFICULTIES W ITH THE DISCUSSION BOARD IN LEARN?

Refer to the information provided at this link: Discussions : Red River College Polytechnic:
Learning Technologies (rrc.ca). If you still have problems with the discussion board, contact
ce.support@rrc.ca for assistance.

HOW CAN I VIEW MY GRADES?

To view your grades online: Log on to HUB, in the Launchpad, locate Student Resources and
then click Grades. See more information here: https://www.rrc.ca/tltc/2018/07/26/grades-learner/

GENERAL ENQUI RI ES – CONTACT THE SCHOOL OF CONTINUING EDUCATION

Customer Service: Phone 204-694-1789, Toll-free 8-866-242-7073 or email: cde@rrc.ca

Mental Health and Well-being at RRC Polytech

Having good personal health and well-being will support your success in this program.

W E ENCOURAGE YOU TO :
• Recognize that stress is an expected part of being a college student.
• Rethink how you view difficulty. Being challenged is actually a part of learning and
reaching success.
• Reflect on your role in taking care of yourself throughout the term. Do your best to balance your
schoolwork and life demands.
• Reach out to your instructor, program coordinator, or College supports at any time if something
is affecting your academic performance. It’s always best to reach out early and it’s the
responsible thing to do.

COLLEGE SUPPORTS READY AND W ILLING TO ASSIST YOU:

• Academic Success Centre

8 rrc.ca
• Campus Well-Being
• Equity, Diversity and Inclusion Supports
• Health Services
• Indigenous Student Supports
• International Student Supports
• Library Services
• Student Accessibility Services
• Student Counselling Services
• United Way 211 community resource

Authorization:
This course is authorized for use by:

Candace Rea
Chair, Community, Education & Youth

September 24, 2024

Date

© RRC Polytech 2024

Approved by Senior Academic Committee March 2024

Please retain this course outline for future educational and/or employment use.

9 rrc.ca