GENS420 Disability As a Means of Innovation

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Name (Last, First): Date: Class section (1 or 2): Red ID: General Studies 420: Disability & Society Spring 2019 Assignment #4 “Disability as a Means of Innovation” Inquiry Paper 10 points For this assignment investigate the following topic: The Straw Ban Background: There is great debate around the subject of straws and their impact on the environment. Within this debate have emerged unique perspectives of people in the disability community. You are required to write a two-page paper, double spaced, 12 point font, addressing the following points and questions. You must include the section title above each response. Failure to follow formatting guidelines will result in a loss of 2 points. ● Introduction - 1 point Opening statement of topic area (1 short paragraph) ● References & Summaries - 6 points Name the websites, readings, blogs, and/or documentary films you utilized in your inquiry. You should use at least 3 reputable sources with distinct perspectives. Include links to any online sources used. What were the main points or arguments of each source? Write a 1 paragraph summary of each source (total of 3 paragraphs worth 2 points each). ● Class Connections - 1 point Which of these fundamental areas does this topic touch on? Choose 2 areas. How does the topic relate to the areas chosen? Explain. (1 paragraph) ○ Ableism, Social Model of Disability, accessibility, accommodations, assistive technology, inspiration porn, disability rights, respectful language, intersectionality ● Reflection - 1 point I used to think that… Why did you think that? Now I think that… Why do you think that now? What changed in your thinking? (1 paragraph). ● Closing - 1 point In this context, how is disability a tool or a means of innovation? How has the straw ban debate evolved toward new possibilities as a result of disability representation? Or how has it not evolved toward new possibilities? Explain. (2-3 sentences) Disability-Related Language Standards in Written Assignments GS 420 SDSU Students are expected to submit well-thought-out and well-written assignments. Failure to proofread and edit assignments, and failure to use appropriate language (relevant and respectful terminology related to disability) will result in points loss. (Please seek help at the SDSU Writing Center if your English writing abilities are not yet proficient.) In determining appropriate disability-related language, you will need to educate yourself about diverse perspectives when it comes to language use. At this point in time, it is standard disability etiquette to use person-first/people-first language. However, it is important to understand and respect identity-first language as well. Person-First Language For the purposes of this course, you will be expected to use person-first language and dignifying language as a way to demonstrate consciousness about respecting people with disabilities. In general, person-first language is appropriate to use if you are not immersed in the field of disability (which is most GS 420 students) or if your audience consists of children, youth, and/or general lay people who do not know about the social model of disability. Personfirst language is an educational tool that is widely embraced by a diverse array of people with disabilities, and allies and organizations that support them. It is encouraged in written publications. GS 420 students need to become intimately familiar with person-first language and language that promotes dignity and use it for all assignments. Identity-First Language Identity-first language is appropriate if you are a person who experiences disability and prefers identity-first language. It is also appropriate if you are a person immersed in disability culture who understands the social model of disability. And out of respect, if you are referring to or speaking with someone who identifies with their disability first, you should feel comfortable in using identity-first language. If you can argue your case and satisfactorily justify your use of identity-first language in your assignments from a disability studies perspective, then we will excuse your use of non-person-first language. But, within each assignment, you must clearly identify yourself as a person who qualifies to use identify-first language, as described above. (You should do this in parentheses immediately following any sentence using identity-first language). Note: Many in the Deaf and autistic communities prefer identity-first language. See some examples of person-first language and dignifying language choices on the next page. Promoting Respectful Language Person-First Language Suggestions Don’t Say… Down syndrome children The disabled Disabled people (unless you can justify from disability studies perspective) The mentally ill Wheelchair children Autistic boy Instead Say… Children who have Down syndrome People with disabilities People who have disabilities People who experience disability People with mental health disabilities or People who experience mental illness or mental health disabilities Children who use wheelchairs Boy who experiences or has autism Boy who is autistic (note: some self-advocates do prefer “autistic boy”/identity-first language) People who experience Cerebral Palsy People who have Cerebral Palsy Cerebral Palsy people Dignifying Language Suggestions Don’t Say… Dying of AIDS Instead Say… Living with AIDS “Suffers from” dyslexia “Suffers from” autism “Suffers from” anything Wheelchair-bound/Confined to/Bound to a wheelchair Is disabled but is very successful Experiences/ has dyslexia Experiences/ has autism Experiences/ has … Uses a wheelchair Wheelchair user Is successful and has a disability/is disabled (only point out disability if relevant) Kids with disabilities Kids who have disabilities Kids who experience disability Accessible restroom/stall, parking Special needs kids Handicapped restroom/stall, parking *Terminology changes as society changes. These guidelines are fluid and will hopefully change in years to come as our society becomes more inclusive. Person-First & Identity-First Language Links Here are some resources which further explain the distinctions between person-first and identity-first language, and inspiration porn. Disability is Natural – People First Language by Kathie Snow https://www.disabilityisnatural.com/people-first-language.html Why person-first language doesn’t always put the person first https://www.thinkinclusive.us/why-person-first-language-doesnt-always-put-the-person-first/ GS 420 students are also expected to stay away from inspiration porn in all assignments. See Stella Young TEDx Talk (link on the last page) for further explanation of inspiration porn. Inspiration Porn Links Stella Young TEDx Talk: Inspiration Porn and the Objectification of Disability https://www.youtube.com/watch?v=SxrS7-I_sMQ Wikipedia: Inspiration Porn https://en.wikipedia.org/wiki/Inspiration_porn A#2 History of Disability Great work Marwan! You lost two points because you did not follow the Disability-Related Standards. Instead of saying "the disabled" or "disabled people/individuals", try using "people with disabilities" to comply with people first language. Make sure you are conscious of this in all future assignments. If you have any questions, feel free to ask anyone on the GENS 420 team. Good luck with the rest of your semester :) Lindsay Nance General Studies 420: Disability & Society| Spring 2019 Assignment #4 “Disability as a Means of Innovation” Inquiry Paper 10 points For this assignment investigate the following topic: The Straw Ban Background: There is great debate around the subject of straws and their impact on the environment. Within this debate have emerged unique perspectives of people in the disability community. You are required to write a two-page paper, double spaced, 12 point font, addressing the following points and questions. You must include the section title above each response. Failure to follow formatting guidelines will result in a loss of 2 points. Introduction - 1 point Opening statement of topic area (1 short paragraph) . References & Summaries - 6 points Name the websites, readings, blogs, and/or documentary films you utilized in your inquiry. You should use at least 3 reputable sources with distinct perspectives. Include links to any online sources used. What were the main points or arguments of each source? Write a 1 paragraph summary of each source (total of 3 paragraphs worth 2 points each). . Class Connections - 1 point Which of these fundamental areas does this topic touch on? Choose 2 areas. How does the topic relate to the areas chosen? Explain. (1 paragraph) o Ableism, Social Model of Disability, accessibility, accommodations, assistive technology, inspiration porn, disability rights, respectful language, intersectionality . Reflection - 1 point I used to think that... Why did you think that? Now I think that... Why do you think that now? What changed in your thinking? (1 paragraph). Closing - 1 point In this context, how is disability a tool or a means of innovation? How has the straw ban debate evolved toward new possibilities as a result of disability representation? Or how has it not evolved toward new possibilities? Explain. (2-3 sentences)
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Running Head: DISABILITY

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Disability as a Means of Innovation: The straw ban
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DISABILITY

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Disability as a Means of Innovation: The straw ban
Introduction

There has been a discussion on social media in response to the ban of straws
spreading over Europe, U.S and Canada. As different urban communities and organizations
boycott plastic straws, advocates for individuals living with disabilities have been frequenting
the social media to highlight their opposition. While many see the boycott as a constructive
method to decrease plastic waste, forbidding plastic straws may have serious effects on
individuals living with disabilities.
References and Summaries
Ruiz, Putnam & Caldwell (2017) states that, “despite the fact that plastic straws are an
extravagance for a few, they are a need for other people.” Straws work as a tool and have
truly been utilized to offer freedom for individuals living with disabilities. Hence, some
a...


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