a guidetoembedding disabilitystudiescontentintothe（一个guidetoembedding disabilitystudiescontentintothe）（83页）.docVIP

A Guide to Embedding Disability Studies into the Humanities Welcome and Introduction Welcome to A Guide to Embedding Disability Studies into the Humanities. This Guide is one outcome of 3 years of Disability Studies faculty working with Humanities faculty at Temple University to enrich and broaden the curriculum and instruction of Mosaic, a 2- semester humanities course required of all undergraduate and transfer students. Because disability will be treated as an important aspect of human diversity in this course, an expected outcome is that students with disabilities will find the academy as not only an accessible place to study but also a welcoming place to study, thus improving their retention rates at their colleges and universities. This Guide has been funded through a demonstration project grant from the US Department of Education’s Office of Postsecondary Education, PR/Award #: P333A080018. You can learn more about the overall program Ensuring Higher Education Opportunity for ALL by visiting our website /programs/ds/higherEd.shtml The purpose of this guidebook is two-fold. The first purpose is to share with academic colleagues in the United States and abroad successful attempts at embedding Disability Studies content into the humanities. At Temple University, we collaborated with faculty members teaching a two-semester, “world civilizations” course called “Mosaic: The Humanities Seminars,” required of all freshmen and transfer students. Members of our Interdisciplinary Faculty Committee, all of whom have expertise in Disability Studies and most of whom self-identify as a person with a disability or chronic illness, prepared and delivered lectures on such topics as race and disability, medical testing on disabled populations, images of disability in the Holy Bible, disability and education, and female sexuality and disability. In all cases, IFC members collaborated with their Mosaic faculty partners, ensuring that the lectures they delivered would be