| EDEC 575: Critical Disability Studies for Education | COMP 599: Accessibility, Disability, and Critical Design Methodologies |
Introduction to disability studies. Current issues in disability justice, with emphasis on education, academic research, and technological design. Introduction to social theories which centre disabled standpoints: social model of disability, social construction of disability, feminist disability theories, disability critical race theory (DisCrit), queer crip theory, crip technoscience. Emphasis on intersections between disability and race, gender, queerness, class, and citizenship. Discussion of ableism, colonialism, and climate change. Attention to teaching methods, research practices, design practices, and activism/praxis with regard to disability and its intersections. Introduction to universal design for teaching/learning. 3 credits Prerequisite: none |
Design principles for empowering disabled users; introduction to human-computer interaction methodologies through a critical disability studies lens. Accessibility, universal design, assistive and adaptive technologies. Methods for participatory design and evaluation. Research methods and ethical considerations for HCI. Topics in human-computer interaction related to disability, including bridging digital divides, disaster-proofing assistive technologies, and disabled people as cyborgs. 4 credits Co-requisite: COMP 361 or equivalent: A software engineering course where students would work with large pre-existing codebases; and learn about requirements, design, and user interfaces Prerequisite: COMP 303 or equivalent: A software design course which introduces principles of design, testing, and verification; case-studies of critical systems failures (e.g. Therac-25) For grad students, example equivalencies at other universities: U of Toronto: CSC 302 and 303 UBC: CPSC 310 and 410 U of Alberta: CMPUT 401 and 402 Breadth category: Category B, Systems |
| Course learning goals | |
| To appreciate the need for disability
justice, and to critically engage with disability issues |
To
appreciate the need for disability justice, and to
critically engage with disability issues |
| To
identify disability justice issues in education |
To
identify disability justice issues in human-computer
interaction |
| To
compare and contrast different lenses from disability
studies including the social model of disability,
feminist disability theory, social constructionism,
disability critical race theory (DisCrit), and crip
technoscience |
To
compare and contrast different lenses from disability
studies including the social model of disability,
feminist disability theory, social constructionism,
disability critical race theory (DisCrit), and crip
technoscience |
| To
critique social institutions (e.g. schools,
academia, science) using appropriate theories
relevant to disability justice |
To
critique computing technologies and design
methodologies using appropriate theories relevant
to disability justice |
| To
advocate for disability justice in said social
institutions |
To
create or refine existing computing technologies to
improve the user experience for disabled users |