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INSTRUCTORRobert Adams

DirectorUniversity of Michigan Initiative on Disability Studies

Associate Professor of ArchitectureTaubman College of Architecture and Urban Planning

DirectorTaubman College Master of Science Design and Health

Associate Professor of Art&DesignStamps School of Art&Design

University of Michigan

January 01, 2018

UMINDS 580TOPICS IN DISABILITY STUDIES

DISABILITY + D E S I G N

2

00:30.00 COURSE SYNOPSIS

100. COURSE SYNOPSISTwenty-first century discourse is populated with numerous takes or conceptual models framing

disability as a form of cultural production. Whether technological innovation or public policy,

contemporary disability studies are concerned with new types of embodiment from artistic,

historical, political, and scientific perspectives. Regardless of the model, disability makes a scene;

it punctuates normative frameworks - vividly. Disability and Design is a course that explores the communicative structures of disability as it motivates new design methodologies between

objects and bodies, and the relational organization of space.

Disability and Design is a multi-disciplinary course that apprehends and discharges preconceptions

about disability and disabled bodies. It is a course that practices and makes actionable the terms:

diversity, equity and inclusion. This course cares for the environment of teaching and learning,

and addresses the classroom/lab/studio as an institutional site to re-invent within disability

discourse.

Disability and Design is a project-based, making intensive course, that samples a variety of

disciplines and media. In English and Women’s Studies, new modes of interpretation uncover

insightful types of knowledge especially precariats occupying the margins. In Sociology, assumptions

about lives called disabled, colored, gendered, or sexed help one to design a future with a

more plural identity. In Architecture, how does disability make the constructed environment more

beautiful? For Information Studies, what is the range of interfaciality and accessible networks

as they mutually construct the sensorium? Given the traumatic history of disability as a site for

experimental medical research, what biases might persist in a post-medicalized culture? Disability

and Design utilizes the generative energies of design in a cooperative environment that seek to

agitate the dominance of normate culture.

Whenever a disabled body

moves into any space it

discloses the social body

implied by that space.

Siebers, Tobin. Disability Theory. Ann Arbor: University of Michigan Press, 2008.Rackham 580:

Disability and Design is cross-listed with the following units:

Architecture 609Education 580English 528Kinesiology 503Physical Medicine + Rehabilitation 580Social Work 572Sociology 580Women’s Studies 590

Credits 1 or 3

FIGURE = VICTORIANOpposing the iconic thick and rigid foam neck braces, this delicate lace is coated with flexible plastic to support the neck in the style of a Victorian collar. Francesca Lanzavecchia. 2008.

RACKHAM 580TOPICS IN DISABILITY STUDIES

DISABILITY

D E S I G N+

FACULTY

Robert Adams

CONTACTrobadams@umich.edu

7347093874

OFFICE HOURSTH 16:00-17:30

+ By appointment

DirectorUniversity of Michigan Initiative on Disability

StudiesAssociate Professor of

ArchitectureTaubman College

DirectorTaubman College

Design and HealthAssociate Professor

Stamps School of Art&Design

University of Michigan

SYNOPSIS

UMINDSUniversity of Michigan

Winter Term 2018Rackham 580TH 14:00-17:00Mason Hall #3401

DISABILITY + DESIGN

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101. COURSE DESCRIPTIONDisability and Design provides an interdisciplinary approach to disability studies, with a focus on delaminating the lines between the arts, humanities, and sciences. The course emphasizes the role relational thinking with an emphasis on disability studies as they interact with material culture, civic practices, and social justice. Disability and Design examines applied and theoretical constructs of different cultural identities, and how they contribute to, or are changed by, the status of disability. Students have many opportunities to interact with visiting speakers from a broad range of fields. The course is offered for 1 or 3 credits per the amplitude of each student’s academic requirements.

102. OBJECTIVESThink of Disability and Design not a course to be taken, but as a course of action. The objectives are to prepare students to engage disability as a contested, intersectional, and complex subject. This is not a course for able bodies to exercise morally driven compassion over disabled bodies.

To understand how disability is culturally represented, historically and contemporaneously.To understand disability as a minority in relation to other minority categories. To describe the implications of various conceptualizations of disability, including how perceptions of persons with disabilities are structured.To map sex and gender systems onto disability beyond normative classification.To confront the affective structures of disability profiling.To understand what is at stake relative to debates in bioethics and genetic modification.To expand theoretical models of disability as they impact the city and urbanism.To understand the formal models of disability, such as the medical versus social model, social justice model and basic human rights model, and emerging models of alterity.To practice the act of relational thinking by advocating for positions other than your own.To incorporate design as a form of research, a way of making research actionable.

103. REQUIREMENTS FOR 1 OR 3 CREDITSThis course is offered as either a 3 or 1 credit course. Students are encouraged to enroll for 3 credits to maximize the quality of the learning experience, although 1 credit participation is available. Requirements for 1 credit: attendance, weekly writing, participation in critical conversations. Requirements for 3 credits: attendance, weekly writing, participation in critical conversations, all projects, and final exhibition of work. All students will post a brief commentary after each class session.

104. DEVELOPING A PIECE OF WORK Given different disciplinary trajectories, this course seeks to detect echoes of mutual interest and intensity. A variety of research driven projects are available for exploration. Given that disability presents a broad spectrum of inquiry, the objective is to not spread the subject thin, but to enable each student to pursue highly concentrated and meaningful work. The research draws you into its world. Your task is to correspond with that world, open it up, examine it, and then synthesize the production of highly refined pieces of work - objects and things, artifacts and text. Whether a final paper, performance, or installation [there are others] - a piece of work - suggests a higher efficacy than an assignment. This course cares for design methodologies and approaches that are iterative or practiced in order to move towards developing a piece of work on disability studies as a counter-point to your allied disciplines.

A PARTIAL LEXICON OF DISABILITY AND DESIGN

ekphrases to point out, to explain, but to do so eidetically, i.e. descriptive language that vivifies

oppression of compassion“if only I could be in your shoes”, “you poor thing”...

AGENDA +TRAJECTORY

NEURO-IMAGING. Brain

areas with altered ReHo the in-love

group (LG) and ended-love group

(ELG). https://www.frontiersin.org

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CTA BODY SCANA hand-held laser was used to scan

CTA’s machinic-torso to map the form.

Data was exported to a CATIA file and used in generating

the geometry of The Asclepius Machine. The deformation of

this torso is caused by scoliosis and

lordosis - two types of curvature of the spine.

Gr. skolios = crooked.

105. MECHANICS OF ENGAGEMENT: THE ROLES OF...The emphasis of the work involves reading, notation, and writing with parallel efforts in making. As you develop your critical perspectives, you are asked to consider the mechanics of engagement, such as the roles of authors, sites, and programs. Authors establish a position, a point of view, can operate in the 3rd person, take on dual roles. By sites we mean both physical sites [the body, an object, a room, architecture, urbanism], and meta-sites [conceptual non-sites, dream-like, hallucinatory, simultaneous, non-identical twins]. Through careful framing, programs set up the agendas and formulas, define parameters, and locate key questions. Programs can be functional, but can also operate as functions below the level of function attending to the deep structure of knowledge. The mechanics of engagement ask: What is at stake? How does one establish tone creative work? How does the work become suggestive through the affective transmission of sensation? The ethics of disability aesthetics eddies in these waters.

COURSES OF ACTION>>> PROJECT 1.0 Augmented Book: Standards and Extents 05%Artifacts of Production Course Dedicated Journal + AvatarText Daily/Weekly Reports and Whistles [Instagram, WeChat]

PROJECT 2.0 Translations in Disability + Material Culture: Actor-Artifact -Actant 15%Artifacts of Production Exhibition: Non-Viz Photography, 3D Ludic Array, Podcast Text Position Statement + Indexical [matrix] > Relational Structuring

CRITICAL CONVERSATION #1 = CC1 [Midterm - required for all students] 20%

PROJECT 3.0 Action-Apparatus-Architecture 50%Six Characters in Search of an Author [From Luigi Pirandello. Sei personaggi in cerca d’autore. 1921] Artifacts of Production Variable: Drawing, Installation, Time Based, Performed, Situated Text, Abstract, Libretto, Annotated Bibliography, Paper

CRITICAL CONVERSATION #2 = CC2 [Final - required for all students] 10%

Scope: Project Based WorkAll work should demonstrate an advanced understanding and reflection on the issues at hand, meaning that you should be in conversation with the primary literature in the field of disability studies as it intersects your specific disciplinary interests and intellectual extents. The work-load of the final project is equivalent to a 15-20 page research paper, and proportionally balanced with specific artifacts of production.

Project Abstract and Bibliography [texts + other]Each student is expected to write an abstract [450 words] describing what you plan to do for the final project; develop a preliminary annotated bibliography of the material you have reviewed; and, a define the format you plan to use given your disciplinary trajectories.

Presentations of Class Projects and Submissions of ProjectsEach person will present or stage their project in class at the end of the term [Project 3.0 + CC2].It is expected that the presentation demonstrates how you have integrated material from the class - lectures, readings, references, and visiting speakers - into your project.

Cooperation is essential. Collaborative projects are encouraged in consultation with faculty.

MoECOURSES OF ACTION

MORTUARY TEMPLE

OF QUEEN HATSHEPSUT.

Senmut, architect-engineer. 1460 BCE

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106. COURSE BIBLIOGRAPHY This is a list that surveys a range of perspectives on various types of discourse around disability.

Adams, Robert. “Making a Scene: A Vivid Genealogy of the Asclepius Machine.” [2013] in Adrian Blackwell, ed. Scapegoat: Architecture, Landscape, Political Economy: 04 Currency., [Toronto]: 2013. 375-388.

Agamben, Giorgio. What Is an Apparatus?: And Other Essays. [Santa Cruz, CA]: Friendship as a Form of Life, 2010.

Albrecht, Gary. “The Social Meaning of Impairment and Interpretation of Disability.” The Disability Business: Rehabilitation in America. Newbury Park, Calif. : Sage Publications, 1992. 67-90.

Asch, Adrienne. “Critical Race Theory, Feminism, and Disability: Reflections on Social Justice and Personal Identity.” Ohio State Law Journal. 62.1 (2001): 391-423.

Baynton, Douglas C. “Disability and the Justification of Inequality in American History.” The New Disability History: American Perspectives. Ed. Paul K. Longmore and Lauri Umansky. New York: NYU Press, 2001. 33-57.

Berlant, Lauren, and Michael Warner. “Sex in Public.” Critical Inquiry. 24 (1998): 547-66.

Boys, Jos. Doing Disability Differently: An Alternative Handbook On Architecture, Dis/ability And Designing for Everyday Life. London: Routledge, Taylor & Francis Group, 2014.

Boys, Jos. Disability, Space, Architecture: a Reader. Abingdon, Oxon: Routledge, Taylor & Francis Group, 2017.

Bumiller, Kristin. “Quirky Citizens: Autism, Gender, and Reimagining Disability.” Signs: Journal of Women in Culture and Society 33.4 (2008): 967-91.

Chen, Mel Y.. Animacies: Biopolitics, Racial Mattering, And Queer Affect. Durham, NC: Duke University Press, 2012.

Colomina, Beatriz, and Mark Wigley. Are we human?: notes on an archaeology of design. Lars Müller. 2017.

Collins, Patricia Hill. “Learning from the Outsider Within: The Sociological Significance of Black Feminist Thought.” Social Problems 33.6 (1986): S14-S32.

Davidson, Michael. “Strange Blood.” Concerto for the Left Hand: Disability and the Defamiliar Body. Ann Arbor: University of Michigan Press, 2008. 35-57.

Davis, Cheryl. “Disability and the Experience of Architecture.” Rethinking Architecture: Design Students and Physically Disabled People. Ed. Raymond Lifchez. Berkeley: University of California Press, 1987. 19-33.

Dean, Tim. “Breeding Culture.” Unlimited Intimacy: Reflections on the Subculture of Barebacking. Chicago: University of Chicago Press, 2009. 48-96.

Dunne, Anthony, and Fiona Raby. Speculative Everything: Design, Fiction, And Social Dreaming. Cambridge, Massachusetts: The MIT Press, 2013.

Dworkin, A, and Dworkin, R. “What is a Minority?” The Minority Report. New York: Praeger, 1976. 11-25.

BIBLIOGRAPHY +OTHER RESOURCES

ASCLEPIUSAncient Greek bronze

coin of Asclepius, The Greek God of the

Medical Arts. Pergamon. 150 B.C.E.

GRAPHIC STANDARDS: <INVALID’S>

WHEEL CHAIRE.L. Mueller. U.S. Patent 1973692.

October 21, 1931.

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Garland-Thomson, Rosemarie. “Integrating Disability, Transforming Feminist Theory.” NWSA Journal 14.3 (2002a): 1-32.

Hamraie, Aimi et al. “Sustaining Access: Cripping Space, Time, Design.” An accessible conference presentation. Society for Disability Studies. 2014. http://sustainingaccess.wordpress.com

Harroway, Donna. “A Cyborg Manifesto: Science, Technology, and Socialist-Feminism in the Late Twentieth Century”. Simians, Cyborgs and Women: The Reinvention of Nature. Routledge. 1991.

Hirsch, Elizabeth, and Gary A. Olsen. “Starting from Marginalized Lives: A Conversation with Sandra Harding.” JAC 15.2 (1995): http://www.jacweb.org/Archived_volumes/Text_articles/V15_I2_Hirsh_Olson_Harding.htm.

Johnson, Harriet McBryde. “The Disability Gulag.” New York Times, 23 November 2003.

Kerschbaum, Stephanie L.. “Introduction: Rethinking Diversity in Writing Studies.” Toward a New Rhetoric of Difference. [Urbana]: Conference on College Composition and Communication, National Council of Teachers of English, 2014.

Kerschbaum, Stephanie. “On Rhetorical Agency and Disclosing Disability in Academic Writing.”Rhetoric Review. Vol. 33, Iss. 1. 2014.

Kittay, Eva. “Love’s Labor.” New York: Routledge, 1998.

Kleege, Georgina. “Call It Blindness.” Sight Unseen. New Haven: Yale University Press, 1999.

Lee, Pamela M, and Gordon Matta-Clark. Object to Be Destroyed: the Work of Gordon Matta-Clark. Cambridge, Mass.: MIT Press, 2000.

Lloyd, Margaret. “The Politics of Disability and Feminism: Discord or Synthesis?” Sociology 35. 3 (2001): 715-728

Mairs, Nancy. “Body in Trouble.” Waist-High in the World: A Life Among the Nondisabled. Boston: Beacon Press, 1996. 40-63.

Mairs, Nancy. “Sex and the Gimpy Girl.” River Teeth 1.1 (1999): 44-51.

McGovern, Theresa M. S.P. v. Sullivan: The Effort to Broaden the Social Security Administration’s Definition of AIDS, 21 Fordham Urban L.J. 1083 (Summer 1994).

McRuer, Robert. “Capitalism and Disabled Identity.” Crip Theory: Cultural Signs of Queerness and Disability. New York: New York University Press, 2006. 77-102.

McRuer, Robert. “No Future for Crips: Disorderly Conduct in the New World Order; or, Disability Studies on the Verge of a Nervous Breakdown.” Unpublished paper, 2009.

Mitchell, David T., and Sharon Snyder. “The Eugenic Atlantic: Race, Disability, and the Making of an International Eugenic Science, 1800-1945.” Disability and Society 18.7 (2003): 843-64.

O’Brien, Mark. “On Seeing a Sex Surrogate.” The Sun, 174 (May 1990).

Pernick, Martin. “Defining the Defective: Eugenics, Aesthetics, and Mass Culture in Early 20th-Century-America.” The Body and Physical Difference: Discourses of Disability. Ed. David T. Mitchell and Sharon Snyder. Ann Arbor: University of Michigan Press, 1997. 89-110.

Price, Margaret. “Not That Girl.” Visible: A Femmethology. Ed. Jennifer Clare Burke. Vol. 1. Ypsilanti, MI: Homofactus Press, 2009. 102-109.

BIBLIOGRAPHY +OTHER RESOURCES

AKA>THE CRUTCH-MASTER.

Skater, dancer, performance artist

- Billy Shannon - breaks a move with

his modified crutches. Wall Stall. 2010..

CRAWLING STICKS

CTA Hand stilts used to protect the hands

from the ground as one crawls across the city floor. From Pieter

Bruegel the Elder’s painting, The Fight

Between Carnival and Lent. 1559. Chestnut

wood, Chanel Blue Fingernail Polish

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Pullin, Graham. Design Meets Disability. Cambridge, Mass.: MIT Press, 2009.

Rothenberg, Susan, and Juan Munoz. “Insert Robert Smithson, Hotel Palenque, 1969-72.” Parkett 43 (1995): 115-32.

Scarry, Elaine. Thinking In an Emergency. New York: W.W. Norton & Co., 2011.

Siebers, Tobin. “Disability as Masquerade.” Disability Theory. Ann Arbor: University of Michigan Press, 2008. 96-119.

Siebers, Tobin. Disability Aesthetics and the Built Environment. Ann Arbor: University of Michigan Press, 2010.

Snyder, Sharon, and David T. Mitchell. “Out of the Ashes of Eugenics: Diagnostic Regimes in the United States and the Making of a Disability Minority.” Patterns of Prejudice 36.1 (2002): 79-103. Walker, Nick. Throw Away the Master’s Tools: http://neurocosmopolitanism.com. 2013.

Wendell, Susan. “The Social Construction of Disability.” The Rejected Body: Feminist Philosophical Reflections on Disability. New York: Routledge, 1996. 35-56.

Vainshtein, Olga. Being Fashion-able: Controversy around Disabled Models. Russian State University for the Humanities. 2011. http://process.arts.ac.uk/sites/default/files/olga-vainshtein-being-fashion-able-controversy-around-disabled-models.pdf

World Report On Disability. Geneva, Switzerland: World Health Organization, 2011.

Wendell, Susan. “Toward a Feminist Theory of Disability.” Hypatia 4.2 (1989): 104-24.

Yergeau, Melanie et al. “Multimodality in Motion: Disability and Kairotic Spaces.” Kairos. http://kairos.technorhetoric.net/18.1/coverweb/yergeau-et-al/index.html

BIBLIOGRAPHY +OTHER RESOURCES

<MIDGET> CHAMBERS...

Drawing by Mary-Ann Ray of the

l’Appartamento dei Nani in the Ducal

Palace. Mantua, Italy. 17th century

PUSH THE SKY AWAY.

UTERUSMAN VS. TOTAL

SOLAR ECLIPSE.

Lu Yang’s Uterusman draws upon the

energy of the sun occluded by the Earth

Moon. Photo by Luc Viatour.

2011 + 1999..

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107. RESOURCES: DYNAMIC LISTThis is not by any means an exhaustive list of resources; but rather, a constellation to build upon mutual interests as they intersect disability culture and its relational and/or analogical structures. Please help in editing and expanding this list!

PERSONAGES: ACTORS, ARTISTS, DESIGNERS, SCHOLARSVito Acconci. Artist, landscape architect. Former performance artist. http://acconci.com. Kent Berridge. Affective neuroscience/biopsychology. http://www-personal.umich edu/~berridge/Jos Boys. Disability+Architecture. http://doingdisabilitydifferently.blogspot.com He Chengyao. Beijing performance artist. http://www.culturebase.net/artist.php?1207. He Yunchang. Beijing performance artist. http://www.seditionart.com/he_yunchang.Hugh Herr. Biomechatronics at MIT Media Lab. http://www.media.mit.edu/people/hherrRosemary Garland Thompson. Disability scholar. http://wgss.emory.edu/home/people/faculty/rosemarie_garland-thomson.html Tyree Guyton. The Heidelberg Project. http://www.heidelberg.orgMichael Graves. Architect/Designer. https://michaelgraves.comEva Hesse. New material ecologies. http://en.wikipedia.org/wiki/Eva_Hesse. Eduardo Kac. Genetically modified rabbit. http://www.ekac.org. Johnna Keller. Architect. http://sustainingaccess.wordpress.com/johnna/Stephanie Kerschbaum. Rhetorical Agency + Disability. http://sites.udel.edu/kersch/Eva Kittay. Disability + Ethics. http://www.stonybrook.edu/commcms/philosophy/people/faculty_pages/kittay.html Christopher Knowles. Painter/poet. http://en.wikipedia.org/wiki/Christopher_Knowles. Francesca Lanzavecchia + Hunn Wai. Designers. http://lanzavecchia-wai.comLu Yang. Artist. http://luyang.asiaGordon Matta-Clark. Artist/Building anatomy. http://en.wikipedia.org/wiki/Gordon_Matta-Clark. Lia Min. Artist in residence at LSIOrlan. Augmented body. http://www.orlan.euMargaret Price. Disability + Academic Life. http://www.spelman.edu/academics/faculty/margaret-price Graham Pullin. Designer. http://www.dundee.ac.uk/djcad/staff/grahampullin/Ed Ruscha. Painter/Print maker/Books i.e. Stains + others. http://www.edruscha.comRobert Smithson. Asphalt Pour, Monuments, Hotel Palenque. http://www.robertsmithson.com. Wang Qingsong. Beijing photographer. http://www.wangqingsong.com. Robert Wilson. Theater director + actor. http://www.robertwilson.com. others...

UMINDS ALLIES Natasha Abner. Assistant Professor Linguistics. https://lsa.umich.edu/linguistics/people/faculty/core-faculty/natasha-abner.htmlCeleste Adams. Disability rights advocate and emerging scholar.Jane Berliss-Vincent. Assistive Technology Manager. SSD. https://ssd.umich.edu/profile/jane-berliss-vincent-0Anna Kirkland. Professor, Director IRWG. https://lsa.umich.edu/women/people/core-faculty/akirklan.htmlPetra Kuppers. Poet, Artist, Professor, EEL. https://lsa.umich.edu/english/people/faculty/petra.htmlSusan Murphy. Biomechanics, Statistics and Psychiatry. http://dept.stat.lsa.umich.edu/~samurphy/Dr. Feranmi Okanlami. Physician, Advocate, Entrepreneur. https://www.facebook.com/feranmi.okanlamiStephanie Rosen. Accessibility Specialist. UM Library. https://www.lib.umich.edu/users/ssrosenLloyd Shelton. Disability Advocate and Poet. EMU. https://www.linkedin.com/in/lloyd-shelton-2657417/Melanie Yergeau. Neurodiversity scholar: http://kuiama.net/autistry/, http://kairos.technorhetoric.net/18.1

In memory of Tobin Siebers. DS Theory. Former UMINDS Director.

PEKING OPERA FACIAL

DESIGNS no6. Orlan. 2014.

RESOURCES + OBJECTS, PEOPLE... OUT THERE... DOING ITMEDIA

BUSTER’S BEDROOM. Film still. Rebecca Horn.

Nirvana House. Addiction. 1990.

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TYPINGS. Christopher

Knowles. The $ Value of Man.BAM.

1975. Photo:

Domonique Ponzo

RESOURCES + ORGANIZATIONS

Neurodiversity is the radical idea that neuro-atypicals are people...who have rights, people who provide valuable perspectives, people who regard the world in perhaps different, but certainly not lesser, ways.

Melanie Yergeau. Associate Professor of English. University of Michigan

WORKS OF ARCHITECTUREMortuary Temple of Hatshepsut. 1458 BCE. Egypt. The long ramp.Temple of Apollo at Didyma. 331 BCE. Twin ramps to adyton.Asclepion [Asklepieion]. 420 BCE. Pergamum [Bergama], Turkey. Ancient medical center.l’Appartamento dei Nani. Palazzo Ducale di Mantova. 14-17th CE. Mantua, Italy. The M-ChambersEd Roberts Campus. Leddy Maytum Stacy Architects. Berkeley. 2010.

FILM + VIDEOBuster’s Bedroom. Rebecca Horn. Nirvana House. Addiction. 1990. Stratum 1: A+B: The Visitors. Cong Feng. 68 min. Mandarin with English subtitles. 2013.Fixed: The Science / Fiction of Human Enhancement. Regan Brashear. 2014.University of Michigan Historical Health Films Collection

http://www.lsa.umich.edu/history/research/clustersofinterest/sciencetechnologymedicine/universityofmichiganhistoric-alhealthfilmscollection_ci

ALLIED LECTURE SERIEShttps://lsa.umich.edu/sts/

STS - Science, Technology & Society Program promotes education and scholarship on the social, political, and cultural dynamics of scientific knowledge, technological change, and medical research and practice. Check events schedule.

http://stamps.umich.edu/stampsStamps School of Art and Design: Great lecture series with many relevant speakers.

http://taubmancollege.umich.edu/news-events/lecture-seriesTaubman College: Architecture lecture series preoccupied with the technological now.

DISABILITY AND ACCESSIBILITY WEBSITESwww.umich.edu/~uminds/

The University of Michigan Initiative on Disability Studies seeks to expand diversity at the University of Michigan by integrating the study of disability into research, scholarship, and teaching.

www.disstudies.orgSDS is a lively scholarly association of more than 400 artists, scholars and activists who promote Disability Studies, recognizing disability as a complex and valuable aspect of human experience. Disability Studies Quarterly is a great opportunity to publish your work. Great resource for new books on disability.

www.disabilityscoop.comFounded in 2008, Disability Scoop is the nation’s premier source for developmental disability news. With daily cover-age of autism, intellectual disability, cerebral palsy, Down syndrome and more, no other news source offers a more timely and comprehensive take on the issues that matter to the developmental disability community.

www.disabilityartsonline.org.uk/homebDAO’s objective is to achieve widespread appreciation for the richness and diversity of disability arts and culture. We are an empowering disability-led organisation with 83% of the board and 95% of our writers identifying as disabled people.

www.gaates.orgGAATES = Global Alliance on Accessible Technologies and Environments is the leading international organization dedicated to the promotion of accessibility of the built and virtual environments. Great list service with numerous up-dates on policy and advocacy.

www.resna.orgRESNA, the Rehabilitation Engineering and Assistive Technology Society of North America, is the premier professional organization dedicated to promoting the health and well-being of people with disabilities through increasing access to technology solutions.

www.ubu.comSite for avant-garde media by artists: sound, theater, video, writing.

https://helpx.adobe.com/acrobat/using/reading-pdfs-reflow-accessibility-features.htmlRead a PDF with Read Out Loud + tips on Adobe platform

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108. REGARDING STUDENTS WITH DISABILITIESThe intention of this course supports the full participation of all students in the educational process of this class. A variety of instruction techniques and evaluation methods have been incorporated into the course for this purpose. In spite of these efforts, situations may occur in which the learning style of individual students is not met by the instructional climate. It is expected that students who require specific or additional support to absorb the course content or demonstrate their compre-hension of class objectives will inform the instructor of specific needs. A useful contact for ADA information is the Services for Students with Disabilities Office, G664 Haven Hall, at 734-763-3000, 734-615-4461 (TDD), 734-619-6661 (VP).

A NOTE TO THE READER ON THE TERM - DISABILITY

The usage of the term disability in lieu of multi-abled, handicapped, or physically/mentally challenged is the proper qualifier within most ethically minded circles of experts active in disability studies. From Aristole’s definition of what constitutes a complete human, whereby to be complete means to be fully charged with acute cognitive and physical faculties, therefore rendering children

and disabled figures in antiquity as incomplete [evidence of which is found in the burial methods for children matching those of some adults presumably similarly socially categorized]; to P.T.

Barnum’s Freak Shows featuring the sub-human[ity] of disabled people bought and sold in the entertainment marketplace; to Jerry Lewis’ annual MDA telethon suggesting that despite the

hardship of malady, your donation will make a difference [which it does, at a cost to those bodies chronicled throughout the 12 hour broadcast event]; to statements claiming we are all disabled

at some point in our lives, all provide a glimpse into how disability is often pathologized. Until there exists more substantive transformation in intellectual public discourse, it remains

necessary to claim the term disability in order to hold identities of difference within a complex social body to include disabled bodies. Disability Studies demands pedagogical

methods that engender more intelligent and civil discourse.

109. ACADEMIC POLICIESLate Work + Incomplete WorkLate work will be accepted only at the discretion of the instructor. Incomplete work will not be accepted without instructor’s prior approval and written agreement as to revised due dates and grading policy. The grade of incomplete can only be given if the work is substantially complete and the student has documentation of illness or extreme circumstances.

Attendance PolicyAttendance to all class sessions is mandatory. If for some reason you are unable to attend a specific class session please send an email to the instructor in advance, or immediately thereafter citing the absence.

Plagiarism PolicyPlagiarism is knowingly presenting another person’s ideas, findings, images, or written work as one’s own by copying or reproducing without acknowledgement of the source. It is intellectual theft that violates basic academic standards. In order to uphold an equal evaluation for all work submitted, cases of plagiarism will be reviewed by the individual faculty member and/or the Program Chair. Punitive measures will range from failure of an assignment to expulsion from the University.

Course EvaluationsTowards the end of the semester the Office of the Registrar will send an electronic message to all students requesting you to complete a faculty course evaluation. Time will be afforded in class to complete this important task.

JERRY’S KIDS...Jerry Lewis MDA

Telethon logo, used during the 1970s through the early

1980s.

http://en.wikipedia.org/wiki/MDA_Show_of_

Strength

http://www.flickr.com/photos/50749457@

N02/5874276646/sizes/l/in/photostream/

POLICY

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COURSE SYLLABUS

A = Excellent Work

Excellent work not only fulfills the stated objectives of the course syllabus and project statements, but also extends them through new discoveries, insights and proposing issues beyond their stated scope. These students demonstrate a high degree of professional dedication, academic rigor, a love of exploration, open mindedness and resourcefulness. They have developed the ability to build upon a variety of feedback and excel independently. Their resultant work is rigorously thought through, well crafted, and clearly communicates the breadth and depth of their investigations.

Evaluation CriteriaWilling to take risksSelf-motivatedDevelops a system of questioning [catalytic and regenerative]Develops a personal languageCritical inquiry and reconsiderationRigorous and independent thinkingActual factsVoice of individual apparentAbility for self-critique and editingWholeness and multiplicity of depthCollaborativeAbility to focus intensely, synthesize material into a precise investigationExcellent communication skills across diverse media and representationIntellectually imaginative

B = Good Work

Good work not only fulfills the stated objectives of the syllabus and project statements, but also further expands the stated issues by allowing those criteria to direct their investigations and developments in the work. These students demonstrate a medium degree of dedication, inquisitiveness, systematic rigor and limited resourcefulness. They are developing the ability to build upon a variety of feedback and their emerging independent voice. Their resultant work is competently thought through, well crafted and clearly communicates the breadth and depth of their investigations of the issues presented in the projects.

Evaluation CharacteristicsBeginning to take risk, but willing to conformFaculty motivatesClosed system of questioning [problem solving and product focus]Language is interesting, yet derivativeCritical inquiry [by others]Logical thinkingSelf-motivatedEditing by time and othersFragmented moments around a themeFocused by momentary interestsGood communication skills across diverse media and representationConceptually imaginative

C = Adequate Work

Average work fulfills and clearly demonstrates the stated objectives of the syllabi and project statements. It is expected that everyone entering this course is capable of this level of performance. These students demonstrate a low degree of professional dedication, lack self-direction, and require constant guidance on what to do next. The average student’s resultant work demonstrates an understanding of the problem while acknowledging some deficiencies in design or communication skills, time management, or the lack of breadth and depth of their investigations.

Evaluation CharacteristicsAlways willing to conformLack of motivationLimited questioning [pedestrian]Language is derivative [copy]Lack of taking responsibility for their workInsecurity inhibits actionFacts as problem solvingNo personal voiceEditing by deadlines and demands of othersFragmented moments Stubborn, self-centeredUnfocused, critic directs the investigationAverage communication skills in limited media and representationNormativeIntellectually and conceptually disengaged

D = Poor Work

Though completed, deficient work does not demonstrate how the stated objectives of the course syllabi and project statements have been fulfilled. These students generally suffer from one of the following deficiencies: lack of academic dedication, a close-minded attitude, lack of time management skills, lack of basic design and communication skills. The deficient student’s resultant work is often fragmentary, unsynthesized, incomplete, and seen only as an assigned product due on a particular day. As in any academic situation, deficient work is not acceptable and will result in unfavorable evaluation.

E = Inadequate Work

I = Incomplete WorkOnly by highly extenuating circumstances is an Incomplete assigned in agreement between the faculty and student to complete the given work within a fixed time-frame.

110. GRADING STANDARDS AND CRITERIA + ACADEMIC POLICIESUMINDS 580 follows the policies established by Rackham Graduate School. For detailed information on academic policies, academic integrity and related matters, please refer to:http://www.rackham.umich.edu/policies/

Grades will be issued based on the following criteria at the discretion of the faculty.GRADING

EXITING IN AN EMERGENCY...From an airline flight

safety placard. 2010.

12

DISABILITY + DESIGN

DATE: 20180101

KEY NOTES:

COURSE SYLLABUS

DATE TIME COURSES OF ACTION NOTES + ALLIED EVENTS

01 TH 01.04 02:00 PM COURSE INTROSYLLABUS: Terms of EngagementLEC: What is Disability + Design Research? READ: Adams. “Are we human?...”PROJECT 1.0 Issued: The Augmented Book

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02 TH 01.11 02:00 PM LEC: The Asclepius Machine: InfrastructureREAD: Adams. “Making a Scene...” Pullin. “Design Meets Disability.” Siebers. “Disability Aesthetics...Built Envirn.”PROJECT 1.0 DuePROJECT 2.0 Issued>Translations in Disability Culture

Project 1.0 can be produced with machines provided by RA located at LRA Studio.

03 TH 01.18 02:00 PM LEC: What is a Chromo sapien? Alterity and Bodies of...READ: Wendell. “The Social Construction...”WORK: Project 2.0

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04 TH 01.25 02:00 PM LEC: Disabled Landscapes: No East-WestWEST - Siebers: Matta-Clark/SmithsonEAST - Adams: 2xHe/Art Practices READ: Matta-Clark. Object to Be Destroyed.WORK: Project 2.0

- Prof. Tobin Siebers passed away on January 29, 2015.

05 TH 02.01 02:00 PM LEC: A Lexicon of DisabilityGuest: Prof. Natasha AbnerREAD: TBDWORK: Project 2.0

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06 W 02.07TH 02.08

06:00 PM09:00 AM

Stalled! Symposium: Joel Sanders, Keynote LectureStalled! Symposium: All Day EventMel Chen, Jos Boys, Others!READ: Boys, Chen, Sanders

Taubman College

07 TH 02.15

SA 02.16

02:00 PM

TBD

LEC: Neuro-diversityGuest: Prof. Melanie YergeauREAD: Yergeau. “Multimodality in Motion:...”PROJECT 2.0 Due

Special Event: Wang Qingsong Photo-shoot > Detroit

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08 TH 02.22 02:00 PM CRITICAL CONVERSATION 1.0Guests: Stephanie Rosen, Lloyd Shelton, DSG Crew

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111. SCHEDULEThe schedule is dynamic and will be revised as necessary to reflect the amplitude of the work. Off campus site visits are organized to ensure access and transportation for all. Readings are issued in advance of discussion. Unless noted, all class meetings are in Mason Hall, #3401

SCHEDULEDRAFT 1.0

CRASH TEST “DUMMY” - CHILD. [above] From UMTRI - UM Transportation Research Institute.

13

DISABILITY + DESIGN

DATE: 20180101

KEY NOTES:

COURSE SYLLABUS

DATE TIME COURSES OF ACTION NOTES + ALLIED EVENTS

09 TH 03.01 Winter Break - No classProposal: New York City to visit the Access+Ability exhibition at the Cooper Hewitt Smithsonian Design Museum. https://www.cooperhewitt.org/channel/access-ability/

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10 TH 03.08 02:00 PM LEC: Accessible Information InfrastructureGuest: Ling Jin [via Skype] and Stephanie RosenREAD: From guestsPROJECT 3.0 Issued Characters in Search of an Author

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11 TH 03.15 02:00 PM LEC: Disability Justice: Ethics, Advocacy, and ActivismREAD: Asch, Adrienne. “Critical Race Theory...”

Mitchell and Snyder. “The Eugenic Atlantic...”WORK: Project 3.0

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12 TH 03.22 02:00 PM LEC: Disability + Social EntrepreneurshipGuest: Dr. Feranmi OkanlamiREAD: WORK Project 3.0

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13 TH 03.29 02:00 PM LEC: Disability PoeticsREAD: Siebers. “Disability as Masquerade”.WORK: Project 3.0 Set it up, change it, edit, stage it.

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14 TH 04.05 02:00 PM WORK: Individual and Team Meetings -

15 TH 04.12 04:00 PM EXHIBITION + CRITICAL CONVERSATION 2.0WORK: Project 3.0 DueStaging, Guests, Celebrate the Work!

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16 TH 04.19 07:00 PM FINAL SUBMITTALAll Work Formatted and Submitted to G-Drive. After Party

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SCHEDULE

TOBIN SIEBERS AVATAR. [right] Body > 3D Laser Scan > Digital Model. UMTRI - UM Transportation Research Institute.

14

DISABILITY + DESIGN

DATE: 20180101

KEY NOTES:

COURSE SYLLABUS

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