Course

Attend

  • This is a copy of the PowerPoint (opens PDF, 3mb) that will be used in class. You are encouraged to use the PowerPoint to aid in your note taking; however it is not a substitute for attending class as much more will be discussed than is shown in the presentation.
  • This PowerPoint is to play the ‘game’ Disabled or Not Yet Disabled (opens PDF, 4mb) – we use the term Not Yet Disabled because at any point in an individual’s life they may acquire a temporary or permanent, visible or invisible disability. The slides show 20 famous people (most very recognizable – a few that may not be), the students are then asked to identify them and indicate if they think they are disabled or not yet disabled. This can be done by either having the students raise a hand, move to a designated side of the room, hold up a sign, etc. This game starts the discussion of what is a disability, how much they know about disabilities and challenges any pre-conceived notions that disabilities are easily recognizable, etc.
  • These icons (downloads document, 75kb) can be used to play the game Disabled or Not Yet Disabled. Print and cut out each pair of icons, fold them in half and then staple, tape or glue them to a Popsicle stick. Students will then hold up their game piece with the icon facing forward to indicate their answer – a game similar to this is played on the Ellen Show. Each student should have a game piece to participate.
  • This PDF from CAMH (opens PDF, 108kb) is provided to play Fact or Fiction: A word on mental health. As mental health will not be covered in the online modules, the professor should cover it in class. Content production does not need to be created specifically for individuals with mental health illness, but students should be aware of the incidence of co-morbidity, and terminology. The facts / fiction and statistics start on page 40 – an interactive way to cover this content could be to create a Kahoot.it.

Create journalism content using Universal Design which will be accessible in all formats including digital audio, video, and print media, and web content. Articulate the disability perspective through integrated learning opportunities applicable to the field of journalism. Identify the principles and practices of pertinent legislation and standard Web guidelines. Demonstrate the appropriate professionalism.

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