Course

Disability Classifications and Related Experiences

Faculty
Applied Community Studies
Department
Disability & Community Studies
Course code
DACS 1170
Credits
3.00
Semester length
15 weeks This course may be offered in a condensed format (less than 15 weeks).
Max class size
30
Method(s) of instruction
Hybrid
Online
Lecture
Course designation
None
Industry designation
None
Typically offered
To be determined

Overview

Course description
In this survey course students will be introduced to perspectives on disability, investigate a range of disability classifications, learning needs and related experiences. A variety of disabilities will be examined as they relate to the diagnosis and the impact on people with lived experience. In addition, the course will introduce issues of self-advocacy, civil-rights, identity and current issues relevant to the communities discussed. Lived experience and personal story are prioritized in the course.
Course content
Explain various disability classifications systems as they relate to disability definitions, assessment and diagnosis:  

  • Consider perspectives on disability and understanding disability as identity;  

  • Compare and contrast the Diagnostic and Statistical Manual of Mental Disorders (DSM) with the International Statistical Classification of Diseases and Related Health Problems (ICD) and other disability classification systems; 

  • Understanding of developmental milestones and early intervention systems; and 

  • Understanding of disability terminology, including the relation between medical descriptors and common language in a community/support context.  

 

Explore the limitations and contextualized factors that inform diagnostic criteria:  

  • Consider the contextual factors informing diagnostic criteria;  

  • Explore limitations and barriers in accessing diagnostic support; and 

  • Consider the influence of intersecting identities in relation to diagnostic criteria. 

 

Describe diagnostic and learner characteristics of a variety of disability labels and identities;  

  • Explore the diagnostic criteria and related experiences of various disability labels, including ASD, mental illness, and a variety of other disabilities, such as Cerebral Palsy, Down Syndrome, FASD, etc; individuals with intellectual and developmental disabilities;

  • Consider stories of lived experience of those with a disability label;  

  • Investigate the potential developmental trajectory of those living with a disability; 

  • Identify common concurrent disorders that may accompany a disability, such as Anxiety Disorders, ADHD, Learning Disabilities, Mood Disorders, etc. 

  • Explore current research related to etiology, characteristics and context specific to ASD, mental illness, and a variety of other disabilities, such as Cerebral Palsy, Down Syndrome, FASD, etc. 

 

Examine long-term outcomes of learning characteristics across the lifespan: 

  • Supporting self-determination, agency, (your role is to support); and 

  • Critically examine how learner characteristics intersect with learning strategies and supports to impact long term outcomes. 

 

Explore related issues of self-advocacy, civil-rights, identity and current issues relevant to the communities discussed:  

  • Describe the range of support available for those living with ASD, mental illness, and a variety of other disabilities, such as Cerebral Palsy, Down Syndrome, FASD, etc.;

  • Investigate the eligibility and process for accessing support funding for a variety of disability labels;  

  • Explore support options available to families, caregivers, and those close to individuals living with a variety of disabilities;  

  • Explore issues of self-advocacy and self-determination in accessing support;  

  • Investigate the ethical implications and questions surrounding relevant issues, such as modes of treatment and support, genetic testing, medical assistance in dying, etc.; and 

  • Investigate the process for voluntary and involuntary treatments under the Mental Health Act.  

Learning activities

F2F: Lecture, video, guest speaker, case studies, readings

Hybrid: Lecture, video, guest speaker, case studies, readings, video lectures

Online: video lectures, online readings, case studies, discussion boards, video conferencing, guest speakers

Means of assessment

This course will conform to Douglas College policy regarding the number and weighting of evaluations. Typical means of evaluation would include a combination of:

Quiz, case study, group project, investigative projects

Learning outcomes

Upon successful completion of this course, the student will be able to:  

  1. Demonstrate knowledge of general disability categories and learner characteristics;  

  1. Understand the process of assessment, diagnoses and acquisition of supports including roles and responsibilities of the practitioner;  

  1. Identifyand critically reflect on implications of learner characteristics on choosing effective supports throughout the lifespan; and 

  1. Explore related issues of self-advocacy, civil rights, identity and current issues relevant to communities discussed.  

Textbook materials

A list of required and recommended reading will be provided for students at the beginning of the semester.  Instructors are committed to prioritizing OER and publicly accessible resources.  

 

Requisites

Course Guidelines

Course Guidelines for previous years are viewable by selecting the version desired. If you took this course and do not see a listing for the starting semester / year of the course, consider the previous version as the applicable version.

(Current)

Course Transfers

These are for current course guidelines only. For a full list of archived courses please see https://www.bctransferguide.ca

Institution Transfer details for DACS 1170
There are no applicable transfer credits for this course.

Course Offerings

Winter 2025