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GENS 420 SDSU Disability and Society Ed Robot Video Discussion

GENS 420 SDSU Disability and Society Ed Robot Video Discussion

Question Description

Assignment #2: Accessibility Evaluation

As we have discussed in class, there are many ways to make our community more inclusive and accessible. The hope with this assignment is to open your eyes to the ways that our community can be accessible and inaccessible for people with disabilities, and the ways that we can be proactive in ensuring that accessibility features are present within our communities. (Remember: Accessibility is not only for those with visible disabilities but also for invisible disabilities such as heart conditions, anxiety disorders, etc.)

Learning Objectives:

  1. Students will compare and contrast locations that are accessible and inaccessible.
  2. Students will apply their knowledge of accessibility and universal design to assess accessibility in their own field of study or career path.
  3. Students will apply concepts discussed in the course to articulate what needs to happen to make their field a more inclusive field.

Assignment Content Requirements:

For this assignment you will watch two short videos on accessibility:

After, you will thoroughly respond to the following questions.

  1. After watching the Ed Roberts Campus videos, paraphrase what you learned. Explain the features of the campus that surprised you. Who was Ed Roberts and what values did he encompass? What is important about this campus?
  2. Think about your career path, the nature of the work, the environment you may work in and the people you might work with. In what ways is access a feature of that environment? In what ways is access not valued or provided?
  1. What are some solutions to any lack of access in your projected career field, tools of your trade, work environments, and opportunities for full inclusion and contribution?
  2. Compare and contrast two real places that showcase poor accessibility and excellent accessibility. You may use online images or go out into your community and environments. Describe the features of both places and how they are accessible or inaccessible. Elaborate on the features that make the environment accessible to some and potentially inaccessible to others. Include a photo of each example.

Assignment Format Requirements

  • 2-3 pages
  • Microsoft Word format ONLY
  • 12-point font
  • Double-spaced

Assignment #2 Rubric

Assignment 2 Rubric

Criteria

Meets Standard
(10 pts)

Approaching Standard

(9-5 pts)

Below Standard
(0-4 pts)

Assignment Content

Assignment includes all content requirements.

Assignment is missing one or two required parts.

Assignment is missing more than two required parts.

Thoughtful Responses to

Each Section

Responses demonstrate clear understanding of the questions/prompts. Responses are thoughtful, cohesive, descriptive, and complete.

Responses demonstrate partial understanding of the questions/prompts, and/or responses are incomplete.

Responses do not demonstrate understanding of the questions/prompts, and/or minimal effort is evident.

Written

Expression

Writing flows and is easy to comprehend and grade. Uses appropriate grammar and punctuation to clearly express thoughts.

Writing includes some errors in grammar and/or punctuation, or is lacking in clear expression, but it is comprehensible enough that the reader can understand.

Writing has many errors in grammar and/or punctuation and is confusing or difficult to understand.

Disability Related Language

Assignment utilizes appropriate disability related language. Uses person-first language unless the student is a person with a disability (PWD) and indicates identity-first language preference). Assignment avoids the use of inspiration porn or outdated, inappropriate disability-related euphemisms or terms. Wording affirms dignity.

Assignment mostly utilizes appropriate disability related language. Mostly uses person-first language (unless identity-first language preferred by PWD). Assignment includes minimal inspiration porn or outdated, inappropriate disability-related euphemisms or terms. Wording may not always affirm dignity.

Assignment uses inappropriate disability-related terminology, including inspiration porn, euphemisms, and terms that affronts the dignity of people with disabilities.


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