Swedish name: Funktionshinder - individ, kultur och hälsa
This syllabus is valid: 2014-12-29 valid to 2016-08-14 (newer version of the syllabus exists)
Syllabus for courses starting after 2017-01-16
Syllabus for courses starting between 2016-08-15 and 2017-01-15
Syllabus for courses starting before 2016-08-14
Course code: 2SA107
Credit points: 15
Education level: Second cycle
Main Field of Study and progress level:
Social Work: Second cycle, has only first-cycle course/s as entry requirements
Grading scale: Pass with distinction, Pass, Fail
Responsible department: Department of Social Work
Established by: Head of Department of Social Work, 2014-05-22
This course is divided into the following two modules: module 1 is the course entitled Disability: individual, culture and health (7, 5 credits) and module 2 project work (7, 5 credits).
Module 1 – Disability: individual, culture and health 7, 5 c
Module 1 is divided into four themes. The first theme is an introduction to the other themes. This theme introduces the meaning of disability in a welfare context and discusses disability in relation to identity and a first-persons perspective. The second theme discusses disability from a life-course perspective and highlights the living conditions and structural conditions of disabled people in relation to childhood, youth, adulthood, and old age. The third theme focuses on disability in relation to art and culture. Disability culture, disability art, and Crip theory are discussed, and the social meaning of doing art is analysed in terms of identity and empowerment. The fourth theme analyses the living conditions of disabled persons in relation to a global perspective and in relation to the UN convention of rights for disabled people (UNCRDP). Highlighted areas in the fourth theme are health, education, and social participation in different parts of the world.
Module 2 project work 7, 5 c
In this module the students will deepen their knowledge from the first module. This is made through a project work in one of the following themes: disability and a life course perspective, disability and culture/art, or the living conditions of disabled people in a global perspective. The project work contains of writing an international research review.
The aim is that the students will develop advanced knowledge about the experiences of different age groups experiences of living with disability. The students will integrate knowledge from different academic disciplines to analyses disability in relation to childhood, youth, adulthood, and ageing. In particular, the students will develop the skills to compare Swedish and international conditions.
By the end of the course, students are expected to be able to demonstrate the following (through course activities, assignments, and/or exams):
Knowledge and understanding:
Skill and ability:
Assessment skills and approaches:
In module 2, the following learning outcomes are added:
Knowledge and understanding:
Skill and ability:
Assessment skills and approaches:
The requirements are 90 ECTS in one of the following subjects: Social Work, Disability studies, Sociology, Psychology, or another subject that can be considered equal to these. The 90 ECTS has to include an undergraduate thesis of 15 ECTS. Proficiency in English equivalent to the Swedish upper secondary course English A/5 is also required.
The two course modules use an internet-based platform for communication and teaching. Course module 1 is offered in collaboration with the School of Social and Health Science, Halmstad University, and radio and television programs from Utbildningsradion can be a part of the teaching. Module 1 consists of lectures, seminars, group work, and individual studies. Attendance at the seminars is mandatory. During the project work in course module 2, the teaching and communication is carried out through individual supervision. The teaching language in both modules is English.
In course module 1, three of the four themes are examined as well as the module as a whole. The second theme – disability in a life-course perspective – is examined through a seminar presentation and written assignments. The students are assigned to discuss and problematize gender and life course in relation to disability. The third theme – disability and culture – is examined through a seminar presentation. The fourth theme – disability in a global perspective – is examined through an online seminar in which the student’s present group work about the situation for disabled people in another country. The students will also discuss the work of other student groups.
The seminars are mandatory. Course module 1 is further examined through a written assignment.
There will be separate marks for seminar presentations and written work. For seminars, the grades are either fail or pass. For the written assignments, the grades are fail, pass, or pass with distinction. To obtain a pass with distinction for course module 1, the written assignment must be graded pass with distinction and all seminars must have been attended.
The second course module is examined through a written international research review in the form of an essay. To obtain a pass with distinction for the second course module, the written assignment must be graded pass with distinction
To obtain a pass with distinction for the whole course, all written assignments must have been graded pass with distinction and all seminars must have been attended.
Rules regarding examinations
A student who fails to obtain a pass result on the regular test is entitled to the opportunity of a re-take. A re-take must be offered not more than three months after the regular test, but it must not be offered earlier than ten working days after the result of the regular test has been announced and a copy of the student’s examination script is made available. Re-take time(s) should be announced not later than the day of the regular test. In addition, at least one further re-take opportunity (known as a “catching-up test”) must be offered within one year of the regular test.
A student who has passed an examination may not be re-examined.
f a college or university limits the number of occasions on which a student may enrol for a test in order to obtain a pass grade for a course or sub-course, the number of attempts must be at least five. In order for an opportunity of examination to be regarded as forfeited, the student must have failed formally on the test. Absence from an examination may not be counted as a forfeit examination. Participation in an examination without submitting a result (handing in a blank paper) counts as an opportunity.
Anyone who has not passed an examination has the right to a re-take for a course where she/he has once been registered provided that any limitations on the number of examination times have not been exceeded.
In cases where examinations or compulsory course elements cannot be repeated according to the rules of re-takes and the practical work that has to be done again, these can be replaced with a different task. The extent and content of such a task should be in a reasonable proportion to the missed compulsory course element.
A student has the right to be tested twice in accordance with the same syllabus as during the original examination for up to two years after the first registration.
A student who has taken two tests for a course or segment of a course without passing has the right to have another examiner appointed unless there exist special circumstances (Higher Education Ordinance Chapter 6, section 11b). A request for another examiner should be sent in to the Director of Studies at the Department of Social Work, Umeå University.
Examinations are normally held in the place where the course was conducted. In special circumstances a student may be examined at some other location. Special consideration shall be given to candidates wishing to be examined at Campus Skellefteå, Campus Örnsköldsvik, Luleå, and Lycksele. A student wishing to be examined at another location must apply to the department in question not less than one month prior to the day of the examination. Prerequisites for examination at another location are that recognized invigilation, premises, and all other conditions required for the examination in question can be arranged at reasonable cost to the department. Students who play elite-level sports and who have an agreement with Umeå Sport Sciences Centre are seen as having special reasons to be examined in a different location (Decision, reg. no. 102-329-07; in Swedish)
Transfer of Credits
For information on the regulations regarding transfer of credits:
http://www.umu.se/english/education/student-support/getting-a-degree-from-umea-university/transfer-of-credits?languageId=1
Beart, S; Hardy, G; Buchan, L
How People with Intellectual Disabilities View Their Social Identity: A Review of the Literature
Journal of Applied Research in Intellectual Disabilities Volume 18, Issue 1, pages 4756, March 2005 : 2005 :
Mandatory
Normalization fifty years beyond: Current trends in the Nordic countries
Tøssebro Jan, Bonfils I.S, Teittinen Antti, Tiderman Magnus, Traustadottir Rannveig, Vesala Hannu T
Journal of Policy and Practice in Intellectual Disabilities : 2012 :
Mandatory
Reading instructions: Volume 9, Issue 2, pages 134146
Mineur T
Swedish Education in Upper Secondary Schools for Students with Intellectual Disabilities: From a Student Perspective
Research and Practice in Intellectual and Developmental Disabilities, 2(2), 165-179 : 2015 :
Mandatory
Arvidsson J
Post-school options for pupils with intellectual disabilities
Research and Practice in Intellectual and Developmental Disabilities 2 (2), 180-193 : 2015 :
Mandatory
Göransson, K; Nilholm C.; Karlsson K
Inclusive education in Sweden? A critical analysis
International Journal of Inclusive Education, 15(5), 541-555 : 2011 :
Mandatory
Lillestø, B. & Sandvin J. T
Limits to vocational inclusion?: Disability and the social democratic conception of labour.
Scandinavian Journal of Disability Research, 16(1), 1-14. : 2014 :
Mandatory
Lived experiences of aging and later life in older people with intellectual disability
Kåhlin I, Kjellberg A, Nord C, Hagberg J.E
Ageing and Society, 35(03), pages 602-628 : 2015 :
Mandatory
Lövgren Veronica
Working life for middle-aged people with intellectual disabilities: Knowing their rights?
Research and Practice in Intellectual Developmental Disabilities, 2(2), 207-217 : 2015 :
Mandatory
Persson, B
Exclusive and inclusive discourses in special education research and policy in Sweden.
International Journal of Inclusive Education, 7(3), 271-280. : 2003 :
Mandatory
Priestley, M
Disability: a life course approach.
Cambridge: Polity. : 2003 :
Mandatory
Thomas, C.
Disabilities and gender: Reflections in theory and practice.
Scandinavian Journal of Disability Research, 8 (2-3):177-185 : 2006 :
Mandatory
Additional Readings of 150 pages can be added
Gürgens, Gjearum, R., Ineland, J.,& Sauer, L.
The Story about Theatre Organizations, the Public's Approval, and the Actors' Identity Formation in Nordic Disability Theatre.
Journal of Social work in Disability & Rehabilitation. Volume 9, issue 4, 2010, p. 254-273. : 2010 :
Mandatory
Ineland, J. & Sauer, L.
Institutional environments and sub-cultural belonging: theatre and intellectual disabilites.
Scandinavian Journal of Disability Research, 9(1): 46-57. : 2007 :
Mandatory
Löfgren-Mårtenson, L.
Hip to be Crip? About Crip Theory, Sexuality and People with Intellectual Disabilities.
Sexuality and Disability, Vol, 31, Issue 4, pp 413-424 : 2013 :
Mandatory
Peters, S
Is there a disability culture? A syncretisation of three possible world views.
Disability & Society, Vol.15, No. 4, 583-601 : 2000 :
Mandatory
Solvang, P.
From identity politics to dismodernisim? Changes in the social meaning of disability art. ALTER.
European Journal of Disability Research. Vol. 6, No.3 : 2012 :
Mandatory
Additional Readings of 150 pages can be added
Convention on the Rights of Persons with Disabilities. Online:
United Nations :
Convention on the Rights of Persons with Disabilities. Online:
Mandatory
Reading instructions: (translations and other versions: http://www.un.org/disabilities/default.asp?navid=14&pid=150)
Shakespeare, T
Disability in developing countries. In: Watson, N., Roulstone, A. & Thomas, C. (eds.).
Routledge Handbook of Disability Studies. New York: Routledge, 271-284 : 2012 :
Mandatory
Singal, N
Disability, poverty and education: implications for policies and practices.
International Journal of Inclusive Education, 15 (10), 1047-1052 : 2011 :
Mandatory
UNESCO (periodical, extract). Education For All Global Monitoring Report.
UNESCO :
http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/tests/launch/
Mandatory
World report on disability
Geneva: World H : 2011 :
http://whqlibdoc.who.int/hq/2011/WHO_NMH_VIP_11.01_eng.pdf
Mandatory
Reading instructions: (translations and other versions: http://www.who.int/disabilities/world_report/2011/report/en/index.html) (extract)
Additional Readings of 150 pages can be added
Carey, Malcolm
The Social Work Dissertation. Using Small Xcale Qualitative Methodology.
Berkshire: open University Press, McCrawe Hill Education : 2009 :
Mandatory
Oliver, Paul
Succeeding with your literature review: a handbook for students.
Berkshire, England: McGraw-Hill : Open University Press : 2012 :
Mandatory
Machi, Lawrence A; McEvoy, Brenda T
The literature review. Six steps to success.
Thousand Oaks, Calif.: Corwin Press : 2009 :
Mandatory
During module 2, students will choose additional readings related to their topic for the project work.
Beart, S; Hardy, G; Buchan, L
How People with Intellectual Disabilities View Their Social Identity: A Review of the Literature
Journal of Applied Research in Intellectual Disabilities Volume 18, Issue 1, pages 4756, March 2005 : 2005 :
Mandatory
Normalization fifty years beyond: Current trends in the Nordic countries
Tøssebro Jan, Bonfils I.S, Teittinen Antti, Tiderman Magnus, Traustadottir Rannveig, Vesala Hannu T
Journal of Policy and Practice in Intellectual Disabilities : 2012 :
Mandatory
Reading instructions: Volume 9, Issue 2, pages 134146
Göransson, K; Nilholm C.; Karlsson K
Inclusive education in Sweden? A critical analysis
International Journal of Inclusive Education, 15(5), 541-555 : 2011 :
Mandatory
Lillestø, B. & Sandvin J. T
Limits to vocational inclusion?: Disability and the social democratic conception of labour.
Scandinavian Journal of Disability Research, 16(1), 1-14. : 2014 :
Mandatory
Lived experiences of ageing and later life in older people with intellectual disabilities.
Kåhlin I, Kjellberg A, Nord C, Hagberg J.E
Ageing and Society : 2013 :
Mandatory
Reading instructions: 1-27
Nilholm, C., & Alm, B
An inclusive Classroom? A case study of inclusiveness, teacher strategies, and children´s experiences.
European Journal of Special Needs Education, 25(3), 239-252 : 2010 :
Mandatory
Nilholm, C.
Special education, inclusion and democracy.
European Journal of Special Needs Education, 21(4), 431-445. : 2006 :
Mandatory
Nordström, I
Inclusion and participation in peer relations.
Scandinavian Journal of Disability Research. 13(1), 71-87. : 2011 :
Mandatory
Olin, E. & Ringsby Jansson, B.
On the outskirts of normality: Young adults with disabilities, their belonging and strategies.
International Journal of Qualitative Studies on Health and Well-being, 4(4), 256-266. : 2009 :
Mandatory
Persson, B
Exclusive and inclusive discourses in special education research and policy in Sweden.
International Journal of Inclusive Education, 7(3), 271-280. : 2003 :
Mandatory
Priestley, M
Disability: a life course approach.
Cambridge: Polity. : 2003 :
Mandatory
Tetler, S., & Baltzer, K
The climate of inclusive classrooms: the pupil perspective.
London Review of Education, 9(3), 333-344. : 2011 :
Mandatory
Thomas, C.
Disabilities and gender: Reflections in theory and practice.
Scandinavian Journal of Disability Research, 8 (2-3):177-185 : 2006 :
Mandatory
Additional Readings of 150 pages can be added
Peters, S
Is there a disability culture? A syncretisation of three possible world views.
Disability & Society, Vol.15, No. 4, 583-601 : 2000 :
Mandatory
Gürgens, Gjearum, R., Ineland, J.,& Sauer, L.
The Story about Theatre Organizations, the Public's Approval, and the Actors' Identity Formation in Nordic Disability Theatre.
Journal of Social work in Disability & Rehabilitation. Volume 9, issue 4, 2010, p. 254-273. : 2010 :
Mandatory
Ineland, J. & Sauer, L.
Institutional environments and sub-cultural belonging: theatre and intellectual disabilites.
Scandinavian Journal of Disability Research, 9(1): 46-57. : 2007 :
Mandatory
Löfgren-Mårtenson, L.
Hip to be Crip? About Crip Theory, Sexuality and People with Intellectual Disabilities.
Sexuality and Disability, Vol, 31, Issue 4, pp 413-424 : 2013 :
Mandatory
Solvang, P.
From identity politics to dismodernisim? Changes in the social meaning of disability art. ALTER.
European Journal of Disability Research. Vol. 6, No.3 : 2012 :
Mandatory
Additional Readings of 150 pages can be added
Convention on the Rights of Persons with Disabilities. Online:
United Nations :
Convention on the Rights of Persons with Disabilities. Online:
Mandatory
Reading instructions: (translations and other versions: http://www.un.org/disabilities/default.asp?navid=14&pid=150)
Shakespeare, T
Disability in developing countries. In: Watson, N., Roulstone, A. & Thomas, C. (eds.).
Routledge Handbook of Disability Studies. New York: Routledge, 271-284 : 2012 :
Mandatory
Singal, N
Disability, poverty and education: implications for policies and practices.
International Journal of Inclusive Education, 15 (10), 1047-1052 : 2011 :
Mandatory
UNESCO (periodical, extract). Education For All Global Monitoring Report.
UNESCO :
http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/tests/launch/
Mandatory
World report on disability
Geneva: World H : 2011 :
http://whqlibdoc.who.int/hq/2011/WHO_NMH_VIP_11.01_eng.pdf
Mandatory
Reading instructions: (translations and other versions: http://www.who.int/disabilities/world_report/2011/report/en/index.html) (extract)
Additional Readings of 150 pages can be added
Carey, Malcolm
The Social Work Dissertation. Using Small Xcale Qualitative Methodology.
Berkshire: open University Press, McCrawe Hill Education : 2009 :
Mandatory
Oliver, Paul
Succeeding with your literature review: a handbook for students.
Berkshire, England: McGraw-Hill : Open University Press : 2012 :
Mandatory
Machi, Lawrence A; McEvoy, Brenda T
The literature review. Six steps to success.
Thousand Oaks, Calif.: Corwin Press : 2009 :
Mandatory
During module 2, students will choose additional readings related to their topic for the project work.
Beart, S; Hardy, G; Buchan, L
How People with Intellectual Disabilities View Their Social Identity: A Review of the Literature
Journal of Applied Research in Intellectual Disabilities Volume 18, Issue 1, pages 4756, March 2005 : 2005 :
Mandatory
Baron, S; Ridell & A. Watson
The secret of eternal youth: identity, risk and learning difficulties
British Journal of Sociology of Education, 20 (4):483-499 : 1999 :
Mandatory
Göransson, K; Nilholm C.; Karlsson K
Inclusive education in Sweden? A critical analysis
International Journal of Inclusive Education, 15(5), 541-555 : 2011 :
Mandatory
Lillestø, B. & Sandvin J. T
Limits to vocational inclusion?: Disability and the social democratic conception of labour.
Scandinavian Journal of Disability Research, 16(1), 1-14. : 2014 :
Mandatory
Nilholm, C.
Special education, inclusion and democracy.
European Journal of Special Needs Education, 21(4), 431-445. : 2006 :
Mandatory
Nilholm, C., & Alm, B
An inclusive Classroom? A case study of inclusiveness, teacher strategies, and children´s experiences.
European Journal of Special Needs Education, 25(3), 239-252 : 2010 :
Mandatory
Nordström, I
Inclusion and participation in peer relations.
Scandinavian Journal of Disability Research. 13(1), 71-87. : 2011 :
Mandatory
Olin, E. & Ringsby Jansson, B.
On the outskirts of normality: Young adults with disabilities, their belonging and strategies.
International Journal of Qualitative Studies on Health and Well-being, 4(4), 256-266. : 2009 :
Mandatory
Persson, B
Exclusive and inclusive discourses in special education research and policy in Sweden.
International Journal of Inclusive Education, 7(3), 271-280. : 2003 :
Mandatory
Priestley, M
Disability: a life course approach.
Cambridge: Polity. : 2003 :
Mandatory
Tetler, S., & Baltzer, K
The climate of inclusive classrooms: the pupil perspective.
London Review of Education, 9(3), 333-344. : 2011 :
Mandatory
Thomas, C.
Disabilities and gender: Reflections in theory and practice.
Scandinavian Journal of Disability Research, 8 (2-3):177-185 : 2006 :
Mandatory
Additional Readings of 150 pages can be added
Peters, S
Is there a disability culture? A syncretisation of three possible world views.
Disability & Society, Vol.15, No. 4, 583-601 : 2000 :
Mandatory
Gürgens, Gjearum, R., Ineland, J.,& Sauer, L.
The Story about Theatre Organizations, the Public's Approval, and the Actors' Identity Formation in Nordic Disability Theatre.
Journal of Social work in Disability & Rehabilitation. Volume 9, issue 4, 2010, p. 254-273. : 2010 :
Mandatory
McRueer, Robert
Crip theory: cultural signs of queerness and disability
New York: New York University press : 2006 :
Mandatory
Ineland, J. & Sauer, L.
Institutional environments and sub-cultural belonging: theatre and intellectual disabilites.
Scandinavian Journal of Disability Research, 9(1): 46-57. : 2007 :
Mandatory
Löfgren-Mårtenson, L.
Hip to be Crip? About Crip Theory, Sexuality and People with Intellectual Disabilities.
Sexuality and Disability, Vol, 31, Issue 4, pp 413-424 : 2013 :
Mandatory
Solvang, P.
From identity politics to dismodernisim? Changes in the social meaning of disability art. ALTER.
European Journal of Disability Research. Vol. 6, No.3 : 2012 :
Mandatory
Additional Readings of 150 pages can be added
Convention on the Rights of Persons with Disabilities. Online:
United Nations :
Convention on the Rights of Persons with Disabilities. Online:
Mandatory
Reading instructions: (translations and other versions: http://www.un.org/disabilities/default.asp?navid=14&pid=150)
Shakespeare, T
Disability in developing countries. In: Watson, N., Roulstone, A. & Thomas, C. (eds.).
Routledge Handbook of Disability Studies. New York: Routledge, 271-284 : 2012 :
Mandatory
Singal, N
Disability, poverty and education: implications for policies and practices.
International Journal of Inclusive Education, 15 (10), 1047-1052 : 2011 :
Mandatory
UNESCO (periodical, extract). Education For All Global Monitoring Report.
UNESCO :
http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/tests/launch/
Mandatory
World report on disability
Geneva: World H : 2011 :
http://whqlibdoc.who.int/hq/2011/WHO_NMH_VIP_11.01_eng.pdf
Mandatory
Reading instructions: (translations and other versions: http://www.who.int/disabilities/world_report/2011/report/en/index.html) (extract)
Additional Readings of 150 pages can be added
Carey, Malcolm
The Social Work Dissertation. Using Small Xcale Qualitative Methodology.
Berkshire: open University Press, McCrawe Hill Education : 2009 :
Mandatory
Oliver, Paul
Succeeding with your literature review: a handbook for students.
Berkshire, England: McGraw-Hill : Open University Press : 2012 :
Mandatory
Machi, Lawrence A; McEvoy, Brenda T
The literature review. Six steps to success.
Thousand Oaks, Calif.: Corwin Press : 2009 :
Mandatory
During module 2, students will choose additional readings related to their topic for the project work.