OT-GE .2171: Disability in a Global Context: Ghana

SYLLABUS

Accra, Ghana

Intersession, January, 2013

Accra, Ghana

3 Points

Instructor: Kristie Patten Koenig, PhD, OTR/L,FAOTA; Department of Occupational Therapy

Program Assistants: TBD

Course Dates: Students expected to arrive in Accra, Ghana for Welcome Dinner on 1/3/13 and all students depart on 1/16/13.

COURSE DESCRIPTION

This course explores the implications of disability in global contexts with varying levels of industrialization. It examines how local civic and private sector arenas, including schools, hospitals, markets, or transportation systems affect the lives of people with disabilities. The students will explore and identify factors, which can influence a community’s view of disability. The course utilizes reflective teaching models and experiential learning. NYU students will learn traditional Ghanaian customs, traditions and lifestyles relative to health, special education and disability. Students will learn about the arts and culture of Ghana. We will study the practices of the region and compare them with the practices and impact of disability in the US.

COURSE OBJECTIVES

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

Describe life experiences of children and families living with autism and developmental disabilities;
Describe cross cultural differences in pediatric disability, special education and family centered care;
Understand differences in legislation, policy and societal beliefs in the education of children with disabilities in the US and Ghana;
Articulate the similarities/differences of assumptions of living in the US with a disability as compared with observations in Ghana e.g. address questions such as- “Is daily life of a child living with a disability in Ghana different from or the same as daily life with a child with a disability in the US”?
Engage and participate with educational programming for children with special needs in supervised field experiences;
Describe personal biases and how that impacts reactions to the visit in Accra, Ghana

TEACHING & LEARNING EXPERIENCES

This course involves multiple experiences including seminar discussions, tours of schools, treatment centers and tourist sites with opportunities to observe and interact with adults and children with autism, hearing and visual impairments and developmental disabilities. Students are expected to be active listeners and participants in discussion sessions. This course also relies heavily on participation in tours of Ghanaian educational facilities and tourist sites. Activities include:

Seminars
Observation of community arenas including schools, treatment and mental health settings, as well as local communities
Discussions led by guest speakers

TOPICAL OUTLINE

Specific daily Topical Outline will be finalized and distributed to accepted students at the first student meeting but includes:

Lecture and discussion from course instructor on autism, developmental disabilities and international perspectives, guest lecturers on the topic of disability, special education, medical system, cultural practices and impact on disability, role of religion and disability and current policy efforts for children with disabilities.
Site visits to special education facilities including, School for the Deaf in Tema, Ghana; New Horizons school for multiple handicapped in Accra, Ghana; Autism Awareness and Treatment Center
Group dinners with speakers and cultural presentations
Cultural visits in Accra including Makola Market, Drumming Lessons
Cultural trips outside of Accra to Cape Coast, Karkum National Forest

EVALUATION METHODS (including weight)

Paper: Impact of Culture on Developmental Disability50% (this paper will include an analysis of your group involvement at assigned school)

Journal 50% (Due - ongoing prior to and during the trip. The final entry is due to the instructor Jan 25th)

TOTAL: 100 %

Paper: Impact of Culture on Developmental Disability: Students are required to reflectively examine their own beliefs as well as those of their families and cultural groups about education and disability. This course would culminate in evidence-based reflective paper that will compare and contrast the impact of culture on education (special education) and disability using the field observations in Ghana, course class discussions and required reading. Students will draw on their experiences at their assigned school to link readings to observations and experiences. Highlights from this paper will be presented during the final wrap-up class upon return to NYU.

Journal: Students are required to document their trip. Students are recommended to set up a blog for their journal, but may choose to use either a blog, a wiki, or a traditional paper journal. An electronic journal is preferable. Students may invite others, including family and friends to participate in or read the blog/wiki or they may keep the information private (although the professors will read entries). Entries can be any combination of media - text, photograph, video, sound. In addition to any topics the students choose to include in their journal, they must address the following:

Reflection on disability/health/education in Ghana
Response to field observations in facilities and within the community
Reaction to cultural experiences in Ghana

Students are required to begin their journals prior to the trip. You will be provided with instructions for blogging on Wordpress.

In order to prepare for the trip, students must complete the following assignments and reflect on them in their blog/journal.

Watch Emmanuel’s Gift (BEFORE December class meeting)- on reserve in Avery Fisher Center, Bobst Library

Read“Unstrange Minds: Remapping the World of Autism” Document your impressions in your journal.
WatchLoving Lampposts. Available to view on
Read the following two articles:

Bakare, M.O., Ebigbo, P.O., & Ubochi, V.N. (2012). Prevalence of autism spectrum disorder among Nigerian children with intellectual disability: A stopgap assessment. Journal of Health Care for the Poor and Underserved, 23, 513-518.

Kang-Yi, C.D., Grinker, R.R. & Mandell, D. (published online 22 June 2012). Korean culture and autism spectrum disorders. Journal of Autism and Developmental Disorders, DOI:10.1007/s10803-012-1570-4

Write a Journal response entry (2-3 pages) comparing the recent writings on the prevalence in Nigeria and South Korea. What are the issues in these two cultures? Similarities? Differences? Implications for education, health care and rehabilitation? Provide another outside source of your choice that contrasts these findings with prevalence of autism spectrum disorders in the US. What questions do these articles bring up? Students should be prepared to discuss their mini-papers during the first lecture.

REQUIRED TEXTS

CIRRIE Monograph Series: The Rehabilitation Provider’s Guide to Cultures of the Foreign Born. There are eight monographs available. These monographs are available at the Center for International Rehabilitation Research Information and Exchange (CIRRIE) at the University of Buffalo. All students are required to read the Muslim Perspective and two additional perspectives of their choice.

URL:

World Health Organization. (2011). WHO Report on Disability. Geneva, Switzerland: Author.

This Report is the first of its kind and can be accessed at the following URL:

URL:

All students are required to read the accessible summary report and look at the full report and find specific statistics on the prevalence of disability in Ghana

REQUIRED READING LIST

Cobley, D.S. (2012). Towards economic empowerment: Segregation versus inclusion in the Kenyan context. Disability and Society, 27(3), 371-384.

Grinker, R.R. (2010). Unstrange minds: Remapping the world of autism. Philadelphia: Basic Books.

Kim, H.U. (2012). Autism across cultures: Rethinking autism. Disability and Society, 27(4), 535-545.

Mji, G., Gcaza, S., Swartz, L., MacLachlan, M. & Hutton, B. (2011). An African way of networking around disability. Disability and Society, 26(3), 365-368.

Reynolds, S. (2010). Disability culture in West Africa: Qualitative research indicating barriers and progress in the Greater Accra region of Ghana. Occupational Therapy International, 17, 198-207.

DISABILITY STATEMENT

If you have a physical, psychological, medical or learning disability that may impact your coursework, please contact The Henry and Lucy Moses Center for Students with Disabilities. They will work with you to determine what accommodations are necessary and appropriate. All information and documentation is confidential. If your disability requires accommodation in Ghana or during travels, please discuss your needs early so arrangements can be made.