CHHS course 'Disability in Society'
exposes prejudices, poses challenges

by Mark McGowan

For 90 minutes each week, they are immersed in a world of disabilities, examining lives they might not know or understand, or ones they hide.

They dissect disability from personal, philosophical, sociological, psychological, medical and legal perspectives. They hear of stigmatization and oppression as they read first-person accounts from people who have disabilities.

If they become uncomfortable, good. If they become more aware, even better.

“Disability is so very prevalent. Every one of us, if we live long enough, will have a disability, and people with disabilities are not given the same rights. They're oppressed,” said Greg Long, professor in the Department of Communicative Disorders in the College of Health and Human Sciences.

“I want students to have some issues-sensitivity and awareness. I want to push these students a little beyond their comfort level sometimes,” he added. “Not everyone is mean-spirited, or has bad intentions. They just don't get it or see the big picture.”

Long, a licensed clinical psychologist who came to NIU in 1991, knows the big picture well.

“I have a stepson who is 21 with autism. I have a brother a couple years older who is deaf and mentally retarded. I'm a primary caregiver for both. Contact with disabilities contributes to your comfort,” he said.

When NIU's highly popular “Exceptional Persons in Society” class ended in 2001 – its professor, Elliott Lessen, became dean of education at Southern Illinois University-Edwardsville – Long's department leaders thought he was “in a good position” to launch a similar general education class.

Long eagerly agreed. “As a college professor, you've got something that's interesting to you,” he said, “and you've got a chance to share it with students and develop it.”

The course, now in its second semester, is full. College administrators were forced to cap enrollment at 250 amid heavy interest, something that pleases Long. Only 76 students were enrolled in the spring, he said, and a combination of “good press” from those students with announcements and notices to undergraduate advisers ignited a buzz.

He plans to teach the course every semester from now on, and believes every NIU student should have to enroll as a prerequisite for graduation.

“Disability is a fact of life for millions of individuals,” the syllabus states. “One of the major goals in this course is to help you become informed members of society who demonstrate sensitivity toward disability issues and cultural diversity.”

Such compassion could help prevent awkward or hurtful situations on campus and in life, Long said.

“Many among us are not necessarily disclosing their disability. It puts them in a position where others might think less of them, especially with invisible disabilities, such as mental illness, learning disabilities or Crohn's disease,” he said.

Among the topics covered in the course are deafness, blindness, speech-language disorders, mental illness, learning disabilities, segregation, institutionalization, involuntary sterilization, nursing homes, disability legislation, sexuality, special education, employment, women, minorities, media and the arts.

Some issues include mental retardation and the death penalty, the incarceration of youth waiting for mental health services and race cleansing in America. Required readings rely heavily on first-person accounts from people who have disabilities.

Long also brings guest speakers to his classroom.

“At some universities, there are entire bachelor's degrees in disability studies,” he said. “We hit all sorts of interesting subjects.”

Last spring's students would say they left the classroom changed, he added.

“Reviews were very positive. They each had to write a two- to three-page reflective narrative at the end of the semester,” he said. “All of them indicated they became aware of many things they hadn't experienced before and questioned their own viewpoints.”

For more information, contact Long at glong@niu.edu.