Topic 1.- Persons with disabilities: types, concepts and models.

Topic 2.- Disability and rights.

Topic 3.- Disability in educational, health and social services.

Topic 4.- Quality of life as a framework for the development of actions and policies on disability.

Hasty, J., Lewis, D.G., & Snipes, M.M. (2022). Introduction to Anthropology. Rice University. https://openstax.org/books/introduction-anthropology/pages/1-introduction

Amor, A. M., Fernández, M., Verdugo, M. A, Aza, A., & Calvo, M. I. (2021). Towards the fulfillment of the right to inclusive education for students with intellectual and developmental disabilities: Framework for action. Education Sciences & Society 12(1). https://doi.org/10.3280/ess1-2021oa11471

Boyd K.M. (2000). Disease, illness, sickness, health, healing and wholeness: exploring some elusive concepts. Medical Humanities, 26, 9-17. https://mh.bmj.com/content/medhum/26/1/9.full.pdf  

Daley, T. C. (2003). "I speak a different dialect" : teen explanatory models of difference and disability. Medical Anthropology Quarterly, 17(1), 25-48.

Fjord, L. (2009). Anthropological perspectives on disasters and disability : an introduction. Human organization : journal of the Society for Applied Anthropology, 68(1), 64-72.

Ginsburg, F. D. (2013). Disability worlds. Annual review of anthropology, 42 (2013), 53-68.

Gómez L.E., Morán M.L., Al-Halabí S, Swerts C, Verdugo M.A. y Schalock RL. (2022).Quality of Life and the International Convention on the Rights of Persons With Disabilities: Consensus Indicators for Assessment. Psicothema, 34(2), 182-191. http://doi.org/10.7334/psicothema2021.574 

Hartblay, C. (2020). Disability expertise. Claiming disability anthropology. Current anthropology (Supplement), 61(21), S26-S36. Rickli, F. (2020). Old, disabled, successful? Transfigurations of aging with disabilities in Switzerland. Medicine Anthropology Theory, 7(1), 117-135.

Jenaro, C., Flores, N., & López-Lucas, J. (2018). Using the semantic differential technique to assess stereotypes toward individuals with disabilities: The relevance of warmth and competence. Universitas Psychologica, 17(4), 1-12. https://doi.org/10.11144/Javeriana.upsy17-4.usdt 

Schalock, R.L., Baker, A., Claes, C., Gonzalez, J., Malatest, R., van Loon, J., Verdugo, M.A. and Wesley, G. (2018), The Use of Quality of Life Scores for Monitoring and Reporting, Quality Improvement, and Research. Journal of Policy and Practice in Intellectual Disabilities, 15: 176-182. https://doi.org/10.1111/jppi.12250

Titchkosky, T. (2001). Disability: a rose by any other name? "People-first" language in Canadian society. Canadian Review of Sociology and Anthropology, 38(2), 125-140.

Vega‐Córdova, V., Álvarez‐Aguado, I., Jenaro, C., Spencer‐González, H., & Díaz Araya, M. (2020). Analyzing Roles, Barriers, and Supports of Co‐researchers in Inclusive Research. Journal of Policy & Practice in Intellectual Disabilities, 17(4), 318-331. https://doi.org/10.1111/jppi.12354

Verdugo MA, Aguayo V, Arias VB, García-Domínguez L. A Systematic Review of the Assessment of Support Needs in People with Intellectual and Developmental Disabilities. Int J Environ Res Public Health. 2020 Dec 18;17(24):9494. http://doi.org/10.3390/ijerph17249494  

Verdugo, M. Á., Arias, B., Gómez, L. E., & Schalock, R. L. (2010). Development of an objective instrument to assess quality of life in social services: Reliability and validity in Spain. International Journal of Clinical and Health Psychology, 10(1), 105–123. https://aepc.es/ijchp/articulos_pdf/ijchp-343.pdf

The final grade will reflect the competences worked on by the student throughout the academic year, through the completion of theoretical-practical tasks. It is recommended that students take all the assessment tests and actively participate in the classroom and in non-classroom activities.

A maximum of 4 points will be added to the grade of the exam (up to 6 points) and therefore to the final grade of the course, depending on the quality and number of practices delivered, carried out and exposed in class.

Those students who, for justified reasons, cannot attend all the classroom practicals, must hand in the "portfolio" or "Practicals book" before the exam. They should talk with the professors to determine the times and hours to present the practices

Aquellos estudiantes que por causas justificadas no puedan asistir a todas las prácticas presenciales autorizadas, deberán entregar antes del examen el “portafolio” o “Libro de prácticas” y para determinar horas y tiempos para exponer las prácticas.

- Multiple-choice test. It will consist of 30 multiple choice questions with a penalty of 0.33 for each incorrect question (i.e. for every three incorrect questions one point will be deducted).

To pass the exam it will be necessary to have obtained a 5 out of 10. Once passed, the score of each exam will be converted to a base 6 (i.e. a 10 = 6 and so on).

- Completion, submission and presentation of practical work (up to 4 points out of 10). The evaluation of these practicals will have a weight of 40% of the total of the final grade obtained by the student in the course. The grade for the practices will take into account their quality, as well as their delivery in due time and form.

- Assessment of individual work. The student's participation and activity in studium forums and other non face-to-face tasks will be assessed. Such participation will be a quality criterion that may benefit the student in the final grade (for example, to assess the awarding of an Honours Degree, or similar).

Attendance at the exam results review session is recommended in order to identify the main weaknesses and plan strategies to pass the exam in subsequent exam sessions..