Grocery Run: Teaching the Social Model of Disability through a Virtual Field Experience Activity that Combines a Podcast with Google Street View

Abstract

Google Maps Street View can be an effective tool for assessing social factors affecting accessibility, inclusion, and disability (Seekins, Traci, and Hicks 2022). Coupling a podcast episode with Google Street View, this class activity is a...

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Details

Subject Area(s):

Aging/Social Gerontology, Development, Disabilities, High School Sociology, Medical Sociology, Theory, Urban Sociology

Resource Type(s):

Assignment, Class Activity

Class Level(s):

Any Level

Class Size(s):

Any

Usage Notes

This assignment was originally developed for a one-hour synchronous session at a high school academic and career exploration camp, but it is easily adaptable for learning about the applications of theory, the social model of disability, and/or disability in any course level or modality (online, in-person, synchronous, asynchronous, hybrid, etc.). The...

Learning Goals and Assessments

Learning Goal(s):

1. Goal 1: Engage in a virtual sociological field experience to observe barriers and boosters to community mobility encountered by pedestrian wheelchair users within their communities.
2. Goal 2: Define and compare theoretical models of disability, including the medical, social, and human rights models.
3. Goal 3: Identify nonmaterial social factors that contribute to disability.
4. Goal 4: Recognize the application and relevance of the social model of disability for doing sociology within the human services field.

Goal Assessment(s):

1. Assessments for Goal 1: A) Completion of the “grocery run activity” via Google Street View, including observation submissions to Poll Everywhere poll or similar crowdsourcing software. B) Discuss student responses to discussion question one and discussion question two. If grading, apply “Response Assessment Criteria” to student written responses.
2. Assessment for Goal 2: Discuss student responses for discussion question 4. If grading, apply “Response Assessment Criteria” to student written responses.
3. Assessment for Goal 3: Discuss student responses for discussion question 3. If grading, apply “Response Assessment Criteria” to student written responses.
4. Assessment for Goal 4: Discuss student responses for discussion question five and discussion question 6. If grading, apply “Response Assessment Criteria” to student written responses.