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Teaching Health Law: A Service Learning Project: Disability, Access, and Health Care

Published online by Cambridge University Press:  01 January 2021

Elizabeth Pendo
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Extract

Last summer, I was thinking about a public service project for my disability discrimination law course. I teach the course in fall, and try to incorporate a project each year. Integrating a public service project into a traditional doctrinal course fits within the trend toward expanding teaching techniques beyond the case method in order to better prepare students for the practice of law. It was also inspired in part by the Carnegie Foundation's 2007 report, “Educating Lawyers: Preparation for the Profession of Law,” as a way to foster “civic professionalism,” and to “[link] the interests of legal educators with the needs of legal practitioners and with the public the profession is pledged to serve.” That link is especially important to disability discrimination law, as issues critical to the lives of people with disabilities often go unnoticed and unaddressed by people without disabilities.

Type
JLME Column
Information
Journal of Law, Medicine & Ethics , Volume 38 , Issue 1 , Spring 2010 , pp. 154 - 159
Copyright
Copyright © American Society of Law, Medicine and Ethics 2010

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Footnotes

Charity Scott, J.D., is a Professor of Law and Director of the Center for Law, Health & Society at the Georgia State University College of Law. ([email protected])

References

For example, Harvard Law School now offers a course on “complex problem solving” in the first year, see Kagan, E., “HLS Faculty Unanimously Approves First-Year Curricular Reform” (October 2, 2006), available at <http://www.law.harvard.edu/news/2006/10/06_curriculum.php> (last visited January 27, 2009), and Washington and Lee has devoted its entire third year to professional development through simulated and actual practice experiences, see “The New Third Year: A Message from the Dean (October 2, 2006), available at <http://law.wlu.edu/thirdyear/> (last visited January 27, 2009).+(last+visited+January+27,+2009),+and+Washington+and+Lee+has+devoted+its+entire+third+year+to+professional+development+through+simulated+and+actual+practice+experiences,+see+“The+New+Third+Year:+A+Message+from+the+Dean+(October+2,+2006),+available+at++(last+visited+January+27,+2009).>Google Scholar
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“ADA Transition Plan: Do You Have One?,” panelist Elizabeth Pendo (speaking on legal requirements for accessible programs, activities and services under Title II of the ADA), sponsored by the American Institute of Architects, Saint Louis Chapter, and the City of Saint Louis Office on the Disabled, Oct. 20, 2009, Saint Louis, MO.Google Scholar
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See Pendo, E., Disability, “Equipment Barriers and Women's Health: Using the ADA to Provide Meaningful Access,” Saint Louis University Journal of Health Law & Policy 2, no. 1 (2008): 15–56, at 29 n. 71 (collecting citations from regulations and technical assistance manuals).Google Scholar
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Paraquad, Saint Louis's Center for Independent Living, and its Community Advocates Program was an invaluable source of support for this project. To find your local Center for Independent Living, see searchable index, available at <http://www.ilru.org/html/publications/directory/index.html> (last visited February 1, 2010). (last visited February 1, 2010).' href=https://scholar.google.com/scholar?q=Paraquad,+Saint+Louis's+Center+for+Independent+Living,+and+its+Community+Advocates+Program+was+an+invaluable+source+of+support+for+this+project.+To+find+your+local+Center+for+Independent+Living,+see+searchable+index,+available+at++(last+visited+February+1,+2010).>Google Scholar
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