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This is the syllabus for the Disability Law Clinic that I'm teaching in Fall 2022 Term. The Disability Law Clinic is a one-semester, six-credit, live-client clinic. It handles a variety of civil and administrative matters for low-income clients with disabilities, including disability rights, special education, access to assitive technology, and Social Security matters.

This game is designed to test, reinforce, and enhance students' understanding of Disability Rights Law. I've used it in several different ways: as a game that students play in class, with a prize for the winning student or team (playing the game and discussing the correct answers takes about one hour of class time); as a closed-book quiz that students take in class, followed by discussion of the correct answers (again, about one hour of class time); and as an open-book assignment that students complete before class, followed by discussion of the correct answers in class (about 30 minutes of class time).

I use this assignment to get my students thinking, writing, and talking about disability, the disability rights movement, and disability policy. I ask students to watch and review several documentary films about people with disabilities and to post their reviews on the clinic's online discussion board.

I use this form (along with my university's standardized evaluation of teaching form) to have students evaluate the clinic that I teach at the end of the semester. I distribute the form approximately one week before the last class of the semester, and ask students to complete it and return it to the clinic's secretary before the final class of the semester.

I use this (fictional) transcript of an initial client interview to get students thinking and talking about the component parts of an initial client interview and how an initial client interview might best be structured. I ask students to read the transcript before class and make an outline of what the interviewer is doing at different points in the interview. In class, I recruit students to read multiple parts of the transcript out loud, with breaks in the action to discuss what the interviewer is doing and how it might be done differently. The interview focuses on disability-based housing discrimination but no prior knowledge of disability or Disability Rights Law is needed for students to understand what's going on.

I use this Jeopardy!-style game to test, reinforce, and enhance students' understanding of Disability Rights Law. Playing the game and discussing the answers takes about one hour. I use a free online multiplayer buzzer system that requires students to respond to questions by typing their answers into a text entry field (www.cosmobuzz.net). I give students plenty of time to answer each question and award points for all correct answers. At the end of the game, I award a prize to the winning student (e.g. a Starbucks gift card). I haven't uploaded the answer key here because I don't want students to see the correct answers online; feel free to email me at david.moss@wayne.edu for a copy of the answer key.

I use this Jeopardy!-style game to test, reinforce, and enhance students' understanding of Social Security Law. Playing the game and discussing the answers takes about one hour. I use a free online multiplayer buzzer system that requires students to respond to questions by typing their answers into a text entry field (www.cosmobuzz.net). I give students plenty of time to answer each question and award points for all correct answers. At the end of the game, I award a prize to the winning student (e.g. a Starbucks gift card). I haven't uploaded the answer key here because I don't want students to see the correct answers online; feel free to email me at david.moss@wayne.edu for a copy of the answer key.

I use this Jeopardy!-style game to test, reinforce, and enhance students' understanding of Special Education Law. Playing the game and discussing the answers takes about one hour. I use a free online multiplayer buzzer system that requires students to respond to questions by typing their answers into a text entry field (www.cosmobuzz.net). I give students plenty of time to answer each question and award points for all correct answers. At the end of the game, I award a prize to the winning student (e.g. a Starbucks gift card). I haven't uploaded the answer key here because I don't want students to see the correct answers online; feel free to email me at david.moss@wayne.edu for a copy of the answer key.

(This case study was added to OER Commons as one of a batch of over 700. It has relevant information which may include medical imagery, lab results, and history where relevant. A link to the final diagnosis can be found at the end of the case study for review. The first paragraph of the case study -- typically, but not always the clinical presentation -- is provided below.)

A 37-year-old man presented with a 2-month history of headache and balance impairment. He also complained of nausea and two episodes of vomiting a few days before admission. His past medical history was unremarkable. Neurological examination showed mild left sided ataxia.

This game is designed to test, reinforce, and enhance students' understanding of Social Security Law. I've used it in several different ways: as a game that students play in class, with a prize for the winning student or team (playing the game and discussing the correct answers takes about one hour of class time); as a closed-book quiz that students take in class, followed by discussion of the correct answers (again, about one hour of class time); and as an open-book assignment that students complete before class, followed by discussion of the correct answers in class (about 30 minutes of class time).

This game is designed to test, reinforce, and enhance students' understanding of Special Education Law. I've used it in several different ways: as a game that students play in class, with a prize for the winning student or team (playing the game and discussing the correct answers takes about one hour of class time); as a closed-book quiz that students take in class, followed by discussion of the correct answers (again, about one hour of class time); and as an open-book assignment that students complete before class, followed by discussion of the correct answers in class (about 30 minutes of class time).

I use this exercise to introduce myself to students and to get them thinking and writing about basic interviewing skills such as asking open and closed questions and using active and passive listening techniques. Students read (fictional) transcripts of two interviews. I ask them to explain in writing which interviewer did a better job and to provide at least three examples of what the interviewers did or didn’t do that made one interview better than the other, with citations to relevant line numbers from the transcripts.