This is the visual component of my presentation at Ivy Tech's 2011 Adjunct Faculty Conference. I was encourage by one campus' Executive Director to research mental health resources in the six counties of Ivy Tech's Kokomo Region. This presentation was inspire by that initial exploration.
This "digital show program" was for the Ivy Players' theatre production of Jane Martin's romantic comedy, "Jack and Jill." Due to cast turnaround and an effort to green campus activities, I opted to create this digital program in lieu of paper versions. This had the added benefit of highlighting Psi Iota Xi Auditorium's technology (large screen and digital projector) and its potential as a rented space for theatre companies and event coordinators.
The flyer (first slide) was designed by an Ivy Tech student, as part of the Ivy Players' effort to create gradable material for professors outside of the theatre discipline. The flyer represents one of 15 created by a class in Graphic Design.
Psi Iota Xi Auditorium was renovated in 2010. Photographs, unless otherwise noted, are my own or in the public domain. Other materials are provided courtesy of Ivy Tech Office of Marketing and Communications, Kokomo Region.
This "digital show program" was for the Ivy Players' theatre production of Jane Martin's romantic comedy, "Jack and Jill." Due to cast turnaround and an effort to green campus activities, I opted to create this digital program in lieu of paper versions. This had the added benefit of highlighting Psi Iota Xi Auditorium's technology (large screen and digital projector) and its potential as a rented space for theatre companies and event coordinators.
The flyer (first slide) was designed by an Ivy Tech student, as part of the Ivy Players' effort to create gradable material for professors outside of the theatre discipline. The flyer represents one of 15 created by a class in Graphic Design.
Psi Iota Xi Auditorium was renovated in 2010. Photographs, unless otherwise noted, are my own or in the public domain. Other materials are provided courtesy of Ivy Tech Office of Marketing and Communications, Kokomo Region.
Challenges and Strategies for Promoting Awareness of Open and Accessible Educ...Una Daly
Challenges and Strategies for Promoting Awareness of Open and Accessible Educational Resources
Time: Tuesday, March 11, 6:00 pm (GMT), 2:00 pm (EDT), 11:00 am (PDT)
This webinar focuses on creating awareness of the need for open and accessible educational resources to improve learning outcomes for all students regardless of disabilities. Sharing the struggles that college students with disabilities face, efforts by the National Federation of the Blind, MERLOT (Multimedia Educational Resource for Learning and Online Teaching), the California State University system, and the OpenCourseWare Consortium to enhance educational experiences for all learners will be highlighted.
Learn about the range of accessibility issues that need to be addressed and the open educational services that can enable the OER community to provide more accessible educational resources and services. Presenters will invite the audience to join in an online community for sharing accessibility expertise and the discovery and delivery of open educational resources.
Presenters:
• Anne Taylor, Director of Access Technology, National Federation of the Blind, United States
• Gerry Hanley, Assistant Vice Chancellor, Academic Technology Services, California State University system and Executive Director of MERLOT.
• Una Daly, Community College Outreach Director at the OpenCourseWare Consortium
Dissertation Defense: An Exploration of the Lived Experiences of College Stud...Jackie Koerner
My dissertation defense of An Exploration of the Lived Experiences of College Students with Disabilities
The purpose of this qualitative study was to investigate the experiences of students with disabilities during attendance at four-year degree granting higher education institutions.
While society has greatly progressed from lifetime institutionalization of individuals with disabilities, the focus now needs to include supporting rights and integrating individuals with disabilities into the community so they may fulfill their ideal roles within society. The benefits of including students with disabilities in the higher education environment reach beyond the individuals themselves. Students with disabilities can achieve success in higher education; society on the whole, however, needs to support their needs as learners.
This is the main bulk of my EPQ which gained an A grade at A Level. There are other bits, such as a log, reflection and several appendices, but this is the main bulk of it
Intellectual Disability Essay
Reflection On Disability
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Essay about Disability Rights
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Challenges and Strategies for Promoting Awareness of Open and Accessible Educ...Una Daly
Challenges and Strategies for Promoting Awareness of Open and Accessible Educational Resources
Time: Tuesday, March 11, 6:00 pm (GMT), 2:00 pm (EDT), 11:00 am (PDT)
This webinar focuses on creating awareness of the need for open and accessible educational resources to improve learning outcomes for all students regardless of disabilities. Sharing the struggles that college students with disabilities face, efforts by the National Federation of the Blind, MERLOT (Multimedia Educational Resource for Learning and Online Teaching), the California State University system, and the OpenCourseWare Consortium to enhance educational experiences for all learners will be highlighted.
Learn about the range of accessibility issues that need to be addressed and the open educational services that can enable the OER community to provide more accessible educational resources and services. Presenters will invite the audience to join in an online community for sharing accessibility expertise and the discovery and delivery of open educational resources.
Presenters:
• Anne Taylor, Director of Access Technology, National Federation of the Blind, United States
• Gerry Hanley, Assistant Vice Chancellor, Academic Technology Services, California State University system and Executive Director of MERLOT.
• Una Daly, Community College Outreach Director at the OpenCourseWare Consortium
Dissertation Defense: An Exploration of the Lived Experiences of College Stud...Jackie Koerner
My dissertation defense of An Exploration of the Lived Experiences of College Students with Disabilities
The purpose of this qualitative study was to investigate the experiences of students with disabilities during attendance at four-year degree granting higher education institutions.
While society has greatly progressed from lifetime institutionalization of individuals with disabilities, the focus now needs to include supporting rights and integrating individuals with disabilities into the community so they may fulfill their ideal roles within society. The benefits of including students with disabilities in the higher education environment reach beyond the individuals themselves. Students with disabilities can achieve success in higher education; society on the whole, however, needs to support their needs as learners.
This is the main bulk of my EPQ which gained an A grade at A Level. There are other bits, such as a log, reflection and several appendices, but this is the main bulk of it
Intellectual Disability Essay
Reflection On Disability
Disability in the Workplace Essay
Living with a Disability Essay example
Disability Essay examples
Essay about Disability Rights
Essay On Disability Insurance
What Is Generosity Essay
Essay about Health and Wellbeing
Definition Essay
IDEA Definition Essay
Defining Myself Essay
Definition Essay
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Definition Essay On Helping
Defining Literature Essay
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Essay on The Meaning of Life
Definition Essay
Family Definition
At EQuality Training we have used the following guidelines to promote awareness of disability issues through the use of respectful language. It demands an intentional and deliberate change by the speaker to stop the perpetuation of wrong assumptions about difference. The adoption of these guidelines should help to challenge thinking that creates discrimination, as it promotes a responsibility to accept difference, rather than shift the individual blame for it onto members of certain groups.
Being in a diverse environment allows one to distinguish the simi.docxrichardnorman90310
Being in a diverse environment allows one to distinguish the similarities and differences between oneself and others around them. Within the module overview, it stated, The United States was founded on principles of equality and opportunity for all citizens, but in practice, some groups of citizens have encountered different treatment, which has resulted in less-than-equal opportunities (Hobbs, 2015). In grade schools, most children without intellectual disabilities often see themselves as “normal” students. Students have questioned the inclusion of persons with disabilities in public schools, but should they not be given the same chance as others? We all are humans. However, some students do not understand diversity or how to accept some of the physical differences such as varying abilities. Because of that, students with learning disabilities may face many barriers because of discriminatory practices and beliefs (LDA0, 2020). It is important, not only for children but for adults, to understand and accept diversity in any form whether it is physical or social. Furthermore, diversity among people with varying abilities will be examined in depth through the four lenses of general education. We will explore the history of intellectual disabilities, some causes of intellectual disabilities how persons with disabilities differ in values and culture, and most of all how the disabilities affect the persons daily within society.
HISTORY
Many years ago, there was a stigma of persons with intellectual disabilities. People feared them and often mistreated them because they were different. They were called many names that belittled them and degraded them as humans. They were placed in centers secluded from the world. During the 19th century, institutions were developed, and influential people adopted the concept of care and education provisions for persons with intellectual disabilities. The idea of the institutions was not all great, yet it carried on to the 20th century. In 1966, there was a publication of a photograph album that was very dehumanizing, displaying intellectually handicapped and mentally ill persons in isolation. “They showed pictures of adults and children naked or dressed in inappropriate clothes of the cheapest quality; closed in isolated rooms without handles” (Zakrzewska-Manterys,2015). Years later Dr. Wolf Wolfensberger exposed the idea of Normalization. Dr. Wolfensberger’s Normalization principle concentrated on improvement within the lives of the people who were known as mentally retarded. Normalization began in Scandinavian countries but Wolfensberger decided to take on the principle and teach about it amongst the North American people. From the years 1945 until 1975 were called the “Golden Age”. This during the segregation police which fostered the acceptance, social integration, and inclusion of persons with disabilities (Zakrzewska-Manterys, 2015). Throughout time the services for intellectual disabilities have ch.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
9. KEY TERMS Disability Accommodation Compliance Disclosure Inclusion The Rehabilitation Act (1973) – Section 504 The Americans with Disabilities Act (1990)
10. DISABILITY “The inability to engage in any substantial gainful activity by reason of any medically determinable physical or mental impairment which can be expected to result in death or which has lasted or can be expected to last for a continuous period of not less than 12 months.” SOURCE: United States Code of Federal Regulations (42 U.S.C. 423)
12. Myths about Disability Please see “Dispelling Myths about People with Disabilities” in the packet you will receive after this presentation. For now…
14. 2 More Myths about Disability Myth #1 An individual with a disability has a “people.” They identify with other individuals who have the same disability. They also identify more easily with other disabled people than those who are not disabled.
15. 2 More Myths about Disability Myth #1 An individual with a disability has a “people.” FACT: Each individual experiences disability differently. Disabled people value family, role models, friends, educators, and community leaders exactly the same way as someone who is not disabled.
16. 2 More Myths about Disability Myth #2 A disabled student has “educational boundaries.”
17. 2 More Myths about Disability Myth #2 A disabled student has “educational boundaries.” FACT: All people learn in different ways, and employ different learning styles. A disability may prevent the employment of some learning styles. However, it is just as likely that a disabled student has found alternative learning styles, and is, as a result, more cognizant of her/his unique learning process!
18. When these myths are confronted… Disability begins to sound more like…
19. When these myths are confronted… Disability begins to sound more like… Difference!
24. Other kinds of difference Race Gender Religion Sexual Orientation
25. Other kinds of difference Race Gender Religion Sexual Orientation Ethnicity
26. Other kinds of difference Race Gender Religion Sexual Orientation Ethnicity Nationality and Citizenship
27. Other kinds of difference Race Gender Religion Sexual Orientation Ethnicity Nationality and Citizenship Age
28. Other kinds of difference Race Gender Religion Sexual Orientation Ethnicity Nationality and Citizenship Age Economic Class
29. Other kinds of difference Race Gender Religion Sexual Orientation Ethnicity Nationality and Citizenship Age Economic Class Educational Background
30. If we perceive disability as difference, the idea of having disabled students in our classrooms should seem a lot less daunting!
31. What do we losewhen we buy into the “myths” about Disability?
32. What do we losewhen we buy into the “myths” about Disability? A realization…
33. What do we losewhen we buy into the “myths” about Disability? Realization… The skills students bring to the classroom are not solely the result of previous education. They are also formed from life experiencesthat are entirely unique to them as individuals!
34. What do we losewhen we buy into the “myths” about Disability? Enrichment…
35. What do we losewhen we buy into the “myths” about Disability? Enrichment… Disability is notinability!Rather, under the right circumstances it can be the development of different abilities -- through compensation, ingenuity, and the self-conscious process of acquiring new learning skills.
36. What do we losewhen we buy into the “myths” about Disability? Improvement…
37. What do we losewhen we buy into the “myths” about Disability? Improvement… A classroom in which the “myths” are dispelled is an environment of acceptance – that is, inclusion. The door opens for the professor to become engaged with each student’s overall education, not just her/his capacity to do well in that class.
38. What do we losewhen we buy into the “myths” about Disability? Safety…
39. What do we losewhen we buy into the “myths” about Disability? Safety… When differences like disability are met with acceptance, students who are in need of accommodations (adjustments to assignments, tests, and classroom environment) may feel more confident and less stigmatized when contacting the campus’ Office of Disability Support Services.
40. What do we losewhen we buy into the “myths” about Disability? Safety… In this environment of inclusion, a student with a mental health issue or other problem is more likely to turn to the professor for contact information, including Addiction Treatment Centers Counselors/Therapists Abuse Intervention Programs Suicide Prevention Services
43. Definitions Disability Like such factors as race, gender, ethnicity, and sexual orientation, disability is best described simply as difference. It should never be confused with “inability.” Disability is part of a student’s background, allowing for the development of unique life and self-conscious learning skills.
45. Definitions Inclusion Inclusion is essential for a safe, trusting environment. It maximizes student-professor and student-student communication. It creates a classroom that allows but does not coerce disclosure of personal background. It allows disability (and other factors such as race, gender, beliefs, and background) to become a vital part of both teaching and self-conscious learning. Inclusion recognizes difference as a bridge instead of a boundary.
47. Disclosure, Accommodations, and Compliance Disclosure Communicating that you (as in the student or instructor) has a disability. It does not necessarily mean you are communicating the nature of that disability (diagnosis, symptoms, treatment, prognosis).
49. Disclosure, Accommodations, and Compliance Accommodations Alterations to the delivery, review, or testing of course material. Accommodations do not change the course material, only how it is disseminated. Accommodations are given to the professor, in a general form, by the Disability Support Services (DSS) Coordinator. The task of the professor is to make accommodations relevant and concrete with regard to the course material. Accommodations do not give advantage to a disabled student. It enables them to have the same learning opportunities as the other students in the class.
50. Disclosure, Accommodations, and Compliance Compliance The professor’s task when working with a disabled student. By being “in compliance,” the professor is working in accordance with college policy and procedures, as well as state and federal laws, that deal with disability.
52. So…what are these laws? The Rehabilitation Act (1973) Section 504: “No otherwise qualified individual with a disability in the United States . . . shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance.” IVY TECH PROFESSORS ARE DIRECTLY ACCOUNTABLE!
53. So…what are these laws? The Americans with Disabilities Act (1990) Title II: Prohibits disability discrimination by all public entities at the local (such as school district, municipal, city, county) and state level. Title III: Requires that “practicable accommodations,” in the form of physical alterations to all private and public buildings and areas, be made to allow access by the physically disabled.
54. So…what are these laws? Again… IVY TECH PROFESSORS ARE DIRECTLY ACCOUNTABLE! What’s more… These two laws (RA and ADA) work in tandem with one another – they are enforced equally, and they in no way cancel out one another under any circumstances.
56. How do these things apply to my classroom? Disability is built into our language in pervasive ways.
57. How do these things apply to my classroom? Disability is built into our language in pervasive ways. Disclosure is often an eventuality when professors are seen as caring, attentive, and engaged in the student’s long term goals.
58. How do these things apply to my classroom? Disability is built into our language in pervasive ways. Disclosure is often an eventuality when professors are seen as caring, attentive, and engaged in the student’s long term goals. The number of disability disclosures in classrooms – particularly for Post-Traumatic Stress Disorder (PTSD), Learning Disabilities (such as ADD), and Psychological Disorders appear to be on the rise.
59. How do these things apply to my classroom? AS A PROFESSOR, YOU WILL OFTEN FIND YOU ARE THE “FIRST CONTACT” FOR STUDENT DISABILITY DISCLOSURE… NOT DSS!
60. The Language of Disability When speaking about a diagnosed disability, student will say things like… “I have a disability.” “I have a learning disability.” “I am collecting disability.” “I’m trying to get disability.” “I have a problem/some issues.” “I have a ‘health problem’.” “I have some psychological issues.” “I have a mental health issue.” “I need ‘help’.” “I have anxiety” (as opposed to “I’m worried” or “I’m frustrated” or “I’m panicking”). “I’m Learning Disabled/LD.”
61. The Language of Disability When speaking about a learning block, challenge, or difficulty (not necessarily a diagnosed disability), students will say things like… “I’m kind of/a little ‘ADD’ today” “I’m really ‘OCD’ about this” “That gave me a panic attack” “I’m a little LD today”
62. The Language of Disability Ways in which words related to “Disability” are used pervasively and disparagingly in our culture… “You’re/That’s retarded.” “Did you take the little bus to school?” “That’s/You’re special, like little bus special.” “You’re crazy” “You’re unbalanced.” “You need help/Get help.”
63. What do we lose when we buy into myths and assumptions? 1) The skills students bring to the classroom are not solely the result of previous education. They are also formed by life experience that is entirely unique to them as individuals. 2) Disability is not just about accommodation, but the development of different abilities by the student necessary to overcome the disability. 3) The necessary disclosure of a disability can only happen in an environment of acceptance, in which the professor recognizes and is engaged in the student’s overall education, not just her/his capacity to do well in the professor’s class. 4) A classroom environment that is accepting of difference requires a deeper level of accountability from both professors and students. 5) While disabilities disclosed to a professor cannot, under any circumstance, be revealed to other students by the professor, the disclosure of a professor’s disability can enable deeper avenues of communication, engender trusting relationships, and open the door for the modeling of alternative learning methods. 6) When a disability, especially an untreated mental health problem, is disclosed to a professor, contact information about mental health treatment facilities, made available to the student, could save a college career, a close relationship, even a life!
64. CONCLUDING THOUGHTS A professor is a model to the student – a model of a teacher and a learner. The deeper the disclosure on the part of the professor, the better able her/his students are able to see how s/he went through the education process! Perhaps “differently-abled,” despite the ambivalence it’s been met with by many communities of disabled, most neutral, most descriptive, most inclusive way of thinking about disability. As a professor, I find the disclosure of my Tourettes to my students is a humanizing factor. The ground is more even. When I invite questions of any kind, communication becomes more relaxed, curiosity is peaked, and an environment of acceptance (inclusion), trust, and even humor immediately becomes possible.
65. CONCLUDING THOUGHTS Ivy Tech’s ADA STATEMENT (for Syllabi): “Ivy Tech Community College seeks to provide reasonable accommodations for qualified individuals with documented disabilities. If you need an accommodation because of a documented disability, please contact the Office of Disability Support Services. If you will require assistance during an emergency evacuation, notify your instructor immediately. Look for evacuation procedures posted in your classroom.”
66. CONCLUDING THOUGHTS My Additional Note on Disability (in Syllabi): “As a disabled employee of the College (I have Tourette Syndrome), I am very open to discussing disability issues with you and working with you to help resolve such issues. However, under federal law, you are NOT required to disclose the nature of your disability to me, under any circumstances! It is very important that you know your rights under the Rehabilitation and Americans with Disabilities Acts, and I am more than happy to direct you to the appropriate resources.”