Through Children’s Eyes is a program designed to educate today’s youth about people with disabilities, the impact of inaccessible environments and proactive ways of dealing with these issues for a more accessible future. The program, initially developed and implemented by Ken Sider, Riverside Elementary School Teacher in Oneonta, NY and Don Wyckoff, Architectural Barrier Specialist at the Catskill Center for Independence, is a comprehensive ongoing disability awareness program. Through Children’s Eyes connects existing New York State curriculum to an experiential component designed to engender empathy as opposed to sympathy regarding people with disabilities. One of its goals is to turn passive awareness of a problem into action plans that result in positive perceptual and behavioral changes among students, as well as staff. In so doing, the result has lead and will continue to lead to better informed citizens prepared to acknowledge and stand up for the rights of people with disabilities; making our communities and our future more accessible.
This program has been replicated at other schools in New York State and beyond and was featured in the National Council on Social Studies (NCSS) Young Learner Magazine. To learn more about how it can be replicated in your school or for additional information about the program
The document discusses 5 keys to disability awareness:
1) It introduces Finny, a fictional miniature horse used to represent people with disabilities and raise awareness of disability concepts.
2) It explains that miniature horses and service dogs are the only animals allowed to assist people with disabilities according to the ADA.
3) It hopes the zine's use of horses will increase understanding of disability awareness and its key concepts.
The document summarizes education and encouragement efforts to promote pedestrian and bicyclist safety in Tampa Bay. It describes WalkWise Tampa Bay and Tampa BayCycle, which provide safety education to citizens and visitors through presentations using interactive technologies. Key findings show these presentations significantly increase safety knowledge as demonstrated by improved responses to questions before and after the presentations. The efforts have been successful due to their interactive nature, knowledgeable presenters, customization options, and use of pledges to encourage safe behaviors.
This document discusses experiential learning and community service-learning goals. It outlines concepts like sustainability, civic engagement, social justice, and servant leadership. It provides examples of service-learning opportunities like an after-school program, alternative spring break trips, and internships. Community partners are mentioned along with the roles of the community service-learning office in coordinating programs and placements. Questions from participants are solicited at the end.
CLP Presentation - Experiential Learning in Practice - 2-17-15Sean Gallagan, Ph.D.
The document discusses experiential learning and two examples of experiential learning programs - George T. Baker Aviation Technical College and iTech @ Thomas A. Edison Educational Center. It provides details on the programs, including what is taught, challenges and successes of the programs, and how they apply experiential learning theories.
The document describes a dual-language accelerated learning model for higher education. It discusses the need for such a model to increase access to higher education for Latinos in the US. The model provides an immersive education in both English and Spanish that allows students to take more credits per semester and balance work, study, and personal responsibilities. An implementation of the model at a university center in Orlando, Florida is also described, including growth in enrollment and positive student evaluations of the program.
1. The document discusses experiential learning in 3D multi-user virtual environments (MUVEs) such as Second Life. It describes how MUVEs allow simultaneous participation, interaction, avatar representation, and collaboration between users.
2. The model of learning in a MUVE involves identity construction, a sense of presence, and geographically independent collaboration. Educational activities include tutorials, exhibits, role plays, and more.
3. MUVEs can represent many discipline areas and instructional design must consider the subject matter and pedagogical approach. Design principles include clear objectives, ongoing assessment, and prioritizing student needs. Constructivism is a key learning theory for MUVEs.
The Center for Experiential Learning (CFEL) provides novel experiences where participants must work together with equal knowledge on unfamiliar challenges. This develops relationships and communication skills faster than normal conditions. The unfamiliar tasks place people in an unbalanced state where they cannot rely on status or experience, focusing instead on problem solving and leadership skills. The experience allows participants to demonstrate typical behaviors and receive feedback in a safe environment to improve personal and professional skills through experiential learning.
The document discusses 5 keys to disability awareness:
1) It introduces Finny, a fictional miniature horse used to represent people with disabilities and raise awareness of disability concepts.
2) It explains that miniature horses and service dogs are the only animals allowed to assist people with disabilities according to the ADA.
3) It hopes the zine's use of horses will increase understanding of disability awareness and its key concepts.
The document summarizes education and encouragement efforts to promote pedestrian and bicyclist safety in Tampa Bay. It describes WalkWise Tampa Bay and Tampa BayCycle, which provide safety education to citizens and visitors through presentations using interactive technologies. Key findings show these presentations significantly increase safety knowledge as demonstrated by improved responses to questions before and after the presentations. The efforts have been successful due to their interactive nature, knowledgeable presenters, customization options, and use of pledges to encourage safe behaviors.
This document discusses experiential learning and community service-learning goals. It outlines concepts like sustainability, civic engagement, social justice, and servant leadership. It provides examples of service-learning opportunities like an after-school program, alternative spring break trips, and internships. Community partners are mentioned along with the roles of the community service-learning office in coordinating programs and placements. Questions from participants are solicited at the end.
CLP Presentation - Experiential Learning in Practice - 2-17-15Sean Gallagan, Ph.D.
The document discusses experiential learning and two examples of experiential learning programs - George T. Baker Aviation Technical College and iTech @ Thomas A. Edison Educational Center. It provides details on the programs, including what is taught, challenges and successes of the programs, and how they apply experiential learning theories.
The document describes a dual-language accelerated learning model for higher education. It discusses the need for such a model to increase access to higher education for Latinos in the US. The model provides an immersive education in both English and Spanish that allows students to take more credits per semester and balance work, study, and personal responsibilities. An implementation of the model at a university center in Orlando, Florida is also described, including growth in enrollment and positive student evaluations of the program.
1. The document discusses experiential learning in 3D multi-user virtual environments (MUVEs) such as Second Life. It describes how MUVEs allow simultaneous participation, interaction, avatar representation, and collaboration between users.
2. The model of learning in a MUVE involves identity construction, a sense of presence, and geographically independent collaboration. Educational activities include tutorials, exhibits, role plays, and more.
3. MUVEs can represent many discipline areas and instructional design must consider the subject matter and pedagogical approach. Design principles include clear objectives, ongoing assessment, and prioritizing student needs. Constructivism is a key learning theory for MUVEs.
The Center for Experiential Learning (CFEL) provides novel experiences where participants must work together with equal knowledge on unfamiliar challenges. This develops relationships and communication skills faster than normal conditions. The unfamiliar tasks place people in an unbalanced state where they cannot rely on status or experience, focusing instead on problem solving and leadership skills. The experience allows participants to demonstrate typical behaviors and receive feedback in a safe environment to improve personal and professional skills through experiential learning.
These are the slides I used for my presentation at the JALT PANSIG 2016 where I talked about my current research project: Kotoba Rollers. This project is based on the idea of using board games as a teaching tool for second language acquisition inspired heavily by the works of Sykes and Reinhardt and the Brooklyn Game Lab.
For more info, please check my blog:
http://blog.kotobaminers.org
This document summarizes Kazimierz Dabrowski's research on the relationship between exceptional abilities and mental health. Dabrowski conducted tests in 1962 on gifted students in art colleges and high-achieving high school students, comparing them to those with intellectual deficiencies. He found that nearly half of the gifted students did not have adequately dynamic inner psychic experiences and did not engage in self-directed development. For those with weak inner experiences, hysteria and neurasthenia were more common disintegration types, while those with developed inner lives showed anxiety, phobias, and psychostenia. Dabrowski introduced new understandings of terms like mental health and nervousness, seeing them as potentially positive symptoms of
Exploring Experiential Learning Activities: Simulations, Role Play, and Real ...Franzi Ng
1. Courses that require applying theoretical concepts to practical situations, such as business, healthcare, social work, and education. Experiential activities like simulations, role plays, and real-world projects help students practice applying concepts.
2. Topics that involve interpersonal skills, decision-making, teamwork, leadership and communication. Experiential approaches provide opportunities for students to develop and practice these skills in a low-stakes environment.
3. Subjects that involve processes or systems that are difficult to understand from descriptions alone. Hands-on activities through simulations, experiments, or field experiences
Using the experiential learning cycle to promote reflectionIvan Aguilar
1. The document describes the experiential learning cycle and how it can be used to promote reflective teaching. The cycle involves having a learning experience, observing and describing it, analyzing it, and creating an action plan.
2. As an example, participants in a workshop observe a classroom lesson on video and take notes without adding their own reactions. They then compare notes and analyze what helped or hindered student learning to create an action plan for improving instruction.
3. The experiential learning cycle can be applied to a variety of learning experiences beyond classroom observations. It encourages teachers to reflect critically on their practice in order to improve.
This document describes an experiential learning program for English language learners. The 4-week program meets 3 hours per day for classes in Experiential Learning 1 (CLB 7) and Experiential Learning 2 (CLB 9). Students set a communication goal, create a learning plan, and complete projects involving research, authentic communication activities, and reflection. Class time focuses on planning goals, researching language and culture, communicating in real contexts, and continuous learning strategies. Students are assessed through project work, an oral presentation, and a written reflection. Student reflections indicate learning about language, culture, themselves, and their own learning processes through experiential activities outside of class.
The document discusses how disability has traditionally been viewed negatively, including as objects of pity, burden, menace, dread, ridicule, subhuman, sick, childlike, holy innocent, and sexual deviate. However, it also presents more positive ways to view disability, such as recognizing inherent strengths, having great expectations, fostering relationships, acknowledging positive contributions, supporting full citizenship, and allowing choices to promote self-determination. The overall message is that disability has often been devalued but can instead be viewed in an affirming way that focuses on positive values and images.
This document provides information and guidance on disability awareness training. It discusses why institutions should make themselves accessible to people with disabilities from institutional, economic, and legal perspectives. It defines disability from a social model perspective and discusses invisible disabilities. It also covers communication strategies, welcoming different groups with disabilities, accessibility design, accommodations, and the accessible web. The overall goal is to promote inclusion and equal opportunities for people with disabilities.
This document provides information about a disability awareness course, including its aims, objectives, structure, and assessment methods. The course aims to develop knowledge of disability awareness and covers topics like the meaning of disability, attitudes and barriers faced, and the social model of disability. The qualification is awarded by Education Development International, comprises one unit, and involves flexible workshop and online sessions as well as a final multiple choice assessment.
Engage students with experiential learning in your classroomSean Glaze
A how-to interactive training for teachers to help them learn how to use experiential learning in their classroom. Easy and fun activities that they can immediately apply after the training event to engage students
The document describes the author's experiential learning journey in technology entrepreneurship and engineering education. It outlines the author's experiences working at an innovation foundation and technology incubator, earning a PhD focused on technology entrepreneurship, and teaching related topics. It also discusses lessons learned around entrepreneurship education, the value of experiential learning activities like international experiences and hackathons, and tools for reflection like journaling and the creative problem solving process. The overall journey and lessons highlight the importance of hands-on, reflective learning for developing entrepreneurial skills.
Outlife - Outbound Training - Team building - Employee Engagement - Experient...Diyanat Ali
Outlife is a Experiential Learnign Specialist in India offering Outbound Training, Team Building, Employee Engagement to assist businesses leverage their fullest human potential.
We employ blended learning with experiential and adult learning methodologies that incorporate Outbound Training, Adventure based learning, Sports Based Learning, Management Development Programs and Team Building Games and Team Activities. Our core focus is to deliver on learning's and values that can be applied back at the workplace
The Outlife team consists of India's best corporate trainers and facilitators from the fields of Human Resources, Behavioral Studies, Psychology and Adventure/Outdoors. The certified and experienced trainers and facilitators help the participants to connect and correlate the learning's in the activity debrief to organisational goals and workplace issues.
Outlife offers its services in Hyderabad, Bangalore, Chennai, Pune, Mumbai and Delhi
visit us at www.outlife.in
call us on 7729988781
Theory Of Experiential Learning Fields[1]Vida Williams
The document discusses experiential learning theory. It defines experiential learning as learning through hands-on experience rather than passive learning. David Kolb's model of experiential learning involves four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. Kolb also identified four learning styles: diverging, assimilating, converging, and accommodating. Experiential learning has benefits like increased motivation and the ability to acquire durable knowledge through self-initiated learning.
This document discusses several theories of experiential learning including those proposed by Kolb, Knowles, Mezirow, Tough, Dewey, Lewin, Piaget, Jung, Freire and others. It outlines Kolb's model of experiential learning and the four stages of his learning cycle. It also notes that critics argue Kolb's theory is too rigid and lacks evidence from other tools. The document aims to explain experiential learning theories to participants.
The document discusses experiential learning, which involves students learning through experience rather than traditional instruction. Experiential learning aims to increase knowledge, develop skills, and clarify values through hands-on experiences supported by reflection. It involves carefully chosen experiences that require students to take initiative, make decisions, and be accountable. The teacher takes a less central role, instead identifying engaging experiences for students to commit to and explaining the purpose of experiential learning. Students are involved in practical, social, and personal problems, with freedom allowed as long as they progress in learning and are open to change through self-evaluation.
We are students in our 2nd year of a BA (Hons) Professional Studies in Education. As a class we were asked to act as a 'community of practice' to explore different teaching and learning theories, the result was this presentation. Thank you Ann for inspiring us and getting us started.
This document discusses experiential learning and its application in the 21st century classroom. It outlines Carl Rogers' distinction between cognitive and experiential learning, with experiential learning involving applying knowledge through doing. The principles of experiential learning are described, including that learning occurs through relevance, self-organization, and being non-threatening. An experiential learning cycle is presented involving planning, doing, and reviewing. The role of the teacher as a facilitator is explored, and considerations for a student-centered, experiential curriculum are provided.
Video here - https://www.youtube.com/watch?v=6fm_rzIL8gA
The Technology Committee of the Clinical Section continues its Webinar series on Tuesday with a webinar about CALS's A2J Author technology.
So you say you want to teach your students using experiential learning, expose them to technology worthy of modern law practice AND increase their awareness of the access to justice gap? With the Center for Computer-Assisted Legal Instruction’s (CALI) A2J Author, you can do this. A2J Author is a web-based tool that lets lawyers automate legal processes or court forms without having to learn to program. It has been used by legal aid and courts to automate over 1000 forms and processes and has been used by SRLs (self-representing litigants) over 3 1/2 million times ... and .... it's free for US law schools to use in their courses.
During the AALS Clinical Section Technology Committee’s upcoming Technology Tuesdays Webinar on March 14, from 4-5 p.m. EST, John Mayer, CALI's Executive Director will demo A2J Author and talk about how it has been used in legal education courses covering a variety of legal subject areas. A2J Author is also an ideal platform for rapid deployment of automation to assist in immigration and hackathon events. Come learn about CALI's best kept secret.
Computer hardware devices include webcams, scanners, mice, speakers, trackballs, and light pens. Webcams connect via USB or network and are used for video calls and conferencing. Scanners optically scan images and documents into digital formats. Mice are pointing devices that detect motion to move a cursor. Speakers have internal amplifiers and audio jacks. Trackballs contain ball and sensors to detect rotation for cursor movement. Light pens allow pointing directly on CRT displays.
Assistive devices &technology for peadiatric rehabilitationPOLY GHOSH
This document discusses assistive technologies that can help children with disabilities. It defines assistive technology and outlines its benefits, such as increasing independence and participation. Examples of assistive technologies are provided, including mobility devices, seating and positioning aids, prosthetics, and communication aids. The document also discusses challenges, evaluation processes, and how assistive technology can help support development in children with various conditions such as cerebral palsy. Case studies are presented to illustrate how specific assistive technologies can help children with different types of disabilities or congenital conditions.
This document outlines the requirements and content for the Disabilities Awareness Merit Badge. It discusses key terms like disability, accessibility, accommodation, and person-first language. It encourages scouts to learn about agencies that assist those with disabilities and opportunities for training, employment, and education. The document provides guidance on fulfilling requirements like discussing experiences with disabilities, planning activities to help others understand disabilities, assessing accessibility, advocating for disability rights, and exploring career opportunities in disability services. The overall content aims to educate scouts about disabilities and promote positive attitudes and inclusion.
These are the slides I used for my presentation at the JALT PANSIG 2016 where I talked about my current research project: Kotoba Rollers. This project is based on the idea of using board games as a teaching tool for second language acquisition inspired heavily by the works of Sykes and Reinhardt and the Brooklyn Game Lab.
For more info, please check my blog:
http://blog.kotobaminers.org
This document summarizes Kazimierz Dabrowski's research on the relationship between exceptional abilities and mental health. Dabrowski conducted tests in 1962 on gifted students in art colleges and high-achieving high school students, comparing them to those with intellectual deficiencies. He found that nearly half of the gifted students did not have adequately dynamic inner psychic experiences and did not engage in self-directed development. For those with weak inner experiences, hysteria and neurasthenia were more common disintegration types, while those with developed inner lives showed anxiety, phobias, and psychostenia. Dabrowski introduced new understandings of terms like mental health and nervousness, seeing them as potentially positive symptoms of
Exploring Experiential Learning Activities: Simulations, Role Play, and Real ...Franzi Ng
1. Courses that require applying theoretical concepts to practical situations, such as business, healthcare, social work, and education. Experiential activities like simulations, role plays, and real-world projects help students practice applying concepts.
2. Topics that involve interpersonal skills, decision-making, teamwork, leadership and communication. Experiential approaches provide opportunities for students to develop and practice these skills in a low-stakes environment.
3. Subjects that involve processes or systems that are difficult to understand from descriptions alone. Hands-on activities through simulations, experiments, or field experiences
Using the experiential learning cycle to promote reflectionIvan Aguilar
1. The document describes the experiential learning cycle and how it can be used to promote reflective teaching. The cycle involves having a learning experience, observing and describing it, analyzing it, and creating an action plan.
2. As an example, participants in a workshop observe a classroom lesson on video and take notes without adding their own reactions. They then compare notes and analyze what helped or hindered student learning to create an action plan for improving instruction.
3. The experiential learning cycle can be applied to a variety of learning experiences beyond classroom observations. It encourages teachers to reflect critically on their practice in order to improve.
This document describes an experiential learning program for English language learners. The 4-week program meets 3 hours per day for classes in Experiential Learning 1 (CLB 7) and Experiential Learning 2 (CLB 9). Students set a communication goal, create a learning plan, and complete projects involving research, authentic communication activities, and reflection. Class time focuses on planning goals, researching language and culture, communicating in real contexts, and continuous learning strategies. Students are assessed through project work, an oral presentation, and a written reflection. Student reflections indicate learning about language, culture, themselves, and their own learning processes through experiential activities outside of class.
The document discusses how disability has traditionally been viewed negatively, including as objects of pity, burden, menace, dread, ridicule, subhuman, sick, childlike, holy innocent, and sexual deviate. However, it also presents more positive ways to view disability, such as recognizing inherent strengths, having great expectations, fostering relationships, acknowledging positive contributions, supporting full citizenship, and allowing choices to promote self-determination. The overall message is that disability has often been devalued but can instead be viewed in an affirming way that focuses on positive values and images.
This document provides information and guidance on disability awareness training. It discusses why institutions should make themselves accessible to people with disabilities from institutional, economic, and legal perspectives. It defines disability from a social model perspective and discusses invisible disabilities. It also covers communication strategies, welcoming different groups with disabilities, accessibility design, accommodations, and the accessible web. The overall goal is to promote inclusion and equal opportunities for people with disabilities.
This document provides information about a disability awareness course, including its aims, objectives, structure, and assessment methods. The course aims to develop knowledge of disability awareness and covers topics like the meaning of disability, attitudes and barriers faced, and the social model of disability. The qualification is awarded by Education Development International, comprises one unit, and involves flexible workshop and online sessions as well as a final multiple choice assessment.
Engage students with experiential learning in your classroomSean Glaze
A how-to interactive training for teachers to help them learn how to use experiential learning in their classroom. Easy and fun activities that they can immediately apply after the training event to engage students
The document describes the author's experiential learning journey in technology entrepreneurship and engineering education. It outlines the author's experiences working at an innovation foundation and technology incubator, earning a PhD focused on technology entrepreneurship, and teaching related topics. It also discusses lessons learned around entrepreneurship education, the value of experiential learning activities like international experiences and hackathons, and tools for reflection like journaling and the creative problem solving process. The overall journey and lessons highlight the importance of hands-on, reflective learning for developing entrepreneurial skills.
Outlife - Outbound Training - Team building - Employee Engagement - Experient...Diyanat Ali
Outlife is a Experiential Learnign Specialist in India offering Outbound Training, Team Building, Employee Engagement to assist businesses leverage their fullest human potential.
We employ blended learning with experiential and adult learning methodologies that incorporate Outbound Training, Adventure based learning, Sports Based Learning, Management Development Programs and Team Building Games and Team Activities. Our core focus is to deliver on learning's and values that can be applied back at the workplace
The Outlife team consists of India's best corporate trainers and facilitators from the fields of Human Resources, Behavioral Studies, Psychology and Adventure/Outdoors. The certified and experienced trainers and facilitators help the participants to connect and correlate the learning's in the activity debrief to organisational goals and workplace issues.
Outlife offers its services in Hyderabad, Bangalore, Chennai, Pune, Mumbai and Delhi
visit us at www.outlife.in
call us on 7729988781
Theory Of Experiential Learning Fields[1]Vida Williams
The document discusses experiential learning theory. It defines experiential learning as learning through hands-on experience rather than passive learning. David Kolb's model of experiential learning involves four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. Kolb also identified four learning styles: diverging, assimilating, converging, and accommodating. Experiential learning has benefits like increased motivation and the ability to acquire durable knowledge through self-initiated learning.
This document discusses several theories of experiential learning including those proposed by Kolb, Knowles, Mezirow, Tough, Dewey, Lewin, Piaget, Jung, Freire and others. It outlines Kolb's model of experiential learning and the four stages of his learning cycle. It also notes that critics argue Kolb's theory is too rigid and lacks evidence from other tools. The document aims to explain experiential learning theories to participants.
The document discusses experiential learning, which involves students learning through experience rather than traditional instruction. Experiential learning aims to increase knowledge, develop skills, and clarify values through hands-on experiences supported by reflection. It involves carefully chosen experiences that require students to take initiative, make decisions, and be accountable. The teacher takes a less central role, instead identifying engaging experiences for students to commit to and explaining the purpose of experiential learning. Students are involved in practical, social, and personal problems, with freedom allowed as long as they progress in learning and are open to change through self-evaluation.
We are students in our 2nd year of a BA (Hons) Professional Studies in Education. As a class we were asked to act as a 'community of practice' to explore different teaching and learning theories, the result was this presentation. Thank you Ann for inspiring us and getting us started.
This document discusses experiential learning and its application in the 21st century classroom. It outlines Carl Rogers' distinction between cognitive and experiential learning, with experiential learning involving applying knowledge through doing. The principles of experiential learning are described, including that learning occurs through relevance, self-organization, and being non-threatening. An experiential learning cycle is presented involving planning, doing, and reviewing. The role of the teacher as a facilitator is explored, and considerations for a student-centered, experiential curriculum are provided.
Video here - https://www.youtube.com/watch?v=6fm_rzIL8gA
The Technology Committee of the Clinical Section continues its Webinar series on Tuesday with a webinar about CALS's A2J Author technology.
So you say you want to teach your students using experiential learning, expose them to technology worthy of modern law practice AND increase their awareness of the access to justice gap? With the Center for Computer-Assisted Legal Instruction’s (CALI) A2J Author, you can do this. A2J Author is a web-based tool that lets lawyers automate legal processes or court forms without having to learn to program. It has been used by legal aid and courts to automate over 1000 forms and processes and has been used by SRLs (self-representing litigants) over 3 1/2 million times ... and .... it's free for US law schools to use in their courses.
During the AALS Clinical Section Technology Committee’s upcoming Technology Tuesdays Webinar on March 14, from 4-5 p.m. EST, John Mayer, CALI's Executive Director will demo A2J Author and talk about how it has been used in legal education courses covering a variety of legal subject areas. A2J Author is also an ideal platform for rapid deployment of automation to assist in immigration and hackathon events. Come learn about CALI's best kept secret.
Computer hardware devices include webcams, scanners, mice, speakers, trackballs, and light pens. Webcams connect via USB or network and are used for video calls and conferencing. Scanners optically scan images and documents into digital formats. Mice are pointing devices that detect motion to move a cursor. Speakers have internal amplifiers and audio jacks. Trackballs contain ball and sensors to detect rotation for cursor movement. Light pens allow pointing directly on CRT displays.
Assistive devices &technology for peadiatric rehabilitationPOLY GHOSH
This document discusses assistive technologies that can help children with disabilities. It defines assistive technology and outlines its benefits, such as increasing independence and participation. Examples of assistive technologies are provided, including mobility devices, seating and positioning aids, prosthetics, and communication aids. The document also discusses challenges, evaluation processes, and how assistive technology can help support development in children with various conditions such as cerebral palsy. Case studies are presented to illustrate how specific assistive technologies can help children with different types of disabilities or congenital conditions.
This document outlines the requirements and content for the Disabilities Awareness Merit Badge. It discusses key terms like disability, accessibility, accommodation, and person-first language. It encourages scouts to learn about agencies that assist those with disabilities and opportunities for training, employment, and education. The document provides guidance on fulfilling requirements like discussing experiences with disabilities, planning activities to help others understand disabilities, assessing accessibility, advocating for disability rights, and exploring career opportunities in disability services. The overall content aims to educate scouts about disabilities and promote positive attitudes and inclusion.
This document discusses assistive technology and its importance for students with disabilities. It defines assistive technology as any item that helps increase, maintain, or improve the functions of individuals with disabilities. The document outlines laws like the ADA and IDEA that protect students' rights to assistive technologies. Common disabilities that may require assistive technology are also listed, along with professionals who can diagnose learning disabilities. Guidelines for choosing assistive technologies are provided, and examples of specific technologies and resources like the Georgia Project for Assistive Technology are described.
School to Post-School Transition WebinarAutonomyWorks
The document provides information about a virtual classroom webinar on transition services for individuals with disabilities. It includes instructions on how to access the audio portion of the webinar by telephone, guidelines for participating in discussions, and an agenda that focuses on understanding transition laws, roles, planning areas, and action steps. The webinar aims to help individuals with disabilities live independently and achieve a quality life through community participation, employment, education, and adult services.
How to Make Academic Departments More Inclusive of Faculty with Disabilities3Play Media
This presentation will share lessons learned in the AccessADVANCE project which can help departments and institutions make faculty positions more inclusive of individuals with disabilities.
Marie Delaney: Inclusion of all – is it possible? Myths and realities.eaquals
This document discusses inclusion in education and some myths and realities around inclusion. It addresses why inclusion is important both morally and legally according to international agreements. It defines inclusion as supporting all students to feel like they belong and participate in learning. The document also discusses defining special educational needs, challenges of inclusion including unconscious bias, objections to inclusion, and strategies for good teachers in inclusive classrooms. It provides perspectives on medical versus social models of disability and the importance of teacher well-being in creating inclusive schools.
This document provides information about Pathways, which are student-driven learning opportunities focused on passions. Pathways must adhere to five attributes: being passion-driven, academic, career-oriented, involving community engagement, and incorporating technology. They allow learning to feel more like life by connecting to students' interests. The document lists examples of pathways clustered by multiple intelligences and provides a brief description of each pathway option. The overall goal of Pathways is to create engaging, community-oriented learning rooted in student passion.
This document describes pathways, which are student-driven learning opportunities focused on passions. Pathways must adhere to five attributes: being passion-driven, academic, career-oriented, involving community engagement, and incorporating technology. They allow learning to be less like school and more like life. The document then lists and describes various potential pathway clusters organized by multiple intelligences, such as bodily-kinesthetic, interpersonal, logical-mathematical, and more. It provides an alphabetical listing of specific pathways such as 4-H, aquaculture, archery, art, and others.
The document summarizes research conducted on issues facing newcomers to Canada. It outlines the research plan, which included surveys of newcomers and interviews with representatives from immigrant support organizations. The research found housing, employment, education, and language to be key issues. Actions proposed include creating a Facebook page to share stories and provide information, conducting an awareness campaign, and volunteering with immigrant support agencies. The document calls on readers to volunteer to help newcomers and share their experiences.
This document discusses Universal Design for Learning (UDL) and how it intersects with assistive technology to support all learners. UDL is a framework that aims to accommodate a broad range of learners by providing multiple means of representation, expression, and engagement. It reduces barriers for students with disabilities but also enhances learning for all students. The document explains how UDL and assistive technology are related but distinct, both striving to ensure access, participation, and progress for all. Implementing UDL principles through flexible tools and technologies can help level the playing field for diverse learners.
Tiffany Robinson volunteered as a teacher for the Citizen Schools and APA-NJ Community Planning Assistance Program. Through these experiences, she taught students about walkability, transportation planning, and how to conduct a walkability assessment of their neighborhood. The students learned about making streets safer for walking and biking through improvements like clearer crosswalks and bike parking. They also identified issues in their community like a lack of green space and gang graffiti that made walking uncomfortable. The students created a vision and plan to redesign their school playground to be more active and healthy.
Elmhurst College added an optional question to their 2012 application for admission asking if students are members of the LGBT community. Staff members from Elmhurst will discuss the origins of adding the question, outreach efforts to assist LGBT students in their transition to college, and their work with EQUAL (the College’s gay/straight organization). In addition, they will address the media attention to the question, the campus support and communication plan for LGBT students, and what they’ve learned from student reaction to the question.
A presentation about learner diversity in a community college/higher ed. context, and what that means for teaching, peer mentoring and providing learning support.
The document discusses ways to increase student engagement in online learning. It suggests leveraging adaptive learning engines to personalize learning, challenging students with real-world problems, facilitating national and global collaboration on issues, allowing students to co-create courses, engaging the local community, using simulations and games, assessing competencies through video instead of traditional teaching, and making the learning fun. Student engagement is important as it correlates with better learning outcomes and predicts future learning commitments.
This document provides an overview of children with exceptionalities. It discusses key terms, categories of exceptionalities, legislation supporting students with disabilities, and models for intervention. Approximately 6 million US children have exceptionalities, with learning disabilities, speech/language impairments, and intellectual disabilities being the most common. Federal law mandates supports for students with disabilities, while gifted students have fewer legal protections. Family and environmental factors influence child development.
The document summarizes the Flat Classroom project, which promotes connected, collaborative, and global learning through technology-enabled pedagogy. It discusses Flat Classroom conferences and events held around the world since 2006 to connect students and have them work on challenges. At this event at Punahou School in Hawaii, students will participate in an action project competition, pitching ideas to meet a local community need, with the winning project being implemented by the school. The schedule provides an overview of the first day's activities, which include kickoff of the action project, pitching sessions, and a keynote on using technology for storytelling.
This document provides an overview of the Integrity Mentors program. It discusses youth statistics showing challenges faced by children in the US each day. The program aims to mentor and develop youth through monthly sessions covering topics like relationships, bullying, and peer pressure. It offers mentoring, group activities, and community service projects. Partners provide additional programming like educational coaching, CAD robotics workshops, and parenting workshops. The vision is to create an organization called Integrity Inc. to expand programming and better serve low-income families through youth mentoring, education, parenting support, and family outreach.
This document discusses the importance of parent advocacy, especially for children with disabilities. It provides an overview of:
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- Research showing the benefits of family engagement in children's education and development.
- Specific advocacy skills parents can use to support their own children's needs and influence systems like schools and state agencies.
- Opportunities for parents to get involved through groups at the local, school and state level to advocate for issues important to families.
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
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This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
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2. Architectural Barrier Consultant?
♦ Conduct On-site Assessments to Identify
Barriers to Accessibility – 52 Counties
♦ Provide Detailed Reports Identifying the
Barriers and Solutions to Overcome Them.
♦ Seek Funding for Low Income
3. What’s the Purpose of an ILC?
♦ Promote Independent
Living
♦ Transition Services
♦ Peer Counseling and
Advocacy.
♦ Skills
Training/Employment
♦ Benefit s Advisement
♦ Service Coordination
♦ ABC Services
♦ HAVA Training
5. Lots of Acts…Very Little Action
♦ Architectural Barriers Act 1968
♦ Rehabilitation Act 1973
♦ Americans with Disabilities Act 1990
♦ Help America Vote Act 2002
6. Excuses
♦ “We don’t get many disabled people here!”
♦ “If they need assistance we would help!”
♦ “Disabled people would rather vote using
absentee ballots!”
♦ “Disabled People Can’t Play Baseball!”
♦ “There aren’t enough people with
disabilities to justify the expense of making
our store accessible!”
7. 41 Million Americans
♦ Number of Americans who have some level
of disability. They represent 15 percent of
the civilian non-institutionalized population
5 and older.
♦ 41 percent of Americans have a disability
by the age of 65
Source: 2006 American Community Survey
<http://www.census.gov
9. How Does This Relate To Me?
♦ Is your home accessible?
♦ Could you frequent the places you do
currently if you had a disability?
♦ You ALL have the power to change the
future generation by educating others!
21. Session Summary
♦ This innovative disability awareness
program has students spend one
day in a wheelchair and participate
in an interdisciplinary learning
experience designed to promote
understanding of accommodation,
accessibility, and independence.
50. Action
♦ Each student creates an
adaptive technology
invention to improve the
wheel chair experience.
♦ Each student takes photos
and video footage to
create an educational
video.
♦ Students perform a
“basic” school on-site to
present to school
administration
53. Reflection
♦ Students keep a
♦ Students write an
♦ Students answer 16
♦ Students discuss
personal log for the
project.
questions about their
wheel chair
experience.
essay based on the
answers to the 16
questions.
common experiences
and responses to the
project.
55. NYS Learning Standards
♦ English Language Arts
♦ Social Studies
♦ Career Development and Occupational
Studies
♦ Health, Physical Education, and Home
♦ Economics
♦ Mathematics, Science, and Technology
♦ Languages Other Than English
♦ The Arts
56. Mathematics, Science, and
Technology
♦ Analysis, Inquiry, and Design
♦ Information Systems
♦ Mathematics
♦ Science
♦ Technology
♦ Interconnectedness: Common Themes
♦ Interdisciplinary Problem Solving
57. Mathematics
♦ Door Clear Width
♦ Door Pressure
♦ Slopes and Grades
♦ Level Change
♦ Standard Measure
58. Science
♦ Physics
♦ Geometry
♦ Simple machines
♦ Human anatomy
♦ Adaptive technology
♦ Human relationships
♦ Real-life problem
solving
59. English Language Arts
♦ Language for information and
understanding
♦ Language for literacy response and
expression
♦ Language for critical analysis and
evaluation
♦ Language for social interaction
60. English Language Arts
♦ Reading - ADAAG, websites, e-mails,
adaptive technology catalogs
♦ Writing - letters, essays, e-mails, journals
♦ Speaking and Listening - guest speakers,
class meetings, problem solving skills and
community outreach
61. Social Studies
♦ Civics, Citizenship, and Government
Goal: To inspire a democratic learning
process through cooperation and student
autonomy.
62. Social Studies
♦ Social responsibility
♦ Social justice
♦ Democracy
♦ Community
involvement
♦ Small-scale economics
♦ Cooperative learning
♦ Conflict resolution
63. The Arts
♦ Creating a documentary video
♦ Photography
♦ Role-playing
♦ Industrial Arts
64. Languages Other Than English
♦ Communication Skills
♦ Cultural Understanding
Coming Soon!
Visual Disability Component
Braille & Sign Language
68. Preparations
♦ ILC educator and teacher
meet prior to
commencement of
program
♦ Students receive
instruction on wheel chair
use.
♦ Students sign a contract of
behavior.
♦ Students complete a pre-
writing assignment.
♦ ILC educator talks with
the students about
disabilities.
♦ Students complete a task
list during their day in the
wheel chair.
70. Tips, Safety, and Instruction
♦ Students must realize that the wheelchair is
not a toy. Anti Tippers are a must!!
♦ Demonstrate how all parts of the chair
work.
♦ Provide instruction on steering, locking
brakes, foot rests and traversing different
ground surfaces.
71. Required Tools for Basic School
On-site Assessment
♦ Tape Measure
♦ Door Pressure Gauge
♦ 2’ Bubble
Level/Accessibility Stick
♦ Digital Camera
♦ ADAAG
78. A System Change We Can Feel
Good About!
♦ System Changes (VESID)
♦ Proactive
Changes/Removing
Barriers
♦ A Good Influence on
Neighboring Schools
♦ Children Are The Future
Of Our Communities
82. Contact Us !!
Ken Sider
Donald Wyckoff
Valley View Elementary
40 Valley View Street
Oneonta, NY 13820
Catskill Center for Independence
P.O. Box 1247
Oneonta, NY 13820
siderkp@oneonta.edu
donwyckoff@ccfi.us
607-432-8000 (tel)
607-432-6907 (fax)
{"82":"39 House street\nOneonta\n607-433-8273\n","71":"Describe how each tool was used. Children were to research their findings in the ADAAG\nParking, Path of Travel, Door widths, Door Pressure, Interior Paths, \nDVD for students? \n","60":"Ken\n","49":"Ken\nLarry introduced the children to some adaptive technology inventions of his own. Inspiring the children to use creativity as a guide for their own inventions.\nAdaptive Technologies open a new window to the world that is around them. These kids are looking at these things at a very young age and realizing that there is a very human component to these two simple words. In the process they are forging a positive relationship and a better understanding with the disabled community. \n","38":"Ken\n","27":"Ken\n","5":"Civil Rights Act of 1964 – Prohibits discrimination on the basis of race religion or sex.\nThe ABA of 1968 requires that facilities designed, built, altered, or leased with funds supplied by the US Federal Government be accessible to the public.\nRehabilitation Act of 1973 prohibits discrimination on the basis of disability in programs conducted by Federal agencies, in programs receiving Federal financial assistance, in Federal employment, and in the employment practices of Federal contractors.\nThe ADA is a wide-ranging civil rights law that prohibits, under certain circumstances, discrimination based on disability. It affords similar protections against discrimination to Americans with disabilities as the Civil Rights Act of 1964\n","77":"Not being able to fully participate in PE was noted by most children. This really drove home the idea of social isolation that many people with disabilities face. This experience provoked compassion and understanding from most of the students whom participated.\n","66":"Ken VIDEO!!!\n","55":"Ken\n","44":"Ken\n","33":"Ken\n","72":"The tasks were designed to help the students uncover the actual needs for the standards that are in place. We can talk about it all day but once the kids were actually attempting these tasks the point was driven home!\n","61":"Ken\n","39":"Ken\n","28":"Ken\n","6":"Local Resteraunt Owner Had steps!\nTennessee VS Lane – All Courthouses now need to be disabled- Incidentally this is one reason why PWD have a negative stigma…they have to sue to get anywhere…washington is full of lobbiest with money to make things happen…PWD have to chain themselves together in defiance just to be heard.\nState Board of Election Official- This takes away the fundamental right we all have, they don’t all choose to vote absentee, most have realized they cant access their polling sites.\nCASV- What about the coaches or the family members that want to watch their children play?\nCooperstown Store Owner- Cooperstown is advertised world wide as the Mecca for baseball and every year we get tourist who report that they couldn’t access most of the stores in Cooperstown…Not enough people?? Lets take a look at some numbers!\n","78":"In your packets you will find a letter the children wrote to the teachers at the Riverside School. As a result of the students desire to make a change to the front door accessibility and the willingness to work for it the Catskill Center for Independence decided to donate an accessible doorbell to the students. The intention was to thank the children for their dedication and we intended on having them spend the money they had raised on a celebration party. The children decided to put the money into an account that would be used for future class accessibility projects.\n","56":"Ken\n","45":"This is the superintendent of Oneonta School district, listening to the children explaining the violations of the ADA and requesting an answer as to why they are not in compliance…Oh what a good day!\n","34":"Ken\n","23":"Ken\n","1":"Welcome\nIntroductions and Background –Who I am what I do- My particular focus in doing such a project comes from many years of frustration trying to teach old dogs new tricks/ it is most often a waste of time with very little impact. I have seen many educated people completely disregard the needs of the disabled community. They’ve built public accommodations with no regard to accessible design, I have seen county office buildings and federally funded subsidized housing managers argue that they were grandfathered and didn’t need to make accessibility a priority. The answer for change in our communities is to passively educate the children in a creative way and provide them with insight that will stick with them for the lifetime. They are our future and we will only get out of them what we invest into them.\n","73":"3rd and 4th grade students may have similar limitations in arm strength and dexterity. A few students noted in their essays that they were fearful of tipping out of the chair or coming down the ramp too fast.\n","62":"Ken\nStudents reading their findings to the school superintendent. \n","51":"Ken\nWhat I did…teaching the kids how to use a chair and talking with them about the different disabilities paled in comparison to actually meeting Larry and seeing how he is forced to navigate in the world. I truly believe this has inspired Civic Responsibility amongst the children.\n","40":"Ken\n","29":"Ken\n","7":"This doesn’t include the 13 Million in Hospitals and Nursing Homes or under the age of 5\n","68":"Schedule a meeting with ILC staff and the teacher to go over the process, they will most likely not be as well informed as Mr sider has been. Explain and lay out the program, handout materials, and ask if there is anything you should know about the classroom.\nThe Children will of course need to know how to safely operate the chair and we’ll go into that in next slide\nStudents do need to sign a contract of behavior. Hopefully this will encourage them not to get into trouble while in the chair. You can see that contract in your packets.\nAlso in your packets you will find the prewriting assignments, very interesting component designed to illuminate the childs current perceptions as they relate to PWD.\nNext of course the ILC Educator speaks with children about the different types of disabilities/some of the things they will face and the challenge to the kids of role playing this to be as real as possible/empowering them to realize they can change our future communities\nTask checklist in your packets were designed to give the kids particular missions that create a difficulty they might not ever have understood otherwise. We will touch on those task in a bit!\n","57":"Ken\nStudent measures door pressure at main entrance doors.\n","46":"Ken\n","35":"Ken\n","24":"Ken\n","74":"Limitations to mobility due to door force was clearly understood by most students as they attempted accessing the main doors at the school.\n","63":"Ken\n","52":"Ken\nThese are but a few of the people who carelessly park in the accessible parking area. After actually realizing the need for the accessible parking and access aisle the children were moved to make a difference. They even developed a “parking ticket” informing the porky parkers that they were illegally parked.\n","41":"Ken\n","30":"Ken\n","8":"103 Times as many people have a disability\n","69":"Don- Explain each of the required equipment and materials.\nWhere to find wheelchairs-possible donations\nExplain where to find checklists in their packets\nPlease see packets for checklists – explain purpose of each\n","58":"Ken\nStudent measuring level change at door.\n","47":"The yellow sign is something the children decided to do with the extra money they earned. They were tired of seeing parents,delivery drivers and even the POLICE park in the accessible parking areas.\n","36":"Ken\n","25":"Ken\n","75":"The variables that effect a path of travel were more evident to students as they tried to navigate their chairs through the playground. They also got a small dose of social isolation as they watched their friends play without them.\n","64":"Ken\n","53":"Ken\nRefer them to their packets that contain the above mentioned. Also refer them to the essays and inventions on the tri-fold.\n","42":"Ken\n","31":"Ken\n","70":"The permission slip required to participate in the program must list safety concerns for parents to make an informed decision.\nStudents must be instructed on how to manipulate the chair over uneven terrain as well as traversing slopes.\nUnderstanding the workings of the chair and it’s safety features will further ensure safety as the students go off by themselves.\n","59":"Ken\n","48":"Ken\nDemystifying people with disabilities, eliminating fear and encouraging the children to see the person and not the chair. Actually meeting and talking with Larry again provoked compassion with many of the kids and therefore helped them to better understand the needs of the disabled. Watching Larry struggle with the main doors may have been the catalyst for lobbying for a new door or door bell at the main doors.\n","37":"Ken\n","26":"Ken\n","76":"Carrying their lunch to the table as it balanced on their laps was noted as a difficulty. Some students noted the social isolation as they were not able to sit with their friends. Most also have a better understanding regarding table height requirements.\n","65":"Ken\n","54":"Ken\nThrough a unique partnership of the Catskill Center for Independence and Riverside School, third graders in Oneonta experience one school day while in a wheelchair. Students navigate an environment that is neither designed nor maintained to meet their needs. This experience forces students to confront challenges they never anticipated. As a result of this meaningful (and temporary) encounter with a disability, students become aware of accessibility and accommodation issues, and vocal about changes in their school. While only in its second year, system changes are already evident through school-based action plans. \n","43":"Ken\n","32":"Ken\n","21":"Ken\n"}