ADA Experience

ADA Experience

ADA assignment:

You have Autism and hate the color red. For an entire day you will not eat anything red. You also will not talk or interact with anyone wearing red. If you encounter someone wearing red you need to turn your head or not talk back.

Being Autistic for a day, with aversion to red, was quite interesting, for many reasons. 1) Red is my best color and I did not realize how much red I had in my life (like my car), so avoiding my car, as a single, working mom, was quite an adventure.  2) Because I grew up on my own, with limited socialization, every once and awhile, I do something odd and seeming out of character, and I am occasionally mistaken for being autistic (after taking the Autism class, I would almost swear that my daughter Leta has visual Autism, though).  3) We live off of spaghetti, salsa, and tomatoes (luckily, I was out).

First, the car:  I figured that I would pick a day that I drive it the least.  I did not have my kids that weekend, and I figured, if I saw someone wearing red, I would only have it reflect upon me, personally.  (I do billing for a local Dr. and could not guarantee, that one of the patient’s I needed to talk to would not come in wearing red).  I go to the temple, on those weekends (which was the only time I drove the car and walking from the Drigg’s Hwy 33 in winter, was not an option).  I learned, however, over time, that the Lord has ways of helping us to overcome our prejudices or “aversions”, if we choose to follow him.  I’m not saying or suggesting that this is a “cure” for Autism- I am merely stating that in following the Lord, “He will have a humble people” (Pres. Benson, “Beware of Pride”, April 1989) and as He guides us, we naturally overcome “aversions” or other prejudices which keep us from being with  or liking other of Heavenly Father’s children, as we learn to love them.  For example, during this exercise- while driving, I thought of times I have felt an aversion towards a certain type of car (color doesn’t matter much to me), but since I drive a red car, I felt that it was appropriate to reflect on.  In short, there have been 3 times in my life where I felt an “aversion” to a car.  Each time, the Lord had me love someone, before I interacted with the prejudiced car, which made me feel the loneliness, regret, and even-shame for my feelings of pride (“that I was better than that –riding in or owing that car- or even them”).

Second, I know what it feels like to feel “odd”, “out-of-place”, or have family/friends embarrassed by my actions, which can cause some socially awkward situations.  I thought of this, especially while going to the temple, because I would not want anyone there to feel uncomfortable, awkward or an aversion from me.  I had a prayer in my heart, and it was answered.  I am so grateful for the both the experience and the ability to appreciate the sincere friendships I have and the chance to repent and change.  That no one should be alone or feel isolated, even because of their own feelings.  There are many that feel either helpless or hopeless (I think of Paul and his “...thorn in the flesh” (2 Corr. 12:7-8)), and we can help to give them hope, instruction, direction, and they can overcome, through knowing the Savior, His love, and applying His atonement.  The irony is that what we feel is our comfort zone, or our biases can actually be ways in which we shut people out of our lives.

Third, I was grateful, to be low on food, made the food aversion easier, and very appreciative for the food we have.

This was an interesting exercise, which reminded me of some wonderful experiences in early young-adulthood.  I think this exercise can be very insightful for the class, as they are in that developmental stage.

ECSE Week 2

• I don't know that it would help me as much, per Se, as the others-outside of which, that I would be teaching the material:  I imagined, since I was born in 1970, I could give the girls a "living timeline" (such as I was 16, when part C was implemented) to help and to give them the perspective, that, yes most this has all happened within one lifetime, but also, just how long it takes to effect change.  (i.e.;  the original IDEA being signed when I was 5).  The main point is that change takes dedication and patience, as well as perseverance in your cause.
• What experience or resource helped you learn the most, The 20 year anniversary celebration of the sit-in for 504.  I was only 7, but I do remember a little bit of it (a year after Teton Dam, still adjusting).  I remember my mom being worried.  She never expressed why, but was amazed how, when I had returned from my mission, one of my closest friends, at home, was wheelchair bound with Spina bifida.  She wasn't sure how to take Brittany.  We talked about it, and I just let her know how to interact (nothing to be afraid of).  Ironically, Mom had worked for orthopedic surgeons since I was 6 and for the medical profession, much of my life.  It just shows, you can be around it, and still find both bigotry and intolerance.  It wasn't until the "bullies" felt both outnumbered and "out of the norm" (and lots and lots of both positive exposure and education), that a good portion of the dignity and affability towards our friends who have disabilities or impairments was established.  Don't forget the cost (or we will pay it, again).
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• How well prepared are you for applying what you learned in the future?  I think it shows in how we "live" it.  Are we willing to make a change, now?
• Teaching my peers, when I am independent study, is really limited to short class exposure or communication within our groups.  I feel that I hopefully share, that which is felt worthwhile, but it is also up to them to see if they will allow a new perspective into the paradigm.

Weekly Quote:

• "Whether there was a Section 504, whether there was a PL 94-142, there was a Brown vs. Board of Education"("20th Anniversary-504 Sit-In,"1997)

Week 1 ECSE what we know and what we want to learn

I am still trying to catch up from the family's stomach flu last week.

What I know:  I have worked with persons who have disabilities for nearly 20 years now.  It has been my honor and privilege to be their aide/care giver, and friend.  It has been amazing to see how the field has changed in 47 years, literally being able to watch it from it's infancy, as I grew up with a disability, myself, but having a mom, who (ironically) was a school teacher who, blatantly refused to have me be part of the "system" as it was called at the time.  This provided two things, in retrospect:
1) the ability to have friends in and observe how the laws applied, from an "outsiders" point of view; and 2) Having to make individual adaptations, without the aide, trying to make things work without direct benefit of how these laws and regulations helped.  Either way, it is OK, I have especially  learned coming back to school since 2014, in Special Education (K-12), that this is where I am supposed to be, and apparently "without an 'official' diagnosis" (a long story, for another time).

What I would like to learn:  I would like to learn how policy is made, written, derived, and then implemented.  This has, truly, been a spiritual experience, the journey of these last, "wow", 7 years which have brought me here, towards both my goal and answer to prayer towards getting a Master's in Special Education.  There is always so much to learn.  Mom taught me a love for English as a living and breathing language with nuances, and mold and adaptability, to almost any circumstance.  Special Ed. has been noticing that same dynamic, on hyper-drive, watching as the drama unfolds, and being part of both the cast and crew, as it were.  I want to effect and make change-but not for me or my sake, for purpose of making this a better place (for my children, my son, and all of my friends who I have met and cherished through the years, to give them hope, safety, and a chance).  It is all work, but we need to be united in this effort, so that we can bring good things to pass.

Lesson 12 Reflection

Student Behavior
It is an interesting reflection, as I compare this with SPED 380, because, like we have a few times this semester, the curriculum is coinciding.  In looking at "positive reinforcement" and strategies (preventative) on the one hand, and disciplining, defending, and litigation on the other (I am called to defend a family- we go through and see how we would defend court cases, when we are just given the facts before, not what the actual ruling was- and my assigned part is to defend a youth which was expelled in violation to 504 rights, but was also a clear and present danger to the student body.

On a more positive note, I look forward to Monday where we will possibly cover "student contracts".  In some very severe behavior, I have seen these be very effective and are a very realistic way to reinforce,with expectations of an employer and real life, what expected behavior is.  (They can't throw things, shout, and kick at school or at work and expect to keep their job).  This has also worked in completing assignments and works well when either supported or reinforced at home using a favored activity or reward.  It also shows how school and home can work harmoniously to gain a desired end.  As a parent of a child who has a disability, I many times welcome ideas or direction from another point of view, as long as I trust the source.  The trust between students, teachers, and parents is huge, and sometimes we are needing to overcome either prejudice or intimidation or both, but both can be overcome.

Our group is working very well on the project together and keeping in good contact.  Lindsey was great and lead off establishing a google doc for us all to add on to.  It was great to see her in a leader/initiative position.  I know she will do great!  I've been watching, evaluating what I think to share to be sure that it will be an uplift or necessary to the group (being part of the solution, and not monopolizing the conversation).  There is much that can be shared and many others with experience, like Angie, who make wonderful contribution to the discussion.

With the enactment of ESSA, I am excited to examine how they fulfill the new role of caring for the homeless and displaced children.  That state agent will have a tremendous, but rewarding role.  I hope, with my masters, perhaps I could be some help.

My Service Hours

I had fun getting together with one of my friends who was a co-worker at DWI (Development Workshop), we’ll call her “H” for short and her protection.  She is 27 and has only lived in Idaho for a little over a year.  She lived with her parents in MT when they had a lodge.  She is adjusting fine (she has an older brother that also works for DWI), but is on an emotional level of about 8-9 years.  This was not a problem, for the most part, until there was some inappropriateness from an older “friend” showing interest.  It is scary how many people try to take advantage or even for granted those whose disability has them as innocent children.  Luckily, family and caregivers found out and intervened.   As one of her four items she wanted to discuss or work on was how to develop better friendship skills (and not be a victim).  I have, unfortunately, heard of many, especially recently, where they are being preyed upon first as intended love interest, and then, even worse, they go on to the pocketbook, sometimes even taking the good credit of the caregiver down with them.  Luckily, there are laws which can clear this up, but those who are left in the wake are often befuddled and even turn against those who are either trying or are there to help them.  My point is that 1) I’m glad that I can help (trying to be part of solution instead of problem), 2) and that my friend got out safe (unscathed).  3) That virtue is worth more than money can buy. 4) That this is currently a problem that I think many if not most people are unaware of.

On a better note, she also wanted some help with her GED studies (and is doing quite well).  I taught her study techniques (color-coded flash cards, and breaking down a paragraph or sentence to either find point of view or the opinion being stated.  Some were very hard.  One was from a Yale scholarship paper and was comparing and contrasting opinion on “Popular Constitutionalism” and “Judicial Supremacy”.  I am just thankful for my law classes this semester which helped me understand these points of view enough to discuss and educate her on them so that she could understand the questions that were being asked of her.  She found it very interesting that this is what people discuss and debate.

The third objective was to help her with her air hockey game.  This was challenging as she hurt her dominant arm with the carpal tunnel on a night we had planned to work on this.  We rescheduled playing for another night and she was able to observe some tactics or skills from my kids and we tried gently playing with her less dominant arm.  We had fun all the way around.

The final objective, we were going to include another friend who is blind and get a “beeper” ball in order to have them play and learn Ping-Pong together.  Our other friend broke her foot and between a walking cast (which she is still in) and the wheelchair (when she was avail.), we thought it would be too much.  “H” had a great deal of fun and enjoyed doubles with the kids and me.  She actually improved quite quickly and when our friend is better-next year, we plan to still take her out to “beeper ball.”

I know the objective was to learn to work with adults who are disabled instead of just kids.  I actually began my work with adults with disabilities in 1996, long before I ever worked with children (3 years ago).  I have always loved the people, not always the situations, but I have always loved the people and have found this to be very rewarding personally, professionally, and with my friendships.  We’re all in this together!

P.S.  We actually, with the reschedule of the air hockey averaged 7 hours.  This stretched my patience (I know the “gentleman”, he’s my age and tried to previously date me) and my heartstrings, knowing how vulnerable she is.  If I do not get credit for not being able to include my friend with the injured foot, I understand.  She had family/personal things come up and we were unable to schedule any additional time. 

Lesson 11 Reflection

This was a very interesting lesson and I was able to use the practical information very quickly (like "CHROME" my daughter was having difficulty remembering the steps of scientific process and I was able to share this mnemonic device with her p. 348).

I have been giving a great deal of consideration to the grading structures, fairness, how to apply the adaptive grading processes.  I think a great deal of this will make more sense as I am actually able to directly apply the learning and methods involved.  I was trying to think how this could be easier, but giving grades is such cumulative event, building on and depending upon so much criteria.  Even just submitting what grades I had "recorded" when helping out as a Para. in a resource room felt vague as well as disconnected.

In contrast, the "Nathan" case study, was very practical and hands on and I felt that I could both readily and personally apply what we were learning!  I think we all will feel more comfortable and adept in an IEP meeting now.

In our group, other than the Nathan study, it didn't seem that we were interacting a to a great extent this week.  It was very fun and dynamic when Julie joined us, and made for a more well balanced group.  It was neat to see. (I did really chuckle with the comment towards "overpowering" my group.  I think they just appreciated that I was through and spent 3 hrs. (psychologist role), making sure, for certain, that Nathan was 1) qualified for services, 2) what/which service(s) and 3) I knew how to analyze and present the testing information.  What does concern me, however, is knowing which or how to do the assessments within the final.  It's not that it is not a great idea.  I think it is brilliant, because it so easily reflects all that we have learned, cumulatively,  and, second, in  a short period of time, we can accomplish it, working together in groups (for the learning model). Lastly, it is a skill we will need to master, at least as teachers for MDT, IEP, and eligibility meetings (or other committees).

Visual impairment: (I wrote the beginning wearing one of the masks I could see the "best" out of and then rewrote, with my glasses on at the bottom-just for a comparison).

This was vey surprizing.  I thought with some limited  perosna,l experinenc, and working wwith18 yrs with personas who have a disability, I thought I would have been both emphathetic and more well adjustec.  I was wrong.  I I am even typing this first draft witk a mask on to see how much ed.  It is amazingg, with my vision correction, I have long taken for granted my indpendence and the level at whick I am able to preform a normal .successful likfe.  I have a TX w(bifocals 20200 in felt eyeI found myself nearly blind weither without the use of my good ey or so sick, disorienated and nautious that it was easier and ultimatly more helpfutl to go completely tactile and to close mty eyes.  Though experience, I can do this. I with dislexia I memorized first 19 key, and thent qweerr kryboards , because they will not filp.  Spellcl check helps alot  too..

O toed fpr a to,e tjat wpi;d be bptj effectove amd safe/  O rea;ozed ear;u pm. O wpi;d meed fpirm jpirs. wotj mpt trams[prt pr [ressomg a[[ts/  O t was sto;; doffoci;t becaise O mjad tp ,ele kpb searcj amd a[[t ca;;s wotjtje ,asls {ittomg muy glasses o. I was forced to verify correction and I thought of a friend:  She has MS a has 2-/900 vision and is wheelchair lovsmoyibr.  zi sfmitr hrt. rbrn yhouh hrt mzd sviybsyrf ehrn dhr esd only 9, dhr nrvsmr s 3nf degree blackbelt, before the condtion limited theI help her at work, and am glad when I can give her a good reort on what she does, as now I can appreciate, in aneven deeper way, what she needs to struggle with on a daily basiss.

I know a child who looks at the would as though he is seeing through a honeycomb, bu is one of the seetest and happiest children I know..

How does one evenattept to convey this level of understanding to the group  all of which, I think have normal vision)  How would I halp my paras to understand ato help a and ;assist a child we were working with>  Am I an effective teachere>

Edit: This was very surprising.  I thought with some limited, personal experience, and working 18 yrs. with persons who have a disability, I thought I would have been both empathetic and more well adjusted.  I was wrong.  I am even typing this first draft with a mask on to see how much editing I will need to do.  It is amazing, with my vision correction, I have long taken for granted my independence and the level at which I am able to preform a normal, successful life.  I have a Rx w(bifocals 20/200 in left eye) I found myself nearly blind whether without the use of my good eye or so sick, disoriented, and nauseous that it was easier and ultimately more helpful to go completely tactile and to close my eyes. Though experience, I can do this. I with dyslexia I memorized first 19 key, and then qwerty keyboards , because they will not flip.  Spell check helps a lot too. (Note: Since writing the original draft, I have not only done some deep introspection but we have been working on whether I needed a 504 or not.  The consensus, so far is NO.  That what appeared to be dyslexic tendencies could have been more of emotional (due to trauma at a young age) than factual.  The corrections over the years have helped, but we are finding as we address the trauma, the symptoms are decreasing.  Just interesting to note.)

I think for a time that would be both effective and safe.   I realized early on that I would need some help, with not transport or pressing app.  It was still difficult because I made to make job search and appt. calls.........without my glasses on.    I was forced to verify correction and I thought of a friend.  She has MS and has 20/900 vision and is wheelchair with a motor.  At least she was able to fulfill some of her dreams before it took her capabilities around when she was only 9, she became a 3rd degree blackbelt, before the condition limited her.  I help her at work, and am glad when I can give her a good report on what she does, as now I can appreciate, in an even deeper way, what she needs to struggle with on a daily basis.

I know a child who looks at the would as though he is seeing through a honeycomb, but is one of the sweetest and happiest children I know...

How does one even attempt to convey this level of understanding to the group. ( I'm thinking of when I worked with the little boy mentioned above and our teacher was trying to help us to understand as Para's how he saw the world.  It was very difficult to convey or to truly understand-this just helps me to have a greater appreciation and realizing that with some of my children, help from the Center for the Deaf and Blind in how to communicate these needs may be very helpful).

[Some of these activities we do, deepen with our experience over time.  Even in the few weeks since I originally wrote this, I can see and feel how my perceptions have changed.  I need to figure out how to keep these relevant and fresh amidst the stress or hustle].