edu 635 Wk5
onefan1
edu_635_week_4_assignment_4.docxWeek 4 Assignment 1
Week 4 Assignment 5
Power of One (Part II)
Marcus Coleman
It was through my own adversities and barriers of my own experiences as a student that I arrived at this initiative and through my own experience that will help me to develop a vision/mission statement.
For instance, when I was in grade school I was diagnosed with Dyslexia. Learning how to read and write became very difficult for me since I could not comprehend anything I was reading and as a result, I lost my foundation in language arts. I literally learned how to read and write as an undergrad college student. Going through grade school there was not really much of assistive learning or knowledgeable trained instructors who understood a student such as me. That is why I would focus my commitment towards students with disabilities.
Based on the API scores of the local high schools and the demographics of my community is a great indicator of the learning disabilities within this student population.
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State Rank: |
4 |
out of 101 |
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API Score: (2012) |
7222 |
My vision and the way I would recruit committee members would be to reach out to the community college I currently work at, reach out to the programs of the community, and through grant writing. “That new norm of long-term social and community change will take years to achieve. But one of the markers along the way toward that new norm is the increasing number of maturing asset-building initiatives.” (Fisher, 2008, pg. 161).
I believe physically impaired students, students who are visually impaired, and students with learning disabilities can become successful learners and transition from high school to postsecondary education successfully. With an Assistive Technology Plan set in place the student’s educational strengths, needs, family involvement, and other pertinent information would need to be taken into consideration. The student’s great support system would need to come from family, a team of school officials, and resources from the community. An example below of Molly Bee’s Assistive Technology Plan including materials, methods, potential barriers, missed opportunities, and AT solutions.
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Assistive Technology Plan
Name of Learner : Molly Bee
Disability Area : Paralysis on right side of body effecting gross and motor skills
Age/Grade : 18
Description of the Learner (educational strengths, needs, family involvement, and other pertinent information): When Molly Bee was 14 she wanted to pursue a career in the medical field. Molly has great support from her family, school counselor, her current high school teachers. Even after the car accident, Molly still is determining to pursue a career in the medical field. She is a motivated individual. She created a portfolio of her accomplishments. She doesn’t focus on her disability. Molly passed three of four parts of her state graduation requirements.
Goals of the AT Plan : Molly will receive remedial services needed to pass the Reading part of her state graduation requirements. Transitioning Molly from school to adult world. Obtaining resources at the local community college. Transitioning from living at home to living independently. Obtaining a part-time job. Participating with extracurricular activities. (Beard, 2011).
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Materials and Methods |
Potential Barriers/Missed Opportunities
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AT Solutions |
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1.AT for written language |
Non existing DSPS services |
DSPS Services on college campus that can provide AT devices such as Text to speech and e-textbook. |
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2.Living independently |
Not being able to find adequate housing near the college |
Independent Living services within the community and on college campus Providing independent living skills. |
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3.Obtaining part-time job |
Finding an employer who is willing to properly position work environment |
Jobs on college campuses provide positive, empowering work environments for all students. Independent community services providing job training and job placement. |
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4.extracurriculum activities |
Not being able to apply to all favorite activities/conflicting schedule |
Students who participate in extracurricular activities such as music, sports, etc, have an opportunity to develop teamwork, relationships with their peers, learn new skills, and gain self – esteem. |
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5.Career exploration preferably in the medical field |
Not being able to perform surgery |
Volunteer in all aspects of the medical field to discover interest. Becoming involved with a service learning project, and or vocational rehabilitation services. |
Various physically and visually impaired students between the grades of Kindergarten through University level are currently being interviewed on how Assistive Technology has assisted them to become successful learners of their environment. These are the steps I have and taking to achieve my vision.
Sensitivity to the needs of a diverse student population and knowing the institutional barriers will help me to provide the best possible learning environment, resources and opportunities for the students in my community. Assistive Technology empowers students with learning, visual, physical disabilities opportunities to interact with their learning environment, transition to adult world, and build social skills. As a future educator my focus is on the student not the disability.
References
Beard, L. A., Carpenter, L. B., & Johnston, L. B. (2011). Assistive Technology: Access
For all Students Second Edition. Upper Saddle River, New Jersey: Pearson Education, Inc.
Fisher, D. (2003). Assets in action [electronic resource]: a handbook for making communities better places to grow up / Deborah Fisher; foreword by Nancy Tellett-Royce. Minneapolis, MN. : Search Institute, c2003.
