Few concepts seem to be more embraced by most people than that of the “level playing field.” Yet the notion of reasonable accommodation in providing services for students with disabilities continues to be controversial, especially in higher education.
What is “reasonable accommodation?” Who should decide, and based on what ‘evidence?’ Craft a response that reflects your point of view, and respond to at least 2 other posts. Provide a research finding that support your point of view. Remember to cite your resources.
Please post your main post by the due date stated in Course Schedule, and remember to respond to two other people’s postings by the end of the module. You must check back this forum frequently to respond to any questions your classmates/professor may have for you in regard to your posts.
Note:
Your main post should be substantive – at least 200 words, not including the Discussion questions or references. Each discussion response/reply to me or others must have a minimum of 125 words, spell checked, well written and citing references in support of arguments. Active participation is required.
In your reply to others: You could include additional research info (don’t just share a website link, explain what you found, summarize the info, and then share the website link), or, provide a few suggestions based on the class reading/additional reading, or explain why you agree or disagree with your classmate. Always provide at least ONE citation from the reading to ‘support’ your discussion.
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IMAGE: Will McCarthy, of Chattanooga, Tenn., and others, joins President Clinton at the White House where the president signed a bill that strengthens the nation’s guarantee of education for millions of disabled children. McCarthy, 14, a seventh grader at Rivermont School was diagnosed with Reye’s Syndrome as a result of Cerebral Palsy. (AP Photo/Susan Walsh)
DISCUSSION 2
Common Core Standards for U.S. Education
Discussion Topic
Completion checkbox for M5 Discussion 2: Common Core Standards for U.S. Education
Common Core Standards for U.S. Education
Aiva Lee and Kaire Bellini
MISSION STATEMENT OF US COMMON CORE STANDARDS PROGRAM:
“The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.”
More about the Common Core standards: About the Standards (from Common Core State Standards Initiative).
For this discussion, please respond to these questions:
1. Will Common Core standards achieve the mission stated above? Why or why not?
2. Will making the curriculum standardized across the U.S. help students and families achieve a competitive advantage in the global economy? Why or why not?
3. How does the standardization in education affect the students with disabilities and families?
People with vision loss may move through these phases quickly, slowly, or even get hung up in one of them. Each individual moves at their own pace, and may move forward one day and be set back another.
Phase One: Trauma, or the “what hit me?” phase. This phase is influenced by the individual’s age, their life experiences, how they perceive themselves, and the strength of their self-esteem.
Phase Two: Shock and Denial. The shock reaction is healthy and normal. It shields the individual from being suddenly overwhelmed by the full impact of trauma.
This phase can be expressed as “this is not happening to me” or by what has been described as a “mental numbness.” This can also be followed by the belief that an unrealistic miracle, a medical procedure, or some new scientific discovery will restore vision.
“Hope for recovery is a very important therapeutic tool in all other aspects of medicine, but can be a major deterrent to the adjustment to blindness process” (Cholden, 1958, p. 23).
Phase Three: Mourning and Withdrawal. During this time, an individual may have the feeling that all is lost. Mourning is a feeling of being sad or sorry for a perceived loss of adequacy, self-esteem, equality, belongingness, or control.
Expressions of hostility and anger are also common during the mourning phase. This may be constant irritability or as an occasional sudden outburst.
Another common phenomenon during this phase is withdrawal or puling back from contact with the physical or social world. Some withdrawal is normal.
Unfortunately, withdrawal can become one’s habitual manner of coping. Extreme withdrawal and self-imposed isolation are unnatural and unhealthy.
Phase Four: Succumbing and Depression. The “I can’t” phase. Some individuals describe this as “giving in” because of their real or perceived loss of personal freedom or independence.
The areas of loss vary, but typically include a loss of: income, travel (in particular is the ability to drive), recreational activities, social interactions, etc.
Depression can also be described as “the D’s.” This includes despair, discouragement, disinterest, distress, despondency, and disenchantment. Depression may be a common fact of life, however, serious and prolonged depression is not.
With support from staff, family, and friends the depressive states become less intense and less frequent. The individual at risk, however, is one without a support system and is left to deal with bouts of severe depression alone.
Intense despair, despondency, and hopelessness may lead to suicidal thoughts, although most suicidal thoughts and death wishes soon disappear.
Phase Five: Reassessment and Reaffirmation. The “Life is still worth living” phase. This phase is sometimes called “the turning point.” This re-evaluation can lead to a reaffirmation of life and its possibilities.
One of the issues to be resolved during this phase is the question of self-identity. If an individual attempts to function “as if” they could see, they will continue to experience uncomfortable discrepancies in life.
This “denial can also take a passive form in which the individual verbalizes acceptance of the vision loss but does nothing to adjust to it” (Dover, 1959, p. 336).
Andrea Boccelli
The blind Italian singer Andrea Boccelli during a rehearsal for the TV show “Arena der Stars” in the Arena Oberhausen in the western German city of Oberhausen. AP Photo/Michael Sohn)
A much more positive situation arises when the individual recognizes themselves as essentially the same person as before the trauma with the majority of personal attributes intact.
They realize, however, that they have to deal with things differently now. The reassessment phase also involves the process of determining the individual’s strengths and limitations.
Phase Six: Coping and Mobilization. The “I can” or the “Some things I do in a different way” phase. Coping refers to the process of learning to manage the demands of one’s physical and social environment.
Learning new skills and developing resources. People in the coping phase frequently comment that they feel self-conscious in public. This phase is where all of us as a staff can have the most effect on our consumers by being encouraging and supportive.
Emphasis is on ability, and the individual should be encouraged to take an active part in planning any activity they participate in. A little confidence gained from a successful experience has a way of generating even more confidence.
Phase Seven: Self-Acceptance and Self-Esteem. The “I like me” and the “I am somebody” phase. Successfully meeting the demands of life does not necessarily result in, but certainly contributes to, positive self-esteem or self-acceptance.
A self-accepting person is one who has learned to accept all of his or her personal attributes, the strengths along with the limitations, the assets and liabilities. Self-approval and self-respect are all key ingredients of self-acceptance.
With newly acquired skills, self-acceptance and self-esteem of this phase, the individual is ready to relate positively with others and build relationships based on who they are.
This acceptance is a “two way street” however, and is a continuous process for all of us (sighted or blind).
