ANNOTATED BIBLIOGRAPHY THE TEN COMMUNITY RESOURCES ARE: Name: PEATC -> The Parent

ANNOTATED BIBLIOGRAPHY
THE TEN COMMUNITY RESOURCES ARE:
Name: PEATC -> The Parent Educational Advocacy Training Center

Homepage


Name Bridges

Home


Name: The Arc

About Us


Name: Hope House
https://www.hope-house.org/about-us/mission-statement-philosophy/
Name: Independent resource center

Home


Name: Innisfree village

About Us


Name: Virginia Family special education connection
http://vafamilysped.org/
Name: Virginia Board for People with disabilities
https://www.vaboard.org/grants.htm
Name: Dominion Care

Intellectual and Developmental Disabilities Services


Name: Virginia is for learners
https://www.doe.virginia.gov/about/index.shtml
For each of the 10 community resources, you have to include the following: ALL OF THE SECTIONS ARE REQUIRED FOR FULL CREDIT
Name of the community resource or community organization
Contact information for that community resource
Note the resources or references used to find the information
Ex: flyer, website, pamphlet, interview, etc.
A description of the individuals served by that organization
Disability, age or developmental level, gender, etc.
A short summary of the services provided and links summary to the course content
Ex: unique needs of individuals with intellectual disabilities
This can be narrative or bullet pointed
-Reflection: at the conclusion of the assignment, reflect on the activity. This should constitute 3-5 concise paragraphs. What did you learn? How did your experience support the information covered in the course? What implications do your findings have for you as a teacher? This reflection should be in the same document.
Discussion posts about the contect to help for the reflection:
I first learned about Eugenics and its history when I took The Exceptional Learner here at UVA. However, before then, I had never learned about the history of people with disabilities. I will never forget what I felt when I first came across the history of Eugenics. I was shocked, sad, and horrified that I didn’t learn about this before and questioned myself why I didn’t learn it in school or heard it from my parents. After that course ended, I couldn’t help but discuss it with my friends and family. What I concluded from those conversations was how little people know about Eugenics and how important it is to learn about it in the same way we learn other history topics in school. Every time I learn a little bit more about the Eugenics movement and its history from then till now, it reminds me about the existing stigma around disabilities in society nowadays. I mention stigma because, in my personal opinion, it is one of the reasons why we don’t learn about disabilities and their history in school. People need to know that disabilities have a history and a revolution too, that it’s still fought to this day. Even though I was not shocked by what was discussed in the Hidden Brain Podcast, it reminded me of the work that still needs to be done to break that stigma around disabilities and start talking about it.
This reading is related to last weeks reading because we discussed how it is truly not right to test people just from their IQ. We discussed last week how an IQ score does not truly reflect how smart a person truly is, and there are many different factors that should be taken into consideration.
For this discussion I will choose working memory. Working memory is defined as the ability to keep information in mind and then use it in some way. For example, as stated in the website, A student might use this skill to read a text on an English test, hold on to the information, and then use it to answer questions. I chose this area of executive functioning because is very important for teachers to scaffold working memory because students with ID may have difficulty in working memory in which can limit them in reading response such as reading out loud de word sat. For this, teachers can promote a lot of ways in scaffolding to assist students in manipulating phonemes, such as teaching limited number of highly imageable, decodable words like “dog” by having students match the words to the pictures. Then, integrate letter into phonological awareness activities to provide additional support. Finally, if the student was unable to blend the sounds into the word assigned (dog), teachers can add the letter to the task serving as a mnemonic clue for the student be able to hold the sounds in memory long enough to blend them together and say the word.

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