ASSIGNMENT 4: Examining Variations in Ability Learning Objectives: . Reflect upon the universalizing implications of the World Health Organization's definition of disability as something every human being can experience at some point in their lifetime Reconstruct attitudes and approaches whereby "persons with disabilities" move from being objects of charity, medical treatment and social protection to instead being subjects with rights to make their own decisions and actively contribute to their community Assess strategies for the civic engagement of all citizens through an understanding that persons with "socially-defined differences" in ability may experience limited opportunities for social inclusion in the activities of their communities and social institutions Appraise universal design practices and principles as an approach to social inclusion and accessibility . . Directions: Reading challenges: Videos of kids Math challenges: Videos of kids Through your child's eyes Writing challenges: Videos of kids Attention challenges: Videos of kids Organization challenges: Videos of kids "It's one thing to read about learning and attention issues. It's another thing to see them through a child's eyes. Experience firsthand how frustrating it is when your hand won't write what your brain is telling it to. Or how hard it is to complete a simple task when you have trouble focusing. Use these videos to better understand a child's world." Visit https://www.understood.org/en/through-your-childs-eyes and preview the children's stories of their challenges with reading, math, writing, attention, and organization abilities. There are three videos for each section, ranging in ages from 1 through 12. Reflection Questions: 1. In Chapter 11 - Ability, the WHO describes disability as a "universal experience, noting that all human beings can at some point in their lives experience variation in ability. How does universalizing variations in ability help to assist students who experience issues with learning or attention? 2. From your reading for this module and/or from your own experience in schools, what strategies might be put in place within education institutions to support students with variations in learning or attention abilities? 3. From your reading for this module and/or from own experience in schools, what barriers exist within educational institutions for students with variations in learning or attention abilities? SOCL 1430 - Diversity & Inclusion Reflection Rubric O points 2/4 points 3/6 points 4/8 points 5/10 points Assignment Requirements Reflection meets none of the requirements of the reflection. Reflection meets little Reflection meets few of Reflection meets of the minimum the requirements of the most of the requirements of the reflection. requirements of the reflection. reflection Reflection meets all of the requirements of the reflection. /5 Reflection is surface Reflection barely Reflection is just below Reflection indicates Reflection is Critical level provides no scratches the surface, the surface and that the author is profound and Analysis & explanation, provides limited provides some capable of critical provides extensive description, examples, explanation, explanation, reflection and explanation, Depth of connections to course description, examples, description, examples, provides adequate description, Reflection content and/or connections to course connections to course explanation, examples evidence of critical content and/or content, and/or description, examples, connections to /10 thought evidence of critical evidence of critical connections to course course content and thought thought content and evidence evidence of critical of critical thought. thought Reflection does not Reflection does not Reflection somewhat Reflection mostly Reflection adheres to Netiquette & adhere to the "Rules adhere to the "Rules adheres to the "Rules of adheres to the "Rules the "Rules of Professional of Netiquette" of Netiquette" Netiquette" outlined in of Netiquette" Netiquette" outlined Communication and dialogue is outlined in the course outlined in the course the course and dialogue outlined in the course in the course and but attempts are is respectful and and dialogue is dialogue is disrespectful and made at respectful professional with no respectful and respectful and unprofessional. and professional profanity and limited professional manner professional without dialogue. use of slang, short- with no profanity and the use of slang, forms, etc. minimal use of slang, profanity, short- short-forms, etc. forms, etc. /5 Additional Feedback