opic A: Should Children Under the Age of 10 Own Cell Phones? Deliver a speech on question of value. o Topic B: Should Self-Driving Cars Be Legal? Deliver a speech on question of policy.

/in /by

Assignment 3.1 Persuasive Speech Outline Due Week 6: Select either Topic A or Topic B for your persuasive speech.

o Topic A: Should Children Under the Age of 10 Own Cell Phones? Deliver a speech on question of value.

o Topic B: Should Self-Driving Cars Be Legal? Deliver a speech on question of policy.

 

2) Create an outline or speaking notes in Microsoft Word.

o Download the Microsoft Word template in the “Assignment 3.1” section located in Week 6 of your course.

o Develop a specific purpose, central idea, and several main points so you’ll stay within the 4-minute time limit.

o You must use at least two quality resources.

3) Submit the completed Microsoft Word template in Blackboard (this is separate from your speech/self-review).

 

4) For this assignment, you will not compose an essay or speech. You are only required to submit an outline.

Report Issue I need a research paper about Job satisfaction and psychological well being as non addictive predators of workplace turnover. 10 pages, APA style.

/in /by
Report Issue

I need a research paper about Job satisfaction and psychological well being as non addictive predators of workplace turnover. 10 pages, APA style.

Vocational Rehabilitation Services

/in /by

Please no plagiarism and make sure you are able to access all resource on your own before you bid. Main references come from Capuzzi, D., & Stauffer, M. D. (2012) and/or American Psychological Association (2010). You need to have scholarly support for any claim of fact or recommendation regarding treatment. I have also attached my discussion rubric so you can see how to make full points. Please respond to all 3 of my classmates separately with separate references for each response. You need to have scholarly support for any claim of fact or recommendation like peer-reviewed, professional scholarly journals. I need this completed by 08/09/19 at 6pm.

Expectation:

Responses to peers. Note that this is measured by both the quantity and quality of your posts. Does your post contribute to continuing the discussion? Are your ideas supported with citations from the learning resources and other scholarly sources? Note that citations are expected for both your main post and your response posts. Note also, that, although it is often helpful and important to provide one or two sentence responses thanking somebody or supporting them or commiserating with them, those types of responses do not always further the discussion as much as they check in with the author. Such responses are appropriate and encouraged; however, they should be considered supplemental to more substantive responses, not sufficient by themselves.

Read a your colleagues’ postings. Respond to your colleagues’ postings.

Respond in one or more of the following ways:

· Ask a probing question.

· Share an insight gained from having read your colleague’s posting.

· Offer and support an opinion.

· Validate an idea with your own experience.

· Make a suggestion.

· Expand on your colleague’s posting.

1. Classmate (G. Mac)

Description of a Functional Limitation

Functional limitation is considered to be a mental, emotional, or physical disability of an individual that can create hardship for them to complete or participate in tasks or activities within their job (Capuzzi & Stauffer, 2012).

At my current place of employment Children’s Hospital Colorado, they do an outstanding job to have programs and create jobs for people with cognitive or physical disabilities. These employees always have a huge smile on their faces and truly enjoy working and learning new things to the best of their ability. I cannot explain the hard work and passion these individuals that work at Children’s Hospital with cognitive or physical disabilities put into their work sometimes it’s noticeably more than employees that don’t have a cognitive or physical disability. Often times I find myself being inspired and learning more from them and their love for work.

Functional Capacity Evaluation and Job Analysis

In a case when in a session with a client has a functional limitation career planning for individuals with disabilities entails an assessment of how their specific illness or disease impacts their ability to function in an actual or anticipated work environment (Capuzzi & Stauffer, 2012). Individuals with disabilities must have a precise understanding of their functional assets and limitations. This information is essential in all phases of the career planning process, including the development of vocational goals, selection of appropriate training or educational programs, and identification of the need for potential accommodations (Capuzzi & Stauffer, 2012).

Job analysis involves an assessment of the client’s functional capacities with job analysis data and is similar to the trait and factor tactic that is essential to many theories of career development. Consequently, an accurate assessment of the person’s functional capacities and accurate job analysis information is needed when selecting appropriate vocational goals and identifying reasonable job accommodations (Capuzzi & Stauffer, 2012). An example is the data includes the essential job tasks performed by the worker and the tools, equipment, or work assistances that are used on the job.

Vocational Rehabilitation Services

Vocational Rehabilitation is recognized as constant and coordinated services that are intended to permit a person with a disability secure and retain suitable employment (Capuzzi & Stauffer, 2012). The four vocational rehabilitation services are work-adjustment training, job-seeking skills training, supported employment, and assistive technology. A case of cognitive or physical disabilities would benefit from utilizing the supported employment vocational rehabilitation service. Supported employment model is created on the ideologies that job preparation for many people with severe disabilities should take place in a competitive setting, also that intensive interventions at the work site should be provided to the client. Supported employment approach departs from most traditional train-and-place model of vocational rehabilitation for individuals with severe disabilities that functions on the belief that job readiness and other types of skills training should happen prior to placement in a competitive job (Capuzzi & Stauffer, 2012).This can help a client with cognitive disabilities to attain the vocational skills required of the job they seeks as well as critical work behaviors, including appropriate relationships with colleagues and supervisors.

Capuzzi, D. & Stauffer, M. (2012). Career counseling: foundations, perspectives, and applications. New York: Routledge.

2. Classmate (T. Rat)

A functional capacity evaluation (FCE) evaluates an employee’s capacity to perform their duties related his/her contribution in employment (Soer van der Schans, Groothoff, Geertzen, & Reneman, 2008). The FCE process compares the individual’s health status, and body functions and structures to the demands of the job and the work environment.

A functional capacity evaluation (FCE) is often used for a person returning-to-work or seeking employment. In the case of a return-to-work following an injury and subsequent disability, considerations such as rehabilitation, treatment, and evaluation of the position the injured person held and prognosis for the employee to return to the same position is needed. If the employee cannot return to the same job, a companywide search for open jobs would be identified along with possible reasonable accommodations (Capuzzi, Stauff, & Olsheski, 2012).

In the actual case of a female candidate, called in for an interview for a call center (service administrator). The candidate was legally blind and was considered a top candidate. She was offered the position, at which time the hiring manager and department manager identified specialized hardware and software for the new employee to use to assistance customers and enter appropriate data. If this employee was unable to fulfill her job, not meeting quotas or productivity levels, an additional look at other technology (or other requirement) to assist her in being successful would have been made. If she was still unable to meet the minimum performance level for the job, the organization has a policy to conduct an organizational search for jobs that this employee could be successful and provided an opportunity to prove her self.

Without these types of analysis, an employee might not ever return to work. According to the Bureau of Labor Statistics (BLS, 2017), 30% of employees injured lose days of work and associated pay. The longer an employee is out of work, the less likely they are to return. That is why the FCE assessment and organizational search for other positions is important, even though 80-90% of injured employees want to return to work. Even for an employee who faces a permanent disability, a return to work program reduces the average number of weeks out of work by 12.6 weeks. In the case of the legally blind employee, she may not have been gotten a job. Knowing the company was willing to work with her to ensure her success might also be an incentive for her to do well. Without the flexibility and willingness of this company to accommodate for her disability, she may be dependent on the government or others.

References

Capuzzi, D., Stauffer, M. Olsheki, J. A. (2012). Career and lifestyle planning in vocational rehabilitation settings. In D. Capuzzi & M. Stauffer (Eds.). Career counseling: Foundations, perspectives, and applications, (2nd ed., pp. 429-466).

Soer, R., van der Schans, C. P., Groothoff, J. W., Geertzen, J. H., & Reneman, M. F. (2008). Towards consensus in operational definitions in functional capacity evaluation: A Delphi survey.Journal of Occupational Rehabilitation, 18(1), 389–400.

United States Department of Labor. Bureau of Labor Statistics (2017). Retrieved from https://www.bls.gov/iif/

3. Classmate (J. Sch)

This week’s topic is something that I have personal insight into as I had to medically retire from a career with the Department of Corrections in 2000.  You see, I was working as a Correctional Officer and had been in a few physical altercations with inmates during my career resulting in numerous back injuries and a torn rotator cuff.  On this date I was in another physical situation and felt an immediate pain in my lower back and down my left leg.  I couldn’t move so an ambulance was called, and I was taken to the hospital and placed on medical leave.  After numerous x-rays, MRIs, and physical therapies and months of being in constant pain it was determined I had to have back surgery.  After a year of being off work the surgery left me without feeling in two toes on my left foot, weakness and pain in the lower back and left side and two discs being permanently damaged.  Although I had some people at the prison trying to talk me into continuing the job with my disability, I couldn’t stay because I didn’t want to put my co-workers at risk if something happened and I couldn’t physically protect them.  Not being able to run if an alarm went off or someone was being attacked, or get away myself was not a situation I wanted to be in.  I remember crying as I handed my badge in to the Warden and him getting teary eyed as well.  It was one of the hardest decisions I had to make and took months of thinking about the pros and cons of medically retiring, but in the end the decision wasn’t up to me.  I have lived with the pain and disability for almost twenty years.  I now have a third disc that is completely disintegrated and a fourth that is on its way to wearing away.  The doctor and I agree that I will not have another surgery until it gets to the point where I can’t stand the pain or I can’t move as well as I do now because it will be a long and painful surgery and recovery and due to the fusion I’ll need I may end up with less mobility or in a wheelchair.  For now, I manage with exercise and medication.

I have always had an attitude that I wouldn’t let my disability become my handicap, so I worked as a cook for a sorority at the University, a substance abuse counselor in the prison system, and as an aide for mentally and physically disabled adults in a program that had residential, work force training, hygiene and daily living skills training.  I had a group of eight clients that I worked with making sure they did daily hygiene, exercise and life skills.  We would plan one meal a week and go shopping for the ingredients we needed.  Then we prepared and cooked the food and ate together as a group.  Once a week I gave them manicures, painting the women’s nails and talking with them about their week.  We also went bowling and played virtual games like tennis and baseball so they could get their exercise.  This program had a work component also where clients could work shredding paperwork from companies contracted with us to dispose of files for them in addition to a recycling program for newspaper, cans and bottles.  I loved the interactions we had and working with clients who had a variety of disabilities taught me a lot about how important it is to meet clients where they are and seeing them for their uniqueness and not their disability.

Functional Capacity and Job Analysis Data in Career Planning

My functional limitations are a direct result of numerous back injuries, two collapsed discs, surgery and permanent sciatic nerve damage to the left side of my body.  Stauffer, Capuzzi and Olsheski (2012) state when working with disabled individuals career planning requires assessing how their illness or disability affects their ability to function in a work environment.  Comparing their functional capabilities with job analysis data is essential to helping clients find effective accommodations in order to be successful in fulfilling the requirements needed to do their jobs.  Functional limitations refer to “the impact that the disability has on the person’s abilities to perform certain tasks in a life adjustment context” (p. 445)  Difficulty in sitting, using lower extremities, carrying, lifting reaching and standing for long periods are all examples of functional limitations.  Additionally, limitations in sight, hearing, stamina, head movement, and cognitive and emotional areas are all considered functional limitations.  (Stauffer, Capuzzi and Olsheski, 2012)  Using my functional limitations of not being able to run, lift over 40 pounds, bend, pull, stand or walk for long periods my rehabilitation counselor was able to develop a training plan that allowed me to pursue a degree in counseling.  This assistance has helped me come to terms with my disability and reinforced my resolve that it will not handicap me in life.  As such, I believe my experience gives me a unique insight into how to approach working with clients who have disabilities and empathy in knowing how they are feeling and how disabilities affect our personal and work situations which may make it easier for me to encourage and support their will to find an occupation that accommodates their limitations while highlighting their abilities.

Vocational Rehabilitation Services

I am working with the Department of Rehabilitation now to help pay for me getting my masters and am grateful to have the chance to be able to give back to society after obtaining my counseling degree because I feel an obligation to help others and show them that being disabled is an obstacle it is not the end of the road.  Just as there are turns in life my disability is like a log laying in the road before me and instead of letting it stop me, I decided to climb over it and keep going.  As Stauffer, Capuzzi and Olsheski (2012) state career development theory and research are mostly aimed at middle class White men and therefore many contextual and environmental variables associated with a diverse class of disabled individuals have been ignored or excluded.  It was not until recently that models including women and minorities experiences in career development emerged which include the impact of bias and discrimination in the workplace for disabled individuals and members of protected groups.  With the Americans with Disabilities Act of 1990 prohibiting discrimination in the workplace disabled individuals gained protection in job application procedure, hiring, advancement, compensation, and training disabled individuals have been able to get assistance in finding and keeping jobs despite their disabilities.    For me, being a client of the Department of Rehabilitation has not only allowed me to get my degree, but it has allowed me to do something I feel I will be good at and help me fulfill my desire to help others.  Under the ADA disabled individuals are entitled to reasonable accommodations that allow them to perform their jobs.   (Stauffer, Capuzzi and Olsheski, 2012)  Fortunately for me the only accommodation I need is an ergonomic chair and not having to lift over 40 pounds or doing a lot of bending, stooping or standing for long periods.  These limitations will not impede on my ability to do my job as a counselor and I am looking forward to a long and successful career.

References

Stauffer M., Capuzzi D., & Olsheski J. (2012) Career counseling and lifestyle planning for clients with addictive behaviors. In D. Capuzzi & M. D. Stauffer (Eds.), Career counseling: Foundations, perspectives, and applications (2nd ed., pp. 429-466). New York, NY:  Routledge

Bottom of Form

Required Resources

· Capuzzi, D., & Stauffer, M. D. (2012). Career counseling: Foundations, perspectives, and applications. (2nd ed.). Boston, MA: Pearson Education.

o Chapter 15, “Career Counseling in Vocational Rehabilitation Settings”

Website

· National Career Development Association. (2015). Internet sites for career planning. Retrieved from www.ncda.org/aws/NCDA/pt/sp/resources

· Ted Talks. (2011). There are no scraps of men. Retrieved from https://www.ted.com/talks/alberto_cairo_there_are_no_scraps_of_men

Developmentally Appropriate Instructional Strategies

/in /by

If possible, respond to learners who interviewed teachers for a different age range than your own. In your response to at least two other learners, compare the results of their observations with yours. Do you see any significant differences in the observations? Do you see differences based on different age classes? Why do you think that is or is not true?

Kendrick post

Interview 1 and 2 grade

I had the opportunity to observe the 1st and 2nd grade classrooms. There are students who are being serviced by Ms. G with varying learning disabilities. This would include some physical, learning, and cognitive disabilities. When it comes to ecological approaches with Ms. G., she looks at all the areas in which she helps with making decisions for the students from day to day. Ms. G. tries to make sure that there is a home-school connection taking place in her classroom. It is important to make sure I share that Ms. G. wants to be able to support her students in everyway possible. Hand-on approaches are always apart of the lessons in her classroom for teaching and learning.

There are so many centers or areas of attraction for the students to have modifications with learning different skills. This would help the students with recalling facts, letters, shapes, numbers and colors. Ms. G. does spend extra time with those students who are not getting or grasping the lesson in the classroom to support them with gathering those necessary skills to succeed. Ms. G. makes sure that all the students are respectful of others which includes diversity and cultural backgrounds. I watched during her lesson to practice with the students in sign language and various foreign words for hello. I even learned how to say okay in Hindu while in this classroom setting.

Ms. G. is the type of teacher who never has to raise her voice in her classroom. She provides direct instruction to those students but has various items to use in the classroom to get the children’s attention. I especially like how she uses her call and response for the children to grab their attention. I also witnessed her giving the students various facial expressions to follow directions.  When children are participating in teacher-guided activities, experts recommend the use of small groups and, when possible, one-on-one interaction with children in order to maximize a teacher’s ability to be responsive to children and provide individualized attention to children (Wasik, 2008). It is safe to say in my opinion that she provides the greatest milieu for teaching and learning to take place with the resources she has in her classroom for her students. Respect is something that is a top priority in Ms. G.’s classroom. When it comes to the Minnesota Code of Ethics, she is truly applying those standards. Ms. G. is truly committed to excellence for all in her classroom with her students. She expects respect and expect her children in her classroom to respect each other. What ways would you support a first year teacher with getting respect from her students?

Alison post

Interview high school

 

The beginning of Ms. S’ day begins 30 minutes before the rest of the staff at her school. Since the Special Education program at her school begins drop off at 7:30, she must begin her prep by 7:00am to ensure she is ready for the day and her students. During this time, Ms. S is setting up different learning centers for the day and cleaning the room a bit. For today, Ms. S set out different styles of headphones, and various copies of the book Cat in the Hat.

7:30am arrives and so do a few of Ms. S’ students. Her students are between the ages of 14 and 19, so most of them come by a district bus or by their parent. Those that arrive with their parent stop for a bit longer to speak with Ms. S. During the arrival time students are allowed to explore the room, picking up different materials, and attempting different tasks. Ms. S does have two assistants in her room, so these assistants were roaming around the room and helping students with their tasks.

After the start bell rings, students are led through the pledge and through attendance. While all of this is going on, students are taking various positions around the room that they feel comfortable. A few students sat together at a table, two students choose the spinning chairs, while another student choose to lay on his back on the floor. After the morning routine, Ms. S leads her students through various academic tasks.

Today’s tasks were focused around the story Cat in the Hat. During the read aloud time, Ms. S distributed the different reading materials. Students had the option to choose between listening to Ms. S’ read the book aloud herself and follow along in the book, or the listen along on the headphones. In this particular classroom, Ms. S has two students who are deaf. These students were given braille books to follow along in the story.

After academic time, Ms. S’ allows her students to interact with each other freely. She lays out a few assignments for the students to complete and allows them to choose where to being. Assistants and Ms. S roam the room assisting students with the assignment, tweaking it where needed for students needs.

Today’s assignment was for the student’s to color and trace the letters and shapes on the cover of Cat and the Hat. During this assignment, two students who have physical disabilities needed assistance tracing the lines. Ms. S provided these students with utensils that fit their hand, along with a guide to assist their motor movements.

Discussion 2

 

Developmentally Appropriate Instructional Strategies

Based on your readings and your personal experiences, what does the term developmentally appropriate instructional strategies mean to you? How does your understanding of this term correspond to the No Child Left Behind Act, school accountability, and state assessments? Where do our students with disabilities fit in this one-size-fits-all reasoning?