CAN YOU REVIEW THIS PAPER FOR ME?make corrections and tell me what you think. thank you
Introduction:
A significant portion of our population, (over fifty six million in the United States of America), have impairments that limit or reduce their ability to function in normal everyday activities (Waggner, 2003). These impairments may be acquired at birth or through accidents or disease. The Simulation Project is a hands-on workshop designed to increase awareness of the difficulties and frustrations children and adults with Learning Disability/Attention Deficit Disorders and other disabilities encounter every day. These simulation exercises will be performed with devices that replicate mobility, visual, and hearing impairments.
Summary of Simulations:
Participants rotate through each of the ten learning stations, each which simulates a school related processing deficit. The lab simulations take about two to three hours to complete and are monitored by a lab assistant at Youngstown State University.
The first activity was the hearing impairment or hard of hearing simulation also called the "unfair hearing test". In this simulation students are to listen to an audio tape and experience the difficulties involved with a person with a hearing disability. This simulation will allow the students to understand the several degrees of hearing loss a person might have. The simulation began with adjusting the sound level to a student's comfortable level. The speaker in the audio tape listed several words in various degrees of difficulty that a child might experience. The students are to write out each list of words as they are spoken. At the end of the simulation, the students were to write out ideas on how to accommodate students with hearing impairments.
In the second activity, the students were to simulate the difficulties of a student that is orthopedically handicapped. According to the Wisconsin Department of Public Instruction, an orthopedically handicapped disability is characterized by a severe orthopedic impairment, including malfunction or loss of bones, muscle or tissue (Corbett, 2008). In this exercise the student are paired up in groups of two. Each student is required to wear splints on hands and wrists, knees, elbows, and then perform several tasks. These tasks include walking up and down stairs, writing their name on paper and on a white board, putting on a coat, combing their hair, and tying their shoes. The students should then compare the differences in maneuverability with and without the splints.
The students also completed a third simulation exercise, the developmental disability simulation. In this simulation, students were to match several words to their defections to the best of their ability. The second part of the lab consisted of defining several words. The definitions and the words did not make much sense. The purpose of this exercise was to experience the difficulties that a person with mental retardation might go through.
The students also performed a fourth, speech handicapped simulation. In this lab, the students read several passages aloud. The students then matched the different passages with the speech disordered child might have. These passages consisted of a normal, articulation disordered, fluency disordered, and language-impaired speakers. At the end of the simulation, the students were then asked how they felt during the experiment and which speech was the most difficult.
The fifth exercise was the specific learning disability simulation. In this exercise, the students experienced the difficulties of children with a visual perception, visual motor integration, and visual figure-grounded problems. In the visual perception portion of the exercise, the student was asked to view a black and white photo and determine object was in the picture. The next part of the experiment was the visual motor integration exercise. In this part of the experiment, the student was to trace around a dotted star and other various shapes while viewing their reflection in a mirror. The students were then asked several questions about how they felt and possible ways a school teacher could adjust their classroom to assist a learning disabled child.
The sixth exercise is the specific learning disability simulation. In this exercise, the students worked in pairs of two. In the first part of the experiment, the students conducted a perceptual reading assignment. The students viewed a basic color chart and pointed out each color aloud. They then read the words of several different colors. The words were in color, but the colors did not match the words. In the next part of the laboratory exercise, the students read 4 poems aloud. The then identified the problem the student might have with each poem. The students than listened to an audio tape of the four poems and answered several questions about the simulation.
The students continued the specific learning disability exercise
- hco22
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- Ashelleigh
Your essay was incredible, might I say, I learned a lot.
There's one mistake I found, though. When you were talking about the fifth station, you said, "...the student was asked to view a black and white photo and determine object was in the picture."
You probably meant to say "...determine which/what object was in the picture."
Other than that, I thought it was perfect!
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