[humanser] Questions about practicum and documentation

Wed May 14 19:00:03 UTC 2014

Dear Justin,

	Not only did I do that, but I had enough one term, so I called a meeting and handed out Braille agendas to everyone; that didn't end all the obstacles, but whenever I'm in Oregon, and the faculty knows, they re-arrange class schedules for me to speak.
Darla

-----Original Message-----
From: justin williams [mailto:justin.williams2 at gmail.com] 
Sent: Wednesday, May 14, 2014 1:56 PM
To: 'Darla Rogers'; 'Human Services Mailing List'
Subject: RE: [humanser] Questions about practicum and documentation

Did you ask the people who put obstacles in the way why they did it?  Especially in the V.R. field; that is ridiculous. 

-----Original Message-----
From: humanser [mailto:humanser-bounces at nfbnet.org] On Behalf Of Darla Rogers via humanser
Sent: Wednesday, May 14, 2014 2:30 PM
To: 'Ericka Short'; 'Human Services Mailing List'
Subject: Re: [humanser] Questions about practicum and documentation

Beautifully said, Ericka; I was in a VR internship and even had issues with the very people you would not think would put up obstacles.  Thankfully, most people believed in me, and even the particular professor and I have a very respectful relationship now.
Darla

-----Original Message-----
From: humanser [mailto:humanser-bounces at nfbnet.org] On Behalf Of Ericka Short via humanser
Sent: Wednesday, May 14, 2014 1:16 PM
To: Human Services Mailing List
Subject: Re: [humanser] Questions about practicum and documentation

Sandy is right.  You need to spend time with each one.  I used to work at a nursing home in activities.  Though I have more sight thanyou, I can't see at a distance.  In group activities I would walk around and  interact directly with them.  I worked often with  residents who had dementias or speech issues.  If you are able --some don't want to be touched, You can can use your hands over theirs to help them do an activity.  This gives you some idea of what they are capable of.  If they have stressed muscles or are slow to move then you know they are able to do some part of the  movement.  I remember in your message some part where you walked around thus the residents didn't get feet movement.  Can the residents be in a circle or semicircle instead of a group exercise class?  We had residents in a semi circle and they could see what was going on plus I spoke what I was doing so it was able to be understood by those who couldn't see my actions.  I was chewed out a few times in the beginning, but I ignored them and went to certain residents and did actions with them, making the resident the 
"assistant". This allowed me to know what they could or couldn't do.   I had 
had all abilities in my group exercise class which it doesn't sound like you did.

I can understand why you feel it is the professors' responsibility but in the end your success is determined by what youdo, not what they choose to do.  For this next  practicum, talk to the music therapist directly.  This is a great resource because she has done it before.  You are very blessed to have this  role model and person to  bounce ideas off.  I've never had that .  I did my internship in social work twice too.  In the first situation I was not given  any direction or responsibility so I learned nothing.  I learned more from the two days I worked with the activity director.  The supervisor at the nursing home didn't want me there because the other person was  on maternity leave and didn't want a disabled person to train.  She just wanted someone to dump work on without worries.  Disabled Student Services did nothing to help me nor did myprofessor.  It was awful and I felt abandoned.  At that time I didn't know anyone in the NFB to call.  My second one was better because I did it in my hometown where people already knew me and supported me.  I spent some days with the adut day program and the rest  at the county aging department.  In WI each county has an Aging and Disability resource center.  I  spent the days with the county  going on home visits and helping create the ADRC for my home county.  I also  helped update the  resource directory.  It was a much better situation all around and I  did much better because I had people who wanted to work with me. 
They  didn't  really know what I could or couldn’t see, but they realized  I was a person with a heart for the job.  I hope  the people you work with second time around think of you as a person first.  It makes a big difference!  I like JD's suggestion of having a NFB rep there at the meeting with the profs.  I also think you need to meet the  director of the program you do your practicum with  beforehand.  Get a feel for what you will be doing and what she/he expects out of you.  This would give you both time to get advice from the  blind MT, but also allow you to advocate for doing more than the bare minimum.  You want to know all of the typical days responsibilities and try them out there.  If you don't you will be miserable doing your internship.  I've also been through elementary ed practicums and I can sympathize with  Sandy's comments.  The only thing I did well was with the preschoolers.  The second time I was in a middle school LD resource classroom and again wasn't given anything to do.  The teacher didn't want me there. It was just awful. Advisor or teacher would talk to me.  I tried to meet with the advisor at least because I wasn't asked to do anything.  He wouldn't.  This was way before I found my advocacy voice.  I never had trouble with teachers until then either.

You will get through the second with flying colors!

Ericka J. Short

"I can do all things through Christ who strengthens me". Philippians 4:13 "No hand is too small or too big to do good in this world." EJ. Short 

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