[humanser] Questions about practicum and documentation
Sandy via humanser
humanser at nfbnet.org
Thu May 15 00:17:49 UTC 2014
Hello to all,
You know, some of the worst offenders are those who are in some sort of
helping field, such as rehab and social work. I have never, never
understood how Springfield College, with its rather large rehabilitation
services, does not provide accommodations. At least now their office and
classrooms are in a building thart now has an elevator. Over the years many
students with disabilities have taken that major. It used to be the office
was on the third floor in an old former factory building. One day a
professor told me of a student who couldn't climb due to his disability, and
how the man spent 15 minutes to get up all the steps, and another 15 to get
down.
The one neat thing, when I took sme rehab classes, was the knowledge of a
professor named Raymond Berte. He had cancer, had his voice box removed,
was told he would never teach. He continued to teach, learning to speak by
burping up air and amplifying his voice. He developed more cancer and left
the States to get a drug not legal here; eventually he died. I have not
researched to get his book, but know he wrote a book on his story and
philosophy -- had a positive viewpoint. One evening class was somewhat scary
cause he had a guy he counseled speak to us about rape because the guy had
raped I don't remember how many people.
Sandy
--------------------------------------------------
From: "Darla Rogers via humanser" <humanser at nfbnet.org>
Sent: Wednesday, May 14, 2014 3:00 PM
To: "'justin williams'" <justin.williams2 at gmail.com>; "'Human Services
Mailing List'" <humanser at nfbnet.org>
Subject: Re: [humanser] Questions about practicum and documentation
> 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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