[nabs-l] Accommodating in experiential learning courses

[Carly Mihalakis via nabs-l]

Good afternoon, Kaiti,

In your message you state, I should be held to the same expectations 
as everyone else, but
not when those expectations ask me to do things I physically cannot
do."

My thoughts are, given some people's celebration of blindness, can't 
the blind man be celebrated for being a blind man, not feeling 
pressures to be "like" sighted people? Fact is, blind people are not 
sighted people and  blindness is not merely a "nuisance" we do things 
differently, see things differently and there's nothing wrong with that!
And,  use DO, for God's sake. That's why they're there, to help you 
get training. After all, school is training.
Good luck and if you want to call, do that.
for today, Car
408-209-32395/2014, Kaiti Shelton wrote:
>Thanks all for your suggestions.  Here is a little more information
>about the situation.
>
>An in-person meeting really is probably not possible for me, the 
>music therapist
>I know, and the faculty simply because she is based in my hometown,
>and I go to school in a city that is about an hour away.  Getting
>transportation for her certainly would not be impossible, but it would
>be really expensive for an hour or so of time to meet.  That is why I
>suggested phone conversations, because then geography would not be an
>issue, and they could have more frequent consultations with her.  The
>professors mentioned in our meeting that they are thinking of driving
>to her to see her clinical work, but the questions I have are that if
>they were going to do this, why did they wait so long to do it, and
>when are they planning to do this?
>
>I had a very lengthy conversation with my disabilities services
>counselor before leaving campus, and I went to her immediately after
>the meeting for an additional conversation as well.  She has agreed to
>step in, and has the idea that if the groups can not be made
>accessible to me, then perhaps the best answer would be to adjust the
>practicum so that I have a smaller number of clients, or are in a
>different setting with different documentation requirements.  I told
>her what the music therapist told me about documentation.  She said
>that she has never had to document things as specifically as I am
>having to do, and she just keeps track of the goals and objectives,
>the session plans, and the progress her clients make towards reaching
>their goals and objectives in documents on her notetaker.  So, it is
>very clear that the definition of acceptable documentation, and what
>information is truly salient for the MT to know, is not concrete.
>
>The problemwith not knowing who comes and leaves is a difficult one.
>First, the room we were in was more like a day room that was just set
>off of a hallway.  There were no doors to open or shut.  If a resident
>wanted to go back to their room, so long as they were ambulatory, they
>could just get up, leave the semicircle, and go down the hall.  Also,
>it is difficult to pay attention to any noises people like that might
>make when you're facilitating a song.  One of my problems I had to
>work on this semester was learning to project with my voice since I am
>not a vocalist by trade, so for a while and to this day it has felt
>like I'm shouting when really I'm just singing at a reasonable volume
>for the residents, many of whom have hearing impairments, to hear.
>Also, when we'd come into the room we'd have to push this big set of
>tables back towards the opposite wall to make room for the semicircle,
>and sometimes residents would come in late and sit themselves behind
>the table where some of the staff waits on-hand than insert themselves
>into the group.  We had one resident who tended to do this a lot, and
>I would always feel really bad if I was passing out instruments or
>scarves and failed to give her one.
>
>I was given feedback on evaluations, and was consistently told to be
>more specific, but the problem was that I simply did not know how to.
>I was providing information on what I knew and heard about in the
>discussions after sessions, but it's difficult to provide information
>and document something you didn't know happened.  I also understand
>that I should be held to the same expectations as everyone else, but
>not when those expectations ask me to do things I physically cannot
>do.  There has to be a compromise.
>
>I am planning to seek information from the folks on the Human Services
>list.  That was a great suggestion that I really want to take, but I
>thought I'd try to see if students had a perspective first, since I
>know the human services division actually doesn't have a lot, if any,
>music therapists.  I have been on the list a few times, and am still
>hoping a professional will pop up on there for me to network with.
>
>Greg brought up an interesting point, and one I really agree with.  It
>is clear from what my music therapist contact told me that I'm
>probably not going to need to be as specific when I document in the
>job sector as I am going to need to be in practicum.  I understand
>that by teaching us to do more work that it will be easier when we
>don't have to do as much after graduating, but it makes it difficult
>to get to that point if the expectations don't have a modification
>that would allow me to be successful.  Unfortunately, I have to do
>what my supervising professors want me to do in order to earn the
>freedom to document in a way that is more suitable for me.
>
>I'm very frustrated; I have never had any academic issues till this
>year, and so far the 2 problems I've encountered are in classes I need
>for my major.  All my gen ed professors and I form working
>relationships so easily, and while it is obvious where I struggle and
>where I don't (math and science courses verses English and History,
>psychology, and philosophy respectively), I
>do my best, and the professors adjust their requirements when
>necessary.  E.G, in biology we had journal assignments, where we had
>to find a journal article, review it, and write a summary.  The
>original requirements stated that we had to underline the parts of the
>journal article we used.  Since I could not underline something that
>was already published on the web, I underlined the parts of my written
>document which I paraphrased from the article.  When my teacher saw
>this on the second of these assignments, she asked me why I didn't
>follow directions and I told her why.  Even though she missed the
>reasoning behind it, and forgot to even take the fact that I couldn't
>physically underline something into account, she took note of it.  I
>actually got a few points added on to my first assignment as well,
>which she had taken off for the underlining issue.  If a biology
>professor who I had for one semester can do this, it makes me nervous
>that the professors I will need to work with in my major to get my
>degree cannot.  The worst part is that it is effecting me much more
>than academically too; I am now not as confident as I was, since I am
>so used to being an A B student, and this is really the first time I
>feel like my blindness is an issue.  To tell the truth, it's the first
>time I've really felt self-conscious about it, and it's not a good
>feeling at all.  The profs say my disability has nothing to do with it
>other than the fact that I didn't communicate my needs well enough,
>but I honestly don't believe that is the case.  It really does feel
>like my blineness, and the disagreements over how to teach me and
>accommodate it, are what has caused me to require an extra year of
>college.  I just heard for sure that this has put me an entire year
>behind in the practicum sequence this afternoon, and it is difficult
>to fathom what to do next, how to handle myself when I go back for my
>second try, and how I'll even pay for the fifth year I was not at all
>expecting to take.  I guess on the bright side, I can get my second
>minor that those same advisors were advising me to drop, since I'll
>need to take some courses in order to remain a full time student for
>financial aid purposes if I'm going to afford it at all.  And, I'll be
>able to file the fafsa as an independent student since I won't be
>younger than 21 or have a job at the time, but this is just very hard
>for me to accept having grown up with excellent grades and no major
>problems related to my education.
>On 5/4/14, Greg Aikens <gpaikens at gmail.com> wrote:
> > Hi Kaiti,
> > I'm so sorry to hear you are having to go through this. It sounds as though
> > you did all the right things. You provided your professors with a resource
> > they could consult to determine what is reasonable. You made them aware of
> > your difficulties throughout the semester and sought their input on
> > solutions. Did they give you any warning before the end of the 
> semester that
> > you might not pass the course? In my opinion, it is unacceptable 
> for them to
> > fail you for this when you clearly did your best to come up with strategies
> > and solutions to compensate. It sounds as though their rationale is that
> > they can't give you a passing grade because if you can't make 
> accommodations
> > in their class, you won't be able to be a competent professional in the
> > field, all this without really having a good grasp on what appropriate
> > accommodations might be.
> >
> > That might sound logical, but the reality is that as a professional, you
> > will have more control over your environment, caseload, etc. than in a
> > practicum setting. This was true for me and student teaching. There were
> > things I definitely failed at during my practicum hours and 
> student teaching
> > semester, but as long as I reflected on why what I had tried 
> didn't work and
> > came up with new strategies to try next time, my supervising professor was
> > satisfied that I would come up with the best method in time. As a 
> teacher, I
> > structure my lessons, classroom, and schedule to avoid situations 
> in which I
> > will be less successful. Making non visual accommodations will be different
> > for each setting and each client you interact with, and it's something you
> > will improve at over time.
> >
> > The having to take an extra semester or year to complete your degree is the
> > part that really makes it worth fighting. I would get the Learning Center
> > involved. Even if they don't really know what accommodations should be
> > appropriate, their job is to work with professors to figure that out. I
> > would try to set up a meeting with your professors, the Learning 
> Center, and
> > hopefully the music therapist where you can present your case. 
> Show them how
> > you grew and learned as a professional throughout your experiences. Reflect
> > on the strategies and accommodations you made, whether or not they were
> > successful, and accommodations you plan to try next. Make the case that
> > gaining information about non verbal behavior is not a trivial task for a
> > blind music therapist, but it can be done through creative problem solving
> > and constant adaptation on your part. Show that you have done these things
> > so far in your practice and that it is something you will continue to work
> > on because you know it is core to being a competent professional in your
> > field. If they are still not satisfied because you did not have 
> success with
> > these tasks during the semester, see if they will let you complete some
> > extra practicum hours, probably no more than 20% of the total 
> number you had
> > to complete already (but I just made that number up). Extra hours is not
> > ideal, but it sounds better than having to retake the entire course and
> > perhaps pay for another semester or two of school.
> >
> > Best of luck as you decide what to do. Feel free to contact me on or off
> > list if I can be of any assistance.
> >
> > Best,
> > Greg
> >
> >
> > On May 4, 2014, at 1:49 AM, Kaiti Shelton <crazy4clarinet104 at gmail.com>
> > wrote:
> >
> >> Hello all,
> >>
> >> I'm in a pretty sticky situation, so I would appreciate any feedback
> >> that can be provided.
> >>
> >> I am a music therapy student who this semester started practicum
> >> coursework.  For those who don't know, practicum courses involve
> >> interacting with potential clients, and are used to develop clinical
> >> skills in young human services professionals.  They're very common in
> >> psychology coursework, and in other therapeutic diciplins.  Anyway, I
> >> had a practicum working with some geriatric residents at a local
> >> assisted living/nursing facility.  I truly loved the experience, and
> >> developed my skills in terms of interpersonal interaction, meeting
> >> residents where they are in the moment, and using music to engage
> >> them.  In these respects, I've managed to learn a lot, and have come a
> >> long way since I started practicum in mid February.
> >>
> >> However, there were a few problems I encountered related to my vision.
> >> The first problem was just knowing who was in the room.  We typically
> >> had 15 to 20 residents at a time, and while some were regular
> >> participants we had others who would come and go between sessions.
> >> Sometimes, residents would even leave in the middle of the session.
> >> It was difficult for me to know who was in the room and where they
> >> were sitting so I could know where to go to address them, and even
> >> know who was present so I could say, "Okay, I know so and so has a
> >> hard time staying engaged.  I need to stay on X side of the room more
> >> so they can hear me."
> >>
> >> Another problem I encountered was knowing what the residents were
> >> doing.  One of the types of experiences I had opportunities to olead
> >> was movement to music.  This typically involved instructing the
> >> residents in moving to pre-recorded music, often using scarves as a
> >> manipulative.  Usually, the leader of the movement experience would
> >> sit in a chair at the front of the room, so all residents in the
> >> semi-circle around the area would be able to see the movement.
> >> However, this made it really difficult for me to know what they were
> >> doing.  Where they following my directions?  Where they not doing
> >> exactly what I wanted them to, but were still on the beat or doing
> >> something which demonstrated musical awareness?  Was their range of
> >> motion improving?  I really was not able to get the answers to these
> >> questions from where I was sitting, and totally relied on conversation
> >> with my partners and the debriefings after the sessions to get any
> >> information about it.
> >>
> >> Unfortunately, these issues showed in my documentation.  I was not
> >> able to be as specific as my instructors would have liked me to be,
> >> and did not know how to be so.  I did start documenting things I
> >> picked up auditorally, such as, "Client C vigorously clapped along
> >> with the rhythm of the melody," or "Client M made several comments
> >> with positive vocal infletion."  However, these did nothing for the
> >> problem regarding my ability to not see their movement.  I got to my
> >> wits end later in the semester, and asked my instructor if I could
> >> lead the movement while moving around the room so I would be closer to
> >> the residents.  She said this was okay to do, however I was concerned
> >> that I might inadvertently turn my back on some residents while
> >> observing another, particularly on the edges of the semicircle, and
> >> they would not be able to see me.  It worked then and there, but it is
> >> clear to me now that that method was only a temporary fix, and
> >> something which would not be effective in the settings I want to work
> >> in.  I grew more comfortable asking residents what their names were,
> >> but I think a few thought it was odd that I seemingly couldn't
> >> remember their names from Tuesday to Thursday.  I learned voices of
> >> some of the regulars too, which helped a lot.
> >>
> >> What frustrates me is that because I failed to document properly, I
> >> have to retake the course next year and could be as much as a year
> >> behind in my studies.  It frustrates me because from day one, before I
> >> even went out into the field, I told my instructors that I know a
> >> music therapist who is totally blind, and she would be more than happy
> >> to offer suggestions and consult on best practices for accommodation.
> >> I truly thought that this MT-BC could be a great resource for us, and
> >> having seen her work on numerous occasions, I knew she would be very
> >> qualified to offer suggestions.  I found myself even thinking of how
> >> she does her work to try to accommodate myself throughout the course.
> >> About 2 weeks in to the course one of my instructors asked for her
> >> phone number, and I thought we were moving along.  Then a week or so
> >> later I asked the instructor in charge of my class if she had managed
> >> to have a conversation with the music therapist I referred to her.
> >> She said I needed to sign confidentiality forms so that the woman
> >> based out of an agency of which I was a client as a child could speak
> >> to the professors in regards to my accomodations.  I complied quickly,
> >> and thought everything was ready to go.  Then, on the last day of the
> >> term I was sent the ferpa form in my email, and was instructed to turn
> >> it in during finals week.  I was floored that this had not been taken
> >> care of when I signed the other form so that communication could
> >> easily go both ways.  All along the music therapist had been able to
> >> speak to my professors about me, but they were not allowed by law to
> >> speak to her.  A meeting was called to discuss my lack of progress,
> >> and I was told that there was difficulty in reconciling my
> >> accomodations with the professional competencies of my field, and even
> >> though I had provided my professors with a great resource and asked
> >> repeatedly if they had contacted the one person who could have
> >> instrumental in helping all of us at my university through this course
> >> work, they said I failed to adequately make my needs known.  My
> >> professor in charge of the course knew the issues I was struggling
> >> with, and also knew that in spite of these issues I was developing
> >> musically and establishing rappore with residents.  I was not totally
> >> making progress, but I was struggling in the areas where vision is
> >> obviously a factor.
> >>
> >> It isn't a question of whether or not I can perform this job.  I know
> >> of several music therapists who successfully meet the professional
> >> standards while compensating for their lack of sight.  I feel though,
> >> that in terms of advocating myself I am stuck between a rock and a
> >> hard place.  I feel that if I were uch more relentless than I was this
> >> semester that I would just annoy the professors who I need to help me,
> >> and I frankly expected them to do as they said they would by making
> >> contact where it needed to be made.  On the other hand, even though
> >> every time I did say something this semester and was told, "I'm going
> >> to talk to her," I obviously was not advocating hard enough.  I don'
> >> want to be a thorn in their sides since I need these people to help
> >> me, but I need certain things to happen on their parts in order for me
> >> to be successful.  And part of the issue is also that this is a new
> >> experience for me.  I told the professors the information I had which
> >> could be helpful for all involved to know, but this is not like an
> >> English or Math class where I know the specific accomodations I need,
> >> and the ways that work best from years of experience.  I feel like in
> >> some circumstances, because this is new to me, that I don't know what
> >> exactly to ask, or I don't know what I don't know, and I think that
> >> goes for every student in my major because the point of practicums is
> >> to learn from the supervising professor.  In my case, however, there
> >> was a disconnect with some harsh consequences.  I also understand that
> >> this is a new experience for the professors as well, but I feel like
> >> more could have been done on their part by making a simple phone call,
> >> and that they are using my blindness (not advocating well enough) as
> >> justification.
> >>
> >> What strikes me as odd is that I don't have any of these problems with
> >> professors I see for one semester.  I have developed good, working
> >> relationships with professors around the university.  Even when I
> >> struggled in a math course, the professor and I were both diligent
> >> about meeting in office hours, talking to learning services, and
> >> trying to find our own ways to problem-solve.  I don't think I'm
> >> getting the same sort of team effort here, and it is in the classes
> >> that are part of my major.  And I feel stuck because I've provided all
> >> the resources I can to the professors, and said everything I know to
> >> say, but the result is that I have to take this course again and will
> >> likely have to tack on at least an extra semester to my time in school
> >> since the courses can not be doubled up, or taken out of sequence, or
> >> in different semesters from which they are offered.  And it is
> >> difficult to involve learning services, because they are the first to
> >> admit they know very little about music therapy or music in general,
> >> and the music department has assumed responsibility for my
> >> accomodations in those classes.  I can't financially afford to spend
> >> an extra year at school, nor do I want to keep taking classes over
> >> again.  And I feel like this should be a team effort, but not knowing
> >> anything else to suggest I'm not sure of how to make it more that way.
> >>
> >> If anyone has done a practicum experience and had success with it,
> >> please let me know some strategies which were helpful for you.  Also,
> >> if there are any advocacy strategies I can try I would appreciate
> >> hearing about them as well.
> >>
> >> --
> >> Kaiti
> >>
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>
>--
>Kaiti
>
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