A reflection paper is not a summary of the readings that you have done in the course. A reflection paper is your effort to identify some of the main ideas and new learning/knowledge that you have obtained as a result of the course reading or participating in a class discussion. As well, in your paper, you are asked to think about how the course is helping you think about how you will work with the public, which include people with disabilities. A reflection paper is an opportunity for you to add your own thoughts and analysis (examination) of new information or concepts learned in the course so far. A reflection paper allows you to talk from a personal perspective about why the reading and/or presentation stood out for you; what is new information or knowledge on the topic? Was this a topic that you had thought about before we discussed it in class? If no, why do you think this is the first time hearing about this topic? If yes, what did you think about the topic before hearing the person’s story or attending the lecture? If the topic is new, discuss why it is new and why do you think that learning this new information is broadening your own thoughts about the experiences of the community that you are asked to reflect on. A reflection paper gives you the chance to share on a personal level, how what they have read or heard has changed your thinking and beliefs on a topic or about the experiences of a community that you may not be a part of. Sample paper Here is an example of a student’s ‘reflection’ on what they heard from a parenting and disability panel: Before I heard the stories by disabled parents, I had never really considered that people with disabilities could be parents or would want to be. Admittedly I had never met a parent with a disability before taking this course. Because of not having this exposure, I realize that I have a lot of assumptions about what I think parenting ‘should’ look like for someone with a disability, especially for someone who might use a wheelchair and who may need support with their own care needs. I never imagined that someone who needed ‘support’ could be a good parent because I grew up in a home believing that if you personally needed ‘help’ it meant that most likely you were not going to be able to properly care for the needs of a child. In this class I’m coming to see that these are stereotypes or biases that I held and are actually quite hurtful. They are negative towards all parents as it assumes that if someone ‘can’t do X’ then must mean you aren’t ‘good parent’. I’m now wondering how many of us can do all of the things that come with parenting without having some support from our partner, family or friends? Am I any less of a parent if I choose not to do all of the things that I’m told I should do, but instead, prioritize my young ones’ need to be nurtured and cared for in the ways that I am able to provide; am I any less of a ‘good parent’ if I don’t/can’t do it all? As I reflect on this theme, I see that this attitude has affected me in my own thinking about my choice to consider being a parent. I was taught that as someone who identifies as ‘female’ there are certain things I will be expected to do. I think this is gender stereotyping. My biases started to change after I heard X’s story about the challenges they encountered when they were talking about getting pregnant. In hearing their story, I have come to see the challenges X encountered were not necessarily the result of their disability but because of the sheer lack of support X received from family and friends; many of whom actively discouraged X from exploring ways to get pregnant and then going through with their pregnancy. This was hard to hear and also made me realize that disability isn’t typically the problem. Instead, it is the ableist ideas that many people hold about parenting with a disability and what parenting ‘should’ look like. I feel like my own biases are shifting. I do however wish we had heard from parents with developmental disabilities as this is an area that I feel that I still have some more learning to do. I want to take this learning so that I will be a better service provider and co-worker, especially when working with people with disabilities. I need a paper requirement that How my personal believe about disabled people and How can my personal believe change after learning, discussion class and guest representation? How can change my personal view about disabled people? Assignment #2 – Emerging Understanding of Critical Disability Issues Students are required to write a short reflection paper that identifies how their understanding of the concept of disability is being influenced by the class discussions, guest presentation and readings. Students are required to reflect on their own emerging learning and unlearning related to disability. This assignment needs 750 words or 3 pages. This paper is worth 15%. Reflective Essay – How To Students are required to type a maximum of three paragraphs reflecting on the key themes or ideas that they are becoming aware of since starting the course including what has changed around their own understanding of what disability is and is not. Students are expected to also include what they learned or ‘unlearned’ as a result of the guest presentation related to parenting and disability; how does the topic of parenting relate to the learning objectives in the course so far. Rubric for Emerging Understanding of Critical Disability Issues Paper Description Needs Improvement Nearly Meets Expectation Meets/Exceeds Expectation Range 0 – points 2 – 3 points – 5 points Introduction and Focus The focus of the student’s learning is not clearly stated or is missing entirely. The focus of the student’s learning is evident; some areas could be clarified. The paper attempts to discuss the connections made with the readings and class discussion, however, the paper could use further elaboration. The focus of the student’s paper is clear. The emerging learning is clearly stated. The significance of the learning and the relevance to the course is made evident. Supporting Details The paper does not contain concrete details. The critical analysis is limited or missing all together. Concrete details from the readings, class discussions and parenting presentation are offered. The paper attempts to provide a critical analysis of the information presented from the presentation. Further discussion is needed. At least three concrete details from the readings, class discussions and parenting presentation are provided. The details include a well-developed analysis of the information presented. Conclusion The paper’s conclusion does not discuss the student’s personal assumptions (before enrolling in the course up to the writing of the paper). Discussion about the significance of the learning is limited or missing all together. The paper’s conclusion ties to the discussions and readings, however, it does not fully address the student’s pre-existing assumptions before enrolling in the course up to the writing of the paper. The paper attempts to discuss the significance of the learning, however, it could be better explored. The paper’s conclusion provides the effects, significance of and future relevance of learning and demonstrates critical reflection of student’s own biases. World Down Syndrome Day | What Learning Other Languages has Taught Me About How I Learned to Talk About Disability experienced life recorded lecture The above is required reading Recorded lecture In class reading Tool for analysis Recorded lecture Abelism and intersecting identities THE BLOG Confronting the Whitewashing Of Disability: Interview with #DisabilityTooWhite Creator Vilissa Thompson Recorded lecture Week 4 Ableism&Intersectionality THE BLOG Confronting the Whitewashing Of Disability: Interview with #DisabilityTooWhite Creator Vilissa Thompson Sometimes You’re A Caterpillar Unboxing Ableism video The Invisible Backpack of Able-Bodied Privilege Checklist Kim Collins’ lecture on Eugenics Recording of lecture for Friday’s class. Passcode: @3Xm$0Y0Zy We have a guest lecturer by the name of Kim Collins. The content for this lecture might contain some materials that will be disturbing to hear. Please ensure that you take care of yourself during the lecture and/or connect with a peer to debrief if needed. I am also available to connect by email if you wish. that is the correct passcode but for the video that is under the eugenics module. You don’t need zoom to watch it but will check again. Recorded lecture week 5 Eugenics Partial lecture Eugenics genetic testing what does the future look likeEugenics/Genetic Testing: What does the future look like? Eugenics/Genetic Testing: What does the future look like?
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