A Disability History Timeline the Struggle for Equal Rights Through the Ages Stereotypes, Cultural Representations and Attitudes
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Guide to Quality Individualized Education Program (IEP) Development and Implementation
The University of the State of New York The State Education Department Guide to Quality Individualized Education Program (IEP) Development and Implementation February 2010 (Revised December 2010) THE UNIVERSITY OF THE STATE OF NEW YORK Regents of The University MERRYL H. TISCH, Chancellor, B.A., M.A., Ed.D. .................................................. New York MILTON L. COFIELD, Vice Chancellor, B.S., M.B.A., Ph.D. .................................... Rochester ROBERT M. BENNETT, Chancellor Emeritus, B.A., M.S. ........................................ Tonawanda SAUL B. COHEN, B.A., M.A., Ph.D.......................................................................... Larchmont JAMES C. DAWSON, A.A., B.A., M.S., Ph.D. .......................................................... Plattsburgh ANTHONY S. BOTTAR, B.A., J.D. ............................................................................ Syracuse GERALDINE D. CHAPEY, B.A., M.A., Ed.D. ............................................................. Belle Harbor HARRY PHILLIPS, 3rd, B.A., M.S.F.S. .................................................................... Hartsdale JOSEPH E. BOWMAN, JR., B.A., M.L.S., M.A., M.Ed., Ed.D..................................... Albany JAMES R. TALLON, JR., B.A., M.A. ......................................................................... Binghamton ROGER TILLES, B.A., J.D. ....................................................................................... Great Neck KAREN BROOKS HOPKINS, B.A., M.F.A.................................................................. -
Fragile X Syndrome
November 2014, 1 Hour Fragile X Syndrome Fragile X Syndrome (FXS), also called Martin Bell It is estimated to affect 1:5000 males and 1:8000 Syndrome, is the most common heritable cause of females and found in all races and socioeconomic cognitive disability. It is the second known chromoso- groups. Sixty percent of males with FXS exhibit hand mal cause of cognitive disability (Down syndrome is flapping or biting; 90% exhibit poor eye contact and first). It is the most common known cause of Autism 60% have autism. Females with FXS generally have or “Autistic-like behaviors”, and is characterized by higher IQ’s than males and most exhibit shyness and distinct physical and behavioral characteristics. social anxiety. History In the late 1800’s there was an In 1969 Lehrke’s PHD Thesis chromosome. excess of males with Intellectual argued for the presence of an x- In 1991, the mutation causing the Disability noticed based on the US linked intellectual disability gene. FX syndrome was identified and census data. In the 1970’s, Sutherland showed the gene isolated. In 1943 a pedigree was published culture medium lacking folic acid by Martin and Bell describing the appearing to have a gap or break syndrome. in the end of the long arm of the x Genetics The Fragile X name comes from the broken appear- females will have symptoms; however, the severity is ance in the X chromosome where the FMR1 gene is decreased. found. It causes a mutation in the FMR1 gene. The The more repeats, the more unstable the FMR1 gene mutation shuts off the production of the FMR1 pro- is. -
Photography and Photomontage in Landscape and Visual Impact Assessment
Photography and Photomontage in Landscape and Visual Impact Assessment Landscape Institute Technical Guidance Note Public ConsuDRAFTltation Draft 2018-06-01 To the recipient of this draft guidance The Landscape Institute is keen to hear the views of LI members and non-members alike. We are happy to receive your comments in any form (eg annotated PDF, email with paragraph references ) via email to [email protected] which will be forwarded to the Chair of the working group. Alternatively, members may make comments on Talking Landscape: Topic “Photography and Photomontage Update”. You may provide any comments you consider would be useful, but may wish to use the following as a guide. 1) Do you expect to be able to use this guidance? If not, why not? 2) Please identify anything you consider to be unclear, or needing further explanation or justification. 3) Please identify anything you disagree with and state why. 4) Could the information be better-organised? If so, how? 5) Are there any important points that should be added? 6) Is there anything in the guidance which is not required? 7) Is there any unnecessary duplication? 8) Any other suggeDRAFTstions? Responses to be returned by 29 June 2018. Incidentally, the ##’s are to aid a final check of cross-references before publication. Contents 1 Introduction Appendices 2 Background Methodology App 01 Site equipment 3 Photography App 02 Camera settings - equipment and approaches needed to capture App 03 Dealing with panoramas suitable images App 04 Technical methodology template -
PANORAMA the Murphy Windmillthe Murphy Etration Restor See Pages 7-9 Pages See
SAN FRANCISCO HISTORICAL SOCIETY NEWSLETTER PANORAMA April-June, 2020 Vol. 32, No. 2 Inside This Issue The Murphy Windmill Restor ation Photo Ron by Henggeler Bret Harte’s Gold Rush See page 3 WPA Murals See page 3 1918 Flu Pandemic See page 11 See pages 7-9 SAN FRANCISCO HISTORICAL SOCIETY NEWSLETTER Message from the President COVID-19 debarks from the tongue less trippingly than worked, and what didn’t? On page 11 of mellifluous Spanish Flu, the misnomer for the pandemic that this issue of Panorama, Lorri Ungaretti ravaged the world and San Francisco 102 years ago. But as we’ve gives a summary of how we dealt with read, COVID-19’s arrival here is much like the Spanish flu. the 1918 Spanish flu pandemic. COVID-19 too resembles another pandemic, black death, or The San Francisco Historical bubonic plague. Those words conjure the medieval world. Or Society seeks to tell our history, our 17th-century London, where an outbreak killed almost 25% of story (the words have the same root) in the city’s population between 1665 and 1666. At the turn of ways that engage us, entertain us even. the 20th century, twenty years before arrival of the Spanish flu, At the same time we tell our story to the bubonic plague found its way to the United States and San make each of us, as the Romans would Francisco. Here, politicians and power brokers, concerned more say, a better civis, or citizen, and our John Briscoe about commerce than public health, tried to pass off evidence of city, as the Greeks would put it, a President, Board of greater polis, or body of citizens. -
Squires Dyslexia Letter.Pdf
September 15, 2016 To Whom May Concern: It has come to our attention that there may be a misunderstanding about who is able to diagnose and treat literacy disabilities such as dyslexia. This letter is to educate and inform that it is within the scope of practice of licensed and certified speech-language pathologists (SLPs) to screen and evaluate children (and adults) for dyslexia, diagnose them if appropriate, and provide therapy. Dyslexia Defined as a Language-based Learning Disorder The National Institute of Child Health and Human Development defines dyslexia as “A specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.”1 Dyslexia is a language-based learning disability, and as such, is formally diagnosed after an SLP evaluates the child’s spoken and written language and consults with the child’s parents/caregivers and educational professionals. The Oral Language/Literacy Connection The connections between spoken and written language are well established. Spoken language serves as the foundation for the development of reading and writing. Spoken and written language have a reciprocal relationship. Furthermore, children with spoken language problems frequently have difficulty learning to read and write. Finally, instruction in spoken language can result in growth in written language, and vice versa. -
Panorama Photography by Andrew Mcdonald
Panorama Photography by Andrew McDonald Crater Lake - Andrew McDonald (10520 x 3736 - 39.3MP) What is a Panorama? A panorama is any wide-angle view or representation of a physical space, whether in painting, drawing, photography, film/video, or a three-dimensional model. Downtown Kansas City, MO – Andrew McDonald (16614 x 4195 - 69.6MP) How do I make a panorama? Cropping of normal image (4256 x 2832 - 12.0MP) Union Pacific 3985-Andrew McDonald (4256 x 1583 - 6.7MP) • Some Cameras have had this built in • APS Cameras had a setting that would indicate to the printer that the image should be printed as a panorama and would mask the screen off. Some 35mm P&S cameras would show a mask to help with composition. • Advantages • No special equipment or technique required • Best (only?) option for scenes with lots of movement • Disadvantages • Reduction in resolution since you are cutting away portions of the image • Depending on resolution may only be adequate for web or smaller prints How do I make a panorama? Multiple Image Stitching + + = • Digital cameras do this automatically or assist Snake River Overlook – Andrew McDonald (7086 x 2833 - 20.0MP) • Some newer cameras do this by “sweeping the camera” across the scene while holding the shutter button. Images are stitched in-camera. • Other cameras show the left or right edge of prior image to help with composition of next image. Stitching may be done in-camera or multiple images are created. • Advantages • Resolution can be very high by using telephoto lenses to take smaller slices of the scene -
John Zjxcaelzel, Zm^Aster Showman of ^Automata and Panoramas
John zJXCaelzel, zM^aster Showman of ^Automata and Panoramas OHN NEPOMUK MAELZEL, the son of an ingenious mechanician and organ builder, was born on August 15, 1772, in Regensburg, J Bavaria. Thoroughly trained in the theory and practice of music, he became the best pianist in Regensburg at the age of fourteen. After teaching music for a few years, he moved to Vienna in 1792, where he occupied himself not only in scientific and mathematical studies, but with mechanical experiments on musical instruments, a field which had become promising after musical clocks were intro- duced in the eighteenth century.1 Maelzel invented an orchestral automaton that was composed of all the pieces of an entire military band and for which Albert, Duke of Saxe-Teschen, paid 3,000 florins in 1803. In 1806 another in- strument of the same kind, with clarinets, violins, violas and violon- cello added, was also completed by Maelzel. This instrument was enclosed in a large cabinet case and played compositions by Mozart, Haydn, Cherubini, Crescentini, and others. It was exhibited with much success locally, and was later taken to Paris where it was christened the "panharmonicon." It received tremendous popularity in Europe, and later toured America where people gladly paid one dollar to hear it perform.2 In 1808 Maelzel produced another invention — an automaton Trumpeter. The Trumpeter was life-size, with lifelike movements, and was dressed in national costumes that could be quickly changed 1 Appletons* Cyclopaedia of American Biography (New York, 1888), IV, 171-172; Grove's Dictionary of Music and Musicians (New York, 1955), V, 500-501; Allgemeine Deutsche Biographie (Leipzig, 1884), XX, 157-158. -
Characteristics of Children with Learning Disabilities
National Association of Special Education Teachers NASET LD Report #3 Characteristics of Children with Learning Disabilities Children with learning disabilities are a heterogeneous group. These children are a diverse group of individuals, exhibiting potential difficulties in many different areas. For example, one child with a learning disability may experience significant reading problems, while another may experience no reading problems whatsoever, but has significant difficulties with written expression. Learning disabilities may also be mild, moderate, or severe. Students differ too, in their coping skills. According to Bowe (2005), “some learn to adjust to LD so well that they ‘pass’ as not having a disability, while others struggle throughout their lives to even do ‘simple’ things. Despite these differences, LD always begins in childhood and always is a life-long condition” (p. 71). Over the years, parents, educators, and other professionals have identified a wide variety of characteristics associated with learning disabilities (Gargiulo, 2004). One of the earliest profiles, developed by Clements (1966), includes the following ten frequently cited attributes: • Hyperactivity • Impulsivity • Perceptual-motor impairments • Disorders of memory and thinking • Emotional labiality • Academic difficulties • Coordination problems • Language deficits • Disorders of attention • Equivocal neurological signs Almost 35 years later, Lerner (2000) identified nine learning and behavioral characteristics of individuals with learning disabilities: -
Eliminating Ableism in Education
Eliminating Ableism in Education THOMAS HEHIR Harvard Graduate School of Education In this article, Thomas Hehir defines ableism as “the devaluation of disability” that “results in societal attitudes that uncritically assert that it is better for a child to walk than roll, speak than sign, read print than read Braille, spell independently than use a spell-check, and hang out with nondisabled kids as opposed to other dis- abled kids.” Hehir highlights ableist practices through a discussion of the history of and research pertaining to the education of deaf students, students who are blind or visually impaired, and students with learning disabilities, particularly dyslexia. He asserts that “the pervasiveness of...ableistassumptionsintheeducationof children with disabilities not only reinforces prevailing prejudices against disability but may very well contribute to low levels of educational attainment and employ- ment.” In conclusion, Hehir offers six detailed proposals for beginning to address and overturn ableist practices. Throughout this article, Hehir draws on his per- sonal experiences as former director of the U.S. Department of Education’s Office of Special Education Programs, Associate Superintendent for the Chicago Public Schools, and Director of Special Education in the Boston Public Schools. Ableist Assumptions When Joe Ford was born in 1983, it was clear to the doctors and to Joe’s mom Penny that he would likely have disabilities. What wasn’t clear to Penny at the time was that she was entering a new world, that of a parent of a child with disabilities, a world in which she would have to fight constantly for her child to have the most basic of rights, a world in which deeply held negative cul- tural assumptions concerning disability would influence every aspect of her son’s life. -
Learning Disability
Learning Disability Distributed By: Maine Parent Federation PO Box 2067 Augusta, Maine 04338 1-800-870-7746 (Maine Only) 207-588-1933 Email: [email protected] Online community: www.mpf.org Original: 01/2000 Updated: 05/2017 Learning Disability Information Disclaimer The purpose of the information packet is to provide individuals with reader friendly information. We believe that a good overview is a realistic one. For this reason we have included a variety of information that may include the more difficult characteristics of a diagnosis or topic along with medical, educational and best practice information. All information contained in this packet is for general knowledge, personal education and enrichment purposes. It is not intended to be a substitute for professional advice. For specific advice, diagnosis and treatment you should consult with a qualified professional. When this packet was developed, Maine Parent Federation made every effort to ensure that the information contained in this packet was accurate, current and reliable. Packets are reviewed and updated periodically as changes occur. 09/2011 Disclaimer The contents of this Information Packet were developed under a grant from the US Department of Education, #H328M110002. However, those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Marsha Goldberg. 1 Distributed by Maine Parent Federation 1-800-870-7746 www.mpf.org 05/2017 Learning Disability Table of Content Learning Disabilities (LD) 3 Supports, Modifications, and Accommodations for Students 10 State Resources 15 National Resources 16 Library Materials 17 2 Distributed by Maine Parent Federation 1-800-870-7746 www.mpf.org 05/2017 Learning Disability Learning Disabilities (LD) A legacy resource from NICHCY Disability Fact Sheet 7 (FS-7) January 2011 | Links updated, July 2015 Sara’s Story When Sara was in the first grade, her teacher started teaching the students how to read. -
For Individuals With
ASSISTIVE TECHNOLOGY FOR INDIVIDU A LS WITH COGNITIVE IMP A IRMENTS A Handbook for Idahoans with Cognitive Impairments and the People Who Care for Them Promoting greater access to technology for ASSISTIVE TECHNOLOGYIdahoans FOR INDIVIDU withA LS WITHcognitive COGNITIVE IimpairmentsMP A IRMENTS 1 Acknowledgements A number of people need to be thanked for their assistance in making this handbook a reality. First, a big thank you goes to the staff of the Idaho Assistive Technology Project for their help in conceptualizing, editing, and proof-reading the handbook. A special thank you to the North Dakota Interagency Program for Assistive Technology (IPAT), and especially to Judy Lee, for allowing the use of their materials related to assistive technology and people with cogni- tive disabilities. A special thank you also goes to Edmund Frank LoPresti, Alex Mihailidis, and Ned Kirsch for allowing the use of their materials connected to assistive technology and cognitive rehabilitation. Illustrations by Sarah Moore, Martha Perske, and Sue House Design by Jane Fredrickson Statement of Purpose This handbook is designed as a guide for individuals, families, and professionals in Idaho who are involved with persons who experience cognitive disabilities. The application of assistive technology for meeting the needs of individuals with cognitive disabilities is still in its infancy in Idaho. This handbook was developed to increase knowledge and expertise about the use of assistive technology for this population. The handbook also provides information about how to locate funding for needed devices and lists a broad array of resources related to this topic. The handbook is designed to provide information that can be used by persons of all ages. -
VR Panoramic Photography and Hypermedia: Drawing from the Panorama’S Past
VR Panoramic Photography and Hypermedia: Drawing from the Panorama’s Past Seth Thompson American University of Sharjah Sharjah, United Arab Emirates [email protected], www.seththompson.info Abstract with a central observation platform – that is thought to Since the 1787 patent of the immersive 360-degree painted pano- have inspired the creation of the word “panorama.” [2] In rama by Robert Barker, the panorama has been used as a narrative the Parisian Dictionary of Building Terms, vol. III pub- storytelling tool. With VR (virtual reality) panoramic photog- lished in 1881–82, “Panorama” is defined as “a building in raphy in tandem with the notion of hypermedia, the VR panorama which a painting referred to as a panorama is exhibited, can further advance the idea of storytelling as both an object and that is to say painted on the inside wall of a rotunda, cov- an interface. Using the principles of Robert Barker’s patent of the ered by a cupola or cone-shaped roof. These paintings at- panorama as a point of departure to explore the conceptual rela- tempt to be faithful reproductions of what a place looks tionship between painted and screen-based panoramas, this paper like when viewed from all angles and from as far as that will explore: how the potential for a hypermedia system can be the eye can see.” [3] found in the painted panorama; the unique qualities of the com- Since its 1787 patent, the panorama has been used as a puter-based panorama; and discuss related hardware advances for narrative storytelling tool. One of the tenets of the “pano- the digital panorama, which appear to bring us closer to Robert rama” as described by Barker has remained the same in its Barker's original intent as an immersive image space for the development, whether analog or digital, which is to strive masses.