Order ID:89JHGSJE83839 | Style:APA/MLA/Harvard/Chicago | Pages:5-10 |
Instructions:
We know that 20% of the population self-identifies as having a disability at this point in the course, and we believe that many more persons have a diagnosed disability or will develop a short-term or non-permanent handicap. We’ve also seen how anyone, regardless of present status, can develop a disability, but we’ve also thought about how people born with disabilities may differ from those who develop disabilities later in life. When you consider that the likelihood of a person developing a handicap increases as they get older, it’s easy to see how disability will likely affect each of us at some point during our lives.
This week, you’ll learn about the experiences of persons born with disabilities and how age affects disability, as well as caregivers for children and aging adults with disabilities, and those who develop a disability as they become older.
1. Consider how someone deals with their impairment. Why do you think a person who is born with a disability differs from someone who develops a disability later in life?
2. They may have different perspectives on the disability movement, culture, and history; they may also have different perspectives on the importance of the disability rights movement based on their prior and subsequent experiences with disabilities.
How can someone with a long-term impairment feel about disability rights differently than someone with a temporary condition?
How do these events resemble one another?
3. In designing for disability or campaigning for disability equality, what role do you believe carers and parents of people with disabilities should play?
4. If we’re all more likely to have disabilities as we get older, and more people are living longer lives, it stands to reason that we’ll all require more accommodations as we age.
Why do you believe that more of our businesses, society, and culture are not geared to make older or disabled individuals more accessible?
References
https://reader.mediawiremobile.com/accessibility/issues/204297/articles/5c4f57820ed1020171b99752/reader
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1802121/
RUBRIC |
||||||
Excellent Quality 95-100%
|
Introduction
45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Literature Support 91-84 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met. |
|||
Average Score 50-85% |
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided. |
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration. |
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met. |
|||
Poor Quality 0-45% |
37-1 points The background and/or significance are missing. No search history information is provided. |
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration. |
48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met |
|||
You Can Also Place the Order at www.collegepaper.us/orders/ordernow or www.crucialessay.com/orders/ordernow
BEHS 320 Disabilities in the Workplace |