Independence Center Reflection Paper

Before attending GCU and using the sources that they provide, I normally would use resources and tools that were provided by various universities. Two notable examples that I would use where Purdue University's OWL and also Calvin College's KnightCite. OWL is a particularly helpful source since it offers a wide variety of articles regarding various topics that play a key role within successful writing. KnightCite was also a source I widely used because of the fact that it was a great way in order to get MLA (which I used in high school) citations for works used in my papers. However, nowadays I mainly use the sources provided by GCU such as the writing center which I have found to be quite helpful. In particular, I enjoy the templates provided

The workforce Innovation and Opportunity Act (WIOA) and reauthorization of the Rehabilitation Act created the Independent Living Administration. Centers for Independent Living (CILs) are “advocacy-driven organizations that are run by and for people with disabilities (p.3).” CILs wants to see people with disabilities valued equally, and capable of doing anything in society without discrimination. One of the things to help achieve their envision to participate fully is by their core service by WIOA which is called Transition. This service helps the transitions from nursing homes to community-based residencies, the ones at risk of entering institutions, and the youth with significant disabilities.

On September 6, 2017, I were documented for an incident that involved a University Housing policy violation. I was charged with violating the University Housing Alcohol 1.2 policy. With my violation, came consequences. I met with The Residence Conduct Coordinator to discuss my actions and came to the conclusion that I would have to schedule a meeting with The Campus Alcohol and Drug Education Center (CADEC) and with that, a reflection paper.

Research and Training Center on Independent Living. (1993). Guidelines for reporting and  writing about people with disabilities (4th ed.) [Brochure].  Lawrence, KS: Author.

These types of issues require not only an intersectionality approach, but re-conceptualizing our understanding of individuals. Much of the work that culminated in the passing of the Americans with Disabilities Act was predicated on the idea that through legislation, barriers could be removed to allow disabled people to achieve “independence.” Just a quick persuing of the disability organizations in Wisconsin finds eight with the word “independence” right in the organization name (http://www.disabilityrightswi.org/links). However, it is important, especially for disabled people, to unpack the ontological baggage of that term and the implications in devising strategies to dismantle structural inequities. We live in societies dominated by

Every year the government spends roughly $1.03 trillion on welfare, which includes housing and education for individuals with an intellectual disability. This means that “1,170,190 receive some type of Medicaid-funded long-term residential support” and that these special “services support people in family homes, their own homes or group settings of varied sizes” (President’s Committee for People with Intellectual Disabilities 27). The schooling of people with and intellectual disability has come a long way and now people are receiving “individualized services and supports in

In June 1999, the United States Supreme Court affirmed a judgment in the Olmstead case, which regards two individuals with mental and cognitive disabilities living in a state operated institution, who claimed a right to care in an integrated setting based on the guarantees under Title II of the Americans with Disabilities Act of 1990 (ADA). As a response, Texas implemented the Texas Promoting Independence Plan. The goal of this plan is to ensure that the state’s long-term services and supports system (i.e. HCS) effectively fosters independence for all individuals who have a disability and provides opportunities for individuals to have a quality of life in the setting of their choice (HHSC 2012). Today, individuals who choose to reside in the community are able to maintain their independence with the assistance of community-based services. For instance, when Marisa received her slot for community-based services, she also received the supports she needed to remain living at home and do the things she wants to do including volunteering, giving back to the community and doing the everyday things she needs to do to be independent (ADA). The cost of not increasing funding for the interest list denies the rights of individuals who are both mentally and physically at a disadvantage compared to most of us. The benefit of increasing funding gives individuals a voice to choose their independence in a community setting and provides equal opportunity.

Many young adults with intellectual disabilities still live at home with their guardian(s). While personal choice and over-protectiveness plays a role in that fact, the lack of housing for disabled adults is a key factor. Group homes, where several adults with disabilities will live together to form a functioning household with staff supervision, are closing down nationwide. Full-inclusion has come so far that it is beginning to threaten the independence of disabled adults by removing the idea of living with peer roommates. Instead, the model is going to host-homes, where a person with a disability can apply to live with a family or roommate who does not have a disability. In this case, it makes more sense to leave the young adult with his/her guardian(s) instead of uprooting their current existence. A regular paycheck from a job is almost rendered useless, due to the freeloading nature of “staying with mom and dad.” A guardian can state on the application for SSI whether he/she are providing shelter and food, which affects the monthly reward. It is simple to say shelter and food aren’t being provided, when he/she actually is, to try and receive a higher amount of monthly SSI reward. While there are guardian(s) who adhere to the rules and restrictions of SSI, there are those who do not and try to receive more monetary reward than what is actually deserved. Without the disabled

Centerforce is a 48 year old 501 (c) 3 non-profit, Commission on Accreditation of Rehabilitation Facilities (CARF) accredited organization, located in Lakewood, WA. The mission of Centerforce is to promote self-sufficiency, inclusion and quality of life for individuals and families of all abilities through education, employment and community living. The purpose of Centerforce is to promote and advocate for the general welfare of individuals living with intellectual and developmental disabilities and socioeconomic challenges; foster the development of programs on the individual’s behalf; aid the client, parents and/or guardians in the solution of their problems; and coordinate efforts

Before going to the writing center I thought that I had a pretty solid personal statement that could readily be attached to an application though the grammar and structure of the statement was good I miss the most important part of a personal statement, the “personal” part. I know exactly what I want out of this particular program, but originally I didn’t transfer those thoughts to the statement.

Barriers to independence often exist for individuals with intellectual disabilities. One of the primary barriers is the inability to independently participate in community activities, such as, purchasing groceries and checking out a book from the library. One of the most often reported safety concerns, according to caregivers, is the individual becoming lost. A strategy to teach these individuals to seek assistance from appropriate community members could help to allay those concerns. For example, it would be appropriate for an individual to seek the assistance of a store clerk if lost in a grocery store. The inability for these individuals to function in community settings limits their independence and consequently becomes more of a strain

In 1998, Wehmeyer and Bolding published a research article that focused on the enhancement of self-determination of adults with disabilities after they lived or worked in community-based environments. This research specifically focused on the intellectually disabled population. Wehmeyer and Bolding states that the living environments that encompass a smaller population, have more flexible practices, and receive more funding, have a population of residents with high levels of self-determination. The research that was conducted focused on promoting change in how funding was allocated to people with disabilities in order to provide more independence and financial control. They also monitored for 6 months the activities of over 50 individuals with intellectual

Initially, the Individual with Disabilities Education Improvement Act of 2004 (IDEA) was authorized. This body of laws focuses on providing all students with disabilities a free and appropriate public education ( FAPE) that place importance on special education and services that is developed to meet the students individual needs and prepare them for adulthood (IDEA, 2004). In order to comply with the demands of IDEA, it is fundamental to grasp the significance of the transition planning in the lives of both students and their families (Test, Aspel, & Everson, 2006). Etscheidt (2006) defined the transition services as group of activities that are established to provide positive outcomes that support student’s transition from school to post school. During the transition process a myriad of services that focus on higher education, employment, vocational training, community

Since the beginning of the semester, my writing has changed and evolved to accommodate and sustain longer essays. With longer essays, there is more room for in-depth analysis. Further analyzing a topic has led me to findings that I did not know existed. As I continue to write, I uncover addition and superior methods to approach my writing to the benefit of me and therefore, my audience. Throughout the semester, I have incorporated techniques to further my narrative throughout my writing.

Over the course of the semester, I have been fortunate enough to work with a student who is having difficulties when it comes to reading. My student does not have difficulties when it comes to hearing a word, but rather when he sees a word. My student has definitely benefited from one on one work with me as well as the additional help he’s getting from the reading specialist during their WIN (what I need) time. My student does not like to read because he knows that he is struggling and he is embarrassed about it. When my student goes to his WIN time, he does really well because the instruction is at his level and there are only two other students who are also on the same level there as well. Besides the current intervention, programs I would recommend are Direct Instruction: Reading Mastery, Letter Spacing, Wilson Reading System and the Lindamood program (LiPS).