Lighthouse Project Intership

One of my goals in life is to become a third grade teacher. Teaching is something I always dreamed of being as a little girl. For this reason, case study number two is most relevant to my area of interest or work. Having the opportunity to be a leader in a child’s life guided them to a lifelong learning experience and using what I had been educated with to help all students achieve. The barriers preventing the individual from fully participating in work, school and/or society are being physically or mentally

By working in a public school setting, I hope to integrate aspects of assessment, counseling, research, and skill training to create individualized intervention plans, and provide an optimum learning environment for all students. After receiving the opportunity to work with children with exceptionalities at Camp MATES and the social skills groups, I was stunned to discover how underserved that population is. I was appalled by the obscene amounts of money parents pay for their children to receive services tailored to them and their exceptionalities and how difficult it can be to get into those programs. As a School Psychologist, I hope to make academic success more attainable for all students despite their socioeconomic background. My goal is to assess students who are struggling academically to find an educational method that suits their individual differences and be able to refer them to community resources if needed. My dream is to bridge the gap between home and school and promote supportive environments in both that migrate seamlessly. I hope to provide students with strategies, such as social skills training, they can use to be successful both in and outside of the classroom. I aim to learn more about Learning and Intellectual Disabilities and interventions that improve the academic success rate of students with those

I had the opportunity to complete a seven-week internship within the Toronto Adult Neurodevelopmental Services Program at the Centre for Addiction and Mental Health (CAMH). During my time at CAMH, I had the chance to shadow multiple Developmental Service Workers to provide support for clients ages 16 and above diagnosed with Developmental Disability (DD) and/or Autism Spectrum Disorder (ASD) presenting with mental health concerns or severe challenging behaviour problems. I also had the opportunity to work with over 10 different clients and their families to develop and implement comprehensive support plans. Overall, the time I spent at CAMH was filled with multiple instances that coincide with almost all the Learning Outcomes outlined in

Everyone has their own set of strengths and weaknesses. Those with disabilities are no different they just have a different set then everyone else. I chose this project topic because in 5th and 6th grade I was part of a program called Peer Pals. Once a week during recess I volunteered in a special needs classroom. This work opened my eyes to the world of special needs and Peer Pals is one of the things I miss about elementary school. I realized that I needed to continue helping the special needs community. No solutions presented themselves and then one day the solution stared me in the face from it’s home in the Reston Community Center Program Guide. “Volunteer at the Adapted Aquatics Class,” I had found a solution to my problem.

Ja'mari is a 3rd grade student attending Lake Forest Elementary Schools of the Art and Sciences. He participates with non-disabled peers in an inclusion classroom for the majority of the day. He is a very sweet and kind student who is willing to work on any task that is given to him. Although Ja'mari is willing to work on any task,he struggles to be confident and social with his peers and adults. He requires prompting, verbal encouragement, one on one support, task adaptations to complete assigned task. According to his recent I-ready results, Ja'mari overall scale scores increased from 404 to 449. He made a 44 point gain. He is making tremendous progress. His strength is in Phonological Awareness. He tested out. Ja'mari has demonstrated the

After her time at the habilitation program, she moved to Colorado. Her first job in Colorado was at the Rise School of Denver, which “provides services to children with and without disabilities through an inclusive education model.” During her time at the Rise School, the executive director of Adams Camp reached out to her and provided a job description that immediately captured her interest. She rapidly transitioned into the Adams Camp environment and found her home. Jordan has the opportunity to serve 350 families every year in both Adventure Camp and other therapeutic programs that is offered by Adams Camp. But, it hasn’t all been an easy road for her at Adams Camp. She voiced, “With an aging population, we are tasked with creating age appropriate services for all. The other challenge is finding more empowering opportunities for our population.” Most people with developmental disabilities can live a long and fulfilled life, but their special needs vary by age. At the moment, Adams Camp prioritizes younger clients in order to prepare them properly for their futures. But because Jordan is so dedicated to improving the lives’ of others, she

First of all, I was fortunate to witness in my work, Bridges Montessori School, the positive impact that occupational therapy had on students with cognitive, physical and sensory disabilities. I observed a variety of occupational therapists assisting students with tasks such as grasping a pencil, tying their shoelaces, or master their problem solving skills. I watched students overcome their disabilities, get re-integrated into the classroom, and become equals with their classmates. I realized that, as I had pushed my students academically, the occupational therapist pushed them to overcome their limitations and reach to their highest potential. I think this is an important lesson to instill in every future patient. No matter how large or small the efforts might seem all progress counts. Secondly, I witnessed my best friend, Kelli, fight Chordoma cancer for two years until she succumbed to the disease. We discussed her treatments and she informed me of her weekly therapeutic sessions with an occupational

The classroom setting is kindergarten with a mixed environment of general education students and special education students. The child can do his work; however, he is resistant by saying he does not want to read or write because it is boring. Being WZ one-to-one paraprofessional is challenging since the child has behavioral issues that requires professional assistance for developmental support.

Special needs individuals have also deeply impacted my life. While employed with Skill Creations, I monitored the daily activities of six young men with mental and physical needs exceeding the care family members could provide. Unfortunately, some endured incredibly difficult circumstances before admission. The group home provided daily medical care as well as therapeutic services designed to encourage independence. Subsequently, my daughter's diagnosis of autism forged awareness of the innovation special needs parents exhibit discerning services to pursue for their child's future

This is a social emotional health service for families and children birth to 26 years old. They provide early intervention programs for 1 to 5 year olds. This program is there to support families and children in reducing the severity of developmental disabilities, autism, or emotional impairments.

The Rehabilitation Institute of Southern California in Orange County (RIO) was initially established and founded in 1950 to improve the quality of life among disabled children and adults. Since then, the organization has branched off into two additional locations in Fullerton, CA and San Clemente, CA. With all facilities focusing on improving the quality of life among disabled children and adults, therapy programs range from social services, physical therapy, occupational therapy, speech therapy, and nursing services along with hour-to-hour activities and an on-site dietician to cater to the client’s dietary needs. Today, RIO of Orange also offers additional programs within their facility such as an infant day care, child development program, preschool, and also aquatic exercise classes. The general population within the organization varies. Within the mission statement, RIO of Orange assures that services are provided without regard to age, race, creed, sexual orientation, and gender (Riorehab.org, 2016).

My formal training and diverse work environments have afforded me the opportunity to understand adolescences and their families’ worldview, motivate individuals to accomplish their specific goals, and to support students in modifying maladaptive behavioral. Over seven years of experience working with clients with variance levels of disabilities in a strategic

The Block Institute of New York supplies services for individuals with developmental disabilities as well as services for their families. The team working for The Block Institute consists of; Special Education teachers, Psychologists, Physical Therapists and Speech Therapists. This institute provides children’s services with special needs ranging from three to eleven years old. Extensive evaluations and services are provided through The Block Institute, which include; Physicals, Psychiatry/ Medication Management, Psychotherapy, Psychosexuality Counseling, Cogitative Behavioral Therapy, Occupational and Physical Therapy, Speech and Language Pathology, twelve and twenty four Week Intensive Nutritional Counseling, Comprehensive Evaluations

The therapeutic interventions discussed in chapter 6 are particularly informative for any person working with children. Selected from a number of therapeutic frameworks, such as Gestalt and Theraplay. Hughes breaks each type of intervention down and explains why they are significant and examples of how they are used. The holding

The concept of Special Health Care Needs at the very least refers to a group of people who are highly susceptible to chronic developmental, physical, emotional or behavioral condition. It is to say that these group of children have a high chance or likelihood of contracting other diseases and health conditions that might affect their welfare and personal well-being. In the conventional sense and aspect, children who suffer ailments and conditions such as cerebral palsy, autism, asthma, birth defects, mental disorders, and diabetes are categorized as Special Health Care Needs (Cochran, Sullivan & Mays, 2003). As a result, it would require a specialized attention and care for such children to grow into healthy and productive members of the society. Researchers, health practitioners, and scholars have undertaken studies to measure with utmost precision the extent of the Special Health Care Needs children in the county. Thus, this paper will consider the principles and beliefs of the health assessment report done in Los Angeles County in the year 2002-2003. (www.publichealth.lacounty.gov/ha/HA_ALPHA_REPORTS.htm).