SPE/574: Characteristics Of Intellectual/developmental DisabilitiesWk 4 Discussion – Social Skills and Peer Relationships [due Thurs]Discussion TopicPost a total of 3 substantive responses over 2 separate days for full participation. This includes your initial post and 2 replies to classmates or your faculty member. Due Thursday Building on the topics of assessment and evaluation and specialized health care needs from Weeks 2 and 3, we will shift the focus to instructional content and best practices for teaching learners with intellectual and developmental disabilities and TBI. Respond to the following in a minimum of 175 words: As a special education teacher, you will be teaching much more than academic concepts and skills. What are some other areas that you will be addressing in your instruction?What is the importance of peer relationships in the learning and lives of students with disabilities? How will you foster these relationships?

Guidelines: You have been hired to consult at a large corporation on these two projects: 1. Design a training course to help employees deal with gender issues at work. 2. Write a report reflecting how your course will improve understanding and ways of relating among employees.          culture and history: describe cultural and historical influences on conceptions of gender               and other forms of diversity           gender differences: discuss research findings on gender differences and similarities in                    aggression, achievement, and communication.           relationships: identify gender issues in friendships and romantic relationships           gender expectations: explain the impact of gender, gender role expectations, and gender                stereotypes on work roles and physical and mental health Your tasks will proceed as follows: Problem areas: Men and women at the corporation have gathered to discuss their observations, experiences, and concerns regarding gender relations at work. The participants in your training course represent management at all levels as well as diverse administrative, technical, and intern personnel. During your opening session, you ask participants to introduce themselves and to state the problems they have noticed at work. Your participants may cite a general problem such as pay and power differences, and may also state their experiences of gender identification. Twelve participants: Imagine 12 diverse individuals who have elected to attend your training. Give each individual a name and identify him or her in your report with details including age, gender, ethnicity, and position (power level) at the corporation. Each participant's identity descriptor should include a statement of the problems he or she has perceived at work. State the problems as if you are quoting the participant. Because this is an imaginary training group, you must place yourself in the shoes of each of your 12 participants and explain the problem from each unique perspective. Training program: In response to the problems the participants have presented, create an eight-part course. Your course sessions are designed to help participants better understand gender issues. For each of the eight sessions, state one course learning objective, one Web site, and one article that you will use for that session. Refer to at least one of the participants' problems that will be addressed in the session. For each session, do the following: Give the session title (focus of the session). State the session's objective or objectives. State the participant problem(s) you will address in this specific session. Name one or more peer review journal articles and/or module resources relevant to the issues brought up by the training participants. Include resources in the course modules and a relevant Web site. Describe the activity for the session. We learn from each other when we listen and reflect on the experiences of others. Create and describe an activity that will promote discussion among your participants. Final training report: Your goal for the training program is for participants to gain the knowledge and skills they need to return to work and effectively contribute to an environment that promotes respect, gender awareness, and efforts to balance power among men and women. Describe four to six specific changes you will recommend to the corporate leaders that address the concerns presented by your training participants. Grading Rubric This project is worth a maximum of 20 points. Your grade will be based on clarity and details specific to gender issues. The final project is worth 26 percent of your overall grade, so it is vital that you do well on this assignment. Twelve participants: State problems relevant to gender concerns at the corporation from the viewpoint of 12 participants who are taking your training (6 points). Training program with eight sessions: Describe each session (6 points). Final training report: Include four to six recommendations for the corporation (6 points). Journal articles and Web sites: List journal article(s) and Web site(s) relevant to the project. Include citations and references formatted to conform to APA guidelines (2 points).

Direct Care Project OverviewThere are four parts to the Direct Care Project. There will be graded Project Check-ins that correlate to each part. The topic selected in Part 1 will be the same one used in Parts 2 through 4. Your choice is either Air Quality OR Substance Use. Review the table below for overview and due dates with each topic. Carefully review the instructions, tutorials, templates, and rubrics for each of the four parts as you begin this Direct Care Project. Contact your instructor with questions. OverviewPointsDue DateProjectsAir QualitySubstance UsePart 1: Assessment: Check-In10Wednesday of Week 2Required, graded check-in on progress of assessing your communityPart 1: Assessment and Diagnosis170Sunday end of Week 2Assess your community and collect data on air qualityAssess your community and collect data on substance usePart 2: Planning: Check-In10Wednesday of Week 4Required, graded check-in on progress of assessing your communityPart 2: Planning the Presentation150Sunday end of Week 4Create a PowerPoint presentation on the use of the Air Quality Flag Program. You will present to at least 1 organization leader.Create a presentation on the use of Screening, Brief Intervention, and Referral to Treatment (SBIRT). You will present to at least 3 practicing RN's.Part 3: Implementing the PresentationRequiredSchedule presentation Saturday of Week 5 through Saturday Week 6Present to a local organization that serves the identified vulnerable population and could implement the Air Quality Flag Program. There should be at least one organizational leader present. Includes participant(s) completing a Pre- and Post-surveyPresent to at least 3 practicing RN's that serve the identified vulnerable population and could implement SBIRT; Includes participants completing a Pre- and Post-surveyPart 3: Implementation: Check-In10Wednesday of Week 5Required, graded check-in on progress of implementing your presentationPart 4: Evaluation: Check-In10Wednesday of Week 6Required, graded check-in on progress of evaluation of your presentation and projectPart 4: Evaluating the Project140Sunday end of Week 6Evaluate learning and reflect on project. Evaluate learning and reflect on project.Course OutcomesThis direct care project enables the student to meet the following course outcomes: CO2 Assess the health of populations, aggregates, and communities (PO4)CO3 Apply the nursing process to vulnerable populations with professional clinical judgment and evidence-based practice (PO4 & 8)CO5 Utilize a collaborative approach to address factors that influence population health (PO2)CO6 Examine collaborative trends in community health nursing (PO2)Part 1 enables the student to meet the following course outcomes: CO2 Assess the health of populations, aggregates, and communities (PO4)CO3 Apply the nursing process to vulnerable populations with professional clinical judgment and evidence-based practice (PO4 & 8)Due Date for Part 1Sunday 11:59 PM MT end of Week 2Points Possible for Part 1170  Points Late Assignment PolicyIf the assignment is not submitted by due date, a late deduction will be applied. See rubric below.Directions for Part 1Review the Direct Care Project Overview above. Select topic (Air Quality OR Substance Use) from the table. This will be the topic of your entire course project.View the Direct Care Project Part 1 Tutorial (Links to an external site.).Download the corresponding Assessment and Diagnosis template under Templates below. For example, if you have selected Air Quality as your topic, download the Air Quality Assessment and Diagnosis Template.Collect the data outlined in the template. There are two parts:Online data collection - gather data from the weblinks provided on the templateModified windshield survey data collection - gather local community data by physically looking at your communityIf possible, plan on asking someone to drive during your survey so that you can take notes.Your community should be the area where you live or the area surrounding your work. The community must include a residential area and be a large enough area to answer the survey questions. If you live in a large area, you may choose a suburb.Note: It is helpful to conduct this portion of the assessment at least two different times: during the day or evening, on a weekday, and/or on the weekend.Identify a nursing problem (nursing diagnosis) based on data and observationsYou must select a problem caused by your topicImportant: the problem you identify will be utilized in Parts 2, 3, and 4 of the project.Identify the vulnerable population that the problem affects. This will also determine who you will present to in Part 2.Write the nursing diagnosis (See template and chapter 6 in Nies & McEwen textbook for more information)Submit template through the submit assignment button on this page.TemplatesSelect and download from the links below the one that corresponds with selected topic:Air Quality Assessment and Diagnosis Template (Links to an external site.)Substance Use Assessment and Diagnosis Template (Links to an external site.)Best PracticesPlease use your browser's File setting to save or print this page.Use the template provided. If the template is not used, a deduction will be applied. See rubric below.Spell check for spelling and grammar errors prior to final submission. Use the rubric as a final check prior to submission to ensure all content is clearly addressed. Scholarly Sources and CitationsSince sources are on the template, citations are not needed.