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4dfd0125e3243a6b32fbce11462cdfef
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Disability
Still Image
Catalog Entry
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<p><span>These artifacts are very significant to the Fitchburg State University family. They are the remaining artifacts that the University owns from Willa Peterson who is a former faculty member of the university. One of the artifacts is Peterson’s FSC staff name tag, and another is a letter she had written to her students shortly before the final exam period had begun. The letter reads: “Dear Students: Good luck on finals! Congratulations to Paul for Who's Who; Tim for the MSCA Award; and Courtney for this year’s Garrett Conrad Award. Love, Willa.” This artifact is not just a letter to her students but a memory of the kind of person Willa was and the impact she made on the lives of those she encountered in and out of work. </span></p>
<p><span>Willa Peterson was the director of Disability Services at Fitchburg State from 2001 to 2005. After working with the University, she suddenly passed away from cancer. Willa was always described as kind, caring, and gentle; she made a huge impact on the lives of students and faculty members throughout the university. Many would say that she would always find a way to make her students feel like they were as equal as other students on campus. Because of Peterson, the campus has made many accommodations to those with physical disabilities. Thanks to her, the campus has become a better place for all students and faculty members. </span></p>
<p><span>Disability Services at Fitchburg State first started in the 1980’s; it was founded by Deborah Horton who had accommodated a little over thirty students who had disabilities. As the center progressed academically over the next few years, there still was a lot of work that needed to be done to the infrastructure of the campus to really accommodate those who do have disabilities. In the fall of 1993, two students, Jodie Silva and Christina Reed, volunteered to raise $15,000 to get a wheelchair lift in one of the buildings at the University. These two students were determined to get the wheelchair lift because they were interested in seeing how it would benefit the campus and they both had a form of disability that made them want to help out others with similar experiences. As the lack of accessibility affected more and more students, the effort in accommodating those with disabilities rose. Over the next nine years or so, those accommodations that once satisfied the twenty-five students who could benefit needed something more. <br /><br /></span><span>In the early 2000’s Willa Peterson took over as director of Disability Services, and numbers started to double with a total of 186 students enrolled by 2005. Around the same time, eleven students that were a part of disability services had gotten the chance to travel to England. Thanks to Peterson, these students got the chance to experience the same opportunities that those without disabilities do. She always made sure her students felt satisfied and equal. </span><span> </span></p>
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Bibliography
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<p><span>Kellner, Lynne A., and Lisa Freden. </span><span>“'If They Could See Me Now!': College Students Reflect on Their Experiences as Special Education Students in the K-12 System.” <em>Review of Disability Studies</em>, vol. 2, no. 1, 2006, pp. 58-76.</span></p>
<p><span>Maki, Julie. "Disability Services - A Historical Perspective." Honors English II , 30 Jan. 2020, Fitchburg State University. Class Presentation.<br /><br />Semon S, Craig. “FSC community honors cherished administrator,” <em>Telegram </em><em>& Gazette,</em> 20 May 2005. <br /></span></p>
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Catalog Entry Author(s)
Jhier Littles, Student, Fitchburg State University
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Willa Peterson, Former Director of FSU Disability Services
disability
disability services
fitchburg state university
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150570842f6e22c5410927b16243d77b
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Disability
Still Image
Catalog Entry
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<p><span>One challenge that has always been a popular debate is the inclusion of people with disabilities, whether it be in classes or extracurricular activities. Many colleges and universities have been constantly improving accessibility and inclusivity for staff and students with disabilities (Shakespeare). One of these institutions is Fitchburg State University (previously College) </span>located in Fitchburg, Massachusetts. There have been various events put on by Fitchburg State University allowing people with disabilities to play sports, just as able-bodied people do. The idea of wheelchair basketball games is thanks to Paul Mushrush, the founder of wheelchair basketball games. <br /><br />Mushrush lived an average able-bodied life until he was involved in an accident where he became wheelchair bound. Since then, he has been an inspiration to many, and is the inspiration of this large, wheelchair basketball-themed quilt made in 2004. The back of the quilt has a bright and colorful tie-dye fabric, representing Mushrush’s hippie-like lifestyle. The front of this quilt has a few different images of events relating to wheelchair basketball. In the upper left corner of the quilt, there is the initials “F.S.C.” because at the time Fitchburg State University was Fitchburg State College. There is also a soccer patch on this piece of fabric because Musrush had a successful soccer career before he was involved in the accident. Another piece of fabric containing words is on the bottom of the quilt. This white square says “Phish Phamily” in pink and orange letters. This was in reference to the band Phish who was a favorite of Mushrush. This band started back in 1983 and continued to play on tours through 2002. Phish took some time off from touring in the beginning 1999 to work on various projects. Their performances were quite unique, and no two concerts were the same, unlike many other artists at the time ("The Band"). Mushrush enjoyed this more free-spirited music, which is why he felt the need to include this band on the quilt.</p>
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<p><span>The rest of the quilt is full of vibrant, artistic pieces of fabric. These patches include buttons, stickers, drawings of nature, handprints, and even signatures of those working on the quilt. The patch of fabric with signatures is also full of hearts, smiley faces, and the words “FSC </span>2004,” when this quilt was put together. Overall, this quilt represents the happiness and joy that wheelchair basketball brings and provides hope to people with disabilities that have an interest in playing sports.</p>
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<p><span>Mushrush, a college student, was an influential activist for inclusivity in sports. Being in a wheelchair himself, Mushrush advocated for all people with disabilities by creating this idea of a regular sport that could be played by people of all abilities and strengths. In 2004, Mushrush attended an event hosted by the Fitchburg State College library in the Hammond building. This function gathered various clubs both on and off campus that publicized their organizations to try to gain members. There are some images of Mushrush from this event standing at his table. His poster, titled “Celebrating Everyone’s Differences,” stands tall over the wheelchair basketball quilt that is being used as a tablecloth. One of the wheelchair basketball games is even being advertised on a t-shirt from the event, draped over Mushrush’s wheelchair. His presence along with the colorful display of his set-up offered a warm welcome to those at the club fair and invited them to learn a little more about disabilities. </span></p>
<p><span>Furthermore, on Disability Awareness Day, Project Enable and the Cogito Ergo Sum (C.E.S.) Society, both advocates for educating the public, worked together to inform Fitchburg State College students about disabilities. They thought a basketball game would be the perfect way to spread awareness about the topic, since more and more individuals with disabilities are attending college. Some able-bodied students were challenged to "acquire" a disability for the day with a simulation of what daily life might be like for wheelchair users, people with visual or hearing impairments, or more. Due to this event, $700 was raised for the Garret Conrad Scholarship. This yearly scholarship is in memory of Garret Conrad, who </span>unfortunately passed away in 1993. The scholarship fund is awarded to a student attending Fitchburg State with a disability because Conrad lost all four limbs in an accident in 1986. This organization also provided information on job hunting and leadership positions for people with a disability (Miller). Overall, this event was a life-changing experience for everyone involved and was a very beneficial gathering.</p>
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<p><span>Another interesting event that occured at Fitchburg State was a movie screening of </span><span></span><em>Kiss My Wheels</em><span>,</span><span> </span><span>followed by a panel discussion. This took place in a lecture hall in the Hammond building and was open to all students. The film is about the hard work and dedication put forth by a junior wheelchair basketball team that was ranked nationally. Though young in age, these adolescents worked as a team to play well during practices and games as they simultaneously learned the importance of friendship and partnership. The movie then led the audience to a panel discussion put on by the director of the Recreation Center, Fitchburg State Athletes, and a moderator who was also a professor from the English department. This film provided students with and without disabilities to truly see the challenges that were overcome by the young, inspiring athletes throughout the movie. </span></p>
<p><span>Overall, the awareness of inclusivity in sports has greatly increased over the past few decades. A lot of this can be credited to Mushrush who really kicked off this whole idea of wheelchair basketball and inclusive sports in general. He also taught people with a disability to express what makes them diverse rather than to be ashamed of it. Due to this wheelchair basketball quilt, people are able to learn the history of wheelchair basketball and why it was, and still is, such an influential sport. Fitchburg State also had a lot to do with spreading awareness of disabilities. Without many of these events, college students would not </span>have been exposed to what living with a disability might be like. It is important to know the history behind why we study disability, what influenced the spread of awareness, and what we can do in the future to be more mindful of people with disabilities.</p>
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Bibliography
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<p><span>“The Band.” </span><span></span><em>Phish</em><span>,</span><span> </span><span>phish.com/band/.<br /><br />Miller, Norman. “College Brings Disability Awareness to the Basketball Court.” </span><em>Sentinel and Enterprise</em><span>,</span><span> </span><span>7 Apr. 1994.<br /><br />Shakespeare, Tom. </span><span></span><em>Disability: the Basics</em><span><em>.</em> Routledge, </span><span>2018. </span></p>
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Catalog Entry Author(s)
Erin Maida, Student, Fitchburg State University
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Wheelchair Basketball Quilt
alum
athletics
disability
fitchburg state university
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a35692161b2b75dbf1ae69e28c7db1c7
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Disability
Still Image
Catalog Entry
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<p><span style="font-weight:400;">Wheelchair basketball, a modified version of running basketball, was created in the early 1940s for those with a disability involving the lower level of the body, such as leg amputation, limb paralysis, cerebral palsy, and many more. It was first played by veterans retired after World War II, however it has become more popular and is now played by more than only veterans. The height and size of the court was the same as a standard basketball court and was played in intervals of forty minutes. Not much differs between wheelchair basketball and running basketball aside from the scoring of points, which differs to allow teams to score easier. In terms of eligibility, any person who cannot stand in a running basketball game was able to participate in wheelchair basketball. It is important to note in the artifact photograph that all participants have a wheelchair and use a wheelchair for daily living/activities. There is a referee present as there would be in a standup running basketball game. Wheelchair basketball has been shown to be a fast paced, determined, competitive, and skillful activity for any who played. </span></p>
<p><span style="font-weight:400;">Wheelchair disability was misunderstood in the 1900s. People with any disability were seen as unusual and treated below people everywhere. Especially those with disability of the lower limbs, there was confusion on how to help make everyday life easier for them. Public transportation was difficult as ramps were not easily accessible for all; some didn’t have ramps at all. Not all public transportation systems had ramps available to use. Often, the bus driver or a companion of the individualdisabled would have to help them walk on, as well as have an open space for the wheelchair to be placed. </span></p>
<p><span style="font-weight:400;">The Paralympic Games is an extraordinary event for skillful athletes with a physical disability and was one of the largest multi-sport competitions in the world. The first Paralympic Games took place in Rome, Italy in the early 1960s. The amount of positivity from the games was one to reckon with. The competitions took place every four years, just like the Olympic games. One of the sports played out of eight in the Paralympic Games was wheelchair basketball. It was highly inclusive to those with disabilities, especially of the lower limbs. </span></p>
<p><span style="font-weight:400;">Wheelchair basketball introduced a new way for those with a lower-limb disability to feel included and maintain a physical activity. Being active relieves stress and can help increase a person's mood, however, physical activity can be a stretch for those in a wheelchair, often feeling out of reach and unattainable. Wheelchair basketball was a new outlet to get involved, maintain a healthy lifestyle, and feel as if their disability was not something that was in the way of them participating in physical activities. The photograph represents a community of people coming together to play a sport they all love. </span></p>
<p><span style="font-weight:400;">Public restrooms were as well just as difficult for those with a wheelchair requiring disability, it is difficult for one to use the restroom by themselves in a space in which they are uncomfortable, because bathrooms were not always wheelchair accessible. In the 1990s, the Americans with Disability Act was created, which made it illegal to discriminate against those with any disability. As part of that, guidelines for public facilities to provide those with disability equal access and services that they may require were created. </span></p>
<p><span style="font-weight:400;">Wheelchair basketball included those with a walking disability to engage in a physically strenuous sport. It offered a new way for those with disability to be able to participate, to feel healthier and happier. Society puts a label on wheelchair disability. To have the mindset that a disability can limit those to be able to engage or participate in regular activities is foolish, in fact, it is an understatement that those with disabilities can accomplish much more than the average person. Individuals with disabilities can live a life much greater than the average person. Wheelchairs are one of the fundamental stepping stones for creating new inventions and technology to help their everyday lives. It pushed the boundaries for thinking scientifically and rationally from the creation of new inventions like the ramp and activities such as wheelchair basketball.</span></p>
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Bibliography
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<p><span>Berger, Ronald J. <em>Hoop Dreams on Wheels: Disability and the Competitive Wheelchair Athlete. </em>Routledge, 2009.<br /></span></p>
<p><span style="font-weight:400;">Miller, Norman. “College Brings Disability Awareness to the Basketball Court.” 7 Apr. 1994.<br /></span><span><br />Shakespeare, Tom. </span><span></span><em>Disability: the Basics</em><span><em>.</em> Routledge, 2018.</span></p>
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Artifact Owner
Fitchburg Historical Society
Artifact Condition
Condition is fairly well, in a laminated sheet with little to no marks
Artifact Material
Photograph
Catalog Entry Author(s)
Amanda Calderon, Student, Fitchburg State University
Editor(s)
Anne Robinson, Student, Fitchburg State University
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Wheelchair Basketball in Fitchburg
athletics
disability
fitchburg historical society
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a35692161b2b75dbf1ae69e28c7db1c7
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Disability
Still Image
Catalog Entry
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<p><span style="font-weight:400;">This artifact contains two photographs of people participating in wheelchair basketball on February 29, 1980. Wheelchair basketball was originally referred to as wheelchair netball and was first introduced in 1946 by World War II veterans. Originally, wheelchair basketball was founded by Dr. Tim Nugent as a recreational activity for veterans going through rehabilitation. According to the National Wheelchair Basketball Tournament website, “In 1948, the NWBA and the first official National Wheelchair Basketball Tournament (NWBT) were organized by the NWBA pioneer and Hall-of-Fame inductee Tim Nugent of the University of Illinois." It began when his own brother came back from the war in a wheelchair. They started to play basketball together and soon enough other war veterans noticed and wanted to get involved as well. Veterans played in Veteran Administration hospitals in Birmingham, CA and Framingham, MA. At first wheelchair basketball was a game only played by war veterans, however, it is now becoming one of the most popular adaptive sports. According to the company Smart Chair, wheelchair basketball is considered to be in the fifteen most popular wheelchair sports. According to the website it is currently ranked at number 4 on the list, behind tennis, motocross, and speed sailing. The artifact depicts what was not just a step forward for people with disabilities in Fitchburg, but for people with disabilities globally. </span></p>
<p><span style="font-weight:400;">Over the years, wheelchair basketball has been played more and more. By 1960, wheelchair basketball was played at the paralympic games in Rome, Italy (as one of the eight sports that were first part of the paralympic games) and now in almost 100 countries. Now in 2020 Tokyo (or whenever it will be rescheduled due to the COVID-19 pandemic), Japan will hold the 16th Summer Paralympic Games. In 1968 women also began to play alongside the men starting in the paralympic games in Tel Aviv, Israel. This was because at this time there was no women's division for wheelchair basketball, therefore the only way they could participate was alongside the men's division. It wasn’t until 1977 that a women’s division was added to the NWBA, and six new women’s division teams were formed. According to NWBA.org, now there is a total of 181 active teams, more than the NBA and WNBA combined! </span></p>
<p><span style="font-weight:400;">Playing wheelchair basketball has very little differences when compared to playing basketball in regards to the rules, scoring, and violations. According to the International Wheelchair Basketball Federation, "Wheelchair basketball is played in accordance with the International Wheelchair Basketball Federation (IWBF) rules which have been modified from Federation Internationale de Basketball (FIBA).” For starters, the distance from the free throw line to the hoop or the height of the basketball are all the same measurements as you see at basketball courts at schools, gyms, and arenas. When it comes to scoring, a basket from the free throw line is worth one point, a basket from the two-point field area is worth two, and a basket from the three-point field area is worth three. Additionally, players have twenty-four seconds to make or attempt to make a basket, otherwise the ball is turned over on a shot clock violation. When it comes to dribbling the ball, a player can dribble the ball and wheel the chair at the same time or pick it up; however, if the ball is picked up and placed on the player’s lap then they can only push twice before they have to dribble again. If a player does not dribble after two pushes, it is considered traveling and the other team takes over possession of the ball. During wheelchair basketball, the wheelchair is considered to be part of the player’s body (in reference to charging, blocking, and going out of bounds - common fouls and rule violations found in a game of basketball). Also, a player must remain in their chair and are not allowed to lift themselves out of the chair to gain an advantage, nor can they lift their lower limbs for an advantage or even to steer.</span></p>
<p><span style="font-weight:400;">While many play for pure pleasure, it is also more than just a recreational game for others. Malat Wei, now 25, contracted polio at the age of three and eventually lost the ability to use his legs. Before even being introduced to wheelchair basketball, Malat did not even have a wheelchair to use in his everyday life, and was forced to crawl to get from place to place. For him wheelchair basketball changed his life for the better. At the age of three he was forced to leave South Sudan due to poverty, fighting, and disease. His family resettled in Houston, Texas, where Malat lived most of his childhood. In the article "No Limits: Wheelchair Basketball in South Sudan," Malat starts by explaining that his family had no clean water and no food back in South Sudan. He then talks about how one morning he woke up having to crawl because he just couldn't walk. After a few years of living in Houston, Malat was introduced to wheelchair basketball. Eventually he became one of the top competitors in the U.S. and returned to South Sudan where he could meet the players from where he was born, and coach them in wheelchair basketball. Malat met Jess Markt, a player who was left paralyzed from the chest down after a car accident at the age of 19. Markt explained that playing wheelchair basketball filled a void that had been missing for him from the time he was in the accident. Jess coached in South Sudan and for Malat this was an opportunity to connect with someone who understands his passion, as well as a way to connect with players from back home. For him it was a dream to be able to rediscover his home after many years. In the article, it portrays how wheelchair basketball was in his case, and in many other players transformative. For many in South Sudan it was very inspiring to see someone who knows what it is like to be in a similar situation, and came from their home country, who is playing wheelchair basketball as one of the top competitors. As well as coming back home to coach others in the same situation: Not only people with disabilities themselves, but also the societies in which they live.</span></p>
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Bibliography
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<p><span>“History.” </span><span></span><span><em>National Wheelchair Basketball Association</em>, </span><span></span><span>www.nwba.org/history</span><span></span><span>.<br />“No Limits: Wheelchair Basketball in South Sudan.” </span><span></span><span><em>International Committee of the Red Cross</em></span><em></em><span>, 15 Oct. 2019, </span><span></span><span>www.icrc.org/en/document/no-limits-wheelchair-basketball-south-sudan</span><span></span><span>. </span><span><br /></span><span>“Rules of Wheelchair Basketball.” </span><span></span><em>IWBF</em><span>,</span><span> </span><span>11 Mar. 2019, iwbf.org/rules-of-wheelchair-basketball/.<br />“Sport Week: History of Wheelchair Basketball.” </span><span></span><em>International Paralympic Committee</em><span></span><span>, 17 Mar. 2016, </span><span></span><span>www.paralympic.org/news/sport-week-history-wheelchair-basketball</span><span></span><span>.<br /></span></p>
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Artifact Owner
Fitchburg Historical Society
Artifact Condition
This artifact is kept in a photo album and so it is in good condition.
Artifact Material
Two photographs from 1980
Catalog Entry Author(s)
Neriliz Wilkins, Student, Fitchburg State University
Editor(s)
Matt Rowland, Student, Fitchburg State University
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Wheelchair Basketball in Fitchburg
athletics
disability
fitchburg historical society
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66593dbc33d32bbf04b5e6bb72f68e59
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Disability
Still Image
Catalog Entry
<p>This artifact is a pad of parking tickets used previously in Fitchburg for illegally parking either in a handicap parking spot or from blocking an access aisle or ramp used by people with disabilities. The tickets were given out by volunteers with the permission of the Massachusetts Office on Disability, the state advocacy agency that serves people with disabilities of all ages. In 1981 the agency was created with the main goal “to ensure the full and equal participation of all people with disabilities in all aspects of life by working to advance legal rights, maximum opportunities, supportive services, accommodations and accessibility” (“Massachusetts Office on Disability”).</p>
<p>Handicap parking passes allow a person to park their vehicle in designated parking spaces that are close to the building or venue they are attending. They also ensure that there is enough space for the person with a disability to enter and exit the vehicle comfortably and with ease. They can save time and energy for people with major disabilities and minor ones as well. These passes can be obtained through the state’s Registry of Motor vehicles. Each state has their own requirements and criteria for handicap parking permits (Ambardekar). Many of these requirements are alike and some common conditions that qualify one for handicap parking include:</p>
<ul><li>Lung Disease</li>
<li>Heart Disease</li>
<li>Substantially impaired movement like the use of a wheelchair, brace or cane</li>
<li>A disease that significantly limits your ability walk or to use your legs</li>
<li>Documented vision problems including low-vision or partial sightedness</li>
<li>Loss of one or both legs or loss of both hands, or limited use of these parts</li>
</ul><p>A person may feel like their disability is too minor but even minor disabilities can make one eligible for handicap parking.</p>
<p>If you feel you have a disability that may qualify you for a handicap parking permit, ask your doctor about your eligibility for a handicap parking permit. You can then get an application from your state’s Registry of Motor vehicles, fill it out with a signature from your health-care provider that certifies your disability and submit your application via email or in person (Ambardekar). These permits are not limited to only people with permanent disabilities, as people with temporary disabilities can obtain temporary handicap parking permits. For example, if a person were to have surgery that will temporarily impair their ability to walk for a few weeks, then they would be eligible for a temporary permit. These passes are only to be used on the vehicle where the driver or passenger in the vehicle has a disability. If used improperly you will receive a ticket for violating the handicap parking criteria.</p>
<p>These parking spots are misused by people who do not have a disability. Before illegally parking in a handicap space because you don’t want the longer walk to your destination, think about the consequences. Not the consequence of you getting a ticket, but the effect it could have on a person with a disability who needs that spot a lot more than you. Even if you are only staying for a few minutes, that spot could be needed the next minute by someone in a wheelchair or with crutches. By parking in that spot you could force them to find a spot that is a lot further or that has limited space, making it more difficult than it already is to get to their destination, while you, who are completely able, are taking advantage. For this reason it is very inconsiderate to park in handicap spots.</p>
<p>In addition to the pad of handicap parking tickets, there is also a parking lot complaint form used by the Architectural Barriers Board. They changed the name of the board in the 1980's to the Architectural Access Board, but they still carry the same purpose: to develop and enforce regulations designed to make public buildings accessible to, functional for, and safe for use by people with disabilities. These regulations first originated in the Architectural Barriers Act of 1968 and have been updated since. The regulations are listed as Section 521 of the Code of Massachusetts Regulations and apply to all buildings and facilities in the Commonwealth that are open to members of the public ("AAB Rules and Regulations"). On this form there is a small list of some handicap parking requirements and regulations that a facility must follow when owning a public parking lot. These requirements include:</p>
<ul><li>Handicapped spaces must be the closest spaces in the lot to the entrance.</li>
<li>Handicapped spaces must be at least 12 feet wide or 8 feet wide with a 4 foot center aisle painted or striped yellow.</li>
<li>The sidewalk must provide a curb cut.</li>
<li>Handicapped spaces must be identifiable by a sign 5 feet to 8 feet above the ground to the top of the sign.</li>
<li>The total number of handicapped spaces must be sufficient to the lot size.</li>
</ul><p>On the form there is a formula to calculate how many handicap spaces are required in a parking lot based on the amount of spaces that are in that lot. If a parking lot does not meet the required number of handicap parking spaces or the spaces themselves do not meet the criteria, then a complaint form can be filled out detailing the requirement that the parking lot fails to meet, so the issue can be addressed and fixed for the better. These simple improvements can better the everyday life of people with disabilities.</p>
Bibliography
<p>“AAB Rules and Regulations.” <em>Mass.gov</em>, www.mass.gov/aab-rules-and-regulations.</p>
<p>Ambardekar, Nayana. “Handicap Parking Permits: Who Is Eligible and How to Get a Handicapped Parking Permit.” <em>WebMD</em>, 21 Jan. 2020, www.webmd.com/pain-management/handicap-parking.</p>
<p>“Massachusetts Office on Disability.” <em>Mass Legal Services</em>, www.masslegalservices.org/content/massachusetts-office-disability.</p>
Artifact Owner
Fitchburg Historical Society
Catalog Entry Author(s)
Chris Morales, Student, Fitchburg State University
Photographer(s)
Kisha G. Tracy
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
WARNING You Are Parked Illegally
disability
fitchburg historical society
parking
-
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Disability
Still Image
Catalog Entry
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<p><span>This artifact contains information that shows the significance of the use of prosthetics to help those with physical disabilities. This artifact which depicts a man with a prosthetic knife hand who was discovered in 1985 by archaeologists shows us how the use of prosthetics, both in premodern and modern society, took many forms to accomplish different purposes. It’s a clear indication that these devices known as prosthetics have been around a lot longer than people generally think them to be. </span></p>
<p><span>A prosthetic device is an artificial replacement for a part of the body, most commonly teeth, facial bones, and limbs. Prosthetic devices can be removable, such as legs and arms, but others are permanently implanted and cannot be removed. These include artificial hips and joints. These devices are important because they allow for improved mobility, function, and quality of life for the person that is using them. </span></p>
<p><span>The use of these devices goes further back than one would expect. A 3,000-year-old mummy was discovered by archaeologists, and it was apparent that the mummy had a wooden toe which was equipped with straps that could attach to the person's foot. This device was important because it allowed for mobility, stability, and also it allowed them to wear the traditional Egyptian sandals. The Capua-leg, crafted by the ancient Romans and dating to 300BCE, is one of the first known prosthetic legs. During the Middle Ages the terms “peg leg” and “hook hand” were coined because many people lost many legs and hands </span>(“A Brief History of the Development & Evolution of Prosthetic Limbs”). <br /><br />The history of prosthetic devices revolve around many factors including war and the soldiers that fight in them. Some examples include the use of iron hands fashioned for knights and knife hands used by the man that was discovered for this artifact. Prosthetic devices allow for individuals to maintain a quality of life and also a livelihood through the functions of the device created for them, whether it’s increased mobility and stability or a weapon for a soldier that fights. These devices help bridge the gap of disability that they encountered due to a physical trauma or medical problems.</p>
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<p><span>In 1985, archaeologists discovered the man in this artifact in Italy. His remains stood out due to multiple factors. The main reason was the fact that his hand was amputated near the mid forearm, which was uncommon for archaeologists to see. They noticed something even more profound and that was the fact that he had a knife for a prosthetic device. The man is believed to have lived in the 6th and 8th centuries and died in his 40s or 50s. There are many mysteries surrounding the man. It’s believed that he lost his hand in battle due to a blunt force trauma, a common injury for soldiers in his time period. Due to the nature of his injuries he had to adapt to his disability and also the use of his prosthetic device. It was discovered that the tissue surrounding the device had formed a callus, which is a thick layer of skin that usually develops due to friction from the device. The man's teeth showed signs of wear and tear due to him using his teeth to tighten the straps to his forearm. Also his upper arms and shoulders shifted to compensate for the knife on his arm. A knife hand might seem very impractical as a prosthetic device, but it could have been used for multiple </span>reasons. It could have been used for daily tasks, for eating, and for fighting, and all of this was allowed due to the use of prosthetic devices. The use of this device and also enhancements of technology at the time allowed for the man to maintain a daily life and also his livelihood of fighting and work. Even though he had to adjust and go through physical changes with his body, the use of a prosthetic device helped him overcome impairment and disability.</p>
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<p><span>In modern society today many people are affected by physical and medical disabilities that require them to use a prosthetic device. There are 2.1 million people in the USA alone that have experienced limb loss and, of that number, more than 185,000 people have an amputation each year. Each year military personnel alone have 1,500 amputations. Globally there are over 1 million amputations a year, and that number is growing. With that has come many advancements in modern medicine to accommodate those with disabilities (Coughlan).<br /><br />The turning point for prosthetic devices occurred in the mid-19th century, and that was because of the use of general anaesthetics. This allowed for a great improvement in post-operative outcomes for the patients. The past 60 years have seen great advancement in prosthetic medicine due to technological advancements and also recent wars. Today’s prosthetic devices include myoelectric devices, bionic limbs, modern artificial limbs and also muscle therapies like targeted muscle innervation (Coughlan). These advances allow for the individuals to see and feel an improvement in their quality of life and also go and do the things that they once couldn't do due to the prosthetic devices they receive. Prosthetic medicine is so important for those with disabilities because it helps restore the lives of the individuals </span>affected by disability and also it helps get rid of the stigma of prosthetic devices and the people with impairments as well.</p>
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<p><span>The use of prosthetic devices has spanned back over the course of time for thousands of years, and with the use of these devices people have been able to adapt to their disabilities and increase their quality of life. Disability as a whole can be very hard to experience and adapt to and this has been experienced by people for a very long time in the pre-modern and also in the modern-era as well. Overcoming this stigma of disability requires will power, understanding, and also sometimes assistive devices like prosthetic devices, and with them we can help bridge the gap created by the stigma against disability. For the man with the knife hand with a disability due to a physical trauma, the use of a prosthetic knife hand helped him adapt to his disability and helped shape the modern image of disability, and with this image in mind, we can hopefully understand disability more and stop stereotyping those with a disability and become a community of unity and inclusion. </span></p>
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Bibliography
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<p><span>“15 Limb Loss Statistics That May Surprise You.” </span><span></span><em>Access Prosthetics</em><span>, 1 Mar. 2019, accessprosthetics.com/15-limb-loss-statistics-may-surprise/.</span></p>
<p><span>“A Brief History of the Development & Evolution of Prosthetic Limbs.” </span><span></span><em>AALOS</em><span>,</span><span> </span><span>28 Jan. 2019, www.aalos.com/brief-history-development-evolution-prosthetic-limbs/. </span></p>
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<p><span>Coughlan, Charlie. “Prosthetic Medicine: Past, Present and Future.” </span><span></span><em>Bang! Science Magazine</em><span></span><span>, 30 Mar. 2015, www.bangscience.org/2015/01/prosthetic-medicine-past-present-and-future/. </span></p>
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<p><span>Katz, Brigit. “This Medieval Man Used a Knife as a Prosthetic Limb.” <em>Smithsonian Institution</em>, 20 Apr. 2018, www.smithsonianmag.com/smart-news/medieval-man-used-knife-prosthetic-limb-180968837/.<br /><br />Marvel, Bill. “The History of Prosthetics.” </span><span></span><em>UNYQ</em><span>, 2015, unyq.com/the-history-of-prosthetics/. <br /><br /></span><span>Shiel, Jr., William C. “Definition of Prosthesis.” <em>MedicineNet</em>, 27 Dec. 2018, www.medicinenet.com/script/main/art.asp?articlekey=5076. </span></p>
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Catalog Entry Author(s)
Chase Carlson, Student, Fitchburg State University
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Veneto, Northern Italy - Longobard Man and Prosthetic Knife Hand
disability
italy
prosthetics
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4759bbbc82bcb519c300c216dfbccd01
Dublin Core
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Title
A name given to the resource
Disability
Still Image
Catalog Entry
<p>Discovered in August 1996, a unique burial site was overturned during a building project finding “remains of 43 individuals...6m x 2m and was only 50 cm in depth” (“Towton Mass Grave Project - Facilities”). The results were analyzed by multiple scientists, and it was discovered that on March 29, 1461, an extremely bloody battle at Towton field had occured. What made it so bloody was the loss of over 28,000 men. One of the men of the battle lived, but carried an ugly scar. Discovered on his skull was a big slice from the top of the skull to the upper mouth. <br /><br />The Battle of Towton occured to see which family was going to rule over England. The battle occured between Henry Beaufort, leader of the Lancastrians, and King Edward IV of England, the Yorkists. The battle took place somewhere between Towton and Saxton in the middle of a snowstorm, famously on Palm Sunday, with both armies having an estimated amount of 50 to 60 thousand soldiers each. <br /><br />Soldiers throughout many historic battles have received many injuries from lethal wounds to broken bones and amputated body parts. The harshness of battle can be especially seen in the skull with the large scar who was dubbed Towton 25. Estimated at the age of 36 to about 45, the soldier had fought many battles throughout his lifetime, shown from the many scars on his skull. However, on the day of the battle, he had taken “eight wounds to his head” (“Nasty, Brutish and Not That Short”). Towton 25 may have had past years of experience fighting, but it was not good enough to sustain these wounds from this battle and keep on fighting. <br /><br />Throughout history, there have been all sorts of disabilities sustained by soldiers. One of the many examples of having a high chance to disable other soldiers in war are from leg injuries ranging from getting shot to explosions to any other type of accident impairing your ability to move freely and easily. Other disabilities that happened frequently could have been becoming blind or deaf. One unique disability that happened to soldiers is a condition called shellshock. The term “‘shellshock’, ‘was the blanket term applied by contemporaries to those soldiers who broke down” ("Trench Conditions") and can be linked to post-traumatic stress disorder. The main causes of obtaining this disorder can come from witnessing the havoc that goes on around them, seeing friendly soldiers being killed or majorly injured affecting others mind and personality. During the Vietnam War many soldiers' families noticed that their veterans had an altered mental state, even sometimes being adamantly unwilling to talk about what went on during the war.</p>
<p>One of the many things history can teach us is how we can learn from our mistakes and how to also improve from them. Soldiers go into war extremely motivated to defend what they are fighting for, but often don't think of the costs or what can happen to them. Looking back into history at every war, they all have a pattern of starting with a large number of soldiers and ending with a significant number of casualties and permanently disabled soldiers. One study discovered that “one out of every ten veterans alive today was seriously injured at some point while serving in the military” (Morin). This is just a small statistic in today’s standard; in earlier wars, it was far worse. During the American Civil War, soldiers who had been injured and could not function as well would still be forced to battle and push through their wounds. Some injuries could still be treated as soon as possible but not in a professional or clean way. Today the treatment of wounds has majorly improved with quicker and cleaner treatment.</p>
<p>The discovery of Towton 25 was an insight into how medieval soldiers fought against one another and what they went through. Looking at all the fractured, scarred bones showed what occurred and how the soldiers fought to survive. </p>
Bibliography
<p>Morin, Rich. “For Many Injured Veterans, A Lifetime of Consequences.” <em>Pew Research Center's Social & Demographic Trends Project</em>, 11 Apr. 2014, www.pewsocialtrends.org/2011/11/08/for-many-injured-veterans-a-lifetime-of-consequences/.</p>
<p>“Nasty, Brutish and Not That Short.” <em>The Economist</em>, 16 Dec. 2010, www.economist.com/christmas-specials/2010/12/16/nasty-brutish-and-not-that-short?story_id=17722650&fbclid=IwAR3zaf3_8ZU1Q74hHuQcoprXf0bY3l6-oE_DcOArBwHPNhU7lLn-_ITl_wU.</p>
<p>“Towton Mass Grave Project - Facilities.” <em>University of Bradford</em>, www.bradford.ac.uk/archaeological-forensic-sciences/facilities/barc/barc-projects/towton-mass-grave-project/.</p>
<p>“Trench Conditions - ‘Shellshock.’” <em>Canadian War Museum</em>, www.warmuseum.ca/firstworldwar/history/life-at-the-front/trench-conditions/shellshock/.</p>
Catalog Entry Author(s)
Armando Libier, Student, Fitchburg State University
Photographer(s)
Kisha G. Tracy
Editor(s)
Christopher Sutcliffe, Student, Fitchburg State University
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Towton, UK - Towton 25 and Battlefield Wounds
disability
england
royalty
-
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Disability
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<p>Children are known to be quick learners. They pick up new-found skills quickly and build on them. Some of them are better at this than others. If you are above average you are known as a prodigy, and they are commended (as they should be) for these amazing skills. However, what about those who are below average? Those who do not learn as quickly as others tend to have what is called a learning disability. Disabilities tend to have a large negative connotation to it, that they are helpless, and they NEED special classes in order to survive the public education system. But in today’s world, there are plenty of adaptations especially with the use of technology. Combining technology to help those in need with everyday life tasks, in which adapts to a person who has a disability such as a learning disability in order to ensure they are fully adapted and accommodated. AI can and has made a number of pathways to help those who currently feel like they cannot do it, feel more “normal”, in a society where anything BUT normal is accepted. But before we can talk about how technology can help learning disabilities, we must know what they are.</p>
<p>Learning disabilities are described as a person or people having a difficult time acquiring/understanding knowledge. Disabilities come in all shapes and sizes, however are most often placed into simpler categories such as“perceiving thinking, remembering or learning” (Tucker 12). Those who have one or more of these disabilities tend to have a harder time processing the information that is given to them compared to the “average” person, who often looks over this common, daily activities and processes. For most children, disability or not, they are sent to public schools from kindergarten to 12th grade. With public schools comes all different types of kids, who learn and develop in a number of different ways. School is a place designed to teach students how to receive and retain a vast amount of information. For these same reasons, those who need a more directed learning approach and who need more help learning than the “average” student, to them it is one of the worst places. Disabled students have a hard time keeping up with their peers, which makes passing their classes and other daily tasks more difficult. In society, those with physical disabilities are looked to with respect and care. But cognitive disabilities are harder to see unless the person who has one flat out tells you. This can lead to them being looked over, not treated properly, and other things such as lack of accomodation in schools for those who need it.</p>
<p>One example of a cognitive disorder is the one of the most common, however not necessarily talked about:dyslexia. Dyslexia can be defined as a person who has a “lack of proficiency in reading, spelling, and writing” ("Dyslexia"). The founder of this impairment goes by the name of Rudolf Berlin, a german ophthalmologist, who coined the term "Dyslexia. The main signs to look out for that indicate that somebody is afflicted by dyslexia can range from: reading at a slow or broken pace, not showing interest in reading, having a limited vocabulary, and a noticeable stutter or lisp. It may be hard to detect these hardships due to the fact that this impairment is not physical, it cannot be seen just by looking at a person. However, tests such as doing a neuropsychological evaluations which measures to see how long they take to respond and process information. Most often these tests are done using done by doing read alouds, writing, and small brain games to observe the patient to find the results.</p>
<p>Students with dyslexia often struggle and fall behind specifically in reading and writing classes for not understanding or being interested in the texts compared to everyone else in the classroom. They often have trouble with mixing up letters such as b and d; As well as most struggle with following sentences becomes tough when their eyes begin to wonder, and read sentences quickly while their brain is still struggling to process information that had been given to them beforehand Students who have these symptoms will read letters that look different in shape and can have a hard time fully understanding the phenomenon since their visual preference of letters is different than others.</p>
<p>This form of dyslexia is known as “visual dyslexia”, where the brain does not properly interpret visual signals.” (Perlstein). A good example of this phenominon using a real life scenario can be seen as: two students in a classroom have the same book, have to read the same two chapters and have the same task which is to write a 500-word essay in a time span of an hour. The only difference between the students is one has dyslexia while the other one does not. An hour lapses, and the time is up. The average student would have been finished while the student who has dyslexia, would have picked up the pencil and started the essay, finally comprehending what the words on the page went. This conflict for me is very realistic. I am that student: the student with dyslexia.</p>
<p>For me, I was one of the kids that had to ask a lot of questions about the topic we were learning, had to go to a separate room, or take the longest during tests, and had teachers help me out greatly just to understand the content. Before highschool, it was not as bad as some kids have it. I was able to do a lot of stuff on my own, but after having to go through surgery for an injury, I was forced to deal with a long recovery process, that is when everything flipped around. I was scared at first. I was always self conscious, thinking I was that annoying kid who stayed after almost every day and always came up with a lot of questions causing teachers to think about how I was not paying attention. But as years went on and teachers gained a better understanding of why I ask all of these questions, and adjusted the way they taught so students like me feel less like an outcast compared to the rest of the class. After a while the nerves of asking a million questions faded away because at the end of the day, I needed to pass. My mindset went from scared, timid, and insecure to, if you wanna pass, don’t be afraid of help. I understood that because some people do not understand 100 percent, I still need to focus on how I learn best regardless if it’s annoying. In the long run, it made a huge impact on my learning. As a college student looking back, I realized that it was a bumpy road for a while but turned around and worked out in the end for the best.</p>
<p>Whether a student needs it or not, schools incorporate special education classes, separate from the rest of the school to help accommodate students needs. These classes give students the following: extra time on tests and quizzes if needed, small notes to be used on tests if they have trouble remembering certain content, and group testing where they have the assisting teacher read with them and help them understand the content more carefully. The class where I struggled most during high school was English class. Whenever I had a reading assignment where I had to annotate and quote I would take longer than everybody else and would need help from a teacher to help me understand what was going on with the story.</p>
<p>Fortunately for us, we live in a world where we have special accommodations outside the classrooms, and science is always producing more and more findings. The focus on a solution for those who have mild to severe disabilities in recent years, has gone from what they can do in the classroom, to how technology can serve us. This tends to occur through a very controversial topic: artificial intelligence. Before breaking down its role of AI in disability, the dictionary definition of artificial intelligence is “the ability of an artificial mechanism to exhibit intelligent behavior by modifying its actions through reasoning and learning from experience.” It may seem hard to process just how AI really can help with learning disabilities and special education courses. However, we tend to use these things everyday. Software and websites used such as BudenBender which teaches those with a learning disability that adapts to the student the more the student uses it to ensure a positive learning experience and environment.<br /><br />The benefits of a disability are far more than people give credit. Going through a lot of struggles and hardships both in and out of class to understand any type of new material, we learn new tricks to make understanding and learning easier while in class and in our personal day to day lives. Seeing those who have overcome these “hardships” such as famous actor and media icon, Keanu Reeves who is a member of the dyslexic community. Keanu Reeves is known for being a hard working and famous actor who has starred in many world-renowned franchises, although he had a hard time starting off he managed to take a career that mainly consists of reading and memorization, two things most people with dyslexia mainly struggle with. After dealing with issues such as reading and writing as well as consistently being discouraged and lazy, which caused him to get expelled in high school. He eventually took up acting discovering it was an activity he enjoyed. He began to take classes and also discovered “his love for Shakespeare'' ("Keanu Reeves"). He put in a lot of hard work and effort into that goal and became the amazing, kind and inspiring person he is known as today. Keanu is a role model for me and other people who also have dyslexia. No matter how bad dyslexia can affect the person, there is always a way to work around it to get better. One of the things to note about having disabilities though is that you are not alone. In my class, everyone had their own personal disability and we would all work together to help one another. As we helped each other we would learn new ways and methods to see how we can get through the work at a faster pace and more effective way.</p>
Bibliography
<p>“Dyslexia.” <em>Mayo Foundation for Medical Education and Research</em>, 22 July 2017, www.mayoclinic.org/diseases-conditions/dyslexia/symptoms-causes/syc-20353552.<br /><br />“Keanu Reeves.” <em>Dyslexia Help at the University of Michigan</em>, dyslexiahelp.umich.edu/success-stories/keanu-reeves.<br /><br />Perlstein, David. "Dyslexia Symptoms, Signs, Types, Tests, & Treatment." <em>MedicineNet</em>, https://www.medicinenet.com/dyslexia/article.htm#what_are_the_different_types_of_dyslexia.<br /><br />Tucker, Elijah, <em>Artificial Intelligence and Disability: An Academic Study of AI Use In The Classroom For Students With Disabilities</em>, Fitchburg State University, 2016.</p>
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Artifact Owner
Fitchburg State University Amelia V. Gallucci-Cirio Library Archives & Special Collections
Artifact Condition
Close to perfect condition
Artifact Material
Bound book
Catalog Entry Author(s)
Armando Libier, Student, Fitchburg State University
Miranda Gustin, Student, Fitchburg State University
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Thesis: Artificial Intelligence and Disability
alum
disability
fitchburg state university
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Disability
Dublin Core
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Title
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Tammy Marcinuk, Skier
athletics
deafness
disability
fitchburg historical society
tammy marcinuk
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Title
A name given to the resource
Disability
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Catalog Entry
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<p>If there is one thing to learn about being a teacher, it is that every student is different. Whether they have a disability or not, behavior, or the way someone conducts themselves, is something that can easily get out of control in a classroom. For students with disabilities, behavior can at times be difficult, especially in a classroom setting. For this reason, it is crucial that teachers implement rules for behavior management into their classroom. It is important that educators know what accommodations need to be made for certain students. Teachers must take into consideration that all students are different, especially students with disabilities. There are courses available, including ones at Fitchburg State University, that help future teachers learn what management skills will work best for certain disabilities. Though we still implement some of the same procedures from the past, we learn more about behavior and disability as a whole. The way we manage these behaviors has become more diverse in order to work for a variety of situations.</p>
<p>For those studying to become future teachers, it is necessary that they understand the importance of behavior management in classroom settings. A class cannot run smoothly if the students do not have structured rules to follow. Fitchburg State University, along with many other universities, offers courses in behavior management. Ones specific to this university include SPED 3720 Classroom Management and Behavior Support and SPED 3510 Severe Behavior Supports, both Special Education courses. The purpose of SPED 3720 is to teach future educators the effect of certain classroom variables on student behavior, while SPED 3510 focuses on teaching strategies for students with severe disabilities. Both of these have originated from course syllabi written decades ago, including SE 3501 and SE 3551.</p>
<p>One course that has been offered in the past at Fitchburg State University is SE 3501 Behavior Management, which was taught in the Spring semester of 1988 and 1989 by Dr. L. Gomes. There was also SE 3551 which was taught during the same semesters by Dr. Sandy Miller-Jacobs. These courses are designed for those who wish to pursue a career in Special Education. Special Education “provides students with identified disabilities specialized instruction designed to meet their unique learning needs, giving them the opportunity to develop to their fullest potential” (Masters). A student may be placed into a Special Education classroom if they have a disability that may restrict them from learning in a general education setting. In this case, the teacher must adapt to the student to allow his or her full potential to be reached. It is important that these future pedagogues are learning which strategies work best with specific disabilities since every student is unique.</p>
<p>Dr. Miller’s Behavior Management course would be exceptionally beneficial for a college student majoring in Special Education. This class helps students who wish to receive their certification for “Teacher of Young Children With Special Needs (3- 7 years).” A student falling under this category requires particular educational assistance due to a physical, learning, or emotional and behavioral difficulty. Cognitive and psychosocial development play a significant role between the ages three and seven because they are learning such critical skills, such as managing their own behavior. Any child at this stage needs the support of people around them, especially teachers, to ensure they are developing these skills properly. A child with a disability may require extra attention and assistance achieving these tasks. Teachers working with these students must implement regulations and discipline for undesirable behavior in the classroom, as well as positive reinforcements for good behavior. It is vital that the teacher understands what works for certain students because what works for one student may not work for another. Dr. Miller’s course provides college students with knowledge on how to manage behavior that is inappropriate in a classroom setting. Dr. Miller allows students to gain this awareness by identifying particular behaviors found in a student with a disability and recognize ways to manage these behaviors using discipline and rewards.</p>
<p>Much like Dr. Miller, Dr. Gomes teaches future teachers how to manage student behavior in the classroom. While Dr. Miller seems to focus her course on how to manage behavior based on a specific student, Dr. Gomes pinpoints how to adjust the environment to fit a student’s needs and manage their behavior. This course allows college students to collect data from their students’ behavior to either adjust or promote it by implementing punishments and reinforcements. Both courses offered at Fitchburg State University are vastly beneficial to Special Education majors.</p>
<p>As our knowledge of disability increases, the way we manage behavior among students with disabilities changes. We can see in the syllabi from decades ago that classes were offered on behavior management in general, but now many courses are offered on understanding, managing, and supporting behavior based on their severity. SPED 3720 Classroom Management and Behavior Support is a course that emphasizes constructive learning and social behavior. It teaches students how to support behaviors and manage a classroom setting to help students develop.</p>
<p>In Dr. Gomes’s syllabus it states, “Students will express attitudes that they indicate they believe in the worth and potential for growth and learning in each individual regardless of the complexity and/or severity of the handicapping condition.” This course objective displays how crucial it is for teachers to support their students no matter their disability. It is important that teachers are aware of a student's disability and how it may affect their behavior and abilities in the classroom. For this reason, Fitchburg State along with many universities offer courses for education majors to learn about disabilities and how to make their classroom a place for ease for learning and appropriate behavior.</p>
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Bibliography
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<p><span>"Classroom Management Module." </span><span><em>American Psychological Association</em>, www.apa.org/education/k12/modules-classroom-management. </span></p>
<p><span>“What Is Special Education?” </span><span></span><em>Masters in Special Education Degree Program Guide</em><span></span><span>, www.masters-in-special-education.com/what-is-special-education-2/. </span></p>
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Artifact Owner
Fitchburg State University Amelia V. Gallucci-Cirio Library Archives & Special Collections
Artifact Condition
The syllabi are in good condition and seemed to be preserved very well.
Artifact Material
This artifact is printed on paper. It was typed out. The syllabi were held in a manila folder titled “Behavior Management.”
Catalog Entry Author(s)
Madison Sideleau, Student, Fitchburg State University
Editor(s)
Erin Maida, Student, Fitchburg State University
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Syllabi: SE 3501 and SE 3551 Behavior Management
disability
fitchburg state university
teaching