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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
Still Image
Catalog Entry
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<p>Special Education Proposal Preparation of Teachers of the Visually Impaired was a proposal written for Fitchburg State to change ways of teaching to accommodate those who are blind. Specifically, they have listed different materials that could be useful in the classroom and around the school for people that are visually impaired and to easily convert text into braille. It also contains a variety of text books and resources to help find ways to teach those who are blind. The proposal has letters written to support the need for changing teaching techniques, pushing for teaching to include people with disabilities and many other things regarding the topic of disabilities.</p>
<p>Some courses that the proposers wante taught at Fitchburg State were eye and vision courses to learn about blindness and how people see, a communication skills course, to be able to talk and communicate to the blind things they cannot see and reading and writing literary Braille, learning Braille to make it easier to read and write in Braille for the blind and those who are not visually impaired. Another course was Orientation and Mobility, to learn about how the blind can get around. The texts books and resources include but are not limited to: <em>Readings in Visually Handicapped Education, Teaching the Visually Handicapped, On Blindness and Blind People, Aids for the 80s What They Are and What They Do, </em>and<em> Guidelines and Games for Teaching Efficient Braille Reading</em>. Some of the equipment that is in the proposal was a tele0reader, a thermoform brailon duplicator, a Perkins standard brailler with dust covers, a Chang Tactical diagram kit, a teachers training film packet, cranmer abacus and large abacus, a large print labeler and vinyl tape, a Braille labeler, a paperless Braille machine, and a low -ision assessment kit.</p>
<p>What some of these materials do for the blind: the thermoform brailon duplicator takes a document and converts it to braille. It then imprints the braille onto a plastic sheet. The Perkins standard brailler with dust covers was developed at Perkins School for the Blind in 1951. This allows you to write in braille. The Chang Tactical diagram kit is used for the partially visually impaired. It includes bright yellow felt pieces that are put on a dark felt board to make it easier for people to see. The cranmer abacus and large abacus are used to create a word or phrase in braille, easily. The print labeler and braille labeler uses vinyl tape to make labels in braille for the blind to easily read where things are located. The paperless braille machine is used nearly the same way as the the Perkins standard brailler without typing out braille on a paper but rather putting it into a “computer.” This could make it easier for it to be translated.</p>
<p>A lot of people think that it is pointless to teach people with disabilities because they are “different.” People think that because they are different that they can not learn and/or live the same way in society. But the stereotype that people with disabilites are limited are not true. Beethoven, for example, was able to write and play music even after he became deaf. This shows that teaching in different styles so everyone can learn can contribute greatly to an individual with a disability’s success. By changing the way we teach in classrooms and getting materials that can accommodate different needs, it can benefit everyone’s learning experience.</p>
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Bibliography
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<p><span>“(Back) (Contents).” </span><span></span><em>Technical Devices and Special Equipment for the Blind</em><span>, https://www.nfb.org/sites/www.nfb.org/files/images/nfb/publications/fr/fr5/issue1/f050113.html</span><span></span><span>. <br /><br />“Cranmer Abacus.” </span><span></span><em>National Museum of American History</em><span></span><span>, https://americanhistory.si.edu/collections/search/object/nmah_690534</span><span></span><span>. </span></p>
<p><span>“EZ Thermoform Machine (110V).” </span><span></span><em>American Thermoform</em><span></span><span>, http://www.americanthermoform.com/product/e-z-form-thermoform-machine/</span><span></span><span>.<br /><br />McCarty, Michael. “Chang Tactual Diagram Kit.” </span><span></span><em>Chang Tactual Diagram Kit</em><span>, Blogger, 1 Apr. 2014, http://www.fredshead.info/2006/01/chang-tactual-diagram-kit-replacement.html. </span></p>
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Artifact Owner
Fitchburg State University Amelia V. Gallucci-Cirio Library Archives & Special Collections
Artifact Condition
Good condition
Artifact Material
Paper
Catalog Entry Author(s)
Ariana Roche, Student, Fitchburg State University
Editor(s)
Cali Laakso, 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
Proposal: Preparation of Teachers of the Visually Impaired
disability
education
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
Still Image
Catalog Entry
<p>“Every child has a different learning style and pace. Each child is unique, not only capable of learning but also capable of succeeding.” - Robert John Meehan</p>
<p>This artifact, written in the early 1980's, shows the steps the teachers in the Special Education department at Fitchburg State University went through to teach children with severe special needs. Due to each child's uniqueness, every teacher is to be certified in helping children with severe disabilities. This artifact is a proposal that gives a helping hand to students who are severely handicapped through the teachers’ doing. In the 1980’s, public school systems were causing the choice of integrating the Special Education program to increase, creating a high demand for highly trained teachers. The Special Education department at Fitchburg State University provides helpful information and guidance to teachers working with children with severe disabilities. Rather than seeing a learning disability as an impairment, these teachers see it as an opportunity to help their students. They want to create a curriculum that helps individuals and groups based on assessment goals and observational data.</p>
<p>This proposal creates a program that helps teachers recognize some ways to teach children with severe learning disabilities. It gives specific objectives to teach and produces teachers who are capable of having a good student-teacher bond. These teaching programs include competencies that become goals for many students with the intention of teacher-training programs. Some of the abilities are learning to be responsible, being able to make decisions and being able to solve problems Additionally, the particular goal for those becoming certified teachers “has been arranged into four phases” that students will be introduced to (Program Proposal). Therefore, it assists future teachers in expanding their knowledge of teaching children with severe disabilities.</p>
<p>The faculty handbook states that even though a learning disability is not visible, it is not the same as a physical impairment. A learning disability is an impairment that influences one individual’s ability to process information including how they take it in, understand it and express it. Children with learning disabilities may develop a “language based and/or perceptual problems that affect reading, spelling, and written language” (Faculty Handbook). This displays how their difficulty is more mental than physical. In a Centers for Disease Control and Prevention article, the author claims that “mental disorders among children are described as serious changes in the way children typically learn, behave, or handle their emotions” (Children's Mental Disorders). This shows how a mental impairment greatly differs from a physical impairment. Furthermore, this artifact focuses on creating a curriculum program for teachers to understand strategies during pre-practicum requirements of the training program.</p>
<p>Along with the training for teachers, this allows students to develop community living skills and ways to communicate with others. Future teachers will learn how to collect data from the programs to help children with severe special needs. It benefits the children by giving them the opportunity to develop in areas such as educational, social, emotional and vocational needs. In fact, these programs are fit for any age, as “all children and adults can benefit from educational programs” (Program Proposal). The goal for this proposal is to have everyone in the classroom, including teachers, to appreciate the skills that the students will develop during the course of this training program. Those abilities include developing means of communication, independent living, and some occupational skills.</p>
<p>Through the roles of these faculty members, the ability to encourage those who have severe disabilities has increased significantly. The Special Education Department Fitchburg State University gives its own share of their views on disability. Working with a child with a severe disability may require effective consulting skills and guidelines from the program. These helpful tips will definitely come in handy for future teachers in this field. This artifact also provides methods for those with severe learning disabilities to adapt to their surroundings. Through this proposal, they are training these college students to become knowledgeable teachers through many training sessions.</p>
<p>Overall, future teachers of students with learning disabilities will help them exceed their potential in all aspects of life, not just in academics. Certified teachers should understand by the end of this proposal that students with disabilities just need a little extra help to succeed in areas they lack in. It is completely possible to help them reach a considerable academic goal just like students in general education do. These pre-practicum hours that the program provides will allow future teachers an opportunity to practice strategies and classroom management by learning in an academic setting. Overall, this program proposal for teaching students with severe special needs will ensure a successful outcome from both the teacher and the student.</p>
Bibliography
<p><span>“Children's Mental Disorders.” <em>Centers for Disease Control and Prevention</em>, </span><span>24 June 2019, <a href="http://www.cdc.gov/childrensmentalhealth/symptoms.html">www.cdc.gov/childrensmentalhealth/symptoms.html</a> </span></p>
<p><span>“Physical Disability Programs and Information.” <em>Wisconsin Department of Health Services</em>, 30 Sept. 2019, <a href="http://www.dhs.wisconsin.gov/disabilities/physical/index.htm">www.dhs.wisconsin.gov/disabilities/physical/index.htm</a>.</span></p>
Artifact Owner
Fitchburg State University Amelia V. Gallucci-Cirio Library Archives & Special Collections
Artifact Condition
Great condition. No blemishes or marks.
Artifact Material
Paper, typed
Catalog Entry Author(s)
Jessica Kuffour, 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
Program Proposal: Teacher of Children With Severe Special Needs Teacher Preparation Program
disability
education
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
Connecting the Medieval to New England
Still Image
Catalog Entry
<em>The Reeve’s Tale</em> from <em>The Canterbury Tales</em> by Geoffrey Chaucer, the photograph of St. Mary’s Church of Oxford University, and the photograph of Thompson Hall at Fitchburg State University have a connection that is revealed when looking in-depth at the cultural significance of both locations as well as the text. In <em>The Reeve’s Tale</em>, Chaucer tells us a story about a miller that steals from the townspeople. Not only does the miller partake in thievery, but he also has a negative view of the university students that are included in the tale. <br /><br />In Dr. Tracy’s photo, she captured a monstrous gargoyle overlooking Oxford University. The gargoyle follows the typical definition of a gargoyle, as its mouth is used as a water spout. Looking down upon the university as well as “spitting” down on to the university’s property is a fitting image to attach to T<em>he Reeve’s Tale</em> as the miller has negative thoughts towards the university students: “The gretteste clerkes been noght wisest men" (Chaucer Line 4054). This quotation in the story by Symkyn, the miller, shows just how lowly he thinks of men that look towards a fancy education as a means to attain wisdom. Combined with the fact that the miller has repeatedly stolen mill and recently increased the amount stolen by a hundredfold, this photo and text pairing work well as the gargoyle looks down on to the campus. <br /><br />Thompson Hall was built in 1896 and used as the only building on the campus of the State Normal School (previous name of school before Fitchburg State). The building was set on top of a hill with the entrance facing directly towards Myrtle Avenue. This was a beautiful site to see as you were driving north up North Street or Myrtle Avenue. However, after the building of Hammond Hall, the rest of the city was almost blocked off by the windowless brick side of the building facing North Street and Myrtle Ave (Jackson). This symbolized the relationship and the separation between the city and the university. <br /><br />As of today, the neighborhood that Thompson Hall faces is the ninth most dangerous neighborhood in the city ("Fitchburg, MA: Crime Rates"). According to the FBI’s 2016 Uniform Crime Report, the violent crime rate in Fitchburg sits at the tenth highest per capita in all of Massachusetts ("50 Mass Communities"). The crime rate around Thompson Hall reminds us of how lawless Symkyn is with his meal thievery. <br /><br />The interesting and ironic part of all of this is that John G. Thompson was quite the poet while also the first principal of the State Normal School. In line with how Symkyn looks at how one must be educated, Thompson says, “Learn by doing,” yet he was the principal of a formal higher education institution (Jackson). Imagine if John G. Thompson could travel into the story of <em>The Reeve’s Tale. </em>Could Principal Thompson influence Symkyn in a positive way? Would Symkyn see that formal education versus “street” education is not as black and white as he had previously thought? Beyond that, what if Principal Thompson travelled forward in time to when Hammond Hall was built? Would he allow for the building to be built with only brick facing the city? One would like to think that Thompson would be the saving grace to both of these situations. However, time travel is not available to us. This is why it is imperative that we continue to preserve all types of cultural heritage. We must continue to learn from our past to make our present the best that it can be.
Bibliography
“50 Mass. communities with most violent crime per person.” WCVB 5 ABC, wcvb.com/article/50-mass-communities-with-most-violent-crime-per-person/12485818. <br /><br />Chaucer, Geoffrey. "The Reeve's Tale." Translated by Larry D. Benson, 2008, sites.fas.harvard.edu/~chaucer/teachslf/rvt-par.htm. <br /><br />“Fitchburg, MA: Crime Rates.” Neighborhood Scout, neighborhoodscout.com/ma/fitchburg/crime. <br /><br />Jackson, Asher. Personal interview. 17 Nov. 2017.
Photographer(s)
Kisha G. Tracy
Allison St. Peter, Student, Fitchburg State University
Catalog Entry Author(s)
Aaron Canterbury, Student, Fitchburg State University
Research Assistant(s)
Kimberly DiManno, Student, Fitchburg State University
Accessible Description of Image(s)
First image: A decayed gargoyle watches over a campus with three entrances and pillars on top.
Description by: Makayla Dones, 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
Oxford, UK - University Church of Saint Mary the Virgin; Fitchburg, MA - Thompson Hall, Fitchburg State University
british literature I fall 2017
chaucer
education
england
FAMExhibition
fitchburg
hammondexhibition
massachusetts
middle ages fall 2017
photography ii fall 2017
university