IMPORTANT FACT: THE READER HAS DYSLEXIA – TYPO’S ARE UNACCEPTABLE
Part 1: READING RESPONSE REFLECTIONS (FOCUSED)
Include a list of new and salient ideas, vocabulary (and names of important people and organizations),information, issues, and perspectives learned from the week’s readings (you may use bulleted notes, and these may be brief – SEE SAMPLE INCLUDED).
Provide your reflection on the readings. You may use the following questions to guide you:
1) How did the readings for the week help you understand and/or rethink the topic for the week?
2) How have the readings supported and/or contradicted what you thought before?
3) Were there ambiguities, contradictions, areas of concern and/or confusions among the readings, explain the significance?
4) How do the readings inform your philosophy of Disability Services for Neurodiverse Students?
5) And/or were the readings useful (if so, to whom), explain?
Try to focus on your analysis rather than a summary of the articles.
Length: Total of approximately 250 Words (1 page) for Reading Response (this includes the list and your reflections)
IMPORTANT FACT: THE READER HAS DYSLEXIA – TYPO’S ARE UNACCEPTABLE
Part 2: GIVE A SYNOPSIS OF THE READINGS IN YOUR OWN WORDS
Your responses should be SUBSTANTIVE (but, not overly exhaustive): they should demonstrate a serious engagement with the text(s), all claims you make should be fully and completely explained, and claims about what the text says should be backed with PROPER quotations and/or evidence from the text. Be sure to provide enough reference information in your responses so that we can find the page/quotation/etc. that you are referring to or discussing in your responses. YOU MAY NOT USE ANY OUTSIDE SOURCES – ONLY WHAT IS PROVIDED.
This should focus more on your REFLECTION / REACTION (Light Citation should be incorporated) in approximately 100 words per reading. Cite the source after response
Citations: APA Style
Readings:
1) Madaus, J. W. (2011). The history of disability services in higher education. New Directions for Higher Education,2011(154), 5-15.
2) Stodden, R. A. (2015). Supporting students with disabilities in higher education in the USA: 30 Years of Advocacy. Paper presented at the OUJ International Symposium. Tokyo, Japan.
3) Vance, M. L., Lipsitz, N. E. & Parks, K. (2014). Beyond the Americans with Disabilities Act: Inclusive policy and practice for higher education. Washington, DC: NASPA – Student Affairs Administrators in Higher Education.
(Chapters 1 & 2)
o Chapter 1: Grossman, P. (2014). The greatest change in disability law in 20 years. In M. L. Vance, N. E. Lipsitz & K. P. Parks (Eds), Beyond the Americans with Disabilities Act: Inclusive Policy and Practice for Higher Education (pp. 3-21), Washington, DC: NASPA – Student Affairs Administrators in Higher Education.
o Chapter 2: Ashmore, J. & Kasnitz, D. (2014). Models of disability in higher education. In M. L. Vance, N. E. Lipsitz & K. P. Parks (Eds), Beyond the Americans with Disabilities Act: Inclusive Policy and Practice for Higher Education (pp. 21-35), Washington, DC: NASPA – Student Affairs Administrators in Higher Education.
