This fall I took a philosophy class with my LAS cohort. This class challenged me and the way I looked at different issues. I don’t tend to think in a philosophical way which made the material a little hard for me to grasp.
I enjoyed that the class was mainly discussion because it allowed for me to learn from my peers and get a different perspective of things. In class, we had a lot of discussion where we could voice our onions and get different views. This was an extremely interesting concept. Going into the class I had some pretty firm beliefs on different issues. However after hearing some of my peers reasoning, I found myself questioning my beliefs.
Social Problems has been by far the most interesting class I have taken here at CMU. In this class, there were no exams or tests, only written outlines and other projects that we would work on. During the class period, discussion was open to any topic about social issues in our world today. My class would share their opinions and discuss ways to prevent these issues or to make them better.
This class provided me with the necessary information to be informed about issues and topics in today’s world. Most topics, I knew very little if not anything about it. Sitting in class and listening to everyone’s opinions on things made me realize how many different opinions there can be on a topic, yet we can still have a civilized conversation with one another. I would highly recommend this class to my peers.
The Disney College Program is a semester long collegiate internship where you work for a Disney Park and Resort while also taking classes through Disney University. There are two seperate programs, one at Walt Disney World in Florida, and one at The Disneyland Resort in California. Each semester, roughly 30,000 people apply. Walt Disney World accepts 4,000 and The Disneyland Resort accepts 300.
I was fortunate enough to be accepted into the program at The Disneyland Resort in California! Here I am working at Disney California Adventure while also taking a leadership class through Disney University. For the class, a different Disney executive comes and presents on a different leadership topic that they have learned throughout their role at The Walt Disney Company.
Along with the education aspect, there are ample opportunities for networking throughout the program. I have had the opportunity to meet with and shadow with a manager from Adventures by Disney, D23, Disney University, and guest relations. Thes opportunities have given me a greater look into my future with The Walt Disney Company.
In the United States, 5,693,441 students between the ages of 6 to 21 qualify for special education, yet many do not have the resources needed to help them succeed. Many school systems have cut back on their special education programs due to lack of funding and resources.
Due to a lack of funding, many schools have cut the amount out students they let into the special education programs. A recent investigation in Texas has revealed that they had set a percentage on the number of students that should receive special education. The state set a limit to 8.5% of students in a school were allowed to receive special education, which is far less than the national average of 13.8%. If Texas provided services at the same rate as the rest of the United States, 250,000 more kids would be getting critical services such as therapy, counseling and one-on-one tutoring. This cutback was put into place to save the Texas government $1.1 million.
Another way school systems are reacting to lack of funding in mainstreaming students with special needs. However, doing so without providing the correct resources hinders the student. In general, studies conducted indicate better academic outcomes for students with learning disabilities who are served in special education settings. When these same students are served in general education settings without any additional help, they have poorer self- concepts. If schools want to help their students with special needs by mainstreaming them, they need to take the specific measures in order to promote success. According to the Journal for Inclusive Education, there are three ways for mainstreaming students with disabilities: co-teaching, differentiated instruction, and peer- mediated instruction and interventions
One of the easiest and cheapest ways to successful mainstreaming is through peer-mediated instruction.When I was in high school, I created a peer learning group that partnered a special education student with a student without disabilities. What I would do is find a student willing to participate, who understood the subject well and would partner them up with a special education student. They would sit next to one another in class and help one another during class.They were also required once a week to meet in the library to help the special education student with the assignments for that week.
If you have any questions about starting your own mainstream program don’t hesitate to contact me!
This semester in LDR 200, we learned about a variety of leadership theories and philosophies. One of the topics that stood out in my life was the topic of gender roles. In 2016, you would think that gender roles are not as prominent as they used to be. However, really think about your everyday life and the expectations you have for people. Do you have these expectations based on that persons gender without even knowing it? We all have certain expectations for everyone and a lot of us have them based on gender and d0nt even realize it.
One example of this would be in an RSO I am involved in here at CMU. As apart of Colleges Against Cancer, it is our responsibility to plan and set up Relay for Life. During the day of set up, we had to lay tarps and make decorations. While setting up the tarps 0ver the entire gym floor, I noticed that it was mainly guys setting up the tarps and girls doing decorations. Now this segregation was due based on our own doing. No one told us where to go or what activity to do. I stop and realized that subconsciously, we have been trained to think that males d0 the physical work and females do the crafting.
After experiencing this I have been extremely conscious of trying not to have these stereotypes.
It is always interesting when you put 50 leaders (who are all friends) in a room together for three hours and LDR 200 sure will support this. I love having classes with my entire cohort but this one was especially interesting. We were all together to learn different leadership theories however we were going to be teaching each other rather than having a professor teach us. It was a very interesting dynamic learning from one another and teaching each other. My cohort and I were challenged every week to stay engaged and respectful while our peers presented to us. It was a very unique learning atmosphere that our cohort was not ready for but benefited us greatly. Even though three hours on Wednesday nights can be rough, I can’t imagine being stuck in a room with anyone else but my LAS Cohort.
Taking History with my LAS cohort was a very unique experience. Along with the curriculum, our cohort learned skills that will help us with the rest of our lives. After the first class, we knew we were in for a treat. Our first roadblock was being able to hear our professor. Unless you were in the first row, there was no way you were going to be able to hear our soft-spoken professor. This was no match for our cohort. Everyone would take the notes on the board, however one of the girls who sat in the front would make a quizlet for every test on what our professor would say. We learned how to work together in tough situations for the success of the class. Our next roadblock was with our writing intensive papers. As a cohort, we peer reviewed our papers before we turned them in to guarantee that everyone would get the best possible grade.