Christopher Rodas Presentation summary

  

Group one was led by Armando Abud and presented/. The topic this group covered was deaf/hard of hearing and speech (language) impairment, chapters 4, 11-14. I thought their presentation was very informative and extensive. They started with the anatomy of the ear; external, middle, and internal ear and what each part does. They discussed the three different types of hearing loss: conductive, sensorineural, and mixed. The audiological assessment, hearing test will start low, then gradually increases to determine the threshold of someone’s hearing. I was surprised to hear that there are babies can fail the test because of the embryonic fluid still in their ear canals. The anatomy of speech and speech mechanism is divided into four parts. Having family members who have difficulty with speech as adults, I can see how it is prevalent and if left untreated can affect adulthood. There are different types of speech impairments, fluency, voice, and articulation disorders. It is sad to see the history of the deaf/hard of hearing speech-language impairment especially because they associated deafness as evidence God’s anger. It is mindboggling that it is estimated that by 2050, one out of every ten people will have hearing loss. However, seeing how it is in the 21st century gives us hope that we are moving in the right direction, especially with schools like Debbie Institute serving children and helping parents. Aside from Debbie, it is great to know there are other institutes that focus on helping the deaf/hard of hearing community. The interviews were my favorite part. The 10-year-old was my favorite part, it’s amazing to hear a child’s/student’s perspective including his first experience, how it affects him in his day-to-day life, that he thinks that sign language should be a mandatory subject in schools, and how learning virtually was actually a great experience for him because he could control the volume of his class. I also did not know there are different types of sign language. Then, the interview with Antony because we see the perspective of a now adult and his experience growing up with a speech impairment. Thank you for reminding us that our challenges do not mean we are broken but rather a reminder to take things at your own pace. 

 

Group two was lead by Jennifer Alonso & presented/tech supported by Harry Garcia, discussed Traumatic Brain Injury and Autism Spectrum, covering chapters 5 and 15-17. I did know anyone can get brain injury (BI) but didn’t know that data suggested certain groups can be affected more. The data honestly makes you worry about getting hurt especially in the US. Again, I really enjoyed the interviews. They allow you see first-hand and on a human level the effects of these disabilities. Autism is such a interesting umbrella because it covers a lot as well as it being a spectrum so you can have low and high function persons with autism. I found it a bit difficult to group the data since it bounced back and forth between TBI and Autism. It’s interesting the social effects that people with autism face; touching, expressing emotions, and making eye contact. It’s great that we now have organizations that help people with autism and those with TBI; ASF, NAA, BTF, and BIAF. The school; Brancroft was such an amazing school, I love that they took into consideration all the difficulties that come with being diagnosed and they truly adapted the whole building to accommodate all their needs such as vocational skills, water safety skills, familiarity, therapy incorporation. I find the last few slides very informative, providing the similarities between TBI and Autism spectrum.  On day two of presentations, we resumed with effects of an individual living with Traumatic Brain Injury (TBI). Some of these include difficulty focusing and multitasking, problem remembering and selecting proper words, lack of self-control, and difficulty dealing with emotions.  Some major symptoms of TBI include lack of energy, anxiety, mood swings, and headaches. Mild TBI usually requires no treatment other than rest and over the counter pain relievers for the headaches. People with moderate to severe TBI would require more extensive medical care, such as medicates for antiseizures, coping and support, rehabilitation, medications to limit secondary damage. The presentation was cut short due to group members not showing to the class. Those that did present for this group did a great job. I really appreciated when they presented the similarities at the end of day one presentations.

 

Group three was led by Nayelis Sanchez, presented/tech supported by Melissa Enriquez. They focused on Psychological Disorders and Specific Learning Disabilities, chapters 1, 2, & 6-8. It was very interesting to see learn about dyscalculia but it does make sense that if some people struggle with letters others would struggle with numbers. Also found interesting that some people struggle with their writing ability. I’m to have seen there are organizations that help with pretty much any and everything.  I liked that they included an interactive quizzes at the end of the presentation. 

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