Physical Therapist Assistant Program 1001 Intro To Physics

Physical Therapist Assistant Programpht 1001 Intro To Physical Therapy

Read Chapter 12: Support for students with special needs. Answer the following questions: What is the ADA? What was the purpose of the amendment in 2008? What does the term disability mean (to you)? What is an Accommodation? What are the academic support services available to you at FNU? What is the process to request Accommodation for a disability as a student? What is the difference between a physical disability and a learning disability? If an SPTA presents with a disability, what employment/clinical education issues can arise? What is the stance of the ADA on these issues? Review Table 12-4; Technical Standards. Are you able to do all of these? (think carefully, no written answer required.)

Read Pages from Chapter 13: WHEN ENGLISH IS A SECOND LANGUAGE! For each, answer the questions: What technique helps you the most when reading through text? Are you a good listener? Do you understand what is going on in class? What technique do you think will help you the most with your comprehension during lectures? Review Table 13-3, 13-4, & 13-5. For proofreading, what are 3 resources you can use to help you at FNU or online, apart from proofreading yourself? Consider resources that can assist with your writing and editing skills.

Review Chapter 14: Re-entry and Career Transition. Answer the following questions: What group are you? What do you think is your biggest struggle with adjusting to college life? Provide a plan of action for using each of the following strategies to manage the re-entry process: professional counseling, financial aid, re-entry program services, support from faculty, collaboration with classmates, involving family and significant others, upgrading technology skills, active listening, utilizing survival strategies, maintaining a positive attitude, and being your best ally.

Paper For Above instruction

The Americans with Disabilities Act (ADA), enacted in 1990 and amended in 2008, represents a pivotal legal framework that ensures equal opportunities for individuals with disabilities across various sectors, including education, employment, and public services. The 2008 amendments aimed to broaden the scope and interpretative criteria of the ADA, emphasizing a more inclusive approach that recognizes the diverse and multifaceted nature of disabilities (U.S. Department of Justice, 2008). This legislative evolution underscored the importance of removing barriers and fostering an environment where individuals with disabilities can participate fully and without discrimination.

In my understanding, a disability signifies any condition—be it physical, mental, sensory, or cognitive—that substantially limits one or more major life activities. To me, disability does not solely define an individual's potential but highlights the need for appropriate support and accommodations to enable full participation in academic and professional settings. It is essential to recognize that disabilities vary widely; thus, a flexible and personalized approach is necessary to ensure equitable access and opportunities.

An accommodation refers to adjustments or modifications that enable individuals with disabilities to participate on equal footing with others. This can include adaptive technologies, extended testing time, accessible facilities, or modified coursework. The goal is to eliminate barriers and support the learner’s success without diluting academic standards (Americans with Disabilities Act, 2008).

At FNU, academic support services encompass a variety of resources such as tutoring centers, disability support services, counseling, and peer mentoring programs. These services aim to facilitate students' academic progress, mental health, and overall well-being, especially for those with disabilities or special needs.

The process to request an accommodation typically involves a formal application with supporting documentation from a healthcare provider outlining the nature of the disability and the specific needs. Students are advised to contact the disability services office early and follow the established procedures to ensure timely support (FNU Student Handbook, 2023). This process includes an interactive dialogue to determine appropriate accommodations tailored to individual needs.

Distinguishing between physical and learning disabilities is crucial for understanding specific challenges faced by students. Physical disabilities involve impairments affecting mobility or physical functioning, whereas learning disabilities impact cognitive processes related to reading, writing, or mathematics. Both require different strategies and supports to succeed academically.

For students pursuing careers as Physical Therapist Assistants (SPTA), disabilities can introduce employment and clinical education challenges such as accessibility issues, bias, or unjustified limitations. Under the ADA, employers and educational institutions are required to provide reasonable accommodations, and discrimination based on disability is prohibited (U.S. Equal Employment Opportunity Commission, 2020). Nonetheless, awareness and proactive communication are vital to navigate these challenges effectively.

Reviewing Table 12-4 on technical standards highlights the essential skills and attributes needed for success in the physical therapy field. These standards typically include physical endurance, strength, manual dexterity, sensory abilities, and interpersonal skills. It is important for students to self-assess their capabilities in these areas to ensure they can meet the demands or seek appropriate support if needed (APTA, 2021).

In the context of English as a Second Language (ESL), effective reading techniques involve active engagement strategies such as previewing the text, annotating, and summarizing. These methods enhance comprehension and retention. Good listening skills are fundamental for understanding lectures and instructions; techniques like note-taking, questioning, and paraphrasing can improve understanding. Regarding writing, resources such as online grammar tools (Grammarly), writing centers at FNU, and reputable websites like Purdue OWL provide valuable assistance beyond proofreading (Purdue OWL, 2023).

Test-taking strategies include managing time effectively, understanding question formats, and practicing with past exams. These techniques reduce anxiety and improve performance, particularly for ESL students who may face additional language barriers.

Adjusting to college life presents unique challenges, especially for re-entering students or those with disparities in background or experiences. Strategies such as seeking professional counseling can address emotional or psychological barriers. Financial aid can alleviate economic stress. Re-entry programs provide tailored guidance, while faculty support encourages academic success. Collaborating with classmates fosters a sense of community, and involving family offers emotional stability. Upgrading technological skills ensures competence with digital resources, and active listening helps in absorbing instruction accurately. Employing a combination of these strategies, along with maintaining resilience and positivity, facilitates a smoother transition into college life and promotes personal and academic growth.

References

• Americans with Disabilities Act of 2008, 42 U.S.C. §§ 12101–12213.
• American Physical Therapy Association (APTA). (2021). Standards for Physical Therapist Assistant Education. Retrieved from https://www.apta.org
• FNU Student Handbook. (2023). Florida National University. Retrieved from https://www.fnu.edu/handbook
• Purdue Online Writing Lab. (2023). Resources for ESL Students. Retrieved from https://owl.purdue.edu
• U.S. Department of Justice. (2008). Amendments to the Americans with Disabilities Act. https://www.ada.gov
• U.S. Equal Employment Opportunity Commission. (2020). Disability Discrimination. https://www.eeoc.gov