In assessment of motor development, postural control responses, and Fundamental Movement Patterns, the observations and documentation should be done in a systematic, cephalocaudal direction. The clinical rationale for this is:

Obi-wan has Down syndrome and his mother would like to start him in a recreational horseback riding program. As a PT you would recommend that:

Part of a drawing was covered by another paper, but Chewbacca was able to recognize that it was a drawing of a flower.  This is an example of:

Ventress is a 5 year old. As she is walking in her yard, she approaches a muddy hill. She carefully slows and steps sideways down the hill. This is an example of:

Two cars that have the same mass are moving around a circular track at the same constant speed. The track is perfectly level. If car 1 is at the inner edge of the track and car 2 is at the outer edge, then

Lucas / inviter / copine / au restaurant

1.   Le frère d’Éloïse n’est pas médecin. Il ne travaille pas dans un . 2.   Tu aimes l’art? Il y a une exposition de Monet au . 3.   New York a un grand avec beaucoup de bâtiments (buildings). 4.   L’Everest, c’est une . 5.   Je n’aime pas habiter en ville. J’adore la .

The client is (1) day postoperative coronary artery bypass surgery. The client reports chest pain. Which action should the nurse implement first?

Section 504 of the Rehabilitation Act. What is Section 504 of the Rehabilitation Act? What was the 504 Sit-In Demonstration? Why did this happen? What was the importance of this event in the disability rights movement?

Final Project:  Review the Final Project Assignment requirements (below). Please indicate what type of project you intend to develop for the final Disability Justice, Equity, Diversity, Inclusion Project List one or more possible ideas as to what you are thinking of creating/developing to fulfill this requirement.  You can change your mind; however, this is to try and get you thinking about the project now so that you have time to plan and fully develop the project prior to the end of the semester. Final Project Description: FINAL PROJECT:  Disability Justice, Equity, Diversity, & Inclusion (D-JEDI) Project – 100 points total.  (Part I – Project:  85 points.  Part II – Peer Review:  15 points).  Part I:  (85 points).  Students are required to demonstrate disability awareness and understanding of disability as ‘diversity’, as well as the importance of using equitable, inclusive practices to provide equal access and opportunity for individuals with disabilities in schools, churches, organizations, businesses, and communities.  This project will be shared with your peers and your professor.  Key/essential topics and questions that should be addressed in the project include:   DISABILITY JUSTICE, EQUITY & INCLUSION (approximately 60% of the project) What evidence do you have to support these findings? What is disability justice, equity and inclusion?   Why does inclusion, equal access and opportunity for individuals with disabilities matter in your respective field of study? Identify a minimum of two issues within your respective field of study (i.e., journalism, psychology, business, theology) that continue to exclude, marginalize, disenfranchise and/or misrepresent disabled individuals/the disability community.   What, if any, advances in JEDI have occurred recently in your field?  What recommendations can you offer to help advance JEDI for the disabled in these areas?   DISABILITY IS DIVERSITY – DIVERSITY IS NATURAL (approximately 20% of the project) What is meant by ‘disability as diversity – diversity is natural’?  Why does this matter in your respective field of study? Why does this matter in the world today?    DISABILITY ETIQUETTE (approximately 20% of the project) You must address a minimum of 6 of the 8 disability categories below.  Choose six:   What is ‘disability etiquette’?  Why does this matter?  Develop suggestions and tips for interacting, communicating and working with individuals with various disabilities for professionals in your respective field (i.e., journalism, psychology, business, theology) Orthopedic Impairments/Mobility Disabilities (cerebral palsy, spinal cord injury, spina bifida, polio, dwarfism, etc.) deaf/Deaf & Hard of hearing  Blindness & Visual Impairments Autism Intellectual Disabilities Mental Health Disabilities Health-Related Disabilities Cognitive Disabilities (learning disabilities, ADHD, TBI, etc.) You must include a minimum of 5 suggestions/tips for each category  Your project must glean information from a minimum of three different resources.  You may use Disability Etiquette:  Tips on Interacting with People with Disabilities as one of your resources.   The final PROJECT should be one of the following: (a) 10-15 minute digital story with audio content (see information about DIGITAL STORIES in Canvas) (b) 10-15 minute video film presentation (see information about VIDEO PRESENTATIONS in Canvas) (c) 5-10 page infographic (see information about INFOGRAPHICS in Canvas) (d) 5-10 page Instagram Story (see information about INSTAGRAM STORIES in Canvas) (e) a 10-12 minute podcast (f) 1,500-2,000 word blog with graphics and images (g) 12-20 slide training (Pp, NEARPOD, Screencastomatic) with audio content (h) a website (i) any other idea (just run it by me!) Part II:  Peer Review (15 points).  After completing your Project, you will review one of your peers’ submissions of this assignment, as assigned by your course professor.  Evaluate their submission and develop a 2-3 paragraph summary for your peers’ project that addresses the following:   Identify the strengths of their project and explain what was especially helpful to you about their submission.   What recommendations can you give to improve your partner’s project?  Are there any key points that should be added?  Are there recommendations to improve the visual display of information?