College Admissions Essay: My Contribution to Disability Awareness :: College Admissions Essays

My Contribution to Disability Aw arness   Its 8 oclock in the morning and the corridors of powder Road Elementary argon busier than Grand Central rate. The only diversity is that Mill Road students are about a foot shorter and ten-spot times more energetic than your average Grand Central Station commuter. In comparison with the dorm room I have on the nose left, these walls are papered with hundreds of drawings and paintings. The hallways could compete with any modern gallery in wrong of sheer bulk and some critics might argue for their content as well. However, I did not wake up at 7 oclock to invite the Mill Road Elementary prized art collection. Instead, I am on that point to present the 3-step Disabilities Awareness program to several classes of supercharged fifth graders.   stand up in front of 30 or so fifth graders is a lonely position. I feel the burden of all teachers and start my presentation. It is a difficult curriculum to teach to fifth graders because of the many contradictions and situational circumstances. These fifth graders are sharp and ask questions whose answers could easily fill the rest of the years class time. It is for this identical reason that the presentation is such an enjoyable program. A ten-question quiz, designed to quinine water some of the myths about disabilities, is given to the students. The class discusses ideas about independence, differentiating between disabilities and emphasise that the person comes before the disability. The quiz is an icebreaker that encourages the students to ask questions that pertain to the totally disabilities spectrum.   Once the students begin to feel comfortable, I am flooded with questions. Students are able to expand their knowledge on a variety of disability-related issues. The satisfying challenge is to help them change their perception of people with disabilities. Students have to be convinced that a disability is a limitation and every serviceman has his or he r own limitations. A disability is not a malady someone can catch like a cold. When the students begin to knock against that we are all equal, then the Disabilities Awareness program has really through with(p) its job. The students are stubborn at first to new ideas but, after repugn them, they begin to see the truth behind these ideas and start accepting them.   The fleck and third presentations are follow-up visits that seek to reinforce the same ideas presented in the first session using different activities.