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Robert, 48-year-old male, has been brought to the ER by his…

Robert, 48-year-old male, has been brought to the ER by his girlfriend of several years. She states that he has been sleeping about two hours a night. He seems agitated and extremely energetic, pacing around the room and talking loudly and persistently about his plans.  The girlfriend states that she has begun his process of remodeling her house. “Bob tore out the shower in the second bathroom and then decided he would redo the kitchen cabinets. He bought all kinds of supplies at the home store and has them stored in our garage. He has several other projects he has planned, and it was all I could do to keep him from tearing out the bathroom in the master bedroom. Before I could stop him, he tore out all the baseboards in the living room and guest bedroom. He has a huge bill going at the supply store and now is talking about a vacation in New Zealand. I do not know what is going on. He has had these weird overly energetic periods before, but most of the time they lasted a couple of days. This has gone on for two weeks. I am exhausted and cannot understand why he is not exhausted.” You diagnose Robert with what?

Robby, a 9-year-old boy, has difficulty with fluency of spee…

Robby, a 9-year-old boy, has difficulty with fluency of speech patterns. He has had this problem since he was in early elementary school, and the issue has not resolved. Robby becomes blocked or hesitant in speech when he becomes stressed or is making a report or reading aloud. He has times when he prolongs consonants and vowels but becomes most distressed when he repeats words or short phrases. His teacher states, “Robby is a very smart little boy, but no one understands how intelligent he is because of his speech issues. I notice the problems he has with both the fluency and time patterning of his speech. Evidently, his dad and mom thought he would outgrow this problem.” She mentioned that her brother had some speech problems. I know that some of his peers’ mimic and tease him when teachers are not present. I am irritated that it has taken this long for Robby to be referred for speech therapy.” Robby has a diagnosis of which of the following disorders?      

Final Project:  Review the Final Project Assignment require…

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).  This culminating assignment invites you to critically examine how the principles of Disability Justice, Equity, Diversity, and Inclusion (D-JEDI) intersect with your academic field of study. You will analyze systemic issues, critique real-world practices, and offer innovative, field-specific approaches to disability inclusion. Your final project should demonstrate deep understanding, critical reflection, and evidence-based application of course concepts.  Your project should address the following three sections, using at least 5 different EDU 2025 course resources to support your analysis and ideas. All sources should be clearly referenced within the body of your project.  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 in Your Field (Approx. 60% of the project).  Engage critically with the following prompts: Define disability justice, equity, and inclusion in your own words, drawing from course readings and lectures.  Why does inclusion, equal access and opportunity for individuals with disabilities matter in your respective field of study? Interrogate your field: Where do systems of exclusion, misrepresentation, or structural bias toward disabled people show up? Identify and critique at least two key issues in your field that perpetuate ableism. Examine progress: Are there any examples in your field where D-JEDI principles have successfully been applied? What lessons can we learn from these efforts—and where do they fall short? Propose change: What innovative, discipline-specific strategies or interventions can you recommend to advance D-JEDI within your field? How can your future role or profession contribute to building more equitable and inclusive spaces? Disability as Diversity – Diversity as Natural (Approx. 20% of the project).  In this section, analyze the idea that disability is a natural part of human diversity—not a problem to be fixed: What are the implications of embracing disability as a natural and valuable aspect of human variation? How does recognizing disability as diversity challenge traditional notions of normalcy in your academic field? How can your field adopt a mindset that moves away from deficit-based thinking and toward inclusive, strengths-based approaches? Disability Etiquette & Practice-Based Tools (Approx. 20% of the project).  Understanding disability etiquette is critical for respectful and informed practice. In this section: Define “disability etiquette” and explain why it matters—ethically, professionally, and socially. Create a set of field-specific etiquette and communication tips for professionals who will interact with disabled people. Address at least 6 of the 8 categories listed below, with 5 thoughtful, respectful, and context-aware tips for each. These should be relevant to professionals in your future field, not generic advice. Choose 6 of the following disability categories: Orthopedic/Mobility Disabilities (e.g., cerebral palsy, spinal cord injury, dwarfism) Deaf/Deaf & Hard of Hearing Blindness & Visual Impairments Autism Intellectual Disabilities Mental Health Disabilities Health-Related Disabilities Cognitive Disabilities (e.g., learning disabilities, ADHD, TBI) 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) a children’s book with graphics and images (h) 12-20 slide training (Pp, NEARPOD, Screencastomatic) with audio content (i) a website (j) 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?