Unit 8 Discussion 1 & 2

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Unit 8 Discussion 1 According to Goldstein (2018), it is stated that a problem occurs when there is an obstruction between the present to the future goal and there is not a precise answer on how to get over the impediment. Therefore, there is an obstacle keeping the individual from reaching the final goal without an immediate solution. In my profession as a professor, I must understand there is a variety of potential ways for students to solve a problem for assessments. There are always resources for students on campus to help with homework. For example, the college where I work has a library assistant to help students find references for papers, a tutoring center for several subjects, and the professors offer office hours to review material with the learners. For students with disabilities, however, there are certain accommodations to be made to aid in the process of learning. Yet not every disability can be treated the same way, therefore, there is a need for various accommodations (Barnard- Brak et al., 2010). For students with disabilities, the problem with learning the material adequately must be identified. For example, a deaf individual is not an auditory learner and is unable to hear the lectures. Therefore, there is a need for the lesson to be captioned or a script provided so the learner can read through the professor’s lecture. Any lecture, video, or demonstration requires captioning so the deaf student may participate and learn in the classroom. However, there is a difference between deaf and hard of hearing students. Some students who are simply hearing impaired may not need captioning, but lipread and therefore must be able to view the professor’s lips to understand and communicate. Even students who have the same type of disability, say autism, for example, may not require the same accommodation, so every plan must be individualized to suit the needs. Every student with a disability requires a unique accommodation to succeed (Barnard-Brak et al., 2010). References Barnard-Brak, L., Lechtenberger, D., & Lan, W. Y. (2010). Accommodation strategies of college students with disabilities . The Qualitative Report , 15 (2), 411–429. 10.46743/2160- 3715/2010.1158 Goldstein, E. B. (2018). Cognitive psychology: Connecting mind, research, and everyday experience (Vitalsource, 5th ed.). Cengage Limited .
Unit 8 Discussion 2 When an individual thinks of creativity, the first usual thought is of the artist, the writer, the talented person who can make stunning pieces of art without too much effort. We think of the famous music composers and painters who offered a view into their expressive and unique world. However, creative problem-solving helps produce solutions to an issue, when pondering upon a dilemma that is not necessarily the logical reasoning. Individuals practicing the art of convergent thinking and possess an open mind are the best at creative problem-solving and often have a viewpoint that others perceive as thinking outside the box (Goldstein, 2018). In order to use this creativity, an individual has to have a working relationship between the Default Mode Network and the Executive Control Network of the mind. When these two function together, the creative mode is expressed. Culture, for example, is one of the most uniquely expressed communities who band together to celebrate their people, their ways, and their art. I work as a professor at a college, and I must be creative to come up with alternative lesson plans for my students with disabilities. There is a major difference between teaching an individual who is hearing and one who is deaf. Also, since I teach a vast variety of biological subjects, I have to ensure that I can provide more than one type of example. Some students need to have a visual, others need to have the text written in step-by-step format, and a few need to experience the information by hand. Those who learn better in my lab are usually kinetic, while those who learn better in lecture are auditory or visual. Some students even learn best by drawing out what is seen in the text or in the microscopic slides. References Goldstein, E. B. (2018). Cognitive psychology: Connecting mind, research, and everyday experience (Vitalsource, 5th ed.). Cengage Limited .
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