Checklist for Assignments

Course Code: EDUC15436

Assignment: Learning Activity: Lived Experience + Elaboration

1. I understand my professor’s expectations for this assignment. In particular, I

understand his/her specifications regarding collaborating with other students.

2. I completed this assignment independently. It was not written by another person, nor
did I use another student’s work.

3. I used the documentation style recommended by my professor consistently

throughout this assignment (for example, APA).

4. When including direct quotations, I have acknowledged the use of others’ words by
including quotation marks around the quoted material and I have provided full and
accurate citations.

5. For paraphrased material, I put the original author’s ideas into my own words and I
have provided full and accurate citations.

6. I have properly acknowledged the use of any photographs, illustrations, charts,

diagrams, figures, audio, video, etc. from outside sources.

7. For this assignment, I have saved all of the articles I cited, all of my notes, outlines
and rough drafts in the event that my professor asks to see these.

8. I have never previously submitted this assignment, or parts of this assignment, for any
other course.

9. I did not share my work with anyone else, and have no intention of doing so.

10. If someone else proofread my work and provided suggestions for revisions, I made all
of the changes myself.

11. I asked a librarian or a tutor for citation help if needed.

12. I understand Sheridan’s Academic Integrity Policy, and am aware of the

consequences of breaching this policy.

13. I understand that I am required to submit my work to Turn It In to check for

originality. This process also allows me to review my initial work and correct any
identified issues prior to submitting my work for evaluation.
Eunmi Jeon Page 2 of 2
Student Name: Date: Mar. 05, 2023.
Signature:

Assignment #2: Learning Activity: Lived Experience + Elaboration.

Eunmi Jeon

EDUC 15436

Allison Fitzgibbon

Mar. 05, 2023.

Eunmi Jeon Page 2 of 2

 Assignment #2: Learning Activity.
Name: Eunmi Jeon
Questions Your first resource:
https://www.youtube.com/
watch?
v=L7cfD0PMV84&ab
_channel=kartemfan
Kara Tointon is UK actress
1. What themes shares her experiences of
emerged being diagnosed with
related to the dyslexia.
students’ She took testing and
experiences of evaluation process, and
their especially brain too. She
assessment has difficulty reading. In
and diagnosis class, we learned that
of having a dyslexia are the term used
learning
to describe one kind of LD
disability?
called reading disabilities.
 What did (Module 1) So, she has
the student shame and embarrassment.
share about She felt lazy and dumb.
the testing This reminds me of they
they certainly, are not “lazy and
completed dumb. (Module 1)
and finding She got easily frustrated by
out they learning. After being
had a diagnosed with dyslexia, it
learning helped her understand the
disability? reasons learning disability.
Eunmi Jeon
Your second resource:
https://
podcasts.apple.com/us/
podcast/episode-33-living-
with-dysgraphia-hunter-
donahue/id1550874141?
i=1000550201871
Hunter Donahue was
assessed and diagnosed
with dysgraphia.
He could not write well as
his peers, so he felt
frustrated and confused and
could not understand.
However, after being
diagnosed, it helped him
understand and provided
for finding solutions.
He took assessments and
evaluations of his writing
difficulties. These tests
included writing sentences
and spelling tests and
copying text and
paragraphs.
This confirms what we
learned in Module 7,
“Dysgraphia is a learning
disability that affects
writing abilities. It can
Your third resource:
https://
podcasts.apple.com/
us/podcast/episode-
35-living-with-
learning-disabilities-
markus/
id1550874141?
i=1000553062561
Markus Stefani has
experience with
ADHD and testing
dyslexia and visual
processing
evaluations.
This is similar to what
we learned in Module
1, LDs and ADHD are
not the same
disorder. (Module 1)
He can read, and his
spelling is good. He
was diagnosed with
ADHD. He was tested
for ADHD several
times. He made a
messy room. This
confirms what we
learned in Module 1,
students with ADHD
Page 2 of 2
 Finally, she knew she was
not stupid and recounts
feeling relieved.
Students who have dyslexia
2. What themes struggle with reading and
emerged Writing. They had ashamed
related to the of their difficulties. Some
students’ students mentioned being
academic unsupported by teachers or
experiences? the school. Just said push to
 What did try harder. So, they tried to
the student catch up. This surprised me
share about because it is followed from
their what we learned LDs
experience
assessed in Module 2.
s with
When they went to a
learning/sc particular school for
Eunmi Jeon
manifest itself as
difficulties with spelling,
poor handwriting and
trouble putting thoughts on
paper [composition].”
(Module, 7)
Hunter also underwent
neurological testing to rule
out other difficulties.
Hunter Donahue has
difficulties with writing,
reading, and spelling. In
class, we learned that since
problems with writing.
(dysgraphia) are often
intrinsic to problems with
reading (dyslexia), most
reading interventions have
a concurrent positive effect
on one’s overall writing
abilities. (Module 7) He
has difficulty organizing
his thoughts and expressing
or LD often share
similar
characteristics, such
as poor organizational
skills as a child.
(Module 1) He was
struggling with
focusing and paying
attention in school.
This is similar to what
we learned in
Module1, However,
approximately 30-35%
of students with
learning disabilities
also
have ADHD -
Attention Deficit
Hyperactivity
Disorder. (Module 1)
Attention-Deficit-
Hyperactivity
Disorder
can occur outside of
a diagnosis of a
learning disability.
After diagnosis, He
understood and
accepted. He learned
more about his ADHD
and could find
support and
accommodations that
helped him manage
his ADHD symptoms.
Markus Stefani was
having difficulties
with staying engaged
and learning. So, he
was translated to
other schools often.
He left school. He
needed help keeping
rules and learning
less. Later, he could
have
accommodations
such as extended
Page 2 of 2
 dyslexia, they could
hool? progress academically with
a comfortable mind. Their
minds were restored, and
they could find ways to
overcome them.
Another theme I noticed is
3. What themes that all students with
emerged dyslexia felt different or
related to the isolated. They felt like did
students’ not accept by their peers.
social They experienced bullying
experiences? and exception.
 What did But they found supportive
the student relationships with family
share about members, peers, and
friendships, teachers like mento.
relationshi
Kara Tointon said finding
ps, social supportive relationships,
acceptance loving oneself, and
? recognizing differences are
very important. (Kara
Tointon, YouTube)
Eunmi Jeon
them in writing.
He had also difficulty
decoding words. This
confirms what we learned
in Module 7 "... when a
student can present his or
her ideas well using spoken
language, but the writing
product is much more
limited or poorly
constructed." (Module 7)
He had also difficulty
decoding words. In class,
we learned that many
students have difficulty
understanding what they
have read. If the problem is
based on a lack of decoding
skills or fluency skills, then
those areas need to be
targeted. (Module 7) He
had support and
accommodations from
teachers and the school. He
used a computer to write.
This is similar to what we
learned in Module 7,
"Provide access to writing
or speech-to-text
software."(Modul 7) He
received specialized
instruction in spelling and
writing.
Hunter Donahue felt
isolated and different from
his peers. He often felt
struggled to make friends.
But he could build
supportive relationships
with friends and family
members. It provided
emotional support and
made him feel less alone.
A theme that emerged
through the stories of
Hunter's stories is the
importance of building
supportive relationships
and advocating for oneself
with any learning
disabilities.
time on assignments
and interviews and
use the software on a
computer like an
audio program. He
pursued his academic
interests and
excelled in his
studies even though
keeping track of
assignments,
deadlines, and
organization was
challenging. He is a
college student
majoring in
economics and
pursuing a minor in
business studies. He
has a higher level of
math. Following one's
academic interests
and passions is
important, even in the
face of learning
challenges.
Markus Stefani said
the importance of
having supportive
friends and family
members who
understand his ADHD
who have the same
ADHD and support
and encouragement.
He has a best friend
who, with ADHD, is
supportive and his
role model family. He
said social interests
and activities like
playing music and
engaging in sports
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 that he enjoys had
been helpful ways to
connect with others
and build social skills.
His experiences
demonstrate the
importance of
understanding one's
strengths and
challenges and
finding strategies for
social effectiveness.

Reference

Fitzgibbon, A. (2023). Intellectual and Learning Disabilities. Module 1[PowerPoint presentation]. Oakville,
Ontario: Sheridan College.

Eunmi Jeon Page 2 of 2

Fitzgibbon, A. (2023). Intellectual and Learning Disabilities. Module 2 [PowerPoint presentation]. Oakville,
Ontario: Sheridan College.

Fitzgibbon, A. (2023). Intellectual and Learning Disabilities. Module 7 [PowerPoint presentation]. Oakville,
Ontario: Sheridan College.

Let’s talk learning disabilities: Episode 33 - living with dysgraphia - hunter Donahue on Apple podcasts. (n.d.).
Apple Podcasts. https://podcasts.apple.com/us/podcast/episode-33-living-with-dysgraphia-hunter-donahue/
id1550874141?i=1000550201871

Let’s talk learning disabilities: Episode 35 - living with learning disabilities - Markus Stefani on Apple
podcasts. (n.d.). Apple Podcasts. https://podcasts.apple.com/us/podcast/episode-35-living-with-learning-
disabilities-markus/id1550874141?i=1000553062561

(n.d.). YouTube. https://www.youtube.com/watch?

v=L7cfD0PMV84&ab_channel=kartemfan

Eunmi Jeon Page 2 of 2