D3-Disability

Student will demonstrate an understanding of disability legislation and how it impacts

individuals with disabilities and their quality of life.
The first time exposed to disability laws and the impact on people with disabilities took
place fall of 2013; it was my first semester at Drake. Disability policy provided me with the basis
of the evolvement of disability legislation and the understanding in the value of advocacy as
proven by the blind community in San Francisco. A year later, I found myself taking two other
classes that challenged my thinking, Assessment and Medical Aspects. Before starting the
program, I did not question the validity and reliability of medical prescriptions. I was under the
impression that a doctor is always right no matter the circumstance. If the doctor recommends a
certain medicine, my job as a patient is to take it. One of my artifacts provides insight into the
marketing of depression drugs. Depression is accepted in our society as a common diagnosis that
is usually treated with medications. The medical model does not take into account preventative
methods to ensure a person with a depression diagnosis can eventually stop taking their
medication. Instead, if one medication does not work, another brand is prescribed. It is the lack
of understanding and lack of questioning a diagnosis or medications that prevent people with
disabilities from taking control of their diagnosis and provide them with the tools to be
successful with natural supports, preventative methods.
My second artifact is a copy of the agenda for an Adult Education State Directors
meeting. One of the sessions, Acting Assistant Secretary for RSA, Sue Swenson. During her
presentation, she stated that people with disabilities need to be integrated into society, and
finding a job is a way for them to be a part of our community. She emphasizes the need for
evidence-based practices between WIOA core partners that have resulted in improved services

for people with disabilities. After, the presentation, I shared with her my area of study and my
current role. She gave me her card and asked for me to email her to explore accommodations in
the adult education classroom further. Unfortunately, I lost her business card and with the amount
of work I left my idea on hold. As I began my internship, I have added developing a system for
adult education students to access accommodation and other supports to help them excel and
transition to their next goal. Upon completion of my internship, I plan to share my findings
during a presentation at the WIOA partners conference in the fall.