Working with Diverse People in a Group - MyAssignmenthelp.com

Question: Discuss about theWorking with Diverse People in a Group. Answer: Topic of Discussion We have discussed health care practices and beliefs of our group. The group reached the decision to discuss this topic because all of us are taking a diploma in nursing. We wanted to know how traditional and western medicine beliefs will impact our career. I suggested to the group that we should discuss this topic and provided my reasons. A few members considered that the topic would not influence our efficiency. The majority of them agreed, and after a brief discussion, we all agreed to adopt it as our topic (Belbin 2010). Different Health Issues the Students May Experience Most members of our group live with the disability. They have some level of visual impairment. Students living with servere impairment are often photosensitive, and, for that reason, they experience difficulties with bright light. Others may, however, require bright light so as to be able to read. According to Halberg (2012), the teacher and other students with normal eyesight should be sensitive to the amount of light in the classroom and ensure the necessary arrangement is made to make life easier for these students. In addition, since many teaching and class activities involve a lot of written or visual materials, the students cannot learn well as they have a short concentration span. If they read a lot, their eye may begin aching. Therefore, it is necessary that where group discussions is involved, the teachers should discuss with the student with visual disability any new arrangements in advance (Mohammed Omar, 2011). Behavior and Communications of the Students Students living with visual disability have unique ways of communicating their feelings. This problem might have begun when they were still young. Since visually impaired children have no or very little access to visual modeling as well as the shaping of expected behavioral patterns, their behaviors are often misunderstood for a medical problem or lack of proper manners. In some cases, they sit with their heads down as they do not need to maintain eye contact when communicating. The students sometimes used their sense of touch to test when something or someone is next to them. These behaviors and ways of communication may appear inappropriate for people who do not understand them (Suzuki Araki, 2011). Examples of Sensitive and Appropriate Management Many strategies can be used to manage these students. For example, audiovisual presentations can be made accessible to them by providing verbal explanations. Through this, they can be told to describe what is being written on the board (Li, 2009). Another possible way to manage students with virtual impairments is to encourage them to come to the front of the presentation area to be assured that he hears all the instructions perfectly well. These students can also benefit from classroom handouts, particular if these materials have pictures or diagrams. The materials should also be transcribed ahead of time to make its possible for them to learn when others are learning. Besides, it is great to give these students as many opportunities to help others as to be helped by others (Teaching Exceptional Children, 2014). Resources in Melbourne, Victoria, Australia There are a lot of resources in Melbourne for assisting students with visual impairment. One of the organizations that offer useful resources for people with disability in this region is the National Disability Insurance Scheme. This government sponsored scheme is administered by the National Disability Insurance Agency.Those who are under that age of 65 and have a significant disability can apply. Applicants receive a specific amount of funding and are now free to get to pay interpreters and other professionals of their choice to help them. If you live in Melbourne and are a citizen of Australia or you have the legal rights to live in the country permanently, you can complete an access request form and benefit from the resources (NDIS, n.d.). Reflective Part: How the Diverse Group Worked Together Working in the team helped us in many ways. First, we were able to follow a common direction. There were a few disagreements because some people wanted to talk more than others, but when we chose a leader to control the group, we quickly found common ground and direction to follow (Meyer, 2017). In addition, we were able to share a lot of ideas. Some members supported the need to embrace traditional beliefs, and others were for western medicine beliefs. Everyone was able to share from their own perspectives, but we eventually agreed that peoples beliefs are part of what defines them, and as nurses, we will not dismiss our clients beliefs (Meyer, 2017). A few people were, however, too quite and others focused too much on criticizing other peoples points. However, the leader asked everyone to take the discussions seriously, and the discussion continued successfully (Belbin 2010). References Belbin, R. (2010). The art of building a team. Team Roles at Work, 97-106. doi:10.1016/b978-1-85617-800-6.10009-8 Halberg, R. (2012). Living with Visual Impairment. All about Your Eyes, 172-174. doi:10.1215/9780822396086-018 Li, A. (2009). Identification and Intervention for Students Who are Visually Impaired and Who Have Autism Spectrum Disorders. TEACHING Exceptional Children, 41(4), 22-32. doi:10.1177/004005990904100403 Meyer, B. (2017). Team Diversity. The Wiley Blackwell Handbook of the Psychology of Team Working and Collaborative Processes, 151-175. doi:10.1002/9781118909997.ch7 Mohammed, Z., Omar, R. (2011). Comparison of reading performance between visually impaired and normally sighted students in Malaysia. British Journal of Visual Impairment, 29(3), 196-207. doi:10.1177/0264619611415004 NDIS. (n.d.). Retrieved May 25, 2017, from https://www.visionaustralia.org/learn-more/ndis Suzuki, T., Araki, T. (2011). A proposal on a haptic learning-science simulator for visually impaired students. 2011 IEEE International Conference on Systems, Man, and Cybernetics. doi:10.1109/icsmc.2011.6083820 Teaching Exceptional Children Reviewer List: 2013-2014. (2014). TEACHING Exceptional Children, 47(1), 69-69. doi:10.1177/0040059914542767