Promoting Cultural Diversity and Cultural Assessment. Self-Assessment Checklist for Personnel Providing Services and Supports to Children with Disabilities & Special Health Needs and their Families
Emerging societies have often struggled with the problem of disabilities with immediate family members having to take care of the challenged. Often, challenged individuals suffer from prejudice and discrimination. In response, the cultural diversity and cultural assessment plan hope to restore the existing differences and promote special health needs within the families. The assessment integrates directions that inspire a moral motivation plan, occasionally requesting a moderate degree of the survey performance. The assessment further provides the following considerations; physical environment, materials and resources, communication styles, as well as values and attitudes. By integrating these clusters of questions, it is possible to inspire a more legitimized argument whose validity is based on the attitudes generated.
Present Diversity Concepts
Physically or even mentally challenged people often suffer aggrieved gender discrimination, often being shy of members of the opposite sex. The checklists enlighten me on a path of promoting gender diversity by evaluating my ability to identify the unique characteristics affecting the challenged individual. Further, identify the diversity-related concepts that promote continuous accommodation of such individuals back in society. Lastly, checklists help in identifying specific individual capabilities that encourage challenged individuals to achieve their personal status. Sadly according to Hsph.harvard.edu. (2014), only 19 states + DC prohibit discrimination based on sexual orientation and gender identity, this means that there lack unique characteristics of defining challenged individuals.
Challenged individuals have higher risks of failing to attend formal school, which increases their chances of not being gainfully employed. Disability creates environmental barriers, where in this case, the individual fails to have the appropriate approach in not being able to communicate lucidly as well as failing to achieve reliable learning experience. Given much of the education and future career working is based on communication, impairments means that greater limitations for performance, Dubson (2019) (Appendix 1) noting that such limitations might create oppression against proper interlinks.
Challenged individuals suffer diversity challenges as their age progress. For individuals, communication plays a useful role in an embodiment, creation of diverse friendship, while being in a position to sustain communication. Age advanced individuals often suffer diversity-related challenges, often limited in their pursuit social, symbolic or material rewards.
The assessment designer heavily considered the above three aspects in developing an interaction framework. By integrating therapy, communication, family attitude, and individual interaction, it is possible to recognize the essence of medical treatments, as well the positive wellbeing, which guides concerns of the emotional disability. Additionally, disabled children are entitled to learning as well, and as such, the template should have considered tailor-made teaching and learning framework. Disabled children, despite the extent of their challenge, need to feel the integration, communication, and attitude framework complies with their immediate interests. In such a compliance plan, the aspects of cultural diversity should narrow down towards assisting troubled children to achieve formal education.
Missing diversity concepts
This diversity concept has not been fully captured by the assessment despite the need of disabled people to feel loved and appreciated by all family members. Integrating the family structure assessment would have strengthened the checklists, triggering the debate on the moral motivation plan, as well integrating a considerate degree physical environment, materials and resources all useful in drawing a strong communication approach. Practitioners also need to understand the essence of diversity-related questions, which inspire a stronger public debate supporting arguments with children with disability as well as investigating special health concerns (Merrick et al., 2019).
This diversity-related concept has not to be highlighted under the checklists. Community workers need to understand how sexual attraction influence emotional and affectionate activities. Challenged individuals might feel sexually discriminated a trait that might constrain personal motivation (LGBTCenterNYC, 2009). In addition, practitioners might fail to understand genetic, environmental and hormonal aspects that influence the individual social integration.
Challenged individuals need to feel they are secure socially and economically. Although the question of socioeconomic was raised in the checklist, the coverage has not been sufficient. Given the majority of challenged lack an appropriate personal defence, a community worker need to understand whether the individual is comfortable and can be able to protect personal self or physical oppression (Appendix 1). In addition, a community work needs to understand the environment required, hence as a missing concept, it presents crucial information justifying the liberation for groups.
The new hybrid features self-assessment checklists, with each of the directions examining the moral and professional integration of the relatedness and the learning process. Earlier, communication was considered paramount for extra English proficiency. The approach further integrated material usages such as visual aids, physical prompts, and gestures. In addition, the values and attitudes assessments were useful towards evaluating the guides’ ability to intervene, recognize, and respect the interactions with individuals. The placed decisions further related to the professional and moral viewpoints, which examined the ability of the child to learn within society. The religious and folklore aspects were introduced to help in understanding emotional well-being. As such, the following questions can be advised
Is the tool sufficient in analyzing my personal commitment towards learning diversity-related questions facing challenged individuals?
Do physically challenged people receive sufficient skills sets for their socio-economic empowerment?
Is there a scholarly engagement that would intervene, and recognize the moral diversity questions surrounding challenged individuals?
The tool is useful in examining the community on what could be desired morally and professionally towards improving diversity awareness. If appropriately rated, the assessment achieves over 80% of competency and over 90% in efficiency. The ultimate decisions made are based on cultural diversity, with the ability of the troubled child to feel integrated into society despite the setback. The tool remains crucial since it explores one’s ability for communication styles detailing English proficiency.
Change the Survey
This survey would be properly improved if first, it had a digital copy. Although a digital copy is not important towards examining proficiency, it would improve to self-evaluate any time, while introducing better tools such as rating and even using Artificial Intelligence to aid the guide towards knowledge shortage skills. In particular, to improve the survey the following questions can be related
Are there possibilities of integrating computer technologies towards learning?
When guiding children towards learning, does Artificial Intelligence improve the learning process?
Does the AI learning process respect the foundation of values and attitudes, communication, and the environment?
Logic questionnaire items
By integrating these questionnaire items, the Self-Assessment program proposed will improve the values attitudes and communication towards knowledge-based assessment. The goal of every parent is to see his or her children become healthy and have the ability to learn and use knowledge for personal survival or even a career and desirable future life. Although most of these goals are limited while considering the diversity of psychical challenges, much in a way, there are professional guidance programs that would help cognitive skills. The hybrid remains responsive towards resolving questionnaire challenges.
Dobson, M. (2019). intersectionality: a fun guide. Retrieved from https://miriamdobson.com/2013/04/24/intersectionality-a-fun-guide/
Hsph.harvard.edu. (2014). THE NEED FOR FULL FEDERAL LGBT EQUALITY. Retrieved from https://sso.umuc.edu/
LGBTCenterNYC. (2009). Transgender Basics – Gender Identity Project (GIP). Retrieved from https://www.youtube.com/watch?v=UXI9w0PbBXY
Merrick, A., Wright, R., Schulz, K., Lepore, J., Gaitskill, M., & Chotiner, I. et al. (2019). Designing for Disability. Retrieved from https://www.newyorker.com/business/currency/designing-for-disability
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