Bobbi Miles

Many of these learning disabilities I am already instructing my students in our Mental Health Nursing course.  I appreciated the multiple approaches to instructing students who have dyslexia and ADHD

All the suggestions for those who have visual difficulties was truly helpful and comprehensive.

I have had a student with a documented disability.  It was no particular issue, ensuring she and her needs were accommodated appropriately.

I have many students and family members with the aforementioned disabilities.  They often feel misunderstood and stigmatized, which I do work hard to ensure to mitigate that wherever apart.

The various responses we as faculty can make to assist our students with PTSD and/or TBIs in developing appropriate learning strategies in class.

I did not realize that if we have access to a student's IEP, we can still use the development of that to apply appropriate accommodations for post-secondary students.

I appreciated deepening understanding between the effects of TBI vs. PTSD.

I have both firsthand and other experience with those with PTSD, being a veteran myself.  I appreciate the fact that this course also elucidates the results of the ACES (Adverse Childhood Experiences Survey) studies regarding the potential for both psychological and physiological risks for those who have experienced untreated childhood trauma.

One of the reasons I found certain safety regulations are ignored are because people are in a hurry to finish, or they are not paying appropriate attention to the precautions and/or instructions (usually because they are in a hurry to finish).

Being a clinical instructor is so different from being a solely didactic instructor.  There is a whole separate skill set to develop when encouraging, promoting, providing and evaluating student learning, versus that of classroom learning.