SLHS Reflection Paper Assignment | Get Paper Help

For this assignment, I want you to explore how what you’ve learned this semester can help in your respective fields/majors. • In 1-2 pages, you may choose one of the following topics to write about: o How the overall knowledge of communication disorders impacts your future profession, field, or major. o How research in a particular disorder impacts your field. o How a particular disorder has affected your field. • Use APA format for citations. Outside citations are not necessary- this is a first-person paper from your perspective. Only use sources if giving a statistic or fact, etc.

The file includes a reference paper (POI) from my class and please use that as a resource of reference. Also, please focus on the financial field (anything related would be fine, like the financial service industry, stocks, etc ) in this reflection paper. Thank yo

Where There Are Will and Money, There Is the Way
In her book The Story of My Life, the famous female writer Helen Keller described her
legendary life of how to conquer her own deaf and blindness and finally being able to write.
In her description, Keller was not born to be deaf and blind. She became so because of a kind
of illness, which was called “acute congestion of the stomach and brain” (Keller, 2006, p.
7). As a matter of fact, Helen Keller just belongs to one of the three groups of people who are
deafblind. According to Atul Jaisawl, Heather Aldersey, Walter Wittich, Mansha Mirza, and
Marcia Finlayson (2018), there are three groups of people who are deafblind. The first group
is people who have congenital or pre-lingual deaf-blindness (p.2). Congenital is the rarest and
one in 10,000 newborns will be affected (Moller, 2003). The second group is people who
acquire both or single impairment during their lives (Jaisawl et. al, 2018). Normally, people
acquire it at a young age and there is 50 heredity syndrome which will lead to the acquired
deafblindness. (Moller, 2003). The third group is people who have both impairments because
of the age-related changes (Jaisawl et. al, 2018, p.2). Though Hellen Keller belongs to group
two, compared with people like her, she is much luckier, and from her example, there will be
some implications for the study of deafbliness and the future study of rehabilitation.
Keller to some extent was very lucky, as Jesper Dammeyer (2014) claims that those who
have deaf and blindness will have “severity of sensory impairment, onset of sensory
impairment”, but may also experience “mental and behavioral disorders; and cognitive, social
and communicative functioning” (p.560). Keller finds out ways to communicate. She can use
her own created “crude signs” (Keller, 2006, p.7), and later Ann’s spelling in her palms to
communicate, and finally she learns how to read and write to communicate. As a matter of
fact, in contemporary time, for people who have deafblindness, their communication has
several ways. These ways are “spoken language, sign language, tactile sign language, deafblind
manual alphabets, the Tadoma, the deaf-blind block alphabet and finger braille” (Hersh,
2017, p. 447). In other words, Keller as an example has just shown how people with
deafblindness are trying to figure ways to communicate and there even more ways developed
after her.
However, no matter how much Keller learns to communicate, she also has struggles. It is
true that Keller could use some simple signs to express herself and she even had companions
to do things for her. However, as Keller stated, she had the growing desire to express herself
and the signs were too limited and inadequate for her to be understood. She had the
“outbursts of passion” (Keller, 2006, p.11) and felt there were invisible hands holding her,
and she made “made frantic efforts to free myself” (Keller, 2006, p.11). Finally, she “broke
down in tears and physical exhaustion” (Keller, 2006, p.11), as she needed to communicate
with others, to make herself understood. This kind of struggle of Keller is what most of the
people with deafblindness will have. This is even one term to describe such a feeling of
Keller, which is called “Ostracism”. This idea of ostracism explains that people with
deafblindness may consider themselves as different from the healthy ones and consider
themselves as segregated and segregated and ostracized by the healthy ones, and people with
deafblindness believe that those healthy ones do not want to spare more effort in
communicating with them(Hersh, 2017, p. 447). Thus, it is pretty possible for people with
deafblindness to have emotional issues like depression. It is discovered that deafblind people
are much more likely to have depression than people do not have or just single sensory
impairments. Depression is even more prevalent among elder people who are over 50(Hersh,
2017, p. 447). Thus, certain social support is needed for the deafblind people.
Finally, Hellen Keller is lucky because she has received rather professional help from
Ann, which can help her to deal with the deafblindness better. Pointed out by Hersh (2017),
though informal support from family is more common, however, 42% of the respondents
from the Sense and Deafblind UK study claim that they are not satisfied with the informal
support, as they feel being prisoned at their own home. Also, staying at home may just make
them feel that they are the burden of the family, which may again lead to depression, low
self-esteem (p. 447). Thus, to some extent, maybe the deaf-blind people also want the
“similar sense of bondedness and boundlessness” (Werner, 2010, p.962) between Keller and
Ann, who is a professional teacher.
As a special example of deafblind people, Hellen Keller is lucky enough to have a life
which also resembles the ordinary people. Keller has shown a successful example of helping
the deafblind to rehabilitate. The first and more most priority of deaf-blindness rehabilitation
as Wittich Walter, Jarry Jonathan, Groulx Genevieve, Southall Kenneth, and Gagne, Jean-
Pierre (2016) have found out in their research is to increase the awareness of the
deafblindness of the public, so that the deafblindness people will not feel ostracism that much
easier. Secondly, more improved one-on-one rehabilitation interventions are needed, like
giving interveners more training, providing more interpreters, making specialized assistance
more available in more geographical locations (p. 4). In other words, in Keller’s time, she is
lucky because she had her beloved parents to give her support to reduce the depression she
may have as a deafblind; she also had enough wealth to get professional help from others.
Once owning such resources, it is possible that more people like Helen Keller today may
have the chance to live a good life like Keller, to communicate with others, to read and write,
to have a happy mood and use their own examples to inspire more people. Thus, for the
future study of deaf blindness, Helen Keller and her example can be studied thoroughly to
provide more inspirations and implications.
References:
Dammeyer, J. (2014). Deafblindness: A review of the literature. Scandinavian Journal of
Public Health, 42(7), 554–562. doi: 10.1177/1403494814544399
Hersh, M. (2013). Deafblind People, Communication, Independence, and Isolation. Journal
of Deaf Studies and Deaf Education, 18(4), 446–463. doi: 10.1093/deafed/ent022
Jaiswal A, Aldersey H, Wittich W, Mirza M, Finlayson M (2018) Participation experiences of
people with deafblindness or dual sensory loss: A scoping review of global deafblind
literature. PLoS ONE 13(9): e0203772. https://doi.org/10.1371/journal.pone.0203772
Keller, H. (2006). The story of my life. Wickford, RI: North Books.
Moller, C. (2003). Deafblindness: living with sensory deprivation. The Lancet, 362. doi:
10.1016/s0140-6736(03)15074-x
Werner, M. L. (2010). Helen Keller and Anne Sullivan: Writing Otherwise. Textual Cultures:
Text, Contexts, Interpretation, 5(1), 1–45. doi: 10.2979/tex.2010.5.1.1
Wittich, W., Jarry, J., Groulx, G., Southall, K., & Gagné, J.-P. (2016). Rehabilitation and
Research Priorities in Deafblindness for the Next Decade. Journal of Visual Impairment
& Blindness, 110(4), 219–231. https://doi.org/10.1177/0145482X1611000402