The mission of the Symposium of University Research and Creative Expression (SOURCE) is to provide a university-wide forum for Central Washington University (CWU) students, encouraging equity, diversity, and inclusivity, representing all disciplines and experience levels, to present their mentored research, scholarship, and creative works in a juried environment that meets professional conference standards and expectations.
The 2022 SOURCE program is hybrid. Pre-recorded virtual talks are colored green and can be watched anytime. Live/in-person sessions with Zoom access can be found in the daily schedule. Thank you for joining us!
To vote for the 2023 SOURCE poster, click here To learn more about SOURCE or give to support the students of Central visit, https://www.cwu.edu/source Connect on social media with @CentralWashU, @cwusource, #SOURCE2022, #CWUTogether
According to Autism Speaks (n.d.), 1 in 44 children is diagnosed with autism spectrum disorder (ASD); and of that group, 40% are nonverbal. Because this number appears to be increasing at a gradual rate, due to the advancements of modern medicine, schools should place more importance and priority on disability awareness. By doing this, we can help to minimize the bullying, stigma, and prejudice that currently exists. Furthermore, it is especially important that proper interventions are taught as early as kindergarten. Per Mitchel (2019), of Education Week, only 1 in 5 general education teachers feel fully prepared to educate their students with learning disabilities, such as ADHD and dyslexia. What more then, for the students they cannot even verbally communicate with? Lawfully, schools are required to ensure students with disabilities are being treated fairly and are receiving “free, appropriate, public education” (FAPE), but when a teacher is unaware of their students’ rights and the resources available to them, it can become a frustrating and ineffective situation. However, through education, advocacy and the proper supports, we can begin to instill confidence and self-efficacy in children who are nonverbal and with ASD, and empathy and understanding in those without disabilities.
