Waggle Ballet explores the possibility of increasing access to ballet for blind audience members by using a combination of live music, accessible choreography, a sensory based workshop, and wearable sonification technology. Waggle Ballet is a classical ballet excerpt that addresses the limitations presented by audio descriptions. Where audio descriptions serve to describe exactly what can be seen on stage for audience members with blindness or vision impairments, Waggle Ballet uses other sensory elements to trigger the imagination and create a sound environment that is generated through ballet movements with the help of motion capturing sensors and thematic sound outputs. The piece was performed in front of a live audience of varying sight abilities with the live musical accompaniment of the bass clarinet. A mini workshop was given that incorporated storytelling and touch to help audience members become familiar with the environment created in the piece. With all the elements coming together, Waggle Ballet hopes to evoke a unique experience that draws from the aspects of ballet performance beyond purely visual aesthetics.

Why aren’t people with disabilities readily accepted into all aspects of the community and society? What are we missing out on? Even though inclusion is a civil right, people with disabilities are commonly discriminated against and excluded in all different aspects of society. We as a community are not affording individuals with disabilities the opportunity to feel that they fully belong and have a purpose. Everyone deserves a chance to be understood and included, no matter the misconceptions or circumstances. The inclusion of people with disabilities affects all people. When we, as a community, readily accept and include individuals with disabilities, we all learn to value people’s differences and learn to see what each person has to offer. For my creative project, I conducted a 4-week virtual speakers series on disability and inclusion. Over the course of four weeks in September 2022 I hosted a virtual speakers series with a new speaker each week focusing on different topics. Topics discussed included self-advocacy, research on inclusion and early childhood development, inclusive sports, and IEP advocacy and inclusive education. My goal within this project and for society as a whole is for people with disabilities to be accepted and included without having to fight for it. People are afraid of what they don't know. If people with disabilities were more commonly included in the community, the fear would dissipate. People with disabilities would just be teammates, peers, and fellow employees. It would be a natural authentic everyday occurrence. I hope that society can work together to treat everyone the way they deserve to be treated.

Posttraumatic stress disorder is a psychiatric disorder that can develop after exposure to a traumatic event, and it can cause affected individuals to relive the associated event through flashbacks or nightmares. This project centers around the prevalence of PTSD in parents of infants admitted to the neonatal intensive care unit. Past research has shown that these parents are at increased risk of developing traumatic stress symptoms, with affliction rates as high as 53% in mothers and 33% in fathers (Hua et al., 2018). With this statistic as a catalyst, the present text has a variety of aims, all hinging on the goal of easing the NICU journey for parents. This thesis explores the different types of therapy used in the treatment of traumatic stress, with a focus on trauma-focused cognitive behavioral therapy (TF-CBT) and eye movement desensitization and reprocessing (EMDR) as these were shown to be the most effective in past research. A compilation of resources was also gathered that can now be distributed to NICU parents, including information on PTSD, how to access a therapist, and other helpful articles. An additional component of this project included the administration of a survey to NICU parents to gain a better understanding of their stress levels, what resources were most helpful to them, what barriers limited their ability to seek help, and their thoughts on a text-messaging resource service. Institutional IRB approval was received for this survey. The survey indicated that parents were very stressed when admitted to the NICU, but their stress levels tend to decrease over time. Parents also faced a variety of barriers, with the need to return to work or maintain a busy schedule being the most pervasive. Additionally, an analysis was completed on federal legislation relating to healthcare and the NICU experience. Furthermore, special considerations for limited English proficient (LEP) families were also considered. The paper concludes with steps that should be taken, in both research and action, to improve on the NICU experience for at-risk parents. The implementation of a text-messaging resource service for NICU parents was desired by survey respondents and is a recommended next step. Changes in policy surrounding insurance reform and longer, paid family leave would also be beneficial. Training of NICU staff on how to provide resources and communicate sensitively and effectively with parents is also crucial if the current situation is to be improved. There are definitive steps that should be taken immediately to ease the journey and provide comfort for NICU parents.

There are many organizations that provide resources and information to people and families living with a disability, however, individuals are still unaware of many resources available to them. Whether the disability is acquired or present at birth, many individuals and their support systems are overwhelmed and unsure of where to look. This is especially true in families that care for and raise a child or teen with disabilities. The goal of this project was to create an inclusive guide to provide to families and groups who work with adolescent youth in partnership with Ability360. The resource includes groups and organizations based on the services they provide and what category of disabilities they cater to as well as a basic timeline of goals and tasks for teens to accomplish. Along with Abilitiy360's other youth initiatives, this resource will be available this spring. This guide is to be provided in hospitals, rehabilitation facilities, community outreach events, and schools and will be published as an addendum to their already existing Disability Survival Guide. Eventually, the goal is to have a guide solely for youth rather than an addendum to the already existing materials. By connecting with youth and their families at an earlier age, there is a stronger chance of successful independent living and involvement in one's community. Building a relationship through the adolescent and teen years will also ensure that these individuals are aware of the resources and programs available to them through their transition into adulthood and throughout their adult lives.

The primary objective of this study was to revise a measure of exogenous instrumentality, part of a larger scale known as the Perceptions of Instrumentality Scale (Husman, Derryberry, Crowson, & Lomax, 2004) used to measure future oriented student value for course content. Study 1 piloted the revised items, explored the factor structure, and provided initial evidence for the reliability and validity of the revised scale. Study 2 provided additional reliability evidence but a factor analysis with the original and revised scale items revealed that the revised scale was measuring a distinct and separate construct that was not exogenous instrumentality. Here this new construct is called extrinsic instrumentality for grade. This study revealed that those that endorse a high utility value for grade report lower levels of connectedness (Husman & Shell, 2008) and significantly less use of knowledge building strategies (Shell, et al., 2005). These findings suggest that there are additional types of future oriented extrinsic motivation that should be considered when constructing interventions for students, specifically non-major students. This study also provided additional evidence that there are types of extrinsic motivation that are adaptive and have positive relationships with knowledge building strategies and connectedness to the future. Implications for the measurement of future time perspective (FTP) and its relationship to these three proximal, future oriented, course specific measures of value are also discussed.