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This is for my course “Introduction to the Education of Students who are Deaf or

This is for my course “Introduction to the Education of Students who are Deaf or Hard of Hearing”. Instruction of the sensory awareness assignment: ” I finished the assignment but i have used chatgpt4 to help me with it. so can you edit the entire assignment to make sure it is not chat gpt or any use of AI too detected please. Paraphrase and make it seem less suspicious. 
Overview
This assignment consists of two separate activities, 1) sensory awareness experiences in solo and group settings and 2) a written reflection on the experience.  
Your overall mark will be based on the depth of your response and reflection, the quality of your write-up (clearly written, limited typos and grammatical errors, appropriate citations as needed), and evidence that you are applying the information that you are learning in the course. See the rubric for details on how the assignment will be graded.
Materials: Something to temporarily reduce your hearing. During your experience, you may choose to use earplugs, headphones, or earbuds that block your ear canals. If you use noise cancelling, you do so knowing this makes the assignment harder. Noise cancelling software distorts sound by cancelling out soundwaves, which is not the purpose of this sensory awareness experience. The “noise control off” setting should suffice. Do not use ambient noise/ transparency options. The goal is not to simulate an experience of being deaf. The goal is to experience changes in sensory input and be aware of the spectrum of sensory input that is auditory, visual, and tactile.
Sensory Awareness Experience
Goal: Direct your attention to different aspects of your sensory experience in a group conversation and a solo context. Reflect on how all sensory inputs contribute to your experience in the world. 
Contexts: You will reflect on the questions below under ‘Notes and Reflections’ within two different contexts. 
Group conversation: Join a conversation with a small group of people (2-4 people) for 15-20 minutes. This conversation can take place in-person in a home or semi-quiet setting or in an online video chat. Have a notepad/ notes app on hand. During and immediately following your conversation, respond to the questions below on your sensory experience.
Solo experience: Sit or walk alone out in public for 15-20 minutes (e.g., coffee shop, shopping mall, park, beach, walking down a sidewalk). Have a notepad/ notes app on hand. Do not conduct this experience inside your home as you will not experience the goals of the assignment. During and immediately following, respond to the questions below on your sensory experience.
Notes and Reflections
All sensory inputs: How do different types of input complement other sensory input? In other words, what types of information about communication, movement, and safety are presented through more than one sensory input (eg, a garbage truck rumbles by… you hear it, you see it, you feel it in your chest, smell it)?
Auditory (hearing): Pay attention to auditory inputs in your environment. You may choose to close your eyes to focus only on auditory input. At some point, reduce your hearing in some way (see guidance above) and note how this changes your experience.
What pieces of auditory input give you information about how you move around in your physical environment? About who is speaking? About safety?
What sounds in your environment have high, medium, and low pitch?
When listening to speech, which speech sounds are harder to hear and which are easier to hear when your hearing is reduced?
How might your participation in a spoken language conversation be affected if you experienced a difference in your usual hearing level?
How might you adapt if you could hear some pitches but could not hear other pitches (ie, you could only hear higher pitched sounds)? Or, how might you adapt if you could not hear anything?
Visual (vision): Pay attention to visual inputs in your environment. You may choose to plug your ears in some way to focus only on visual input. At some point, reduce your vision in some way (eg, narrow your visual field, cover your eyes, squint your eyes).
What aspects of visual input give you information about how you move around in your physical environment? About who is speaking? About safety?
What types of visual input catch your attention (eg, colours, movement, lights)?
How might your participation in a spoken language conversation be affected if you could not see parts of your environment (eg, no peripheral vision, reduced colour contrasts)? How might you adapt if you could not see anything?
How might you adapt when moving through your environment if you could not see aspects of your environment (eg, no peripheral vision, reduced colour contrasts)? How might you adapt if you could not see anything?
Tactile (touch): Pay attention to tactile inputs. What do you feel in your body or on your skin (fingertips, face, legs, chest)? You may choose to close your eyes and/or reduce your hearing if you find it hard to focus your attention only on tactile input.
What aspects of tactile input give you information about what is happening in your physical environment? About who or what is moving around you? About safety?
What types of tactile input catch your attention?
Reflect on how different aspects of tactile input complement auditory and visual input? Is there tactile information that you use for communication, navigation, and safety that you wouldn’t normally realize?
*** When reducing your hearing or vision: Sometimes students report feeling unsafe in the solo context. Remember that this is not so different from walking around with music playing in your ears, wearing long bangs that block parts of your vision, being colour blind, or the experience of millions of people who are d/Dhh and/or visually impaired moving around in the world every day. You will need to adjust your behaviour compared to having your usual amount of hearing and vision in order to be safe. For example, look around you more than you normally would, do not depend on your hearing as much as you normally would, and only close your eyes when you are in a safe location. You may have a spotter or companion in your environment for the solo activity if you anticipate you will feel unsafe or anxious. This individual cannot direclty interact with you, however. Feel free to discuss this aspect of the experience in your reflection.
Written Reflection (see rubric for details on how you will be marked)
Synthesize your notes on the above questions in a 3-part written reflection [max 1500 words].
Part 1: Concisely describe your overall experiences and impressions in both the conversation and solo experiences. Be specific to your individual experience. This should not look like anyone could have written it, only you. Please discuss:
Brief description of each context (who, what, where). How did you choose to reduce sensory inputs?
What auditory, visual, and tactile inputs did you notice? Did you notice any sensory inputs that you don’t normally notice? Looking at your notes, what stood out for you?
In both contexts, how did you know which people around you were talking (or communicating in other ways) based on auditory, visual and/or tactile input?
How did you feel (ie, your emotions) as you focused your attention on different sensory inputs and when you temporarily reduced sensory inputs?
(2 pts for setting description, 4 pts for impression of the experience for a total of 6 pts)
Part 2: Compare your experiences (conversation vs. solo). For this section, you need to make explicit comparisons across the two experiences, not just describe each experience separately. For example, something about one context was more X than the other. Your feelings about something were similar or different in each context. Use comparative statements (X was more/less _____ than Y; X and Y were similar in ____ way; you felt more ____ in the group than solo context). Please discuss:
Were there certain types of sensory inputs that you perceived differently across the two settings?
How were your feelings different and/or the same when you were alone compared to how you felt in the group setting?
Did you notice anything different across the contexts in your cognitive experience, such as attention, fatigue, or anxiety? 
(4 pts)
Part 3: Reflect on how you use all forms of sensory input (auditory, visual, tactile, etc) while moving through the world and interacting with others. Please discuss:
How do humans adapt when we have varying levels of sensory abilities?
How do all our senses work together to create our experience? Do we end up depending more on certain senses than other senses in different contexts?
How would a temporary experience of reducing the input from one sense (eg, wearing earplugs) be different from the experience of someone born with that level of sensory ability? 
Refer to course materials to support your reflections. 
(5 pts)
How to submit this assignment
Your written reflection document should be maximum 1500 words (not including references), double-spaced, and should address all the points listed above. Please do not include a title page. You can submit it as a Word or PDF document (for other preferred formats, please contact the instructor for approval to ensure that the instructor will be able to mark your assignment).
Include a reference list at the end of the document (the citation style you choose is not important but must be clear; your reference page is not included in counting the 1500 words).
Please ensure that font is minimum size 12 point and readable without effort (e.g., Arial).” Rubric: Sensory Awareness Assignment
Sensory Awareness Assignment
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeDiscussion of overall sensory experiences and impressions
6 pts
Exceeds
Provides exemplary and vivid descriptions of both contexts and varied impressions throughout the sensory awareness experiences. Discussion goes beyond what was requested and demonstrates deep critical reflection.
5 pts
Very Good
Provides clear and sufficient descriptions of both contexts and varied impressions of sensory awareness experiences.
4 pts
Average
Contains some details and description of the overall experiences with some aspects (description of context, sensory experience impressions) of one or both contexts unclear.
3 pts
Below Average
The description of one or both of the contexts is unclear or vague. Key details such as experiences related to one or more senses and description of contexts are missing.
1 pts
Minimal
Contains limited to no details and descriptions of contexts and/or impressions with minimal information regarding the experience.
6 pts
This criterion is linked to a Learning OutcomeComparing sensory experiences across contexts
4 pts
Exceeds
Provides many detailed comparisons of impressions/feelings across the two contexts that goes beyond what was requested. A high level of self-awareness and critical thinking is demonstrated.
3 pts
Very Good
Provides 2-3 explicit and detailed comparisons of the impressions/feelings across the two contexts.
2 pts
Average
Contains limited or vague comparison of the two contexts. Discussion leans more heavily on describing each experience than explicitly comparing experiences.
0 pts
Below Average
Does not provide an explicit comparison of the two contexts. Each experience is described separately without reference to how it compared to the other experience.
4 pts
This criterion is linked to a Learning OutcomeReflections on overall sensory experiences
5 pts
Exceeds
Impressions from the sensory experiences in both contexts are explicitly related to a broader reflection on sensory inputs and synthesis. A strong sense of self-awareness and critical reflection are demonstrated. Two or more references from the course content are integrated to support these points.
4 pts
Meets
Impressions from the sensory experiences in both contexts are generalized to a broader reflection on sensory input. Some self-awareness and critical reflection are demonstrated. One or more references to course content are integrated in this section.
3 pts
Adequate
A broader reflection on the use of sensory input is described but may not be explicitly or consistently integrated with impressions from sensory awareness experiences. There may be limited reflection on a variety of senses or limited consideration of sensory integration. Limited self-awareness or critical thinking is demonstrated.
2 pts
Below Average
A broader reflection on sensory input/integration in some aspects of moving through the world and communicating with others is briefly or vaguely mentioned. Reflections are not clearly or explicitly linked to sensory awareness experiences.
1 pts
Minimal
Limited reflections on the broader concept of sensory input and integration. Reflections are minimally or not at all linked to sensory awareness experiences.
5 pts
Total Points: 15

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