Jamie Colon-Orelup

I am an instructor for a massage therapy program. The majority of courses in the program are "hands-on". This offers a massive amount of opportunity for providing constructive feedback to students on technique, body mechanics and client care. In a "hands-on" course setting, the behavioral typology chart is totally up my ally. I anticipate incorporating this useful guide when offering student performance feedback.

I am in a very fortunate situation at work where we teach stress relieving activities like yoga and qigong. Both practices incorporate breathing exercises, movements of the body and meditation. For some students the practice of calming the mind comes natural and for others it is a skill that warrants constant practice.

I instruct massage therapy based classes in a massage therapy program. At times we have blind students in our program. The book that we instruct from provides an audio version along with audio versions of power point slides from lectures. Is this an example of Universal Design?

I instruct massage therapy based classes in a massage therapy program. At times we have blind students in our program. The book that we instruct from provides an audio version along with audio versions of power point slides from lectures. Is this an example of Universal Design?

Our campus is in a city that shares a military post. This leads many retired soldiers into our massage therapy program. In this program meditation, yoga and qigong practices are introduced as avenues to calm or center one’s mind. From my experience in conducting these classes ex-soldiers commonly have a difficult time participating in these class exercises. In what ways would you suggest to accommodate this demographic of students?

I instructed a Swedish massage class. The basic fundamentals of this class is for students to partner up and practice a Swedish massage routine along with massage techniques learned in class. When students partner up and practice the term “trade” is used to define that class activity. One particular trade, a student brought to my attention that her partner was having a seizure. Emergency services was called and the student that had the seizure refused medical help. In the medical field,” to do no harm” is like the number one rule. Is this particular student a liability?