1. A Presentation by Kate Sommers

2. -In the classroom, or in society, there has been a growing importance on the word: DIVERSITY-people with disabilities make up this “diversity” -Children learn what they live-we must learn to excel in what we are good and appreciate everyone’s individual talents WHY SO IMPORTANT?

3. First hand experience Putting a disability into reality Reading sources that help identify, and better understand different disabilities KNOWLEDGE IS POWER! WAYS TO INCORPORATE APPRECIATING DIVERSITY AND TO HELP CHILDREN BECOME MORE AWARE OF DISABILITIES

4. http://itweb.fcps.edu/fairfaxnetwork/videostore/level2.cfm?ProductID=11 EXAMPLE #1

5. Ideas: Practice writing names in Braille (disability awarness) Musical chairs, disability style: Put cotton balls in ears and with music at a reasonable level, allow children to see how difficult it is to play the typical musical chairs while having a “hearing disability” Ring around the Rosy: with blindfolds on Bean Bag Toss: while sitting in a chair at a distance **These can be all mixed up, etc**** --Afterwards discuss discuss AN EXAMPLE FOR PRESCHOOL

6. “What IS a Disability?” -a lesson plan idea from Bright Hub Address a disability as resulting from an accident or illness; something that makes walking, talking, hearing, seeing, or touching more difficult for some people * Emphasis that a person with a disability is not a bad person nor is contagious. Most educators agree that young children learn best when actively engaged Also excel when the classroom has a sense of community for all members AN IDEA FOR GRADES K-2

7. -Discussion is key -”Do you know anyone who cannot use all of their body parts?” What CAN they do? -“What does “blind” mean to you? -INTERACTION --Have students draw someone who wears glasses, is in a wheelchair, on crutches, etc; share and explain what tasks may be difficult for that person/people in the picture -Put the Students in a Children with a Disabilities’ place --For example, put earmuffs on a students ears, turn on music and ask them how much they are able to hear AN IDEA FOR GRADES K-2

8. These plans can be adapted to suit which age level you are teaching. ADL Curriculum Connections is a great resource to find lesson plans applicable for the right age level. AND MORE…

9. “I’m Deaf and It’s Okay”-Helen Cogancherry: A young boy describes the frustrations caused by his deafness and the encouragment he receives from a deaf teenager that he can lead an active life “Rolling along: the story of Taylor and his wheelchair”-Jamee Riggio Heelan: Explaisn how having cerebral palsy affects Taylor and how getting a wheelchair makes a big difference in helping him get around, do things by himself, and even play basketball with his twin Tyler “Susan Laughs”-Jeanne Wills and Tony Ross-features short rhyming phrases to tell things that Susan, the young red-haired girl, can do-common, everyday things with which all children can identity; readers can see that Susuan is just like them in so many ways “Someone Special: Just Like You”-Tricia Brown: show preschool-aged children with disabilities in their everyday life; shows that children are more alike than different YOU CAN INTRODUCE THESE LESSONS IDEAS OR FOLLOW UP WITH DIFFERENT BOOK RESOURCES:

10. Taken for ADL: Use language that stresses the person first and the disability second (people with disabilities, not disabled people). Promote empathy and an overall feeling of understanding for people with disabilities, as well as provide accurate information about a specific disability. Demonstrate respect for and acceptance of people with disabilities, and depict them as more similar than different from other people (“one of us” rather than “one of them”). Emphasize the successes of people with disabilities and show their strengths and abilities along with their disabilities. Promote positive images of persons with disabilities and represent them as strong, independent people, who others can look up to or admire. Represent people with disabilities from different racial and cultural backgrounds, religions, age groups, and sexual orientations. Depict valued occupations for persons with disabilities and show them in diverse and active roles. Depict people with disabilities in integrated settings and activities—in school, at work, or in the community among peers with and without disabilities. Illustrate characters and adaptive equipment accurately. HOW TO EVALUATE GOOD BOOKS FROM THE BAD

11. http://www.brighthub.com/education/k-12/articles/13181.aspx http://www.adl.org/education/curriculum_connections/fall_2005/ http://www.educationworld.com/a_curr/curr139.shtml