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Disability Awareness Unit

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One of the celebrities will have a disability, and the other two will not. ... has the disability and share the celebrity's story about their disability to the ... – PowerPoint PPT presentation

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Title: Disability Awareness Unit


1
Disability Awareness Unit
  • Lisa Dimling
  • Erika Kauffman
  • Leah Maxson

2
Disability Awareness What is a disability?
  • This unit addresses the question of What is a
    disability?
  • Through discussion and hands-on activities,
    students will become familiar with various types
    of disabilities (their positive and negative
    effects).
  • Students will brainstorm different ways to
    accommodate situations in which a disability
    becomes a handicap.
  • Students will also explore their own disability
    in terms of what it is, why they have it, its
    effects, and strategies for overcoming it.

3
Purpose
  • Although many students recognize that they are
    different from their peers, they cannot explain
    what this difference is or why it exists.
    Students have no comprehension of their own
    disability and the implications involved.
  • This unit is intended to facilitate open
    discussion with students as to what it means to
    have a disability. After acquiring basic
    information about disabilities, it is anticipated
    that students begin to explore their own
    uniqueness so that they can better understand
    their academic, social, and transitional
    strengths and weaknesses.
  • It is only after one understands his/her own
    disability they s/he may develop self-efficacy
    and feel empowered to take control of his/her own
    life.

4
Student Description
  • Students of this Northeastern Ohio middle school
    Language Arts classroom include both D/HH
    students, as well as hearing students with
    learning disabilities. Both groups of students
    are mainstreamed in all subject areas except
    Language Arts (where they are taught in a
    self-contained classroom). Students range from
    12-13 years old grades 7-8.
  • A closer look at the students who are D/HH
  • P-Levels P-Levels range from 4-5. Students can
    talk about several different things at once and
    are able to relate separate topics together, but
    are not transitioning smoothly between the
    topics.
  • Reading Students are in the developing literacy
    stage- they read at the 3-4 grade level. Among
    their strengths is their ability to use effective
    reading strategies such as rereading and asking
    questions. They are also able to retell stories
    accurately including the main characters and

5
Student Description (cont.)
  • events (most of the time). An area that they need
    improvement in though is their ability to relate
    English text with ASL. Although they understand
    both languages on a basic level, they are unable
    to translate English stories into ASL (when they
    read a story aloud, they sign English instead of
    ASL- this takes the overall meaning out of the
    story).
  • Writing Students write primarily at level 6.
    Their writing is easily understood and they use a
    variety of sentence patterns (though the patterns
    are not always correct). Students have become
    good at including detail in their writing and are
    beginning to demonstrate simple story structure
    (beginning, problem, solution). However, students
    are struggling to include appropriate transitions
    between topics. Their various forms of writing
    include many details and different pieces of
    knowledge, but overall the writing does not flow
    as smoothly as it should.
  • World Knowledge Overall, students are unaware of
    their disabilities. Although they recognize that
    they are in a special classroom for Language
    Arts, they do not necessarily understand why. In
    addition, students lack knowledge of what a
    disability is in general. Their understanding of
    disabilities is limited mostly to physical
    disabilities (those that can be seen).

6
Design Process
  • Stage 1 Identifying Desired Results
  • The desired, overarching understandings of this
    unit include
  • Determining what a disability is and what its
    implications are.
  • The overarching essential questions include
  • What is a disability?
  • Are their different types of disabilities?
  • What causes disabilities?
  • How will understanding my own disability help me
    to achieve more in life?
  • What kinds of things can I learn from my
    disability?

7
Design Process (cont.)
  • Stage 2 Determine Acceptable Evidence
  • What evidence will show that students know what
    disability means and can relate it to their own
    lives?
  • Independently, students will be able to express
    the meaning of disability through various ways
  • Verbal explanation
  • Pictures
  • What disability is and what it is not
  • Students will be able to explain their own
    disability to someone else

8
Design Process (cont.)
  • Stage 3 Plan Learning Experiences and
    Instruction (relating to six facets)

9
Outcomes Evaluation of facets
10
Observations
  • Students talk more openly and freely about
    disabilities (and general differences in people)
  • Students are eager to learn more about their own
    specific disabilities
  • Multiple questions related to disabilities are
    asked daily
  • Students are beginning to own their disability
  • They share personal experiences with classmates
    and the teacher

11
Pictures
Dont Look Down A Student participates in the
Mirror Maze activity. This activity, which
simulates dyslexia, requires students to complete
a maze by only looking at the mazes reflection
in a mirror.
12
Negotiating the Door Students participate in the
Wheelchair Challenge activity as they attempt
to wheel around the classroom with a stack of
books on their lap. Each time a book falls,
students must pick it up without rising out of
the chair or moving their feet.
13
Blindfolded Ice Cream Students try eating ice
cream blindfolded.
14
Disability Awareness Unit
  • Sample Lesson Plans

15
Day one
  • Students will record what they want to learn
    about disabilities (W part of KWL chart).
  • Fun Facts The teacher will show the students
    three pictures of famous people. One of the
    celebrities will have a disability, and the other
    two will not. After looking at each picture,
    students will guess which person may have a
    disability. The teacher will then reveal the
    person who has the disability and share the
    celebritys story about their disability to the
    class. (This activity will happen throughout the
    unit at the end of each lesson).
  • Materials
  • Overhead
  • Large piece of bulletin board paper
  • Markers
  • Celebrity pictures
  • Story of celebrity with disability
  • Objective
  • Students will describe what they know about
    disabilities and what they want to learn about
    disabilities in the form of a KWL chart.
  • Procedures
  • Concept Diagram The teacher will write the word
    Disability on the board and ask students what
    it means. The teacher will record all student
    responses on board. (K part of KWL Chart)
  • The teacher will ask probing questions to
    facilitate discussion
  • Can a person have a disability if they are not in
    a wheelchair?
  • What does a person with a disability look like?
  • Do you know anyone with a disability? What
    can/cant they do?
  • Do people with disabilities have jobs?

16
Day two
  • Station 3 Dyslexia Mirror Maze
  • Students will complete a written maze by only
    looking at the mazes reflection in a mirror
  • Station 4 Deafness Stop and Go
  • Students will alternate wearing ear plugs while
    playing the stop and go music game
  • Station 5 Physical Disability Wheelchair
    Challenge
  • Students will attempt to wheel around the
    classroom with a stack of books on their lap.
    Each time a book falls, the student must attempt
    to pick it up without rising out of the chair or
    moving their feet.
  • Objectives
  • Students will complete the simulated station
    activities and the How I felt chart.
  • Procedures
  • Five stations will be setup throughout the
    classroom. Each station will host a different
    activity simulating what its like to have
    various disabilities.
  • Station 1 Learning Disability Z-A activity
  • Students will be instructed to write the alphabet
    backwards in under 45 seconds
  • Station 2 Blindness Blindfolded ice cream
  • Students will be instructed to eat ice cream with
    a spoon while blindfolded

17
Day two (cont.)
  • The Teacher will end the lesson by presenting
    students with the days Fun Facts.
  • Materials
  • How I felt handouts
  • KWL chart from previous day
  • Timer (for Z-A activity)
  • Blindfolds
  • Ice cream
  • Bowls
  • Spoons
  • Maze handouts
  • Mirror
  • Radio
  • Earplugs (cotton)
  • Celebrity pictures
  • Story of celebrity with disability
  • 1-2 Wheelchairs
  • Stack of books from classroom
  • Procedures (cont.)
  • After being divided into groups, students will
    rotate around the stations and complete each
    activity.
  • After each activity, the students will reflect
    upon their experiences by filling out the How I
    felt chart (specifically, students will complete
    the following statements "The most frustrating
    thing about this activity was and The easiest
    thing about this activity was)
  • Students will share their reflections with the
    class and engage in open discussion.
  • Students will revisit their KWL charts by writing
    what they have learned about disabilities so far.
    (The first part of L part of the KWL chart)

18
Day three
  • For the cards that say yes, students will read
    a short narrative about the person. Each
    narrative will briefly describe the persons
    disability and their experiences related to it.
  • During the activity, students will have a
    checklist handout (What do you think?) that
    they will use to record their guesses and
    findings on.
  • After students have completed the activity, the
    teacher will facilitate class discussion about
    their reactions to their findings.
  • Finally, students will be instructed to think
    about which person from the cards they most
    relate to and why. Students will use this
    information the following day to write short
    narratives describing how they relate to the
    person they chose and why.
  • Materials
  • 16 pictures
  • What do you think? checklist
  • Objective
  • Students will complete a checklist form (What do
    you think?) by independently making predictions
    based on prior knowledge, determining if their
    predictions are correct, and comparing their
    overall findings.
  • Procedures
  • A series of about 16 pictures will be posted in
    the front of the classroom on the board. Each
    card will have a picture of a random person who
    either has or does not have a disability.
  • The teacher will begin by telling students that
    some of the people on the cards have disabilities
    and some do not. Their task will be to go through
    each card and guess if the person in the picture
    has a disability or not. After making their
    guess, students will flip the card over and see
    if they were right. The backs of the cards will
    either say yes or no.

19
Day four
  • Objective
  • Students will compose a one-page narrative
    comparing how they relate to the person they
    chose (from previous day). Students will follow
    the guidelines on a provided rubric.
  • Procedures
  • Students will complete a Venn diagram to
    brainstorm the similarities and differences
    between themselves and the person they chose from
    the day before.
  • Students will use the Venn diagram to help guide
    them in writing a one-page narrative describing
    how their chosen disability relates/does not
    relate to their life.
  • During writing workshop, students will exchange
    papers and use appropriate editing marks to
    correct errors.
  • After the papers are completed (typed and
    printed), students will divide into small groups
    and will share and discuss their papers with each
    other.
  • Materials
  • Venn diagram handouts
  • Picture cards (from day before)
  • Editing marks transparency (displayed on
    overhead)
  • Writing paper
  • How I Relate Rubric

20
What do you think? Chart
Directions First, look at each picture on the
board and guess if you think the person in the
picture has a disability or not. Mark either
Yes or No in the boxes below. Next, read each
card to find out if your guess was correct. Now
mark whether your guess was right or wrong by
marking either Yes or No in the boxes below.
Finally, in the Your reaction box, explain why
you thought the person either had or did not have
a disability.
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