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This video provides wonderful examples about assumptions we make based on our identity. For grades 6-8. Source https://www.adl.org/media/11135/downloadhttps://www.adl.org/media/11135/download

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Chimamanda Ngozi Adichie: The Danger of a Single Story | TED

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This lesson is a great way to start talking about differences including race with students in grades 3-8. Source https://www.educationworld.com/a_lesson/social-justice-activities-students.shtml

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Using anchor charts would be a great way to organize information when introducing children to the topic of diversity and civil rights. Grades K-2. Source https://www.learningforjustice.org/classroom-resources/teaching-strategies/exploring-texts-through-read-alouds/anchor-charts

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What?

An anchor chart is an artifact of classroom learning. Like an anchor, it holds students' and teachers' thoughts, ideas and processes in place. Anchor charts can be displayed as reminders of prior learning and built upon over multiple lessons.

When?

Before, during and after reading

Why?

Children are able to focus on the information they are responsible for learning, and prepare themselves to increase comprehension. Previewing the lesson levels the playing field by providing all students, regardless of prior knowledge or background, with fore knowledge of the read-aloud vocabulary.

How?

1. Choose vocabulary words that are essential to student comprehension from the central text (such as Tier Two and Tier Three vocabulary, academic and domain-specific words, words deserving more attention, transition words and words likely to appear in future texts).

2. Before the read aloud, spend time orally identifying additional contextually relevant words (e.g., the civil rights movement, rights, Constitution, Supreme Court, Ruby Bridges) with students.

3. Create an anchor chart for on-going reference in the classroom.

4. Use a manipulative to help students conceptualize new vocabulary through original illustration.

5. Ask students to listen for the identified words while they listen to the read aloud.

6. Return to the text. Ask students questions about the unknown vocabulary words and phrases. Encourage students to use context clues, when possible, to determine meaning.

7. Add student answers and definitions to anchor chart. Clarify as necessary.

8. Extend the learning throughout the week by:

Guiding students to understand relationships between words (sort vocabulary words into categories, make real-life connections, recognize shades of meaning);

Asking students to look and listen for vocabulary words in conversations, books, television shows and advertisements and to share these observations with the class;

Requiring students to use the vocabulary words in conversations or writing.

English language learners

Explicitly teaching words supports language development, but using the word in context allows for a deeper level of understanding. English language learners benefit from the discussion that takes place among classmates to come to consensus the meaning of a new word meaning during the pre-reading oral presentation of the anchor chart. Verbalizing thoughts (as well as listening to others' view points) provides a context for understanding new vocabulary.

Connection to anti-bias education

Previewing focuses students' attention on specific information they will be responsible for learning, so all students can approach the text with the same foundational knowledge. This type of explicit instruction aims to narrow the achievement gap directly associated with vocabulary knowledge, development and access.

Sample anchor charts:

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An anchor chart is an artifact of classroom learning. Like an anchor, it holds students' and teachers' thoughts, ideas and processes in place. Anchor charts can be displayed as reminders of prior learning and built upon over multiple lessons.

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Great article for dealing with December and the holidays for all grades. Source https://www.adl.org/education/resources/tools-and-strategies/winter-holidays-december-dilemma-or-teaching-opportunity

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Winter Holidays: December Dilemma or Teaching Opportunity?

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December can be a fun and festive time of year or it can make some students feel excluded and marginalized if not approached with respect and care.

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A great lesson plan for introducing students to religious freedom. Grades 3-5. Source https://www.learningforjustice.org/classroom-resources/lessons/free-to-believe

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This lesson introduces freedom of religion to students and asks them to consider how they might respond in an authentic situation related to religious freedom.

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Good book for grades K-3 to be introduced to discussing poverty. Source https://www.adl.org/

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A gentle and age-appropiate introduction to two key issues of our time-hunger and homelessness-from a kid's point of view. This empathy-building book is good for sharing at home or in a classroom.
"Based on the actual volunteer experience of the author, this picture book provides a look into the soup kitchen without an overly sentimental view of the hungry or a dose of pessimism for the reader. With a note about soup kitchens introducing the story, this is informative and new, but not scary," praised Booklist.

"A boy wonders about the people he sees on his city's streets until he goes to the soup kitchen where his uncle works. The varied needs of the individuals there become clear to the young narrator. The watercolors use earthtones and careful detail to illustrate aptly the warm, friendly story," according to The Horn Book.
Recommended as a resource for teachers and librarians to build a connection with their local community and the school, as well as a way for any adult to help foster a conversation and respond to a child's natural curiosity.

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Uncle Willie and the Soup Kitchen (Reading Rainbow Book)

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Uncle Willie and the Soup Kitchen (Reading Rainbow Book) [Dyanne Disalvo-Ryan] on Amazon.com. *FREE* shipping on qualifying offers. Uncle Willie and the Soup Kitchen (Reading Rainbow Book)

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Wonderful resource to use for lesson plans and ideas on gender, family, LGBTQ+ inclusive, and bullying.

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It is important to be intentional about the way we use pronouns so we can create an affirming, inclusive environment for everyone. Check out the new Welcoming Schools Pronouns 101 resource for information on what a pronoun is, why pronouns matter and pronoun etiquette tips!

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Welcoming Schools - Gender and LGBTQ+ Inclusive Schools

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Comprehensive bias-based bullying prevention program providing LGBTQ+ and gender inclusive professional development training and resources.

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Great book for grades K-3 to discuss gender equality.

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Best Sellers Amazon Basics Epic Daily Deals Customer Service New Releases Books Registry Pharmacy Fashion Kindle Books Toys & Games Gift Cards Amazon Home Sell Automotive Shopper Toolkit Computers Video Games Home Improvement Coupons Smart Home Beauty & Personal Care Health & Household TV & Video Pet Supplies Handmade Baby Find a Gift Disability Customer Support

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A great website for ideas in an inclusive classroom.

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Curriculum modifications play an essential role in the academic and social/emotional success of students with intellectual disabilities. With students who have disabilities spending more time in the general education classroom, general education teaching practices need to evolve to include adapting and modifying curriculum so it is accessible and achievable.

So, how can administrators and special education teachers help staff make the successful transition to creating accessible and achieveable lessons for all?

Develop shared values - As education professionals, we are concerned with closing achievement gaps and creating more equitable learning environments. Therefore, it makes sense that our classrooms reflect our value systems and embrace students with a wide range of backgrounds and abilities. Have conversations with staff members that center on creating equitable classrooms and then explore strategies for including all students in the classroom and school community. Develop the mindset that "all students" are "our students".

Help teachers understand their role and responsibilities - Research tells us that teacher "buy-in" is greater when they understand the reasons for change. Teachers typically take greater ownership of the process and are more likely to implement it with fidelity. "Underscoring the importance of the work, and that it is based on research, and not the latest whim" is essential to success (Murray & Brooks, 2017).

So, why must general education teachers take on more responsiblity for modifying curriuclum for students with disabilities in their classroom? First and foremost, T he Individuals with Disabilities Education Act, (2004) mandates that students with disabilities have a legal right to access and make progress in the general education curriuclum.

Second, while the education of students with disabilities has long been the responsibility of the special education teacher in self-contained special education classrooms, research and experience tell us that the social, emotional, and academic outcomes of students with disabilities are greater when they are educated in general education classrooms. As a result, we are seeing a shift in placement, with general education teachers having a wider range of learners to instruct.

Finally, 70% of the school day is allotted to academic instruction during which all students - including students with disabilities - need to have access to meaningful, appropriate, and engaging learning experiences.

Provide professional development - In all fairness, general education teachers are typically not given any training or information on how (or why) curriculum needs to be modified for students with intellectual disabilities.

Give teachers the tools that they need to be successful when modifying curriculum and plan time for professional development. For example, provide step-by-step instructions on how to make modifications. Whether you meet as a staff, a grade-level, or in-person, provide information on modifying curriuclum and multiple resources that will set teachers up for success.

In addition to giving teachers the "why" behind the need for modifying curriculum (see above), equip teachers with examples, websites, and tools for instruction.

Give the gift of time - As educators, we juggle a thousand things in a school day. Most of us don't even take a break to eat lunch! Since time is a luxury, one of the best ways to get teachers modifying curriuclum is giving them time to do it. Plan time to meet with teachers (either individually or in groups) and modify a lesson together. Better yet, collaborate on a series of modified lessons or even create a bank of modified materials.

Coach and communicate - Support staff through the process of learning to modify curriculum. Learn about teacher needs and challenges. Set goals with teachers (individual and/or groups) and follow-up. Check-in with them on a regular basis and provide support as needed.

Identify the runners, joggers, walkers, and sitters on your staff - K now who you are working with. Author, Becca Silver, writes that it's important to know the speed that teachers are willing and able to make changes. She suggests identifying four groups:

Runners - These are your fastest changing teachers. They will begin planning out their next steps before they leave the staff meeting. They are motivated and on a mission. S tay out of their way but praise is appreciated.

Joggers - Joggers are the direction-followers. They play by the rules and want to get everything "just right". They are also very co-operative. T o support joggers in learning how to modify curriculum, first model the modification, give them step-by-step directions, and then watch them complete the modification independently . Encourage them to support others (which they love to do). Be generous when praising Joggers - they love it!

There isn't much change taking place and you might need to move mountains to get them to meet with you. When you do end up meeting with the walkers, present information in small, "bite-sized" pieces so as not to overwhelm them. Offer to co-plan or even co-teach the lesson. Be prepared to re-schedule.Walkers - Walkers are slow to embrace change.

Sitters - Sitters are the least likely to make big changes. They are resistant even when you provide them with a wide range of supports. Be patient and work on building a relationship first. Get to know their classroom challenges and concerns. Ask them what they are already doing to support their students with disabilities. Best to build off their established routines rather than introduce new ones.

Do you have any suggestions to add? What has or has not worked with your staff?

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An education blog with strategies, tips and information for teachers about teaching students with disabilities in the inclusive classroom.

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Great lesson plans to introduce children in grades K-2 about differences. Source https://getintoit.specialolympics.org/educators/k-2

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SOGetIntoIt_K-2Lessons.pdf - Activity 1 K-2 Lessons We’re All Alike…We’re All Different Activity Overview Students explore the theme of diversity | Course Hero

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View SOGetIntoIt_K-2Lessons.pdf from INGLES 1234 at Santo Tomás University, Bogotá. Activity 1: K-2 Lessons We're All Alike...We're All Different Activity Overview: Students explore the theme

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Good book for introducing a discussion about disabilities in grades K-4.

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Experience the true story of lifelong activist Jennifer Keelan-Chaffins and her participation in the Capitol Crawl in this inspiring autobiographical picture book. This beautifully illustrated story includes a foreword from Jennifer and backmatter detailing her life and the history of the disability rights movement. This is the story of a little girl who just wanted to go, even when others tried to stop her.
Jennifer Keelan was determined to make a change-even if she was just a kid. She never thought her wheelchair could slow her down, but the way the world around her was built made it hard to do even simple things. Like going to school, or eating lunch in the cafeteria.

Jennifer knew that everyone deserves a voice! Then the Americans with Disabilities Act, a law that would make public spaces much more accessible to people with disabilities, was proposed to Congress. And to make sure it passed, Jennifer went to the steps of the Capitol building in Washington DC to convince them.

And, without her wheelchair, she climbed.

ALL THE WAY TO THE TOP!
A Rise: A Feminist Book Project Nominee
A Junior Library Guild Selection
All the Way to the Top is perfect for:

Elementary school teachers looking for books to supplement disability rights curriculum and the history of the ADA (find a free Common-Core Aligned Educator Guide at www.sourcebooks.com)

Parents looking for social justice picture books, books on activism and for young activists, and inspiring books for girls

Parents, teachers, librarians, and guardians looking for beautifully illustrated, inspirational and educational books for young readers in their life

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All the Way to the Top: How One Girl's Fight for Americans with Disabilities Changed Everything (Inspiring Activism and Diversity Book About Children with Special Needs)

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All the Way to the Top: How One Girl's Fight for Americans with Disabilities Changed Everything (Inspiring Activism and Diversity Book About Children with Special Needs) [Bay Pimentel, Annette, Ali, Nabi, Keelan-Chaffins, Jennifer] on Amazon.com. *FREE* shipping on qualifying offers.

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Great lesson plan in Social Studies for grades 1-2 to link wants and needs that can lead to a discussion about socioeconomic diversity. Source https://woub.pbslearningmedia.org/resource/lpsc10.sci.life.lp_needwant/needs-vs-wants/

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In this media-rich lesson featuring a LOOP SCOOPS video, students are introduced to the concept of “needs” vs. “wants,” and begin to consider the relationship between consumer goods and happiness.

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Great resource for children's literature that covers a variety of topics.

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ADL's online bibliography of recommended children's and young adult books about bias, bullying, diversity and social justice.