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Grade Level 6-8, 9-12
Similar to a Jigsaw activity, this lesson focuses on fostering positive discussion on understanding different types of disabilities. The class will be split into groups to research different types of disabilities, discussing various stereotypes pre-research, and then how attitudes have changed post-research. Each member will then have the opportunity to share with another group what they learned about their assigned topic.

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Teaching Tolerance provides free resources to educators-teachers, administrators, counselors and other practitioners-who work with children from kindergarten through high school. Educators use our materials to supplement the curriculum, to inform their practices, and to create civil and inclusive school communities where children are respected, valued and welcome participants.

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Out of My mind by Sharon M. Draper                                  Grade 4-7 

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Out of My mind by Sharon M. Draper                                  Grade 4-7 

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Melody has cerebral palsy. Many teachers and students dismiss her ability to learn because she cannot walk or talk, but Melody had a photographic memory and can remember everything she has ever experienced. She is confined to a physical prison, but she is determined to let everyone know who she truly is. Melody refuses to be defined by her physical disabilities.

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Melody's the smartest kid in school, with so many things to say, but she can't because she's diagnosed with cerebral palsy leaving her unable to voice any of her thoughts. When her school starts an inclusion program where the special needs kids can join classrooms and get a chance to interact with others, Melody gets a teacher named who runs the Whiz Kids Quiz team. In his class, she meets two girls who are uncomfortable with her and so they start making crude comments; making sure she hears them. Melody befriends a girl named Rose who isn't afraid of standing up to others and helping her. When she hears that there are try-outs for the Whiz Kids Quiz team, her neighbour, her parents and her special aids helper encourages her to try out for the quiz team. She makes the team and leads the team to victory in their regional competition. The prize of winning the regional competition is competing in Washington, D.C. When they see the newspapers, on the front page is a picture of Melody; not the team, just Melody. The other members of the quiz team don't appreciate that. When Melody and her parents arrive at the airport, they find out that their flight is cancelled and the other kids had already left. She felt hurt that none of them bothered to tell her that they had an earlier flight. The next day, when Melody and her mother is about to leave for school, only Melody sees Penny, her little sister, running out of the house. She tries to warn her mother not to drive but the car ends up hitting Penny and she's hospitalized. When Melody arrives at school, the members of the quiz team try to apologize. She turns away from them to show that she doesn't need the people who abandoned her.

I picked this book because many people have recommended it to me.

I finished this book because I was curious as to if she would make the quiz team, if the team would win at the regional competition and also if they would win at the national competition in Washington, D.C.

I think people who like to read realistic-fiction would like this book because it talks about real problems and disabilities that anyone can be diagnosed with or have.

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Out of My Mind (The Out of My Mind Series)

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Read 17k reviews from the world's largest community for readers. Melody is not like most people. She cannot walk or talk, but she has a photographic memory...

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“I won’t describe what I look like. Whatever you’re thinking, it’s probably worse.” August Pullan (Auggie) was born with mandibulofacial dysostosis, more commonly known as Treacher Collins Syndrome. The bones and facial tissue didn’t develop correctly. He had many surgeries growing up. All of this prevented Auggie from going to school, so up until 5th grade he was home schooled. Wonder tells Auggie's story as he goes to school for the first time. Your heart breaks as you read about his peers rejecting him, you laugh as you get to know Auggie's fun character and happy spirit. See how a school is changed as they learn about empathy, compassion, and acceptance

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Book Summary
Wonder is a spare, warm, uplifting story that will have readers laughing one minute and wiping away tears the next.
Winner of the BookBrowse 2012 Best Book for Younger Readers Award

I won't describe what I look like. Whatever you're thinking, it's probably worse.

August (Auggie) Pullman was born with a facial deformity that prevented him from going to a mainstream school - until now. He's about to start 5th grade at Beecher Prep, and if you've ever been the new kid then you know how hard that can be. The thing is Auggie's just an ordinary kid, with an extraordinary face. But can he convince his new classmates that he's just like them, despite appearances?

R. J. Palacio has written a spare, warm, uplifting story that will have readers laughing one minute and wiping away tears the next. With wonderfully realistic family interactions (flawed, but loving), lively school scenes, and short chapters, Wonder is accessible to readers of all levels.

Ages 8+

Ordinary
I know I'm not an ordinary ten-year-old kid. I mean, sure, I do ordinary things. I eat ice cream. I ride my bike. I play ball. I have an XBox. Stuff like that makes me ordinary. I guess. And I feel ordinary. Inside. But I know ordinary kids don't make other ordinary kids run away screaming in playgrounds. I know ordinary kids don't get stared at wherever they go.

If I found a magic lamp and I could have one wish, I would wish that I had a normal face that no one ever noticed at all. I would wish that I could walk down the street without people seeing me and then doing that look-away thing. Here's what I think: the only reason I'm not ordinary is that no one else sees me that way.

But I'm kind of used to how I look by now. I know how to pretend I don't see the faces people make. We've all gotten pretty good at that sort of thing: me, Mom and Dad, Via. Actually, I take that back: Via's not so good at it. She can get really annoyed when people do something rude. Like, ...

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Wonder by by R.J. Palacio: Summary and reviews

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Wonder is a spare, warm, uplifting story that will have readers laughing one minute and wiping away tears the next. Winner of the BookBrowse 2012 Best Book for Younger Readers Award I won't describe what I look like. Whatever you're thinking, it's probably worse.

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Percy Jackson is a 12 year old boy who has been labeled a troubled youth. He has ADHD as well as dyslexia. He attends a boarding school for problem teens in upstate New York. He always seems to be getting in trouble unintentionally. His life is changed when his teacher turns into a fury and attacks him, his best friend reveals he is actually a satyr who was sent to protect him, and Percy discovers that he is a half-blood, the son of the Greek God Poseidon. This is a very funny and exciting book. It has a wonderful main character who has disabilities many youth can relate to.

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How my son's struggle with ADHD and dyslexia inspired a fantasy novel about a regular kid with not-so-regular problems.
By Rick Riordan
I remember the first time I took my son to the psychologist.

His teacher had recommended testing. Well . . . not just testing, a full "psycho-educational battery," which sounded to me like some sort of ground assault with number two pencils.
As with most things, my son was fine with it. I was a wreck.

'Your teacher just wants to find out how you learn best,' I assured him. 'It doesn't mean there's anything wrong.'

'I know, Dad.'

My son Haley was seven. He was playing his Gameboy as we drove very slowly to the appointment. His brown bangs fell over his eyes. I wasn't sure if he was listening to me or not.

'Everybody has strengths and weaknesses,' I told him. 'The testing will find out how you learn best. Teachers are really very good people.'

'Dad, you're a teacher.'

'Well, yes, but . . .'

But it's different when my son is the one being tested, when I'm on the other side of the parent conference table, listening to the teacher catalogue my child's deficiencies in class.

'Do you have any questions?' I asked my son.

'Uh-huh,' Haley said. 'Can we get out of the car now?'

I realized we were idling in the psychologist's driveway.

As we walked to the front door, I held my son's hand. Usually, he didn't like doing this if it meant putting up his Gameboy, but today he didn't complain. I guess he knew Dad needed the hand-holding.

*

A few weeks earlier, Haley's teacher had been very nice at the conference. Very professional. She started with positive comments about what a sweet boy he was, how articulate, how good in math.

'But he has trouble paying attention,' she added regretfully. 'And his reading and writing . . .' She paused. 'You know, I told him, "Your father is an author and a teacher, you should love reading and writing." '

I managed a smile, but I was dying inside. There was nothing Haley hated more than being told he should love reading and writing because his dad taught English and wrote novels. Haley liked reading and writing about as much as needles at the doctor's office. In the evenings I would sit with him as he did his homework. Every word he managed to get on paper was a hard-fought victory. Every page he tried to read was a minefield.

He would cry. He would get silly. He would try every diversionary tactic he could think of - sharpening his pencil ten times, hiding under the table, developing a sudden interest in feeding the cat. At school, things weren't much better. The teachers still talked about the day in kindergarten when Haley had an anxiety attack and his teacher had to latch the door to keep him from running away.

'I think we should look at testing,' his teacher summed up, 'to figure out what's going on. He's such a bright boy, but . . .'

I got her meaning. That but was pretty huge.

*

Several months later, we got the results of Haley's testing. He was beginning second grade and we called a conference with his new teachers.

The diagnosis: borderline dyslexia, enough to qualify Haley for the Scottish Rite program with the school's reading specialist. The psychologist had been more hesitant about labeling Haley with ADHD. He had attention problems, yes, but ADHD is a very subjective diagnosis. The psychologist wasn't ready to go there.

His second grade teachers didn't share these reservations. They already knew Haley was ADHD. They learned very quickly that they couldn't play music in the classroom during journal time. Haley would get distracted and start humming along. They couldn't put him by the window. He found the birds in the live oak tree much more fascinating than his lessons. The actual diagnosis of ADHD, and Haley's first experience with Ritalin, would not come for three more years, but that didn't make the problem any less real in second grade.

At the time, I tried to console myself with the fact that we weren't the only family dealing with these issues. In the United States, the National Institute of Mental Health estimates that two million American children have ADHD. In every classroom of 25-30 children, there will be at least one ADHD child. The ADHD UK Alliance puts the number of British children with ADHD at 7%, but adds that many children with the condition, especially girls, go undiagnosed.

The number of children struggling with dyslexia is even higher. According to the International Dyslexia Association, 15%-20% of the population has some sort of language-based learning disability like dyslexia. 70-80% of those children with learning disabilities have a deficit in reading. Most interestingly, up to 50% of all children diagnosed with a learning disability also have ADHD.

Still, statistics are one thing. My own child, my own guilt and anxiety and desire for him to do well - that is quite another.

As a teacher, I had worked with many ADHD and dyslexic children over the years, but I'd never seen what school was like from their point-of-view. Now I understood just how hard it had been for them every time I assigned written homework, or gave a spelling test, or asked them to read a chapter in a novel. I understood how a bright, articulate child could fail to write a complete sentence. It did not necessarily mean that the child was lazy.

*

As Haley struggled through second grade, his saving grace was Greek mythology. He loved those old stories. He would actually read them willingly in class. He knew I'd taught Greek myths for years in the middle school, and so every night he would ask me to tell him a bedtime story about the Olympians.

One night, as we were lying in bed for story time, I realized I'd run out of myths. We'd done all the gods, the heroes, the monsters. I was fresh out of Minotaurs.

'Well, make something up!' Haley said, as if this were the most obvious thing in the world.

I thought about that.

I thought about Haley's struggle with ADHD and dyslexia. I imagined the faces of all the students I'd taught who had these same conditions. I felt the need to honor them, to let them know that being different wasn't a bad thing. Intelligence wasn't always measurable with a piece of paper and a number two pencil. Talent didn't come in only one flavor.

Then I thought about the heroes in the old myths - sons and daughters of gods and humans - and all the troubles they'd had to overcome because of their mixed heritage. Off the top of head, I began a story about a 12-year-old boy named Percy Jackson, the modern-day son of the Greek god Poseidon, who among his many other problems has ADHD and dyslexia. He struggles in school. He's constantly being labeled a lazy troublemaker. Yet Percy finds that his learning disabilities are actually indicators of Olympian blood. He is a hero - a child of the gods.

I took me three nights to tell of Percy's epic quest across the United States to retrieve a lightning bolt stolen from Zeus. When I was done, Haley told me I should write the story down.
I took him seriously. I spent a year on the manuscript, not sure anyone except Haley would ever want to read it.

I was wrong. The story seems to have struck a chord.

To date, The Lightning Thief is being published in seven languages and the film version is underway. I've gotten a flood of appreciative emails from readers, many of them ADHD/dyslexic kids who usually dislike reading. It's tremendously gratifying, and yet the book remains a very personal story from a father to a son. Like the Greek stories of old, The Lightning Thief is an attempt to explain a natural phenomenon - a myth to help my son make sense of who he is.

And what about all the attention the book has brought our family? As usual, my son is fine with it. As for Dad . . . well, as Haley will be the first to tell you, Dad still needs a little hand-holding from time to time.

On-line parent/teacher resources for ADHD & Dyslexia:

ADHD UK Alliance
www.adhdalliance.org.uk
Hyperactive Children's Support Group
www.hacsg.org.uk
CHADD (Children and Adults with Attention Deficit/Hyperactivity Disorder)
www.chadd.org
ADDA (National Attention Deficit Disorder Association)
www.add.org
The Dyslexia Institute
www.dyslexia-inst.org.uk

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How my son's struggle with ADHD and dyslexia inspired a fantasy novel about a regular kid with not-so-regular problems.By Rick Riordan I remember the first time I took my son to the psychologist. His teacher had recommended testing. Well . . .

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Freak the Mighty by Rodman Philbrick                              Grade 5-9

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Freak the Mighty by Rodman Philbrick                              Grade 5-9

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Two boys, an unlikely friendship, and many adventures. Kevin, who most kids call “Freak” has leg braces and crutches as well as Morquio Syndrome. This is a metabolic disorder that makes the body unable to process chains of sugar that the body uses as lubricant and shock absorbers. Kevin and Max become friends after Max rescues Kevin’s ornithopter from a tree. Max lives with his grandparents because his mother died and his father is in jail because of murder. Max is large for his age and many people are afraid of him because of his resemblance to his father. Both boys are bullied by their peers and community members, drawing them together and creating a close friendship and discovering their true potential. This story teaches that appearances can be deceiving and you never know who someone truly is until you get to know them.

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Freak the Mighty Summary
SuperSummary, a modern alternative to SparkNotes and CliffsNotes, offers high-quality study guides that feature detailed chapter summaries and analysis of major themes, characters, quotes, and essay topics. This one-page guide includes a plot summary and brief analysis of Freak the Mighty by Rodman Philbrick.
Freak the Mighty was written by Rodman Philbrick and published in 1993. It is the story of two boys who don't fit in, Max, who is big for his age and towers over all the other kids, and Kevin, a boy known as "Freak" who is tiny but very intelligent.

Maxwell Kane, a young boy with low self-esteem, lives with his Grim and Gran, his grandparents. He is big for his age, and he is unable to make friendships. His father is a killer, and people are afraid of him because he resembles his father so closely. Max begins to tell us his memories of daycare and meeting a boy named Kevin.

Kevin, known as "Freak" by the other kids, has a lot of difficulties due to his disabilities. He is highly intelligent and resilient, but he wears leg braces, uses crutches, and has Morquio syndrome. The other kids bully him because he's short. Max, however, really likes Kevin and thinks his braces are neat.

Years later, Max finds out that Kevin is moving in next door. When he greets Kevin, Kevin is hostile to him. A few days later, Max rescues Kevin's ornithopter from a tree, and they begin to hang out. On the Fourth of July, a gang of bullies attacks them while they are watching fireworks, but they manage to escape. After the show is over, the bullies chase them again, but they jump into a millpond with Freak on Max's shoulders. The police chase the bullies off and take the boys home.

After this incident, Freak begins to ride on Max's shoulders regularly, and they go on adventures. One time, they rescue a purse for a woman who turns out to be Loretta, the girlfriend of the leader of a local biker gang. The gang considers having "fun" with the boys, but they know Max's father and are afraid he might get out on parole and take revenge. They let them go.

Freak ends up at the hospital after an emergency at school, and later Grim tells Max that his father has been paroled. Max is afraid, and it's revealed that Grim and Gran don't like his father. We find out that Max's father killed his mother by strangling her, and they are afraid that Max will end up like him. Then, on Christmas Eve, Killer Kane (Max's father) kidnaps him to train him as his assistant.

His father is even bigger than he is, and he acts threateningly. He ties Max to a chair in his apartment and leaves him there. He swears he didn't kill Max's mother. Loretta is shocked that he would do such a thing to his own son. She tries to help Max escape but she is unsuccessful. Kane attempts to strangle Loretta. Max intervenes, revealing he witnessed his father kill his mother in the same way. Freak arrives just in time and saves Max by spraying Kane in the eyes with something he claims is sulphuric acid, but turns out to be a mixture of curry powder, soap, and vinegar.

The police take Killer Kane back to prison where he's given his original sentence plus ten years, and Max goes back home. Freak has a seizure on his birthday, and when Max visits, Freak gives him a blank book and tells him to write down all his adventures. The next day when Max returns to the hospital, he is told that Freak died in the night. Max has to be restrained by security when he loses it and starts lashing out. He does not attend the funeral and for months, he mostly stays in his room until Gran finally insists that he return to school.

One day, he sees Loretta, who tells him that doing nothing is a drag. Max finds the blank book given to him by Freak, and he begins to tell the stories of the previous times. In the end, his story is called Freak the Mighty.

One of the themes of the book is friendship. Max and Kevin might be unlikely friends on the surface, but they are both ostracized, drawing them to each other. Each complements the other, and this relationship allows them to become better people. For Max, who was previously isolated and uninterested in friends, his relationship with Kevin causes him to do better in school, be more polite to his grandparents, and experience a social awakening by getting out of his room.

Max begins the book in isolation, believing that staying away from other people will protect him. He is used to rejection and prefers to spend most of his time in his room. After his friendship with Kevin begins, he is able to see the value of having experiences in the outside world, and eventually blossoms into a big hearted person.

Appearances can be deceiving. Everyone is afraid of Max because he is bigger than everyone his age, and because he resembles his father who is a killer. Everyone underestimates Kevin because of his disabilities, but he turns out to be a thoughtful and resourceful person. Appearances don't always tell the truth about who people are, and through their friendship, both boys are able to reach more of their potential.

Freak The Mighty is a book about unlikely friendship, and about seeing people for who they truly are. The friendship that Max and Kevin share is something that brings both of them out of their comfort zones and reveals unlikely characteristics of both. Their relationship has a long lasting influence, particularly on Max who, at the end of the book, must continue without Kevin and does so by telling their story.

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SuperSummary, a modern alternative to SparkNotes and CliffsNotes, offers high-quality study guides that feature detailed chapter summaries and analysis of major themes, characters, quotes, and essay topics. This one-page guide includes a plot summary and brief analysis of Freak the Mighty by Rodman Philbrick. Freak the Mighty was written by Rodman Philbrick and published in 1993.

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When Heidi’s mentally challenged mother begins to say a strange word Heidi gets curious and wonders if it could be a clue about her past. Who is her father? When is her birthday? Heidi goes on a journey across the country in search of answers about herself and her families past.

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So B. It book. Read 2,738 reviews from the world's largest community for readers. Now a major motion picture starring Alfre Woodard, Jessica Collins, Joh...

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This website is full of videos about kids with disabilities. A guy who used to be a special ED teacher goes around the world and interviews people with disabilities. He wants to make disabilities normal and help people know that people with disabilities are normal people who have hopes and dreams as well.

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SBSK - Normalizing the Diversity of the Human Condition

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We believe that when you take the time to hear someone’s story and view life from their perspective, you learn and grow as a human.

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This website gives many helpful suggestions to teachers who have ADHD students. They can learn how to best help their students be successful.

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Parents: Is your child's teacher doing everything possible to support learning? Teachers often dictate the success or failure of a child's education - particularly if that child has attention deficit hyperactivity disorder (ADHD or ADD).

Next to parents, teachers are the most influential people in a student's life. The best teacher will develop ADHD strategies to show students that they are capable and worthwhile.

Here are some strategies for teaching children with ADHD that work to establish a supportive, structured classroom that will encourage learning, enforce discipline, and boost self-esteem.

Strategies for Students with ADHD

Assign work that suits the student's skill level. Students with ADHD will avoid classwork that is too difficult or too long.

Offer choices. Children with ADHD who are given choices for completing an activity produce more work, are more compliant, and act less negative. Establish, for instance, a list of 15 activity choices for practicing spelling words like writing words on flash cards, using them in a sentence, or air-writing words.
[Get This Download: How to Teach Children with ADHD - Classroom Challenges & Solutions]

Provide visual reminders. Students with ADHD respond well to visual cues and examples. For instance, demonstrate a skill like essay writing on an overhead projector or on the board. When children get to their independent work, leave key points about a topic visible on the board. Post important concepts the children will use again and again on brightly colored poster board around the room.

Increase active class participation. Group strategies include asking students to write their answers on dry-erase white boards and showing them to the teacher, asking students to answer questions in unison (choral response), having students give a thumbs up or down if the answer to the question is yes or no - a level palm, if they don't know the answer. Paired learning is also effective. Have students work through a problem in a group and discuss for maximized understanding.

Encourage hands-on learning. Create learning opportunities where children experience things first-hand. Have students write and act out a play, record an assignment on videotape or take apart and put together a model of a miniature eyeball when studying the human body.

Establish Rules & Routines for ADHD Students

Post classroom rules for student with and without ADHD. With input from students, establish short, simple classroom rules. State them in positive terms that convey what you want students to do.
For example, instead of saying: "No loud talking when you come into class," say, "When you come into class, check the assignment on the board and start working quietly." Or, "Sit down first and then you may talk quietly with your neighbor until I start teaching."

[Click to Download: 10 Teaching Strategies that Help Students with ADHD]

Establish classroom routines. This will help students with ADHD stay on task. Routines for all students can include: homework always being written on the board, "row captains" checking to see that assignments are written and that completed work is picked up, etc. Students with ADHD can check in with the classroom aide at the end of the day to make sure they understand the homework assignment and what's required of them.

Give appropriate supervision to ADHD students. Children with ADHD require more supervision than their peers because of their delayed maturity, forgetfulness, distractibility, and disorganization. Help these students by pairing them with classmates who can remind them of homework and classwork, using student partners to team up on a project, and involving classroom aides as much as you can during and after class.

Offer Accommodations for ADHD in the Classroom

Some students with ADHD may need school accommodations to address academic challenges. Make sure they get them. Some accommodations can be as easy as monitoring the student's work and developing a plan to help him not fall behind and even accepting the occasional late assignment - this can give the student confidence and get her back on track.

Other common ADHD accommodations include:

Extended time on tests

Shortened assignments

Instruction in note-taking or designating a class notetaker

Segmented assignments for long-term projects (with separate due dates and grades).

The Attention Deficit Disorder Association ( ADDA) makes the following recommendations for accommodations:

Reduce potential distractions. Always seat students who have problems with focus near the source of instruction and/or stand near student when giving instructions in order to help the student by reducing barriers and distractions between him and the lesson. Always seat this student in a low-distraction work area in the classroom.

Use positive peer models. Encourage the student to sit near positive role models to ease the distractions from other students with challenging or diverting behaviors.

Prepare for transitions. Remind the student about what is coming next (next class, recess, time for a different book, etc.). For special events like field trips or other activities, be sure to give plenty of advance notice and reminders. Help the student in preparing for the end of the day and going home, supervise the student's book bag for necessary items needed for homework.

Allow for movement. Allow the student to move around or fidget, preferably by creating reasons for the movement. Provide opportunities for physical action - do an errand, wash the blackboard, get a drink of water, go to the bathroom, etc. If this is not practical, then permit the student to play with small objects kept in their desks that can be manipulated quietly, such as a soft squeeze ball, if it isn't too distracting.

Let the children play. Recess can actually promote focus in children with ADHD so don't use it as a time to make-up missed schoolwork or as punishment as you might for other students.

Focus on the Positive

Establish a positive relationship with students who have ADHD. Greet them by name as they enter the classroom or when calling on them in class. Create a class bulletin board for posting students' academic and extracurricular interests, photographs, artwork, and/or accomplishments.

Provide frequent, positive feedback. Students with ADHD respond best to feedback that is immediate. Use positive praise, such as "You're doing a great job" or "Now you've got it." If a student's answer is incorrect, say, "Let's talk this through" or "Does that sound right to you?"

Ask questions rather than reprimand. If the student misbehaves, in class, ask, "Is that a good choice or a bad choice?" The student will get the message that his behavior is inappropriate.

Partner with Parents

For best results, teachers must partner with the parents to ensure that their child is ready to learn in the classroom. Here are some guidelines to share with the parents of your students with ADHD:

Communicate regularly with the teacher about problems.

See that your child's ADHD medication is working effectively at school and during homework sessions.

Help your child organize papers for evening homework and prepare for the next school day.

Watch your child put completed homework in the proper folder.

Monitor completion of work in the classes that he is in danger of failing.

Save all completed homework until the semester is over.

Talk with the teacher about using a daily or weekly report, if needed.

[Your Free Download: The Teacher's Guide to Better Assignments for Students with ADHD]

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Teaching Strategies for Students with ADHD: Ideas to Help Every Child Shine

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Your child's teacher is your partner in a fair and equitable education, but does she have the ADHD tools she needs? The following ADHD teaching strategies will help all students - but especially those with ADD - learn to the best of their ability in any classroom.

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Lesson Plan: Films and Television
Grade Level: 9-12
This lesson explores the influence of media on attitudes about disabilities. This lesson also facilitates discussion among the class while, in addition to an assignment that encourages discussion outside of the classroom about specific media that has affected views on disability.

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Grade Level:1-2
This lesson is geared to introducing students to a disability that may have resulted from an accident. The teacher begins by giving examples of a disability, and then having the students identify similar examples in their lives. The lesson then has a series of questions that can be posed to have children reflect on how those people that have a disability are similar to themselves, helping to remove any stigma at a young age.

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Objective

Introducing the term disability to young children can help them understand that disabilities can result from an accident or illness.
Introduction
A disability is something that makes walking, talking, hearing, seeing, or touching more difficult for some people. Many people with disabilities live in your town, go to your church, and go to your school. Some examples of disabilities include:

a grandmother who wears glasses

a father who cannot see

a boy who cannot hear

an adult who walks with crutches or a cane

A person with a disability is not a bad person and their disability is not contagious. What they have is not going to spread to you or those around them.

Activities

1. Start a discussion with the following questions: "Do you know anyone who cannot use all of their body parts?" (Students may recognize more readily those in a wheelchair or another type of device that helps someone walk) "How are the similar to you?" "What CAN they do?"

2. Discuss disabilities in more detail. Some discussion starters: "What does 'blind' mean to you?" "What does 'deaf' mean to you?" "Is blindness/deafness always a disability?" "Can you always tell if a person has a physical disability?" "Is it always obvious?"

3. Have students draw a person of someone who wears glasses, uses crutches, or sits in a wheelchair. Have some of the students share their pictures and explain what tasks may be difficult for the person in their picture.

4. Gather some pairs of earmuffs and have students take turns wearing them. Play some music that your class is familiar with. Ask them to try and listen to the music and describe what they hear/don't hear. Have a class discussion after everyone has had a turn about what it would be like to not have clear hearing.

Books for Sharing with the Class

1. I Have Sister - My Sister is Deaf by Jeanne Whitehouse Peterson and Deborah Kogan Ray (362.42 P485i)

2. The Berenstain Bears and the Wheelchair Commando by Stan and Jan Berenstain (Fiction: Berenstain)

3. A Show of Hands by Mary Beth Sullivan and Linda Bourke (419.7 S951s)

4. Some Kids are Deaf by Lola Schaefer (362.42 S294s)

5. Being Deaf by Linda O'Neil (362.42083 O58b)

6. Susan Laughs by Jeanne Willis and Tony Ross (Picture Book Willis)

This post is part of the series: Disability Awareness

Series of Articles to help young students understand disabilities and become accepting of those that live with them.

1. Sameness and Differences: Building Disability Awareness

2. Lesson on Disability Awareness: What Can Our Bodies Do?

3. Lesson III: What is a Disability?

4. Lesson IV: What is it Like to Have a Disability?

5. Lesson Plan: How do People With Disabilities Function on a Daily Basis?

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Lesson Plan on Disabilities for Young Students - What is a Disability?

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Introducing the term disability to young children can help them understand that disabilities can result from an accident or illness. Introduction A disability is something that makes walking, talking, hearing, seeing, or touching more difficult for some people. Many people with disabilities live in your town, go to your church, and go to your school.

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Grade Level: K-5
This lesson is another introductory type lesson to explore the meaning of ableism and physical disabilities. While it does single out physical disabilities from mental or emotional disabilities, the lesson outline can be used to discuss all types of disability. Provides opportunities for meaningful discussion among students.

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This lesson is part of the series, Picturing Accessibility: Art, Activism and Physical Disabilities.

Vocabulary

ableism [ EY buhl iz uhm ] (noun) prejudice against a person or group of people because of a disability

physical disability [ FIZ i Kuhl dis uh BIL uh tee ] (noun) something about a person's body that gets in the way of his doing what is expected of him by the world around him

accessibility [ ek sess uh BIL uh tee ] (noun) the quality of being possible to get into, use, make use of

equity [ EK wih tee ] (noun) the quality of being fair, impartial, even, just

Procedure

Chart ideas shared with the class by students. ( Note: If students bring up emotional and learning disabilities, allow them to share their ideas about how these issues are similar and/or different, and keep track of their comments and questions to address or develop. Explain that these issues are important, but in this lesson you are thinking particularly about physical disabilities.)

1. Explain to students that you will be talking about issues facing people with disabilities. Ask students to share what they already know about disabilities. If they are hesitant to answer, prompt them with the following questions

What is a disability?

Who decides whether something counts as a disability?

What problems might or might not people with disabilities face?

2. Divide students into four groups and give each group a vocabulary word from the Glossary section. Provide students with the definitions as well. Have groups spend about 5 minutes discussing the meanings of their words, using them in sentences and thinking of questions they might have about their words. Then challenge them to come up with a way to present and explain their words to the other groups. Have students come back together and present their words. As groups present, allow other students to ask questions and discuss any complicated issues that arise. For example, make sure students understand that there is nothing shameful in discussing disabilities. If you think that students are prepared to understand this concept, you can also explain and discuss the idea that disabilities are in society and in a lack of accessibility, rather than in individuals themselves.

3. Read aloud the children's book you selected for the lesson. As you read, ask students to jot in their notebook ideas or stereotypes about disabilities the author might be challenging. Encourage students to record their own opinions, then pause and allow them to turn and talk to partners,. When the book is complete, lead the class in a discussion based on their observations.

4. Ask students to share what questions they have about disabilities, accessibility and equity. Chart their questions, and remind them that no question is too simple. After students are finished sharing questions, have them brainstorm ways they might independently research answers to their questions, and chart these next to the questions. Leave the chart on display for future reference.

5. To close the lesson, have students go around in a circle. Each student should use one of the vocabulary words in a sentence or question that makes sense to them.

Additional Resources

For a comprehensive and detailed account of disability rights movements, see Joseph Shapiro (1994), No Pity. A few guides for talking to children about disabilities can be found here and here.

Activities address the following Common Core Anchor Standards for Language Arts and Social Studies: CCSS: L.3.4, L.3.6, RL.3.1, RL.3.7

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This lesson is part of the series, Picturing Accessibility: Art, Activism and Physical Disabilities.

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The museum itself is located in New York, but the website that they have published has many different resources that can be used in the classroom, such as a virtual tour of the museum and lesson plans for various grade levels.

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Read the visually captivating and chilling historical book, Szabo-Perrcelli and Dave Mack-Hardiman. This beautiful yet heart-breaking book recounts how and why Craig Colony came to be and how it became a nightmare. Purchase your copy of The Colony Chronicles by Char The Colony Chronicles at our museum store or online here.

Olivia the Bully is our top-selling book published by the Museum of disABILITY History! Author Engelic Everett is committed to making the world a better place for everyone, especially those with disabilities. The book is available at our store and online.

Museum in the Spotlight

The Museum of disability History was "In the Spotlight" in an article on pages 20-21 in the recent edition of AmeriDisability Magazine.
To view click here

Special Exhibit!

Suitcase Exhibit Finds a Home- "The Lives They Left Behind: Suitcases from a State Hospital Attic" exhibit will be on display at the Museum of disABILITY History, 3826 Main Street, Buffalo, NY, beginning on October 20th, 2018. The exhibit features the suitcase of Mr. Lawrence Mocha, thanks to the support of his family and the New York State Museum.

It's amazing what's inside.

A project of People Inc, the Museum of disABILITY History proves that everything is possible. It is a trusted, go-to resource for anyone that is looking to learn about the history, challenges, and achievements of people with disabilities over the past few centuries.

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Read the visually captivating and chilling historical book, Szabo-Perrcelli and Dave Mack-Hardiman. This beautiful yet heart-breaking book recounts how and why Craig Colony came to be and how it became a nightmare. Purchase your copy of The Colony Chronicles by Char The Colony Chronicles at our museum store or online here.

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All My Stripes by Shaina Rudolph and Danielle Royer

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All My Stripes by Shaina Rudolph and Danielle Royer

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This book is about Zane the Zebra who feels different from the rest of  his classmates because of his "autism stripe." His mom helps him realize his unique strengths.

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Best Friends: A Pop-Up Book by Sheri Safran

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Best Friends: A Pop-Up Book by Sheri Safran

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This book is about a girl and her best friend, who is in a wheelchair. The book shows the two friends spending time together and using their imagination to have fun.

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Children's Book Review: Best Friends: A Pop-Up Book by Sheri Safran, illus. by Mark Chambers. Tango (IPG/Trafalgar Sq., dist.), $15.99 (16p) ISBN 978-1-85707-711-7

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A cheerful cartoon girl in pigtails recounts the pretend games that she and her best friend, James-who is in a wheelchair-play together, their actions brought to life by pop-ups and other interactive

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We'll Paint the Octopus Red by Stephanie Stuve-Bodeen 

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We'll Paint the Octopus Red by Stephanie Stuve-Bodeen 

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This book is about a young girl, named Emma, whose baby brother is recently born. She talks about everything that she wants to do with her new brother. She finds out from her parents that he has Down Syndrome. Emma is still excited to have the baby brother she dreamed of. The book includes a Q&A at the end of the book about Down Syndrome for children.

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As six-year-old Emma anticipates the birth of her new baby brother or sister, she vividly imagines all of the things they can do together. Emma feels ready to be a big sister! Then when the baby is born, her dad tells her that it's a boy and he has something called Down syndrome.

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Andy and His Yellow Frisbee by Mary Thompson

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Andy and His Yellow Frisbee by Mary Thompson

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Andy is a boy with Autism who spends most of his recces by himself spinning a Frisbee. A girl notices him playing by himself and becomes his friend. This story is told through the perspective of Andy's older sister to give a different view and to give more information on Autism.

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7 Children’s Books That Help Kids Understand People Affected By Disabilities

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These 7 kids’ books feature main characters with physical or mental handicaps — and each teaches acceptance and perseverance while telling a great story.

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This book is about a girl named Susan who isn't any different from others. It shows her swimming, working in school and playing with her friends. At the end of the book, it reveals that she uses a wheelchair. This story shows that her physical disability cant hold her back from doing what she enjoys.

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Susan laughs, she sings. she rides, she swings.She gets angry, she gets sad, she is good, she is bad...Told in rhyme, this story follows Susan through a series of familiar activities. She swims with her father, works hard in school, plays with her friends -- and even rides a horse.

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5 Types of Adaptions for your Inclusive Classroom

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5 Types of Adaptions for your Inclusive Classroom

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This website provides 5 ways to make sure everyone in the classroom is included, whether they have a disability or not. Some examples are giving the student more visuals and graphic organizers or giving them the option to listen to audio-recorded task steps instead of oral instruction.

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In past posts, we've talked about universal design for learning (UDL) as a highly effective framework for teaching all students. As author Whitney Rapp says in her book Universal Design for Learning in Action:

"An environment that is universally designed for learning includes everyone and prepares everyone to be inclusive and think inclusively. It shows students that everyone is different, everyone has strengths, and everyone has needs, and that is okay. It shows students there are multiple ways to be successful, multiple ways to solve problems, and multiple ways to learn from mistakes."

Part of teaching and planning with a UDL lens is recognizing what each of your learners needs to be successful. That means adapting and customizing aspects of your activities and lessons-and offering multiple ways for students to learn and show what they know.

Today's post brings you five approaches for adapting instruction in your inclusive classroom, so students with and without disabilities can participate and learn academic content. Adapted from Rachel Janney & Martha Snell's practical guide to these strategies can be used in any combination to best meet the needs of your individual learners. Try these in your classroom, and let us know which adaptations have worked best for your students!

Alter the instructional arrangement

Groups of the same size don't always work for all students. Keep an eye on what types of arrangements different learners respond to best. Here are some options for adapting the arrangement of students during classtime:

Let your student work in a group of three when most of her classmates work in groups of four or five.

Have your student team up with a peer partner when most of his classmates are working individually.

Add variety to small-group work: when most classmates are working in student-directed small groups, have the student and a few selected classmates work in a small group that you sit with and help support.

Alter the physical or social environment

A student's surroundings can have a huge impact on how he or she learns. Be mindful of and responsive to students with sensory and attention issues, and make changes to the learning environment to meet their needs. Some examples:

Give your student the choice to sit at a table instead of a desk (or vice versa).

Get your student a larger (or smaller) desk, depending on her preference.

Let students with sound sensitivities work in a particular part of the classroom, such as a "quiet space" or study carrel.

Give easily distracted students the option of sitting at a desk closer to the board. You could even arrange for the student to complete certain tasks in another part of the school campus, such as the media center or outdoors.

Alter your methods and materials

Multiple means of engagement and representation are two pillars of the UDL framework. When you teach a new lesson, offer your learners many different ways to engage with and absorb the content. For example:

Incorporate more visuals to present content in different ways, such as maps, pictures, drawings, objects, or videos.

Use graphic organizers to arrange key points in a way students can easily grasp.

Provide additional models or demonstrations for students who need extra support during the lesson.

Select concrete materials instead of symbolic representations, or illustrate symbolic representations with concrete examples.

Make the most of whatever technology is available to you-enhance your lesson with whiteboards, streaming videos, or remote clickers.

Check for understanding more frequently, using methods that require active responses from your students. For example, try asking questions about the lesson material and have your class vote on the answers.

Provide students with differentiated reading material based on their reading level and/or interests.

Make content easier to learn by giving your student enhanced texts in which key parts are highlighted, pictures or symbols are added, and/or text is enlarged.

Alter the process or task

For some learners, you may want to modify or reduce the requirements of assignments. And be sure to give all your learners multiple means of action and expression (the third pillar of the UDL framework). Let them show what they know in a variety of innovative ways, depending on how they best express themselves. Some examples:

Have your student follow written, pictorial, or audio-recorded task steps instead of giving them oral instructions.

Modify essay assignments-instead of writing an essay, your student could demonstrate understanding of the content by completing a chart, developing a text-to-speech presentation, or creating an outline.

Reduce the number of items students are expected to complete. For example, your student can receive the same math worksheet as the rest of the class, but you can ask him to complete only the odd-numbered items.

Give your student the option of using the same materials as the rest of the class, but in a different way. On a math worksheet, she could locate and mark certain numerals instead of completing problems.

Suggest note-taking helpmates such as guided notes or a slot-note note format, so students can more easily record and recall key information.

Allow for more creative ways for students to show what they know. Artistic students might build a model, create a poster, or draw a map a in place of a written assignment.

Alter the level of personal assistance

For learners who need extra support with some tasks, enlist helpers such as peers, a special educator, or a paraprofessional. They can provide assistance in a variety of ways, depending on the learner's needs:

Have the helper model the steps of a task before the student performs them on her own.

Encourage helpers to provide additional prompts (verbal, gestural, or partial physical) when students need them.

Assign the helper to complete some of the task steps with or for the student.

Ask the helper to give the student immediate feedback and additional encouragement to reinforce successes.

What are your favorite strategies for adapting materials, tasks, assignments, and the learning environment? Share your ideas in the comments below!

For more guidance on check out the book (free excerpt at the link!)

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5 Types of Instructional Adaptations for Your Inclusive Classroom - Brookes Blog

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In past posts, we've talked about universal design for learning (UDL) as a highly effective framework for teaching all students. As author Whitney Rapp says in her book Universal Design for Learning in Action: "An environment that is universally designed for learning includes everyone and prepares everyone to be inclusive and think inclusively.

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This video is a bunch of kids talking about things they wish their teacher knew about them. This video focuses mostly on ADD?ADHD and other mental disabilities like Autism and other things like that.

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Dear Teacher: Heartfelt Advice for Teachers from Students

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This video shows a variety of disabilities and how people want you to treat them.

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In this video a young boy talks about what its like to have Autism.

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This video is about some children in India with disabilities who talk about what its like to have a disability and how lonely it can be.

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Listen Up! Children with disabilities speak out

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This video talks about inclusion in classrooms. It talks about what it means to include them and why it's important to include students as much as possible.

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Sorry, we can’t find the page you are looking for. As we continue to keep our site up to date, this page may have been moved or updated.

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Strategies for Teaching a Child With Disabilities

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Strategies for Teaching a Child With Disabilities

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This article starts by explaining specific disabilities and terms. It explains ways to keep attention of those students with disabilities.

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Learning disabilities are surprisingly common. They are a result of differences in brain structure but do not relate to intelligence, behavior, or focus.﻿﻿ In short, they are differences that make it difficult to succeed in a typical American school, though they may have relatively little impact on tasks of daily living.

What Are Learning Disabilities?

According to the website LDOnline, the most common learning disabilities include:

Dyslexia: A reading disorder

Dyscalculia: A mathematical disability

Dysgraphia: A writing disability

Auditory and Visual Processing Disorders: "Sensory disabilities in which a person has difficulty understanding language despite normal hearing and vision."

Nonverbal Learning Disabilities: A neurological disorder that causes problems with "visual-spatial, intuitive, organizational, evaluative and holistic processing functions."

Often, students with learning disabilities will have an Individualized Educational Program or 504 Plan which details teaching accommodations. These are usually similar to the general suggestions offered below.

How to Help Children With Learning Disabilities Succeed in School

Most instruction at home or in school can be adapted to accommodate the needs of students with learning disabilities such as dyslexia or other learning problems. These strategies can be used to modify instruction in most subject areas to improve students' comprehension of tasks and the quality of their work.

These approaches, incidentally, can also be helpful for most students who prefer a clear, structured educational program.

Set the stage for learning by telling children why the material is important, what the learning goals are, and what the expectations are for quality performance.

Use specific language. Instead of saying, "do quality work," state the specific expectations. For example, in a writing assignment, a teacher might grade based on correct punctuation, spelling, and the inclusion of specific points. If your child does not understand what his teachers expect of him, contact the teacher and ask for details you need to help your child. Suggest the teacher may want to begin posting that information on a school website so others can use it as well.

Teachers should develop a scoring guide, share it with students, and provide models of examples of each level of performance.

Never use a student's work as a public example of poor work for the class to see. This is humiliation, and it has no place in any classroom or home.

Have the student repeat back the instructions for a task to ensure he understands. Correct any miscommunication before he begins the actual work. Check back on the student as he works to ensure he is doing the work correctly. Prompt him as necessary to ensure that he corrects any mistakes before he finishes.

Clearly define classroom expectations for work and behavior. Post them, and use them as a basis of all interactions and class projects. Making your requirements a part of the classroom or homework routine will help the student meet expectations.

Use graphic organizers to help students understand the relationships between ideas.

Instruction should include specific, step-by-step instructions that are explicitly stated by the teacher and modeled for the student.

Create models of quality work that students can see and analyze. Include both spoken and written explanations of how the work fulfills academic expectations.

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The Best Strategies for Teaching a Child With Learning Disabilities

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Learning disabilities are surprisingly common. They are a result of differences in brain structure but do not relate to intelligence, behavior, or focus.﻿﻿ In short, they are differences that make it difficult to succeed in a typical American school, though they may have relatively little impact on tasks of daily living.

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This article has a specific narrative example from a student that has disabilities. It explains what he does and how he acts. They had students at that school pretend that they too had the same disability to try and help the other students understand this individual.

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Looking Past the Disability to the Person

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I do not bark. I do not swing open my mouth and chomp my teeth six times while telling a story. The n-word does not dart suddenly from my mouth. And derogatory comments about gays and lesbians? They do not spew from me.

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This article starts by describing what disabilities are and what teachers should look for to notice if their students have disabilities. It explains that those students will need specialized instruction. Then it describes some ways of specialized instruction. It then goes on to describe gifted students and how to teach them.

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Working with Children with Special Needs

It is inevitable that you will have the opportunity (and pleasure) of working with special needs students in your classroom. You may need to make accommodations for some and modifications for others. Providing for the needs of special education students will certainly be one of your greatest challenges as a professional educator. Consider these tips and strategies.

Jabberwocky

When working with special needs students, two terms you are sure to encounter are accommodation and modification. An accommodation is a device, material, or support process that will enable a student to accomplish a task more efficiently. Modification refers to changes to the instructional outcomes; a change or decrease in the course content or outcome.

Students with Learning Disabilities

Learning disabled students are those who demonstrate a significant discrepancy, which is not the result of some other handicap, between academic achievement and intellectual abilities in one or more of the areas of oral expression, listening comprehension, written expression, basic reading skills, reading comprehension, mathematical calculation, mathematics reasoning, or spelling.

Following is a list of some of the common indicators of learning-disabled students. These traits are usually not isolated ones; rather, they appear in varying degrees and amounts in most learning-disabled students. A learning disabled student ...

Teaching learning-disabled youngsters will present you with some unique and distinctive challenges. Not only will these students demand more of your full-time and patience; but so, too, will they require specialized instructional strategies in a structured environment that supports and enhances their learning potential. It is important to remember that learning-disabled students are not students who are incapacitated or unable to learn; rather, they need differentiated instruction tailored to their distinctive learning abilities. Use these appropriate strategies with learning-disabled students:

It's Elementary

Offer learning-disabled children and students with developmental delays a multisensory approach to learning. Take advantage of all the senses in helping these students enjoy, appreciate, and learn.

For additional information on teaching learning-disabled students, contact the Learning Disabilities Association of America at 4156 Library Road, Pittsburgh, PA 15234; 412-341-1515; www.ldanatl.org.

Students Who Have Higher Ability

Students of high ability, often referred to as gifted students, present a unique challenge to teachers. They are often the first ones done with an assignment or those who continually ask for more creative and interesting work. They need exciting activities and energizing projects that offer a creative curriculum within the framework of the regular classroom program.

Characteristics of Gifted Students

Gifted students exhibit several common characteristics, as outlined in the following list. As in the case of learning-disabled students, giftedness usually means a combination of factors in varying degrees and amounts. A gifted student ...

Teaching Gifted Students

If there's one constant about gifted students it's the fact that they're full of questions (and full of answers). They're also imbued with a sense of inquisitiveness. Providing for their instructional needs is not an easy task and will certainly extend you to the full limits of your own creativity and inventiveness. Keep some of these instructional strategies in mind:

To obtain additional information on teaching gifted students, contact the National Association for Gifted Children at 1707 L Street N.W., Suite 550, Washington, D.C. 20036; 202-785-4268; www.nagc.org.

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Prepare to teach the students with special needs you may have in your classroom using this advice on accommodating and modifying your lessons to meet the needs of everyone. New teachers will find this resource particularly valuable.

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In this article the teacher wanted to bring more awareness to students with disabilities. They compared how students with disabilities are treated to how animals are treated in slaughterhouses. They taught them what disabilities are and to not treat them badly.

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In order to teach tolerance, a teacher must proactively bring in those who are typically left out of the mainstream. With the 2010 release of the HBO movie about her life, Temple Grandin may be going mainstream. But autism remains an enigma to most people.

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This article is talking about the word “lame”. It gives the definition and explains how offensive it is to some people. It uses a specific example of a girl who is in a wheelchair who would be considered “lame” by definition. It is common to use lame as a word such as stupid.

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Teaching Tolerance provides free resources to educators-teachers, administrators, counselors and other practitioners-who work with children from kindergarten through high school. Educators use our materials to supplement the curriculum, to inform their practices, and to create civil and inclusive school communities where children are respected, valued and welcome participants.

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This article starts by giving terminology and types of disabilities. It then tells you how to appropriately find resources for teaching. It gives strategies and ways to include those students with disabilities.

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There is a newer version of this teaching guide. Visit Creating Accessible Learning Environments for the most recent guide on the topic. by Danielle Picard, Graduate Teaching Fellow 2014-2015 Print version   Students of all abilities and backgrounds want classrooms that are inclusive and convey respect. For those students with disabilities, the classroom setting may present…

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IXL | Math, Language Arts, Science, Social Studies, and Spanish

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IXL is the world's most popular subscription-based learning site for K-12. Used by over 15 million students, IXL provides personalized learning in more than 10,000 topics, covering math, language arts, science, social studies, and Spanish. Interactive questions, awards, and certificates keep kids motivated as they master skills.