Anti- Bias Lesson by Nhu Vu https://padlet.com/nhuqvu/h1vqadj94hwb0sex Disability in education en-us 2021-10-25 21:28:18 UTC 2021-10-25 21:36:36 UTC hello@padlet.com Video Clip nhuqvu https://padlet.com/nhuqvu/h1vqadj94hwb0sex/wish/1843052047 Video talks about a boy and is given a puppy. They have in common about disability, though. As a result, they are sympathy each other.

]]> 2021-10-25 21:31:35 UTC https://padlet.com/nhuqvu/h1vqadj94hwb0sex/wish/1843052047 Topic: Disability nhuqvu https://padlet.com/nhuqvu/h1vqadj94hwb0sex/wish/1843054120

Jame Banks’ frameworks: Transformative Approach and Social Action Approach
Grade: 4. 

Education plays a vital role in the cultivation of free and empowered individuals that shape democratic, egalitarian societies. However, education and inequality is happening, such as racism, gender issues, and especially disability. First of all, we distinguish between equality (everybody gets the same thing) and inequity (everybody gets what they need). Therefore, I choose transformative Approach to emphasize disability in school 

]]> 2021-10-25 21:32:55 UTC https://padlet.com/nhuqvu/h1vqadj94hwb0sex/wish/1843054120 Role of teachers nhuqvu https://padlet.com/nhuqvu/h1vqadj94hwb0sex/wish/1843059380  As a teacher, in warm-up: what comes to your mind when you hear disability? After, I collect information about their understanding. Next, I explain new words in general about it, including disability vs handicap, ableism (belief that able bodied people are superior to disabled people), and assistive technology. 
Social Action Approach: as a teacher, I call to action to solve the problems. 
  • How to call them: use people first langue "She has a disability”rather than "She is a disabled students"
  • No mention physical condition of able bodied person to apply them
  • Make sure about communication. For example, when an able bodied person greet to shaking hands, make sure that people with a artificial limbs can shake hands. 
  • No touch or lean on the chair or wheelchair without permission. 


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