Students will be given different statistics about disabilities and why learning about disabilities is important. To simulate a physical disability, students are asked to write the name of their school as many times as they can with their dominant and then their non-dominant hand. To simulate a learning disability, students are asked to use their dominant hand, but this time they must write the name of their school backwards (i.e. mirror image) as many times as possible. This simulates the physical aptness, but the difficulty reproducing something that seems unnatural. Students reflect on the difficulties they have by answering several prompting questions.
Students are given a picture of Brian and are asked 5 questions regarding his ability to learn, his job, and hobbies. Next, students watch a video and see how their answers do or do not fit the person Brian is. Students reflect on how their view of people with disabilities changed after watching the video.
Students will use a worksheet to work on matching descriptions of disabilities with the appropriate name. Then the class will discuss right/wrong answers. Students will view a powerpoint of different celebrities and guess whether they have a disability or not. What students find out is that they all have disabilities and they learn what the disability is.
1. Students first engage in reflection about a time when they had their feelings hurt and why, and how name calling makes them feel. Then teachers lead a discussion about whether or not what you call someone affects the way you treat them (for example, when you call someone sir or miss do you treat them differently than you do your friends? If someone is labeled &quot;special&quot; do you treat them differently? 2. To get students to feel what it is like to make forced choices, students engage in a kinesthetic activity where they must make very quick decisions about questions where one option is not necessarily better than the other One example: Would you rather be smart or strong? Would you rather have bad breath or stinky feet? Then teachers lead a discussion about how often times people with disabilities do not get to make their own choices because people want to make the choices for them. 3. Students are given a handout to introduce them to positive and negative words
Presenters: Sara Cook Brian Kajiyama University of Hawaii @ Manoa