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CEC Presentation: Disability 101
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CEC Presentation: Disability 101


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Sara Cook and Brian Kajiyama's presentation.

Sara Cook and Brian Kajiyama's presentation.

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  • 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 "special" 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  
  • Transcript

    • 1. Presenters: Sara Cook Brian Kajiyama University of Hawaii @ Manoa
    • 2.
      • Disability is universal
      • Emergence of Disability Studies as a discipline
        • Interdisciplinary approach
          • Experiential, historical, and cultural perspectives
      • Slow, but gradual, paradigm shifts in attitudes towards disability.
      • Curriculum created for a Interdisciplinary Team Development course at the University of Hawai ‘i at M ā noa
      • Provide educators with a tool to affect the attitudes and awareness of disability.
    • 3. Curriculum Overview  
      • 2.5 hour learning unit.
      • 5 lessons, approximately 30-minutes each
      • Intended to promote disability awareness and sensitivity in youth by developing positive images of people with disabilities.
      • Materials include self-inventory surveys, hands-on activities, and multimedia components.
      • Provides tools to break down stereotypes and create more inclusive and respectful learning environments.
      • Intended for use in middle school and early high school
        • may also be used with adults
    • 4. Lesson 1: Understanding Disability
        • Purpose: For students to experience what it may feel like to have a physical or learning disability
        • Students will :
          • Identify their personal feelings and attitudes regarding disability
          • Learn a basic understanding of what it may feel like to have a physical or learning disability (hands on activity ( writing activity ).
          • Empathize with individuals with disabilities (written reflection)
    • 5.
        • Purpose : to develop positive images of people with disabilities
        • Students will :
          • Share their current perspective on people with disabilities in a safe environment
          • Observe a person with a disability and describe how their stereotypes do or do not fit the person ( Brian K worksheet ).
          • Reflect on how their perception of people with disabilities has or has not changed from watching the video/
    • 6.
        • Purpose: To develop positive images of disability through the use of popular culture
        • Students will:
          • Identify correct definitions and characteristics for different types of disabilities ( matching activity ).
          • Recognize strengths, abilities, and talents of individuals with disabilities ( celebrity worksheet ).
    • 7.
        • Purpose: To illustrate how words can be used to build positive and negative images.
        • Students will:
          • Perceive how labeling can affect attitudes and actions.
          • Understand how people with disabilities may feel when faced with forced choices ( forced choices questions ).
          • Identify words that carry negative connotations for disability status ( power of words ).
    • 8.
      • Purpose: To increase awareness of People First Language.
      • Students will:
      • Use the positive words from previous lesson to create sentences using people first language ( People First Language ).
      • Use words to create positive images with people with disabilities. 
    • 9.
      • Curriculum was piloted on 90 9 th grade students in a social studies class in Honolulu, Hawai ‘ i.
      • Students with and without disabilities from various ethnic backgrounds (e.g. Filipino, Samoan, Micronesian, Hawaiian) participated.
      • Students were given pre/post test to measure disability knowledge before and after curriculum
    • 10.
      • Teacher was given Disability 101 curriculum and was asked to make written comments about
        • The ease (or difficulty) of implementation
        • Student response
        • Whether or not lessons could be completed in the allotted time (30 minutes per lesson).
    • 11.
      • will insert pre/post test results here
      • Teacher reported:
        • She was able to complete lessons with ease
        • Most lessons could be completed in 30 minutes, she would have liked to spend more time with each lesson.
        • Overall, students enjoyed the Disability 101 curriculum and teacher would like to implement again.
        • Recommends adding a mental illness component to the curriculum.
    • 12.
      • Curriculum should be used in other classes and schools
      • More comprehensive measurements are needed to measure curriculum’s success (e.g. course evaluations).
      • Could also be utilized in teacher education programs.