1. Survey the school to find ways that the school itself can be used to demonstrate obstacles for someone in a wheelchair.
2. Set up obstacles for the students to navigate around while blindfolded or using a wheelchair (examples: moving through student filled hallways, finding an accessible entrance, picking up things off of the ground or reaching objects that are up high.)
3. Set up a specific route through/around the school or classroom that includes various obstacles, have a specific goal in mind such as retrieving a book from the library or getting their lunch in the cafeteria.
4. Schedule the activity, secure equipment, and plan logistics.

1. Explain the activity to the students and demonstrate how to use a guide cane and wheelchair.
2. Have students maneuver a wheelchair or use a guide cane to navigate through the obstacles set up around the classroom or school. The other students should either watch or participate by becoming an obstacle (for example: a crowded hallway).
3. After the activity bring the students back together and have them discuss what they experienced and what they learned from the activity.

1. What are two words that describe how you felt during the activity? Go around the room and have each student share his/her two words.
2. What did you think about while trying to move around in the wheelchair?
3. Was it easy to get around the obstacles while blindfolded and using a guide cane?
4. Did it take longer to complete activities while you were in a wheelchair or blindfolded?

1. Review the following videos about people with disabilities using technology:
   https://www.youtube.com/watch?v=IcUNnnwFm4g
   https://www.youtube.com/watch?v=Bhj5vs9P5cw
   https://www.youtube.com/watch?v=rNV2n8hqF_c
   https://www.youtube.com/watch?v=jYmfrrY4Hfk
2. Select videos or clips to share with students.

1. Show videos or clips about the use of various types of assistive-technology.
2. Discuss how technology can assist people with disabilities. Incorporate a lesson about technology and how it is used in daily life (i.e., iPad, computer, wheelchair).
3. Ask students how technology has changed the way that people with disabilities participate in society.

1. What do you think about how people with disabilities use technology to communicate?
2. How would you play with someone who has a disability?
3. Do you think it is cool that people with disabilities can use technology to participate in different activities?

1. Review video of George Dennehy: http://youtu.be/NvsTspJlGIc
2. Review video of Stevie Wonder: https://www.youtube.com/watch?v=mo6LRLWUMwU
3. Review video of Rick Allen, drummer for Def Leppard: http://youtu.be/bMyOab17LhA
4. Select some recordings of Beethoven, Stevie Wonder, Ray Charles, Rick Allen, and/or George Dennehy to play for the students.
5. If you are using ear plugs instead of cotton balls, make sure that it is safe to put ear plugs in students’ ears. Be aware of any unforeseen issues about tying the student’s arms. Remember that it is the student’s choice to simulate an impairment.

1. Play the music by musicians with disabilities for students.
2. Select a video or clip to share with students.
3. Explain that the selected musicians have disabilities.
4. Give the students musical instruments and play as a class a commonly known song (i.e., Pop Goes the Weasel, Baa Baa Black Sheep, The Wheels on the Bus Go Round and Round). Record the class playing the song.
5. Have each student choose an impairment they would like to simulate (i.e., Tying their arm behind their back, blindfold, put cotton in their ears).
6. Play the song again and record.
7. Play both recordings and have class discussion by using the reflection questions.

1. What do you think about the musicians with disabilities?
2. What do you think of the two recordings?
3. What was the difference in playing the instrument while having your (arm tied behind your back or blindfolded, or cotton in your ears)? (Emphasize that these musicians have practiced)

1. Review simple machines by visiting the following site: https://ees-ecsd-fl.schoolloop.com/simplemachines or by using your teaching resources.
2. Review the following site for information about disability technology and devices: http://www.disabled-world.com/assistivedevices/
3. Gather simple machines for the students to have hands on exploration.

1. Review the types of simple machines with the students. Explain that two simple machines make up a complex machine.
2. Show the students several assistive technology and devices (i.e., wheelchairs, ramps, canes).
3. Divide students into groups of three-four and have them work with simple machines to see how they work.
4. Bring students back into large group to create a list of how simple machines that can help people with disabilities.

1. What simple machine did your group choose?
2. How could this simple machine help those with disabilities?

1. Review the list of story books from the following links:
   http://www.clcd.com/blog/?p=453
   https://www.teachervision.com/learning-disabilities/reading/5316.html
2. Choose two-three story books about people with disabilities. (Relate these books to the disabilities of those who will be on the panel)
3. Contact your local Center for Independent Living or your Community Service Board to ask for recommendations of people with disabilities who can participate on the panel.
4. Determine who will be invited to serve on the panel. Invite people with disabilities at least two weeks before, to participate on the panel. Explain the assignment to the individuals so they will be prepared to answer questions.

1. Read two–three storybooks about people with disabilities several days before the panel.
2. Explain that the students will ask to have people with disabilities on a panel.
3. The day before the panel, ask the students to develop a list of questions about the stories that were read to them to ask the panel.
4. Panel of people with a disability will come to the class to tell their story and answer questions from the students.

1. What did you enjoy about what the panel shared with you?
2. What will you tell your parents that you learned today?

1. Review material regarding dyslexia from the following site: http://www.teachthought.com/apps-2/50-popular-ipad-apps-for-struggling-readers-writers/
2. Review the following site for information and worksheets about dyslexia: http://www.american-dyslexia-association.com/Free/Worksheets.php
3. Print out one or two worksheets for the students.
4. Be aware that you might have students in the class with dyslexia and you might want to explain to these students that you will be talking about this before this activity.

1. Discuss dyslexia and how it might affect people.
2. Review the app with the students.
3. Distribute the worksheets to the students.
4. Students complete the worksheets.

1. What is dyslexia?
2. What did you learn about dyslexia?

1. Review pictures of accessible houses and choose ten to show to students from the following site: https://www.pinterest.com/independence1st/accessible-homes/
2. Search for images of houses on the internet. Select ten houses to show students. (Be sure to choose houses with steps, no ramp, no cut out under sinks, and regular bathtubs.)
3. Create a PowerPoint with the selected pictures.

1. Discuss architecture and how people build houses.
2. Discuss that people require certain designs to live their independent lives (i.e., ramps, roll-in showers, wider doors).
3. Show the PowerPoint with examples of accessible homes and rooms to the students.
4. Have the students identify the differences between the accessible and non-accessible houses.

1. What are differences between the two types of houses?
2. What are the accessible features?
3. Do you or anyone you know have any accessible features in their home?

1. Review the Mouth and Foot Painting Artists Web site. You can access the Web site by using the following URL: http://www.mfpausa.com/
2. Allow 15 minutes to set up and explain how to do the activity, 20 minutes to do the activity, 10 minutes for discussion and 15 minutes for clean-up.
3. Have paper taped to a surface for the students to paint on, and also have non-toxic paint and brushes for students to use (use new brushes or the handles will have been cleaned with peroxide).

1. 1) Show students the video about The Association of Mouth and Foot Painting Artists which can be accessed on YouTube by using the following URL: http://youtu.be/b37uP0OggNw
2. 2) Explain to the students that they will be creating an original painting. The paintings can be any style, but they must create their paintings without using their hands (e.g., using mouth, toes, elbows, or feet).
3. 3) After completing their paintings, students will share their creations with each other and discuss what they learned from the experience.

1. Do you think you can use your body parts in different ways for creating art?
2. What do you think it is like for someone who cannot use their hands for everyday tasks?
3. How could you help an artist with a disability create a work of art?

1. Review the following article about assistive technology devices: http://www.nidcd.nih.gov/health/hearing/pages/assistive-devices.aspx or http://ctdinstitute.org/library/2014-10-13/fact-sheet-assistive-technology-solutions
2. Select pictures of assistive technology devices and make copies or a PowerPoint.
3. Put pictures of assistive technology devices around the room.

1. Divide the students into groups of two.
2. Each group will receive a piece of paper that has different pictures of technology devices.
3. The students will walk around the room to match the picture of the technology device and the identical picture posted on the walls.
4. Once all of the students match all of the pictures. Go around the room and explain the purpose of each item of and how the different technologies work.

1. What did you learn about the assistive devices?
2. Do you know anyone who uses an assistive technology device?

1. Review the following site link: https://www.disabilityisnatural.com/people-first-language.html
2. Review interactive site: http://www.ncld-youth.info/index.php?id=61
3. Choose one timeline that you would like to use. Select 2 or 3 events that you want to focus on during the class.

1. Divide students into 3 or 4 groups.
2. Review the timeline and focus on the two or three events chosen.
3. Explain how people with disabilities lived throughout history and their contributions.
4. Have each group choose one of the events and discuss how they would or would not like to be that person.

1. What event did your group choose and why?

1. Review disability terminology list of words.
2. Develop an age appropriate vocabulary list related to disability.
3. Create a handout of the vocabulary list.

1. Ask students if they know any words that are appropriate to use when talking about people with disabilities.
2. As a class, have a discussion about which of the words are or are not appropriate.
3. Give the students the vocabulary list.
4. As a class develop sentences using each vocabulary word in a positive manner.

1. What kind of feelings do these words bring about?
2. What words did you use before this lesson to talk about someone with a disability?

1. Review the article about People First Language by using the following URL: https://www.disabilityisnatural.com/people-first-language.html
2. Prepare a short presentation on People First Language.
3. Write People First Language on slips of paper.

1. Explain People First Language.
2. Review the list of People First Language.
3. Divide the students into pairs and give them a slip with People First Language.
4. Each pair of students will write a sentence using the People First Language on their slip of paper.
5. Each pair will share their sentence with the class.

1. Why is it important to use People First Language?
2. Was it difficult to put People First Language into a sentence?

1. Review the video that shows blind dancers: http://youtu.be/sxK3OnAqLf8
2. Review the video about Talita dream was to be in ballerina: http://youtu.be/cMF376m-PfQ
3. Obtain a CD with the sound track from “The Jungle Book.”
4. Choose one of the videos to show during class.
5. It is important to let the students choose to be blindfolded and you should not single them out if they choose not to.

1. Show the video about blind dancers.
2. Divide the students into two groups. One group will be blindfolded and the other group will observe.
3. Students will listen to the music and move their body “in place” to express how the music makes them feel.
4. When the music stops the students will sit down in the circle.
5. The groups will change places and follow steps 3-7 above.

1. How did the music make you feel?
2. What do you think of the way the students danced while being blindfolded?

1. Review “Definitions of Communication Disorders and Variations” by American Speech-Language-Hearing Association (ASHA): http://www.asha.org/policy/RP1993-00208/
2. Develop note cards with simple phrases and questions (e.g., I need to go to the bathroom, may I get a drink of water, my name is_____, will you help me, my favorite TV show is_____, can you help me with _____.).
3. Make sure that none of the students have an allergy to the marshmallows. If a student has an allergy, you may substitute cotton balls or gauze to help simulate speech impairment.
4. It is important to let the students choose to participate and you should not single them out if they choose not to.

1. Divide the students into pairs.
2. Have the students wash their hands.
3. Have each student put marshmallows, or other items, in their mouth (cheeks).
4. Give each student a card with a phrase or question they will have to say.
5. Have each pair of students try to communicate with each other what their cards say.
6. After the activity, bring the class back together for a discussion.

1. What was most difficult about the task?
2. How did it make you feel when you were not being understood?

1. Review the book list below and select one to use during this activity.
2. Read the book and select areas that you want to discuss with the class.

1. Read the chosen book to the class or in small groups.
2. Discuss the themes of the book.
3. Consider inviting a person with a disability to be a guest speaker to reinforce the themes of the book.

1. "Hello Goodbye Dog"
2. "Different Is Awesome"
3. "Uniquely Me"
4. "Rescue & Jessica"
5. "My Friend Suhana"
6. "I Talk Like a River” by Jordan Scott and Sydney Smith
7. "The Girl Who Thought in Pictures: The Story of Dr. Temple Grandin” by Julia Finley Mosca and Daniel Rieley
8. "My Three Best Friends and Me, Zulay” by Cari Best and Vanessa Brantley-Newton
9. "Silent Lotus” by Jeanne M. Lee
10. "Look Up!” by Jung Jin-Ho
11. "A Boy and His Jaguar” by Alan Rabinowitz
12. "The Seeing Stick” by Jane Yolen
13. "I Am Just me” by Sky Burke
14. "All the Way to the Top” by Annete Bay Pimentel
15. "The GIrl who thought in Pictures” by Julia Finley Mosca
16. "All My Stripes” by Shaina Ruldoph
17. "Strictly No Elephants” by Lisa Mantchev
18. "Roxy the Raccoon” by Alice Reeve
19. "Don't Call Me Special” by Pat Thomas

People Needed to Organize: Three-Five (Homeroom Teacher)
People Needed to Carry Out: At least two (2) different classes
Recommended Setting(s): Gym or auditorium
Materials Needed: Posters, Equipment, Projectors, etc
Time Needed: 90 minutes

Goal: Teach students about the technologies that people with disabilities use.

Teacher Preparation:

1. Look up a few assistive technologies and videos on how to use them.
2. You could also look up local disability advocates that could come in and talk to students about assistive technologies they use.
3. Organize the gym/auditorium with at least five tables with each table having information about a device and an activity for students to share what they learned.
4. Create “passports” for the students to fill as they go to different stations.

Step By Step Description:

1. Give students their passports and ask them to visit a certain number of stations.
2. After the event, collect students together to discuss what they learned.

Reflection Questions:

1. What was your favorite technology? How do you use it?
2. Do you think everybody can use this technology?
3. Have you seen this technology used before?

People Needed to Organize: Three-Five (Homeroom Teacher)
People Needed to Carry Out: At least four (4) different classes
Recommended Setting(s): Outdoors, Gym, or Auditorium
Materials Needed: Art supplies, Games, Music, Gym equipment
Time Needed: 150 minutes

Goal: Normalize disability with teaching children social skills.

Teacher Preparation:

1. Look up accessible games that have been created by and for people with disabilities.
2. Work these games, dances, art making, etc. into your school’s field day.

Step By Step Description:

1. After students have played in various activities, bring students into a circle, and talk about what activities they liked and how some games were created for people with disabilities.

Reflection Questions:

1. What was your favorite game? Why?
2. Do you think everybody can play this game?
3. Are there games you have played like this before?

People Needed to Organize: One (Homeroom or Arts Teacher)
People Needed to Carry Out: At least four (4) students
Recommended Setting(s): Classroom
Materials Needed: Legos or Building Blocks
Time Needed: 60 minutes

Goal: Teach students about and normalize adaptive technologies while allowing them to use their imaginations and building skills.

Teacher Preparation:

1. Look up 3-5 examples of adaptive technologies to share with the class.

Step By Step Description:

1. Bring students into a circle and begin a discussion about the adaptive technologies you researched.
2. After talking about the technologies, ask students to design their own technology.
3. Have students share their creations and how they work as a class.

Reflection Questions:

1. Have you seen something like this before? How do you think it works?
2. How would you use this?
3. What problem does this solve? Can you think of other ways to solve this problem?

People Needed to Organize: One (Homeroom Teacher)
People Needed to Carry Out: At least four (4) students
Recommended Setting(s): Classroom
Materials Needed: Action figures or dolls that show people with disabilities, or popular dolls and figurines (such as aleXsandro Palombo’s art showing Disney Princesses with disabilities) that show familiar characters with disabilities.
Time Needed: 60 minutes

Goal: Normalize disabilities for young children and build their social responses and manners.

Teacher Preparation:

1. Find figurines that show people with disabilities.
2. Write some skit prompts for students to act out.

Step By Step Description:

1. Students can simply play with the figurines or the teacher can introduce the new toys to the class while asking some reflection questions.
2. Additionally, students could use the figures to act out a play focused on building their social skills.

Reflection Questions:

1. Have you seen a doll like this before?
2. What are some ways this doll is similar to you?

People Needed to Organize: One Elementary and One Middle or High School (Homeroom Teacher)
People Needed to Carry Out: At least four (4) students
Recommended Setting(s): Classroom
Materials Needed: Writing Utensils, Colored Pencils, and Markers, Paint, Paper, Scissors, Glue, other Art Materials, Computer Lab, Library
Time Needed: 45 minutes

Goal: Teach students about disabilities while practicing reading and social skills.

Elementary Teacher Preparation:

1. Collaborate with a local middle or high school class to create a peer-reading program for the students in your class.
2. Assign each of your students a high school peer that will come in on a set day to read to your students.

       High School Teacher Preparation:

3. Research children’s books about disabilities to show your class as examples.

Step By Step Description:

1. Allow high school students to use computer lab/library time researching different kinds of disabilities.
2. Ask students to create a short story for a children’s book and have them illustrate a book.
3. Have students read and share the projects with the elementary school students.
4. When high school students leave, arrange an elementary class in a circle to talk about what they learned.

Reflection Questions:

1. What was your story about?
2. What did you learn?

People Needed to Organize: One (Art Teacher)
People Needed to Carry Out: At least four (4) students
Recommended Setting(s): Classroom or outdoors
Materials Needed: paint, Clay, Paper, Scissors, Glue, Other Art Materials
Time Needed: 45 minutes

Goal: Teach students about artists with disabilities and let them play with making art with things other than their hands to normalize disability.

Teacher Preparation:

1. Look up 3-6 artists with disabilities to teach throughout the school year.
2. Design activities inspired by each artist and how they make art.

Step By Step Description:

1. Bring students into a circle and tell them the story of an artist with a disability.
2. Ask them reflection questions to get them thinking about alternative ways of creating art.
3. Assign the students to make an art project in a way similar to that of the artist they are learning about, i.e. the history of mouth or foot painting.

Reflection Questions:

1. How do you think you could draw a picture without using your hands?
2. Can you think of other ways to make art like [the artist mentioned]?
3. Do you think it would be hard to create art that way? Why or why not?
4. Do you think you would get better with practice?
5. Is this a way to make art you would use again?

People Needed to Organize: One (Homeroom Teacher)
People Needed to Carry Out: At least four (4) students
Recommended Setting(s): Classroom
Materials Needed: Optional posters or other learning materials
Time Needed: 30 minutes

Goal: Help students learn how to politely ask and frame questions about disability, the use of pronouns, and name pronunciations through social interaction.

Teacher Preparation:

1. Look up guides or make posters about subjects like service dog etiquette, introducing yourself, asking if asking questions is okay, and what to do if you do not understand what a person is saying.
2. Prepare a story circle to introduce these topics to students.
3. Design some skits for (upper-grade level) students to perform and act out information.

Step By Step Description:

1. Get students in a circle.
2. Use posters or books to teach students about different social situations while asking them critical thinking questions.
3. Have students perform skits in the circle to create examples of different social situations.

Reflection Questions:

1. What does “polite” mean? Why is this important?
2. How do you start talking to someone if you have questions?
3. Can some questions hurt someone’s feelings? Why do you think that is? How do we make sure we do not hurt someone’s feelings if we have a question?

People Needed to Organize: One-Four (Homeroom or Drama Teacher)
People Needed to Carry Out: At least four (4) students
Recommended Setting(s): Classroom
Materials Needed: Projector, Film
Time Needed: 120 minutes

Goal: Teach students about people with disabilities while teaching them to reflect on the ways disability is popularly conceived.

Teacher Preparation:

1. Look up shows or movies about people with disabilities (Speechless is a good family-friendly option).

Step By Step Description:

1. Screen the film or TV episode.
2. Arrange students in a circle to talk about what they learned.

Reflection Questions:

1. What did you learn from this show/movie?
2. What was the character with disabilities like?

1. Review “Definitions of Communication Disorders and Variations” by American Speech-Language-Hearing Association (ASHA). The paper can be accessed by using the following URL: http://www.asha.org/policy/RP1993-00208/
2. Generate simple sentences that can be acted out without using words (i.e., I’m sleepy or I want a drink of water.) and write these phrases on pieces of paper. (NOTE: Develop a sentence for each student in the class.)

1. Pass out the sentences to each student and ask them to read the questions to themselves but do not share them with each other.
2. Pass out the headphones to half of the class.
3. Ask one of the students to come to the front of the class to help demonstrate the activity. The teacher and student will demonstrate by reading a sample question and acting it out. After the student removes the headphones they should guess what the teacher was trying to communicate.
4. After the demonstration is complete, ask the students to find a partner. In pairs, one student will act out their sentence without using words while the other wears the headphones. The student wearing the headphones should try to guess what the other student was trying to communicate. The students should switch so that they each have a turn acting out a sentence.
5. After each student has a chance to act out a sentence with their partner, the teacher will reconvene the class and ask the reflection questions below.

1. Was it difficult to communicate using this method?
2. What would have helped?
3. How can you communicate with someone who has a difficult time using words to express what they want to say? How could you help the person communicate with others?

1. Review the National Beep Baseball Association Web site by using the following URL: http://www.nbba.org
2. Review Beep Baseball rules by using the following URL: https://nbba.org/rules/
3. Review the video in the step-by-step description below.
4. Setting up the field: Set up two bases consisting of 4-foot high padded cylinders that have speakers that are 100-feet down their respective lines and 10-feet from the foul lines, with a volunteer to stand at each base (base operator). There is no second base.

1. Show the video to the students to allow them to become familiar with the Beep Baseball:
   https://www.youtube.com/watch?v=j77yvacmTqM
2. Students will be divided into two teams.
3. Once the teams are selected, students will pick two people on each team to be a ‘spotter’ and a pitcher.
4. Students will be blindfolded except for the spotters and pitchers.
5. One team goes on the field and the other one will be at the bat.
6. The pitcher will throw the ball, which emits a beeping sound and the batter attempts to hit the ball.
7. The batter is allotted four strikes (swings) before they are out. Once the ball is hit, the base operator activates one of the bases to emit a buzzing sound and the batter must identify the base and run. The runner has to reach the buzzing base before the defense catches the ball.
8. Spotters can help by giving verbal cues.
9. If a defensive player catches the ball before the runner reaches the buzzing base, there is no score and the runner is out. However, if the runner reaches the buzzing base before a defensive player catches the ball then the runner scores for their team. The team rotates after three outs and traditionally the game is played in six innings.

1. Did you think it was hard to hit the ball or find the bases without your vision?
2. Was this as fun as regular baseball? Why?
3. What was it like to be a spotter and be the only person that has vision?
4. How can you be a “spotter” and help your friends who have disabilities, or even the ones who do not, play baseball?

1. Review the following disability history timelines:
   • Disability History Timeline: Resource and Discussion Guide:
     http://www.disabilityhistory.org/timeline_new.html
   • Lives Worth Living - Interactive Timeline: The Disability Rights Movement:
     http://www.pbs.org/independentlens/lives-worth-living/disability-rights-timeline.html
2. Select a timeline of events from Disability History. Write different events from the timeline on pieces of paper.
3. Draw the timeline on the board, but do not write the events on the board.

1. Teach the students about the timeline of events from Disability History.
2. After the lesson, have the students choose partners.
3. Give each pair of students one of the pieces of paper with the Disability History events on them.
4. Have each pair figure out where on the timeline their event happened, and either put their paper on the board, or stand where they should be on the timeline.
5. As a group, have a discussion about some of the events and allow students to talk about how they feel about the events and if they can imagine being involved in the event if they had been around during that time.

1. Which event do you think was the most important in Disability History? Why?
2. What would you have done if you had been around for one of the events, would you have been an advocate?
3. How do you think the people involved in the event felt? Were they angry, happy, sad, passionate or outraged? Why did they feel that way?

1. Be sure to add enough time to obtain the material. You may want to consult with the school OT or PT.
2. Review “Dexterity and Mobility Impairment Fact Sheet” by Georgia Institute of Technology. The fact sheet can be accessed by using the following URL: http://accessibility.gtri.gatech.edu/assistant/acc_info/factsheet_dexterity_mobility.php
3. Set up an obstacle course that the students will have to maneuver through by using obstacles above.

1. Begin the activity by describing the equipment to the students. Ask for a volunteer to help introduce and demonstrate how each piece of equipment is properly used. Safety issues should be emphasized throughout the demonstration (e.g., lean forward in the wheelchair, spatial awareness).
2. Demonstrate how the students are to move through the obstacle course. Each obstacle within the course represents a real life situation:
   • moving up and down curbs
   • reaching for high objects
   • opening and closing doors
   • maneuvering through narrow passages
   • moving through different pathways (e.g., zigzagging between cones)
3. Students will travel through the course in pairs, by means of wheelchairs, petrabikes, walkers and crutches. The pair will change roles after each has completed a tour of the course.

1. What were the most difficult challenges you faced during the activity?
2. What are similar challenges that a person using a wheelchair might find in a daily life?
3. Were there obstacles which were impossible to overcome without asking for assistance?
4. Can you think of other adapted equipment that people with disabilities use in sports or daily life (e.g., guide dog, prosthetic devices, white cane)?
5. How can you assist a person with a disability in an effective way?

1. Review the following articles:
1. “What is Dyspraxia” by Understood. The article can be accessed by using the following article: https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/dyspraxia/understanding-dyspraxia
2. “Fine Motor Skills” by The Encyclopedia of Children’s Health. This article can be accessed by using the following URL: http://www.healthofchildren.com/E-F/Fine-Motor-Skills.html

1. Have students write a sentence of their choosing. The sentence should be at least 10 words long and written in the students’ regular handwriting.
2. Have students tape or rubber band one or two fingers and their thumb together to simulate fine motor skill difficulties and then have them write the same sentence on a different piece of paper.
3. Students will pass the second sentence to another student to see if they can read their writing.

1. If you were living with a fine motor skill disability, what types of accommodations do you think would make it easier for you to write?
2. What do you think it is like for someone to experience everyday tasks without the ability to fully use their hands?
3. How would you help someone who has a fine motor skills disability?

1. Review the Mouth and Foot Painting Artists Web site. You can access the web site by using the following URL: http://www.mfpausa.com/
2. Allow 15 minutes to set up and explain how to do the activity, 20 minutes to do the activity, 10 minutes for discussion and 15 minutes for clean-up.
3. Have paper taped to a surface for the students to paint on, and also have non-toxic paint and brushes for students to use (use new brushes or the handles will have been cleaned with peroxide).

1. Show students the video about The Association of Mouth and Foot Painting Artists which can be accessed on YouTube by using the following URL: http://youtu.be/b37uP0OggNw
2. Explain to the students that they will be creating an original painting. The paintings can be any style, but they must create their paintings without using their hands (e.g., using mouth, toes, elbows, or feet).
3. After completing their paintings, students will share their creations with each other and discuss what they learned from the experience.

1. After this experience how do you think you can use your body parts in different ways for creating art but also in all aspects of life?
2. What do you think it is like for someone who cannot use their hands for everyday tasks?
3. How could you help an artist with a disability create a work of art?
4. How could you help someone with a disability perform everyday tasks such as eating, drinking, school work, etc.?

1. Review “Definitions of Communication Disorders and Variations” by American Speech-Language-Hearing Association (ASHA). The paper can be accessed by using the following URL: http://www.asha.org/policy/RP1993-00208/
2. Develop note cards with phrases and questions (e.g., I need to go to the bathroom, may I get a drink of water, my name is_____, will you help me, my favorite TV show is_____, can you help me with _____.).
3. Make sure that none of the students have an allergy to the marshmallows. If a student has an allergy, you may substitute cotton balls or something else that will simulate speech impairment.

1. Divide the students into pairs.
2. Have the students wash their hands.
3. Have each student put marshmallows, or other items, in their mouth (cheeks) to simulate a speech impairment.
4. Give each student a card with a phrase or question they will have to say.
5. Have each pair of students try to communicate with each other what their cards say.
6. After the activity, bring the class back together for a discussion.

1. What was most difficult about the task?
2. How did it make you feel when you were not being understood?
3. What challenges do you think someone with a speech impairment faces when they try to communicate with others during their daily lives?

1. Review “Famous People with Disabilities” by Indiana Institute on Disabilities and Community. The paper can be accessed by using the following URL: http://www.iidc.indiana.edu/cedir/kidsweb/fpwdinfo.html
2. Review the instructions on how to make a dice by using the following URL: http://www.ehow.com/how_2043989_cubedice-out-paper.html
3. Develop a handout for the students with instructions on how to make a dice.
4. Develop different handouts with names and biographical information of famous people with disabilities. Include six names per handout and enough different handouts for each pair of students in the class to have a different set of names.

1. Teach the students about famous people with disabilities by showing them the Web site or handouts.
2. Divide the students into pairs.
3. Give students the handouts with instructions on how to make the dice and the six names of famous people with disabilities.
4. Each pair of students will make a die with one of the names on each face of the die.
5. Each pair will exchange their die with another pair of students. Students will roll the dice and their partner will find the famous person with a disability on the handout and share facts about them. Each pair should repeat this at least three times.
6. Reconvene the class for a discussion.

1. Who were you most surprised to find out had a disability and why?
2. Does this change the way you think about this person?
3. How do you think this person copes with their disability?
4. Do you think famous people try to hide their disability? Why?
5. How will you look at famous people with disabilities after this activity?

1. Review “Famous with People with Disabilities” by Indiana Institute on Disabilities and Community. The list may be accessed by using the following URL: http://www.iidc.indiana.edu/cedir/kidsweb/fpwdinfo.html
2. Develop the Bingo cards with a famous person with disabilities (from the Web site) on each square.
3. List one fact about each famous person with a disability (from the Web site) on one side of an index card and the name of the person on the other side.
4. Prepare a lesson on famous people with disabilities from the Web site.

1. Give a lesson about the famous people with disabilities from the Web site.
2. Pass out a bingo card to each student with chips or a marker to cover up the squares.
3. The teacher or a student will choose from the stack of index cards and call out the fact about the famous person listed on the card. The students will mark on the Bingo card the name of the famous person that they think the fact applies to.
4. Continue to call out facts until one of the students calls BINGO!
5. Check the student’s card. If they have bingo, the game is over. If not, the game continues until someone has BINGO!
6. After the game is over, lead the class in a discussion about famous people with disabilities and have them answer the questions below.

1. Who were you most surprised to find out had a disability and why?
2. Does this change the way you think about the person?
3. How do you think this person copes with their disability?
4. Do you think famous people try to hide their disabilities? Why?
5. How will you look at famous people differently after this activity?

1. Review “Famous with People with Disabilities” by Indiana Institute on Disabilities and Community. The list can be accessed by using the following URL: http://www.iidc.indiana.edu/cedir/kidsweb/fpwdinfo.html
2. Write names of famous people with disabilities on each section of the beach ball.
3. Make a separate list of the famous people with disabilities and facts under each person’s name.

1. The students will form a circle and the teacher will toss the ball to a student.
2. The student that catches the ball will tell the class the name of the person that’s under their right index finger.
3. The teacher will read a fact about the famous person with disabilities to the class.
4. The student with the ball will toss the ball to another student and the cycle will continue until everybody has a turn or until every fact about the famous people with disabilities has been shared.

1. Who were you most surprised to find out had a disability and why?
2. Does this change the way you think about the person?
3. How do you think this person copes with their disability?
4. Do you think famous people try to hide their disabilities? Why?
5. How will you look at famous people differently after this activity?

1. Review “Disability Culture: A Fact Sheet” by Steven E. Brown. The list can be accessed by using the following URL: http://www.independentliving.org/docs3/brown96a.html
2. Decide what subject matter will be taught during the class and how a poem will fit into that lesson.

1. Have students write a poem about what they think it might be like to have something different about themselves that is challenging. The poem should be about what they think it might be like or about an experience that they think they might encounter.
2. Find a way to include subject matter that the class has been studying. For example, an English teacher might have students focus on inverted syntax, couplets, extended metaphors, or whatever grammatical or literary topic they have been studying.
3. Students will read their poems aloud if they are comfortable doing so.
4. Have a class discussion about some of the issues that come up in the poems.

1. Did writing this poem make you think about dealing with a disability in a different way than you did before?
2. Would you be a different person if you had a disability?
3. Did your poem have a negative outlook or a positive outlook? Why?
4. Does your poem reflect how you see people with disabilities?
5. Do you think it reflects how people with disabilities see themselves?

1. Review “Together We Learn Better: Inclusive Schools Benefit All Children” on the Inclusive Schools Network Web site by using the following URL: https://inclusiveschools.org/together-we-learn-better-inclusive-schools-benefit-all-children/
2. Be prepared to lead a discussion with the students on the topic of inclusion.

1. Write this question on the board, “Do you think the people with disabilities are included in our schools and/or in society? Why or why not?”
2. Students will have 10 to 15 minutes to write as much as they want about what they believe and why.
3. Teacher will ask each student to share their response with the class.
4. Discuss as a group what the students wrote about and how it impacts their daily lives.

1. What does the class think as a whole about the issue of inclusion?
2. How did you feel after the experience of writing about your thoughts on inclusion?
3. Would you have written more about what you think if you had more time?
4. If people with disabilities aren’t included, then how could they be included?
5. Do you have any personal stories or examples about this topic?

1. Review The Family Center on Technology and Disability Web site and read the article “Assistive Technology 101” by using the following URL: http://ctdinstitute.org/sites/default/files/file_attachments/Assistive%20Technology%20101_0.pdf

1. Ask the students to write down their daily routines.
2. Give them a scenario that makes them think about how their daily routine would be different if they had a disability (e.g., if they had to use a wheelchair, cane, or walker) and what accommodations they might need because of their disability.
3. Students should talk about what kinds of technology or accommodations (i.e., curb cuts, ramps, specialized switches, roll in showers, or even an iPad) they think could be used to help someone with a disability.
4. Have students write their responses on the board and discuss as a group.
5. For a Math Teacher, explain how math is used in the design of different accommodations and technology and talk about who might use the same accommodations and modifications as someone who needs them because they have a disability.

1. How has this changed your perspective on disability?
2. Do you think it would be difficult to have a disability without accommodations and technology?
3. Would you want help if you were in one of these situations?
4. Do you think people with disabilities do not ask for help when they need it? Why?
5. Can you think of someone in your daily life that you could help in the future? How would you help them? Would you ask them if they need assistance before helping them?

1. Read “Understanding Dyslexia” by the NCLD Editorial Team by using the following URL: https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/dyslexia/understanding-dyslexia
2. Teacher will develop a power point to share with the class on how text looks to someone with dyslexia. Review Before and After Writing Samples from students diagnosed with dyslexia by using the following URL: http://www.dyslexia.org/before_after.shtml
3. Teacher will develop a handout with writing samples of how people with dyslexia write

1. Using the power point, share with the class the definition of dyslexia and demonstrate how print may look to someone who has dyslexia.
2. The group will look at samples of text without the use of vowels, incorrect spacing, and with words running together.
3. Students will write down what they think each writing sample says. After each student completes the activity, the teacher will reveal what each sample actually says.
4. Students will finish the exercise by writing one sentence about how they felt not being able to read and discuss with the group.

1. How did you feel when the teacher gave you the writing samples?
2. What challenges do you think people with dyslexia face on a daily basis?
3. What do you think would make it easier for a person with dyslexia to read?

1. Reach out to the community about the Inclusion Project (independent living centers, community service boards, Sportable, Commonwealth Autism Services, Arc of Virginia, Department of Aging and Rehabilitation Services, etc.).
2. School Administration should write a memo about Inclusion Project to share with the school on the morning of Inclusion Project.
3. Create and gather materials and decorations for Inclusion Project (pictures/artwork created by people with disabilities, informational posters, wheel chairs and equipment, supplies for each activity, etc.).

1. After the bell rings and all students are in their classrooms, teachers and volunteers should begin hanging signs, instructional posters, decorations, etc. in the hallways around the school.
2. Have a student with a disability who identifies as a self-advocate take over the morning announcements to introduce Inclusion Project to the student body.
3. The student making the announcement should invite students to come out into the hallways to see what the Inclusion Project is all about.
4. Students can read posters and look at all of the decorations on the way to the auditorium for an assembly to kick off the Inclusion Project (maybe have guest speakers and have the band play).
5. Begin the school day of full inclusion.

1. What did you learn from this assembly?
2. What did you learn from the posters and decorations in the hallway?
3. Did you learn anything from the guest speaker(s)? What did you learn?

1. Set up the gym or auditorium for an assembly.

1. Give closing remarks and invite students to share what they learned from the Inclusion Project.
2. Have a guest speaker share their experience(s) with the school.
3. Wrap up the day.

1. What did you learn from the Inclusion Project?
2. Do you think you will be better able to interact with people who have disabilities after your experience today?

People Needed to Organize: Four-Eight (Homeroom Teacher)
People Needed to Carry Out: At least ten (10) students
Recommended Setting(s): Gymnasium
Materials Needed: Decorations, Music
Time Needed: 120 minutes

Goal: To get students integrated without excluding students with disabilities.

Teacher Preparation:

1. Decorations, food, music
2. Find accessible group dances for students to learn

Step By Step Description:

1. Dance!

People Needed to Organize: Two-Three (Physical Education Teacher)
People Needed to Carry Out: At least four (4) students
Recommended Setting(s): Outdoors/Gymnasium
Materials Needed: 1-4 radios/cellphones with music or bells/other noisemakers (keep in mind that many children may have sound sensitivities, cardboard targets, soft baseball-sized balls, or foam archery set, optional blindfolds).
Time Needed: 60 minutes

Goal:  Help students better understand how sports can be made accessible for everyone to participate in.

Additional Information: These sports could become normalized as a regular part of physical education classes.

Teacher Preparation:

1. Draw or paint targets that can be easily moved. A point system could also be used to determine a winner.
2. Download an app with distinct sounds or use some other kind of noisemaker.

Step By Step Description:

1. Divide students up into pairs or teams.
2. One student will be blindfolded. This student is an archer.
3. Have another student set up a target for the archer and play the distinct sound or a noisemaker a safe distance behind the target.
4. The blindfolded student will toss their ball in the direction of the noise.
5. Have students swap roles after three tries.

Reflection Questions:

1. Show students clips or examples of audible archery. Ask them if they know they were playing a game created for people with disabilities.
2. Ask students if they know of any disabled athletes. Do we see a lot of athletes with disabilities in the media? Why or why not?
3. Ask students if they can think of other sports and ways that they could be all-inclusive.

People Needed to Organize: One-Four (Foreign Language, ESL, and/or Special Education Teacher)
People Needed to Carry Out: At least six (6) students
Recommended Setting(s): Classroom
Materials Needed: Optional Notecards, Handouts, etc
Time Needed: 45 minutes

Goal: To help students improve communication skills in a variety of settings.

Additional Information: Politely asking people to repeat themselves, confidence in determining accents, ways to engage with people they have a hard time understanding, and asking for people’s pronouns.

Teacher Preparation:

1. Research ways to introduce your students to different accents, people who speak with assistance, polite ways to inquire about a disability/accent/identity they are seeing for the first time, etc.

Step By Step Description:

1. Present a short lecture to students about the topics listed above.
2. Facilitate students’ inquiries during and after the lecture, encouraging them to ask questions in the classroom setting.

Reflection Questions:

1. How would you describe disability? Have students reflect on the connotations of those words.
2. What do you do when you can not understand what someone is saying? Are you embarrassed if you can not understand them?
3. What do you do when you communicate with someone that does not speak the same language as you? How can you communicate effectively?
4. Do you make sure you are pronouncing someone’s name correctly?
5. How do you know what pronouns to use for someone?

People Needed to Organize: One (Social Studies or History Teacher)
People Needed to Carry Out: At least four (4) students
Recommended Setting(s): Classroom
Materials Needed: Optional Projector to Screen Documentary
Time Needed: 90 minutes

Goal: Help students learn about the history of disability rights and justice in a way that triggers their critical thinking and empathy.

Teacher Preparation:

1. Look up 3-6 events or legislation about disability rights; for example, the section 504 housing sit-in.
2. Write the purpose of the protest/legislation on note cards
3. Find documentaries that students can view after they learn the verdict of their case.

Step By Step Description:

1. Split students into two teams; have one team argue for the prompt and the other team argue against, or have students make up their own solutions after deliberating with their groups.
2. Give students 20-30 minutes to discuss their cases.
3. Students will present their cases in a 5-10 presentation.
4. Play a documentary for the students or facilitate a discussion with them about the real verdicts of their case.

Reflection Questions:

1. What did you learn from this event?
2. Can you think of some rights that you have that others may not?
3. How do we make society equal for all?
4. What are our inalienable rights as citizens? Does everyone deserve these rights unconditionally?

People Needed to Organize: One (Home Economics/Sewing Class Teacher)
People Needed to Carry Out: At least four (4) students
Recommended Setting(s): Classroom
Materials Needed: Fabric and Sewing Supplies
Time Needed: 60 minutes

Goal: To normalize adaptive clothing and teach students to critically think and problem-solve.

Teacher Preparation:

1. Find examples of adaptive clothing or fashion models with disabilities.
2. Create a presentation to share with the class.

Step By Step Description:

1. Share a presentation on adaptive fashion and models representing disabilities.
2. Facilitate discussion around creating clothing for specific purposes with assistive features in mind.
3. Assign students a disability to learn about.
4. Have them sketch out clothing with this disability in mind.
5. Have the students sew and share their designs.

Reflection Questions:

1. Do you see many models with disabilities? Why or why not?
2. How can clothing be used to help address issues people with disabilities run into when buying clothes?
3. What are some features you can think of that would be helpful to a number of people?

People Needed to Organize: One-Two (English or Music Teacher)
People Needed to Carry Out: At least four (4) students
Recommended Setting(s): Classroom
Materials Needed: Paper, Writing Utensils, Instruments
Time Needed: 90 minutes

Goal: Students will express what they think it is like to have a disability through art and imagination. Students who have disabilities will be able to express what it is like to have a disability and possibly make others aware of how they can be included in everyday life.

Teacher Preparation:

1. Review “Disability Culture: A Fact Sheet” by Steven E. Brown. The list can be accessed by using the following URL: http://www.independentliving.org/docs3/brown96a.html
2. Decide what subject matter will be taught during the class and how art will fit into that lesson.

Step By Step Description:

1. Have students write a poem, story, or song about what they think it might be like to have something different about themselves that is challenging. The poem should be about what they think it might be like or about an experience that they think they might encounter.
2. Find a way to include the subject matter that the class has been studying. For example, an English teacher might have students focus on inverted syntax, couplets, extended metaphors, or whatever grammatical or literary topic they have been studying.
3. Students will read their performance aloud if they are comfortable doing so.
4. Have a class discussion about some of the issues that come up in the poems.

Reflection Questions:

1. Did writing this poem make you think about dealing with a disability in a different way than you did before?
2. Would you be a different person if you had a disability?
3. Did your poem have a negative outlook or a positive outlook? Why?
4. Does your poem reflect how you see people with disabilities?
5. Do you think it reflects how people with disabilities see themselves?

People Needed to Organize: Two-Three (Physical Education Teacher)
People Needed to Carry Out: At least six (6) students
Recommended Setting(s): Gymnasium
Materials Needed: Volleyballs, Several Volleyball Nets, Cones, Computer, AV Equipment, Internet Access or YouTube Clip
Time Needed: 60 minutes

Goal: Students will understand how people with physical disabilities can play Volleyball.

Additional Information: Instead of thinking of this as a way to show students that people with physical disabilities can play volleyball, students can learn about athletes with disabilities and recognize that they are prominent in their own achievements. This activity allows students to better understand that seated volleyball and other adapted sports are valid. Ideally, these sports can become normalized as a regular part of physical education classes.

Teacher Preparation:

1. Review the Sitting Volleyball in the United States Web site by using the following URL: http://www.sittingvolleyball.org. Watch the video on the home page.
2. Review Sitting Volleyball rules by using the following URL: https://sittingvolleyball.org/rules/
3. Set up the playing court by placing the cones at the corner of the boundaries. The regulation sitting court size is 6 x 10m. Boundary lines are included in the court. The centerline divides the court into two courts, 6 x 5m each. The net is 1.15m.
4. Prepare a short lecture or video clip focusing on disabled athletes to introduce the game.

Step By Step Description:

1. Show the students the video on the Sitting Volleyball in the United States Website.
2. Review the rules of Sitting Volleyball with the students.
3. Divide into either two or four teams (depending on the class size), choose referee and ball chasers.
4. Play a volleyball match (the winner is the first team to reach 10 points or the team has the most points after 20-minute).
5. Once the game is over have the students gather and talk about their experience playing Sitting Volleyball.

Reflection Questions:

1. What was it like to play volleyball from a seated position? How did you adapt to playing Seated Volleyball?
2. Do you think this is a game people without disabilities can play?
3. Do you know any famous athletes with disabilities?
4. What are some other ways popular sports could better accommodate people with disabilities?
5. How can you help people with physical disabilities to strive in a sport in your private or public school systems?

1. Review the video by using the following URL: https://www.youtube.com/watch?v=jCgUOFHXBOw
2. Decide whether you want to show the whole video (5:39) to the class or a clip of your choice (ex. 0:42-1:00-frontflip).
3. Set up computer and AV equipment and load the video.

1. Show the students the video.
2. Students will write a short response on how the video made them think differently about people with disabilities (infuse what the students are learning in English class such as syntax). Give the students 30 minutes to complete this step.
3. Ask the students to share what they wrote with the class by asking the reflection questions.

1. After watching the video do you think the individual has a disability?
2. How did you view change after watching the video?
3. Does everyone have abilities?

1. Obtain hand mirrors and paper that can be used for this activity.
2. Review “Understanding Dyslexia” by the National Center for Learning Disabilities Editorial Team by using the following URL: https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/dyslexia/understanding-dyslexia
3. Prepare the information you will share with the class.
4. Prepare handout for students with numbers words and/or pictures.

1. Talk about what Dyslexia is and how it affects people in their daily life.
2. Teacher will give each student a paper placed face down (with numbers, words, and/or pictures on it) WITHOUT looking at the paper, the mirror, a separate blank sheet of paper.
3. Students will use the mirror to look at the numbers, words, and/ or draw pictures.
4. They will draw what they see in the mirror.
5. After 15-30 minutes the students will stop and compare their writing/drawing to original paper.
6. Students will discuss what they learned from the activity and will discuss dyslexia and how it affects people in their daily life.

1. What is dyslexia?
2. Do you know someone who has dyslexia (be aware if you have someone with dyslexia in your class, do not embarrass them)?
3. What are some tools someone with dyslexia can use?
4. What did you learn from this activity about dyslexia?

People Needed to Organize: One-Two (Physical Education Teacher)
People Needed to Carry Out: At least four (4) students
Recommended Setting(s): Classroom
Materials Needed: Computer, AV equipment, Internet Access or YouTube Clip
Time Needed: 30 to 60 minutes

Goal: Normalize disability and present it as something that is not a barrier.

Additional Information: Chris Nikic could be a great example as he is seen as a person capable of conquering impressive feats that people without disabilities attempt. Students could also learn about sporting organizations like No Barriers and Sportable.

Teacher Preparation:

1. Find interview clips of Chris Nikic to share with the class or coordinate with an athlete with disabilities to do a live talk with the students.

Step By Step Description:

1. Show students the clips of Chris/No Barriers/Sportable.
2. Students will discuss their experiences and answer the following reflection questions.

Reflection Questions:

1. What was your favorite part of the video?
2. Is it strange to see someone with a disability doing what Chris is capable of? Why or why not?
3. Why do you think we do not know more famous athletes with disabilities?

1. Review the Ted Talk video by using the following URL: https://www.ted.com/talks/maysoon_zayid_i_got_99_problems_palsy_is_just_one?language=en
2. Review the article “Facts About Cerebral Palsy” on the Center for Disease Control Web site by using the following URL: http://www.cdc.gov/ncbddd/cp/facts.html
3. Decide if you are going to show the whole video or just parts of the video.

1. Show students the Ted Talk video or clip.
2. Have a class discussion about the video.
3. Optional: Have the students write a short essay that synthesizes the class discussion.

1. What problems did Maysoon discuss during the video?
2. What did you think about her experience with her family?
3. How do you think Maysoon handled the multiple issues in her life?
4. What are some of Maysoon’s accomplishments?
5. Why do you think Hollywood and casting directors do not hire actors with disabilities?

1. Print or be prepared to show the picture of Nick Vujicic’s full body on the projector. Click on the following URL to see the picture: http://www.todayonline.com/sites/default/files/styles/photo_gallery_image_lightbox/public/16108630.JPG?itok=AyFeufcC
2. Review the video about Nick and decide whether you want to show the whole clip or just part(s) of the clip. Access the clip by using the following URL: https://www.youtube.com/watch?v=1lrXTvOTncU

1. Show students the picture of Nick.
2. Have students write down what they think of Nick; what is he capable of, what do they think he does, etc.
3. After they have written down a few ideas, show students the YouTube clip of Nick.
4. Have students compare what they initially thought about Nick to what they think after seeing the clip.

1. What did you first think of Nick?
2. Are you surprised that he is able to play soccer and other sports?
3. How did your opinions of Nick change after seeing the video?
4. Did you like what he had to say about body image? Do you feel more confident after seeing the video?
5. In the video, Nick talks about marriage. If you were old enough, would you consider marrying someone with a disability?

People Needed to Organize: One-Two (English Teacher)
People Needed to Organize: At least four (4) students
Recommended Setting(s): Classroom
Materials Needed: Paper Bags, Slips of Paper, Chalk, Pens
Time Needed: 30 to 60 minutes

Goal: Students will learn to use People First and Identity First Language, develop sensitivity around questioning people with disabilities, and critical thinking to learn autonomously about disabilities.

Additional Information: For the purpose of intersectionality, this activity could also address the use of gender pronouns, race and nationality, and name pronunciation..

Teacher Preparation:

1. Review the article about People First Language by using the following URL: https://www.disabilityisnatural.com/people-first-language.html
2. Prepare a short presentation on People First Language and Identity First Language.
3. Find at least five different articles about people with disabilities by doing an internet search.
4. Put the class into teams (half focusing on People First Language and the other half focusing on Identity First Language) and have them read the articles to see if they can pick out the use— or non-use— of People First Language.

Step By Step Description:

1. Teach students about People First and Identity First Language.
2. Divide the class into groups and give one of the articles to each group.
3. Have each group read the articles and decide whether or not People First/identity First Language is used.
4. After each group has time to read and discuss the article, bring the class back together.
5. Have each group give a brief summary of their article and explain whether or not People First/Identity First Language is used in the article and why.
6. If the article gives enough detail about the individual for students to form an opinion of the individual, have the students discuss what they thought about people with disabilities before reading the article and after reading the article (Note: If the individual in the article has accomplished something that someone might not think is possible because of the individual’s disability if the individual is a victim of a crime are they more sympathetic).

Reflection Questions:

1. Was it easy to separate the words that brought up positive images from the negative ones?
2. Do you think you can use People First/Identity First Language when communicating with others?
3. What are the differences between People First/Identity First Language?
4. What terms have you heard that refer to individuals with disabilities? Are these terms appropriate or inappropriate? Why?
5. Do you think it is important for reporters and journalists to use People First or Identity First Language? Why?

In-class/Homework: Have each student explain People First Language to 3 different people (e.g., friend, parent, family member) and then have them talk about what they learned from teaching others during the next class.

1. Review disability terminology.
2. Review the article “Disability-Friendly Terminology” by using the following URL: https://disabilityinfo.org/fact-sheet-library/information-referral/disability-friendly-terminology
3. Develop a vocabulary list related to disability.
4. Optional: Give students a homework assignment to research disability-friendly terminology and bring in a list of words that they think are appropriate.

1. Teacher will ask students if they know any words that are appropriate to use when talking about disability (If the optional homework assignment was given, ask students to share what they found).
2. As a class, have a discussion about which of the words are or are not appropriate.
3. During or after the discussion, teacher will share with students the vocabulary list that they came up with.
4. Discuss what images are portrayed by each term that the students came up with or that were introduced by the teacher.

1. What kind of research did you do to find your words?
2. What kind of feelings do these words bring about?
3. What words did you use before this lesson to talk about someone with a disability?

1. Review “Famous People with Disabilities” by Indiana Institute on Disabilities and Community. The Web site can be accessed by using the following URL: http://www.iidc.indiana.edu/cedir/kidsweb/fpwdinfo.html
2. Watch Stella Young’s TED Talk by using the following URL: http://youtu.be/8K9Gg164Bsw. (You might want to share with the class that Ms. Young unexpectedly passed away on December 6, 2014)
3. Review the video to make sure that it is appropriate to share with your high school students.
4. Prepare a brief presentation about famous people with disabilities to deliver to high school students.

1. Have the students write down their impressions about people with disabilities.
2. Teach students about famous people who have disabilities from “Famous People with Disabilities.”
3. Show students the Ted Talk video.
4. Have the students look at what they wrote down at the beginning of the class and discuss what they learned from the presentation and the videos.

1. Based on this video, how do you feel that people with disabilities are thought of by society?
2. Did the video change how the students think about people with disabilities?
3. Did you learn any new information about people with disabilities?

People Needed to Organize: One-Two (Drama Teacher) from 2-4 highschools
People Needed to Carry Out: At least eight (8) students
Recommended Setting(s): Classroom or Auditorium (as a part of an assembly)
Materials Needed: Script, Props, Costumes
Time Needed: 60 Minutes

Goal: Students will gain critical thinking skills and disrupt norms of classical works and representations of disabled people in media and art.

Teacher Preparation:

1. This activity can take place in one school or between two or more schools as a competition.
2. Find a play or film that is centered around a character with disabilities. The Miracle Worker or Judy Huemann’s biography, for example.
3. Give the students the script for homework and the set of reflection questions below.
4. Facilitate a discussion about how the disabled character is portrayed.
5. Ask students to rewrite the play or film and design questions to facilitate a discussion with their audience after they perform their skit.

Step By Step Description:

1. Give the students the script for homework and the set of reflection questions below.
2. Facilitate a discussion about how the disabled character is portrayed.
3. Ask students to rewrite the play or film and perform it.
4. Have the students design questions to facilitate a discussion with their audience after they perform their skit.

Reflection Questions:

1. How is the character portrayed positively? Negatively?
2. What are some other examples of disabled characters you have seen in movies or other media?
3. Have you seen many disabled people playing people with disabilities in the media?

1. Review “Famous People with Disabilities” by Indiana Institute on Disabilities and Community. The Web site can be accessed by using the following URL: http://www.iidc.indiana.edu/cedir/kidsweb/fpwdinfo.html
2. Create a list of famous people who have disabilities that student can choose from the Web site.
3. Determine how many class periods that this assignment will take and what type of report (e.g., written report and/or PowerPoint).

1. Introduce the class to the assignment by explaining that people with disabilities lead productive lives in their communities.
2. Have each students pick one of the people from your list.
3. Students will research the person and what they have accomplished and how the disability played a role in their life.
4. Students will write a short report or create a power point on the person that they selected.
5. Student will give a presentation to the class about the person they chose.

1. What famous person were you most surprised had a disability?
2. Are there any people in your communities with disabilities that you know of?

1. Review “Blindness and Low Vision: Fact Sheet” by using the following URL: https://nfb.org/fact-sheet-blindness-and-low-vision
2. Set up a large square on the floor with various non-breakable items laid out inside the square.
3. Optional: Have someone who is blind participate in the class; they could talk to the class before the activity and participate in the discussion after the activity.

1. Instruct students to pair up and talk to each other to learn each other’s voices.
2. Have one student in each pair put on a blind fold.
3. One student from each pair will stand on one side of the square while the other student who is blindfolded will stand on the opposite side of the square.
4. The students without blindfolds will try to direct their partners across the square without stepping on any of the obstacles in the square.
5. Once the students have made it across, they will switch positions so that the other student will be blindfolded and cross the square while their partner guides them with their voice.
6. After the activity is completed, the students will come together as a class and discuss what the experience was like for them and what they think it would be like to be blind.

1. What was the hardest part of communicating with your partner?
2. What were some strategies that you used to try and get through the obstacle course?
3. What do you think it would be like to be blind?

1. Review the Mouth and Foot Painting Artists Web site. You can access the web site by using the following URL: http://www.mfpausa.com/
2. Allow 15 minutes to set up and explain how to do the activity, 20 minutes to do the activity, 10 minutes for discussion and 15 minutes for clean-up.
3. Have paper taped to a surface for the students to paint on, and also have non-toxic paint and brushes for students to use (use new brushes or the handles will have been cleaned with peroxide).

1. Show students the video about The Association of Mouth and Foot Painting Artists which can be accessed on YouTube by using the following URL: http://youtu.be/b37uP0OggNw
2. Explain to the students that they will be creating an original painting. The paintings can be any style, but they must create their paintings without using their hands (e.g., using mouth, toes, elbows, or feet).
3. After completing their paintings, students will share their creations with each other and discuss what they learned from the experience.

1. After this experience how do you think you can use your body parts in different ways for creating art but also in all aspects of life?
2. What do you think it is like for someone who cannot use their hands for everyday tasks?
3. How could you help an artist with a disability create a work of art?
4. How could you help someone with a disability perform everyday tasks such as eating, drinking, school work, etc.?