Menu for Reading Dots and Talking Fingers/Exploring Exceptionalities

SEW 2010 for K-1 and 2-3 students

Debbie Carden

Concepts

Sensory Impairments (focus on hearing and vision)

Physical Impairments

Cognitive Impairments/Autism

Guiding Question

How are people with exceptionalities/disabilities like us and how are they different?

Unit Summary:

In this unit, students will learn about exceptionalities and disabilities in human beings. The main goal of this unit is to make students more comfortable around people who have disabilities. A secondary goal is to introduce students to professions that they may be interested in that work with individuals with disabilities. Hopefully, this unit will give students an appreciation for people who have a disability. The first week will concentrate on vision and hearing impairments and the students will learn some Braille and Sign Language. They will simulate various levels of vision impairments (using special masks that allow them to see as someone with different types of visual impairments would see) and deafness (with earplugs and computer simulated hearing impairments). They will also meet a teacher who is legally blind and her guide dog. The second week will concentrate on physical disabilities. They will simulate physical disabilities and try walking on crutches, using a walker, and using a wheelchair. They will also try painting without using their hands to paint. They will meet a person with a disability who leads an active life. The last week will concentrate on cognitive disabilities and autism. The students will learn about alternative and augmentative communication devices. They will learn about inclusion and extended standards that students with cognitive disabilities work on in schools. They will learn about the sensory needs of children with Autism Spectrum Disorders and watch a video showing students with Autism. They will meet a person who trains people with cognitive disabilities for jobs in the community. Type I

• Read a biography on a person with an exceptionality (Helene Keller; Stephen Hawkings; Louise Braille...) in order to see that contributions that people with exceptionalities can make and to spark an interest in learning more about a particular famous person or his or her exceptionality.

• Read a picture book about exceptionalities (My Brother Ian; My Friend Has Down Syndrome; Don’t Call Me Special....) in order to learn more about exceptionalities and see the positive and negative things associated with each exceptionality, to build tolerance and understanding, and to spark an interest for learning more about a particular exceptionality.

• Guest Speakers (Gillie Presley and Roxie/teacher who is blind and guide dog; translator and a person who is deaf; Laurie from VSA--Very Special Artists; wheelchair basketball player; Bill Nibblet/job coach; Someone from Arts and Autism; David K- M/person who is wheelchair bound with limited use of one arm; Audiologist; Speech Language Pathologist; Geneticist...) to help students feel more comfortable around people with exceptionalities or to give them some ideas for professions

• Interest Centers to spark interests in a particular disability or give students an idea of items that may be invented to help people with exceptionalities

• Hearing Impaired (hearing aids, cochlear implant, model of an ear, audiometer, TTY, sign language cards and books...) • Vision Impaired (cane, magnifiers, Braille books, ball and Frisbee for visually impaired, Braille slate and stylus, drawing board for raised drawings...) • Physical disabilities (AFOs, walkers, wheelchairs, crutches, alternative communication devices; prosthetic leg; utensil holders ...)

• Cognitive Disabilities (Picture Exchange System/PECS, extended standards; dyslexic/mirror writing; covered overlays for reading; learning kits for students with mental retardation/autism...)

• Disability Simulations (take simulated deafness spelling test; spend a day in a wheelchair; simulated complete blindness, tunnel vision, peripheral vision, blindness with light perception, and stereo vision glasses; try to do things one handed or no handed; obstacle course with various disabilities worked in) to understand what a person with a disability goes through on a daily basis

• Watch Kids on the Block puppet show on internet or in person if possible to explain exceptionalities, show how to deal with people with exceptionalities, and build interest for a possible Type III project in puppetry

• Watch Sound and Fury to introduce students to the controversy over cochlear implants and help explain the deaf culture

• Watch The Miracle Worker so students can see what living with two sensory impairments was like for Helen Keller and see how she overcame these disabilities • Take a field trip to Sprayberry to observe some of the specialized equipment and hopefully meet students with exceptionalities to increase tolerance and perhaps give ideas of Type III projects that might help students at Sprayberry

• Go on a scavenger hunt to see what kind of things we can find that help people with disabilities that are there thanks to the laws to help people with disabilities (list of things like curb cuts, Braille on signs, ramps, etc.)

Type II

• Make letters with a Braille slate and stylus to see how people with visual impairments write and read (Academic)

• Model all of the letters of the sign language alphabet to recognize how people with hearing impairments communicate through finger spelling (Academic)

• Perform a song in sign language to express the meaning behind the song without words (Communication #6)

• Use picture symbols to express needs or wants without words as students with severe autism, severe mental retardation, and certain motor disabilities must do (Communication #6) • Perform a hearing test and a vision test (Academic)

• Compare viewpoints of people with differing views with one of numerous controversies involved surrounding various issues in people with exceptionalities (inclusion, miracle cures for autism, sterilization of severely retarded adults, cochlear implants for deaf individuals.....) using CoRT OPV (other people’s views)

• Consider all factors when looking at a decision a family has to make about their child who has a disability (such as where their child should go to school, if they should have a certain operation, how to care for siblings...) using CoRT CAF (consider all factors)

• Appraise the ramifications of being confined to a wheel chair by using a CoRT PMI to list the positive, negative, and interesting aspects of being confined to a wheelchair

• Think of many, varied and unusual ways to communicate without the use of your voice as a person with severe autism, severe mental retardation, or severe motor disabilities might have to do. (Productive Thinking)

• Think of many, varied and unusual items or objects that could help a person with a disability. (Productive Thinking)

• Use decision making to to choose the song to sign for our SEW open house (Decision Making)

• Give many, different words to describe the uniqueness of people (Communication #1) • Give many, varied single words to describe how you would feel if you had a certain disability (Communication #2)

• Give many, varied single words to describe how you would feel if you had a sibling with a certain disability (Communication #2)

• Plan a network of questions for our various guest speakers (Communication # 5)

• Create a plan for Type III projects using Planning Chart in “Extras” (Planning)

Type III

• Create an invention to help someone with a disability

• Write or illustrate a children’s book about a disability

• Write a book report on a person with a disability

• Write a book report on a career option for working with people who have disabilities

• Create a public service video to explain a disability or tell people how to act around people with disabilities

• Interview a person/persons with an exceptionality

• Do a play or puppet show explaining an exceptionality

• Start a local Kids on the Block Puppet Troupe

• Find a mentor to shadow who works with exceptional individuals in a capacity that you are considering working in

• Find a mentor to shadow who is a guide dog trainer

• Write a book then either translate it to Braille or audiotape it for someone who is unable to see

Extras

Planning: Type III Project

1. What will you be doing for your 2. What materials will you need for your Type III Project? project?

3. List the steps, in order, that you will 4. List any problems that you think need to take for your project: could happen during your project: * Think of ways to improve your plan and write them in a different color on your planning chart.

Lesson Plan: Type II Process

Enrichment Activity For SEW: Using A Slate and Stylus

In my summer enrichment workshop (exploring exceptionalities) I plan to teach the students how to do Braille using a slate and stylus. The students will learn how Braille has to be entered backwards (from right to left) and how the letters have to be written in a mirror image when using a slate and stylus. They will use the backwards Braille chart as a reference and will be taught how to use the stylus to poke holes in the index paper with the stylus. The will practice writing their names and “secret message” to their friend.

Objectives:

1) Learn to use a slate and stylus 2) Learn the Braille alphabet

Resources:

• Braille slate for each small group of students • Braille stylus for each small group of students • Index cards for slates • backwards Braille chart for students to use for Brailling Lesson Plan: Type II Process

Enrichment Activity For SEW: Using a wheelchair

In my summer enrichment workshop (exploring exceptionalities) each student will spend a day in a wheelchair to experience what living with an exceptionality is like. Prior to doing this exercise, they will need to learn how to use the wheelchair and learn safety issues involved in using a wheelchair. They will learn about the breaks on the wheelchair and how they must be on when getting in or out of the wheelchair. They will learn how to use the wheels to propel themselves in the wheelchair. They will learn how to turn and back out. They will go through an obstacle course to learn how to better maneuver the wheelchair and they will practice using the wheelchair in accessible places and in non-accessible places throughout the school building.

Objectives:

1) Learn to use wheelchair

Resources:

• Several wheelchairs • Cones to create an obstacle course SPE 585 CoRT Lesson Plan 1 for SEW Deborah Carden

Name of Enrichment Unit: Exploring Exceptionalities Grade Level: 2-3

Academic Context: My SEW unit is exploring exceptionalities. When learning about exceptionalities sometimes it is necessary to, figuratively speaking, “put yourself in someone else’s shoes” in order to develop tolerance and an appreciation for differences.

Content Objective: Arguably all disability awareness programs advocate for disability simulations such as being in a wheelchair. This idea seems clear-cut but it may actually lead to other interesting ideas if explored more thoroughly. The objective of this lesson is to help students think about their assignments and projects more deeply in order to get more out of them.

Process Objective: PMI (following CoRT procedures)

Teacher Talk for CoRT application to specific academic context:

“Often as students you are given a project or assignment to do because your teacher thinks it is a good idea for you to do it. Over 20 years ago I was given an assignment to spend a day in a wheelchair. It was one of the most significant experiences of my life, yet many of the students in my class chose not to do it. I liked the idea, even though I didn’t realize how powerful it would be, but clearly others in my class did not. You usually do not have a chance to decide for yourself if you will do an assignment or not, unless you are okay with getting a zero on the assignment. Still, if you explore your assignments in this way, you may not be as quick to judge them as a “good assignment” or a “bad assignment” and you may even think of some interesting things to help you make the most of the lesson. Instead of just telling you to spend a day in a wheelchair, I would like for us to do a PMI to find out what all of you think are the pluses, minuses, and interesting components of this assignment in order to decide if it is something we would like to do. Take about 15 minutes to list the pluses, minuses, and interesting things about the idea of spending the day in a wheelchair for our SEW class. Write down at least two of each and then we will share some of these and decide if this is something we are going to do.”

Activity guide for students is attached.

Exploring Exceptionalities: PMI/Spending the day in a wheelchair

Take about 15 minutes to list the pluses, minuses, and interesting things about the idea of spending the day in a wheelchair for our SEW class. Write down at least two of each and then we will share some of these and decide if this is something we are going to do.

PLUSES MINUSES INTERESTING SPE 585 CoRT Lesson Plan 3 for SEW Deborah Carden

Name of Enrichment Unit: Exploring Exceptionalities Grade Level: 2-3

Academic Context: My SEW unit is exploring exceptionalities. Often parents of children with exceptionalities will make great sacrifices to either “find a cure” for their children or to get the very best education or care for their children that they can get. These parents make decisions based on what they think is best for their children but there are so many factors to consider when making these decisions. In Tuscaloosa, we have an early intervention program for exceptional students that serves as a model program for early intervention programs all over the United States and in other countries. Many people pack up their family to move to Tuscaloosa just so their babies or young children can take part in the RISE program. Students here may think that moving here for RISE is not a big deal but they are not looking at all of the sacrifices that may take place for a family to make that move.

Content Objective: When a family has a baby who is born with a disability or becomes disabled, there are countless difficult decisions for them to make. Few of these decisions have easy answers and most require sacrifices to be made. The objective of this lesson is to help students see that there are numerous factors to consider when making a major decision and that being the parent of an exceptional individual may involve making some really difficult decisions.

Process Objective: CAF(following CoRT procedures)

Teacher Talk for CoRT application to specific academic context:

“You have learned about the RISE program for early intervention of children with exceptionalities right here in Tuscaloosa, Alabama. Did you know some people move from places all across the United States so that their children can go to RISE? Take some time to list some of the factors that these families need to consider before moving here so their son or daughter can go to RISE. Take 15 minutes to list as many factors as you can think of that a family needs to consider before making that move.”

Activity guide for students is attached. Exploring Exceptionalities: CAF/RISE

You have learned about the RISE program for early intervention of children with exceptionalities right here in Tuscaloosa, Alabama. Did you know some people move from places all across the United States so that their children can go to RISE? Take some time to list some of the factors that these families need to consider before moving here so their son or daughter can go to RISE.

Take 15 minutes to list as many factors as you can think of that a family needs to consider before making that move.

1. ______

______

2. ______

______

3. ______

______

4. ______

______5. ______

______

* Continue on the back if you would like.

Exploring Exceptionalities Inventory of Interest Development & Enrichment Activity Sampler (*List of items collected so far)

Display background Welcome poster with picture of children with obvious exceptionalities (one in wheelchair, one doing sign language, one with a cane used for blind people) Vision Impaired Mini Center

• an anatomically correct model of the eye • 6 Braille slates and styli • a Braille “eraser” • 2 Braille “cubes” that turn to make the various Braille letters • a Braille box (*see explanation under activity two) • muffin tins and tennis balls (*see explanation under activity two)

• Braille “flash cards” • several Braille posters (one on Louis Braille and two with the Braille alphabet) • a tic-tac-toe set made for people who are blind • a Frisbee for blind people (it has a sound device so they can hear it) • a ball for the blind people (with a bell in it) • a drawing board that makes raised lines that can be felt so people can feel a picture or graph that was drawn

• a Braille “labeler” • a Braille money marker (*see explanation under activity two) • a Braille watch • a cane for the blind • several children's books about Helen Keller and Louis Braille • several Braille books • papers with raised alphabet and the corresponding Braille letter • audio books for the blind (this is being loaned to me) Hearing Impaired Mini-Center

• an anatomically correct ear • several hearing aids (planning to get more with a variety of different types) • ear molds • poster with finger spelling • finger spelling flash cards • sign language number cards • Signs For Me book • My First Book of Sign Language book • Sound and Fury documentary about cochlear implants • pamphlets about Galludet College • pamphlets about Ivy Green

• FM system for classrooms (being loaned to me) • audiometer (being loaned to me) • audiograms and information on how to interpret them Physical Disabilities Mini Center

• wheelchair (hope to have several) • walker • crutches • alternative communication devices (several low tech and high tech) • prosthetic leg • several utensil holders and bent utensils • Stephen Hawking book Cognitive Disabilities Mini Center

• picture exchange system • extended standards • covered overlays for reading • over a dozen “learning kits” for educational and prevocational activities for students with severe cognitive disabilities

• catalogs of special equipment for students with cognitive disabilities Library of Children's’ Books

• The Secret Code • Someone Special Just Like You • Nathan’s Wish: A Story About Cerebral Palsy • My Brother Ian • My Friend Has Down Syndrome • Rolling Along: The Story of Taylor and His Wheelchair • Special People, Special Ways • Don’t Call Me Special

• My Friend Isabelle • Different Just Like Me • Different and Alike • I’m Deaf and It’s Okay Selected Teacher Resource Materials

• Smith, C, Lentz, E. M., & Mikos, K. (1988). Signing Naturally book and video. San Diego, CA: Dawn Sign Press. • Prior, J. O. (2000). Thematic Unit: Appreciating Differences. Westminster, CA: Teacher Created Materials, Inc.

• Curran, E. P. (2008). Just Enough to Know Better: A Braille Primer. Boston, MA: National Braille Press, Inc.

Web sites • Braille Bug http://www.afb.org/braillebug/ • Braille Book Store http://www.braillebookstore.com/ • American Federation for the Blind http://www.afb.org/ • National Federation for the Blind http://nfb.org • Ivy Green (Helen Keller’s birthplace) http://www.helenkellerbirthplace.org/ • Guide Dogs for the Blind http://www.guidedogs.com • National Deaf Education Center http://clerccenter.gallaudet.edu/Clerc_Center/Information_and_Resources/Info_to_Go/H earing_Loss_Information/Hearing_Loss_Younger_Children.html • Links to lots of sign language sights http://www.listen-up.org/sign.htm • Bandaids and Blackboards (fun stuff for children about chronic illnesses and medical issues) http://www.lehman.cuny.edu/faculty/jfleitas/bandaides/contkids.html • Information and links on all kinds of disabilities http://www.childrensdisabilities.info/ • Autism Society of America http://www.autism-society.org

Books • Fant, B. B., Miller, B., & Fant, L. (2008). The American Sign Language Phrase Book: Third edition. • Charlip, R., Miller, M. B., Ancona, G. (1974). Handtalk: An ABC of finger spelling & sign language. • Gustason, G, Zawolkow, E., Pfetzing, D., & Lopez, L. (1993). Signing Exact English. • Swenson, A. & D’Andrea, F. M. (2002). The Braille Trail: An activity book. • Jeffrey, L. S. (2004). All About Braille: Reading by touch. • Skotko, B. & Levine, S. P. (2009). Fasten Your Seatbelts: A crash course on Down Syndrome for brothers and sisters. • Bleach, F. (2002). Everybody is Different: A book for young people who have brothers or sisters with Autism. • Little, J. R. (1998). Wheelchair Road Racing.

Movies • Autism: The Musical • Sound and Fury • The Miracle Worker • The Horse Boy Concepts

 Physical disabilities and hearing and visually impairments are all ways someone can be differently abled.  Many technology devices are available to improve the quality of life for differently abled people.  Other services and opportunities can be made available to everyone through physical accommodations.  Those with different abilities are often better able to use their available senses.  There are many legal requirements that will continue to change throughout the years that will help improve the life of differently abled people.  All people with disabilities also have abilities in areas, just like people without disabilities.  Differently abled people are LIKE people without disabilities in many ways.  There are a variety of differently able people who have excelled above most people’s expectations for their lives, in many areas.

Guiding Question

1. How are differently abled children like you? 2. What makes someone to be considered differently abled to you? (We all are differently abled in some way; we just all may not need accommodations or special service.) 3. How does the environment challenge people? 4. What makes a good communicator? 5. What makes someone differently abled? Content Resources

1. John Miller is the founder of the Field of Dreams. Field of Dreams is a baseball field located in Northport, Alabama that is altered to benefit differently abled children. The audience could be anybody that is able to drive to the field and watch the children. (Teacher) 2. Biography book on the life of Helen Keller. (I CANNOT THINK OF THE EXACT TITLE AND I LOANED THIS BOOK OUT! SO THAT’S WHY IT’S NOT REFERENCED IN APA STYLE) People could use this to research the life of Helen Keller. The audience is anybody who can read the book and is interested in the biography of Helen Keller. (students or teachers) 3. A show of Hands (say it in sign language). - Sullivan, MB, & Bourke, L. (1985). A show of Hands. New York, NY: Harper & Row, Publishers. - People could use this book to learn the basic words using sign language. The audience is anybody who can read the book and is interested in learning basic sign language. (Students or teachers) 4. Nick’s Kids (article) - Grayson, W. (2010, January 10). Academy sports, nick's kids join to spread support of tide. The Tuscaloosa News, B-9. People could use this article to see how charity events help those that are differently abled. The audience is anybody who can read the article and is interested in charities that help differently able people. (Students or teachers) 5. Reading without seeing (CEC article) - Reading without seeing: Louis Braille and the braille alphabet. (2010). Education World, Retrieved from www.educationalworld.com/a_tsl/atchives People could use this article to see how people “read without seeing.” The audience is anybody who can read the article and is interested in braille. (Students or teachers) 6. Wheelchair basketball players – People could use this resource to come as speakers and talk about recreational activities while being physically disabled. The audience is anybody who is interested in recreational activities with physical disabilities. (teachers) 7. Kathryn “Kitty” Wheeler – “Kitty” is the sign language teacher at UA. Both her husband and ex-husband were deaf. People could use this resource to come as a speaker and talk about and demonstrate sign language and how much you rely on it. The audience is anybody who is interested in sign language and the life of the hearing impaired. (teachers) 8. Decline in Braille- Ford, D.S. (2010). Decline in braille use threatens literacy . Retrieved from http://newsok.com/decline-in-braille-use-threatens-literacy/article/3430908. This article would be a great resource to use when discussing Braille and the decline of it. The audience is anybody who is interested in the decline of Braille.(students or teachers) 9. It’s okay to be different By: Todd Parr – Parr, T. (2001). It's okay to be different. New York: Little, Brown and Company.- This book is a great children’s book to illustrate the different abilities and ways to be different. This audience is students who can read and are interested the different ways you can be different. (students) 10. Audiologist – Communication College – This resource would be great for one of the audiologist to come and speak and discuss the role of audiologist in the lives of differently abled people. This resource would also be great to show the students some occupations that are used to impact the lives of differently abled people. (teacher) TYPE I activities

 Have audio playing of Stevie Wonder, the pianist. (Hearing impaired) Students will observe the music and think about if they were in his shoes, would they choose to apply themselves and focus on their abilities or would they choose to just focus on the negative aspects of their lives. Students will learn that just because someone is differently abled does not mean they cannot excel in life.  Use the brailler and write your name in Braille. (tools and technology) Students will learn how to write their name in Braille and also how to use a Brailler.  Look at the aids that are set up for differently abled people to use daily. (guide stick, hearing aids, brailler, crutches, wheelchairs… Etc…). Make sure you have examined each aid and try to guess what each tool and technology might be used for. ( tools and technology) Students will learn about some of the different tools and technologies that differently abled people utilize daily.  Look at the different examples of letters in the alphabet in sign language, Braille, and English written alphabet and compare. (tools and technology) Students will learn how the differences of the letters in the alphabet look and feel when they are presented in a variety of ways.  Meet Roxie the guide dog. (visual impaired) Students will understand the reasoning for having a guide dog.

Type II activities

 Research Helen Keller by browsing through a variety of websites and/or books to collect information. Write a list of many, varied, and unusual facts about her life. (Role model – visual impaired) Students will learn how to research the topic and also write many, varied, and unusual facts about the life of Helen Keller.  Choose one person who is either visually, hearing, or speech impaired. Go on a web quest and explore the life of the person you have chosen to better understand, life in their shoes. (visual impaired, hearing impaired, and physically disabled) Students will learn how to go on a web quest and what life in the shoes of a deaf, mute, or blind person might be like.  You have learned about a variety of tools and technologies that assist differently abled individuals and also witnessed the students from the engineering department modeling how they design their inventions – now construct your own technology that can also assist a differently abled individual. ( tools and technology) Students will learn how to design an invention to assist a differently abled individual.  Use many, varied single words to describe how you feel after having heard the guest speaker with a disability (or about their disability) (recreation – wheelchair basketball) Students will learn how to used many, varied single words to describe their feelings about a specific topic.  Use any resource that is available to research a famous person that is considered differently abled. You will use the information you collected and perform a live museum – describing the life of that individual. (role model) Students will learn how to collect information from a variety of resources.  Using your forecasting talent, predict many, varied effects that the absence of wheelchairs would have on an individual who is physically disabled. ( recreation – wheelchair basketball/ tools and technology) Students will learn how to predict many, varied effects that the absence of wheelchairs would have on an individual who is physically disabled.  We have gone over the proper procedure for creating interview questions. Now, use those skills you learned to create your own draft of interview questions that you would ask a person who is differently abled. Now find a person that is differently abled to ask your prepared interview questions- see what they wish they had to aid with their disability. ( tools and technology) Students will learn how to prepare a draft of interview questions. Students will learn that they too, can help a person who is differently abled.  We have discussed the procedures for printmaking. Use your printmaking skills and create a piece of art of your choice and write your name on it in Braille. (Tools and technology – Braille) Students will learn how to use their printmaking skills to write their name in Braille.  After reading the Decline in Braille article, Use your forecasting talent and think of many, varied effects it could have on vision impaired individuals if the decline in Braille continues. ( visual impaired – tolls and technology) Students will learn about the many, varied effects that the decline in Braille could have in vision impaired individuals.  Teach a level of listening skills that students who are visually impaired may use. Then have children close their eyes and identify different sounds while only using their sense of hearing. (Hearing impaired - medical) Students will learn how to develop a level of listening skills they did not have before the activity and be able to use those listening skills in order to identify objects.  Research inventions that are used to help differently abled people and write down an example, you think no one else has found. (tools and technology) Students will learn about an invention that is used to help differently abled people.  We know that Braille is written in six cells. You will create cookies and take the circular candy dots and create a six cell matrix on the top of the cookie. Once you have gotten the hang of it, you will then create your own Braille pattern while using the cookies and candy dots. ( Braille) Students will learn that you can make Braille patterns with just about any type of materials.

TYPE III activities

 Now that you have browsed a variety of websites and books on the life of Helen Keller; create a board game with playing pieces in Braille on the life of Helen Keller. ( Braille – role model)  Design a device/equipment to aid a person with a disability. (be specific) ( tools and technology) Present your device/equipment to an expert for evaluation.  Make a slideshow presentation about your invention and imagine that you work for a company that sells medical equipment to doctors and present the device/equipment! ( tools and technology)  Make up a song in sign language and present to “Speak, perform, and Debate” and allow them to critique. ( accommodations – sign language) To play or not to play… The choice is yours…

1. Listen to the audio playing; it is Stevie Wonder playing the piano. Stevie Wonder is visually impaired.

2. Think about if you were visually impaired. TELL YOUR NEIGHBOR how differently you think your life would be. ______

Look at the slate and stylus. TURN AND TELL YOUR FRIEND:  Where you think it came from?  What you think it is used for?  How you think it could help someone? Tools? Technology? Aids?

1. Use your five senses to determine if you think the object could be used as a tool, technology, and/or aid for a differently able person.

2. EXAMINE each tool/technology/ or aid and TELL YOUR FRIEND about what you think life would be like, if your daily routine involved that tool/technology/ or aid. A, ,_

1. Look and COMPARE the different examples of the alphabet in written alphabet, and sign language, Braille.

2. Tell a friend a situation where you think one would be more beneficial than another. Are dog eyes as good as humans?

1. Look at the books provided on guide dogs. TELL a friend:

 What you think a guide dog is used for?  Who/ what would most likely be seen with a guide dog?

 If you think a dog’s vision is better or worse than that of a human.

Annotated Reference List Natalie Newton Exploring Exceptionalities Summer Enrichment Workshop 2010 1. The Council for Exceptional Children

http://www.cec.org This website offers resources for learning about those with exceptionalities, teaching those with exceptionalities, teaching about those with exceptionalities, and more. Great for adults, some students may be interest. Mainly teacher oriented.

2. Deaf World: A Historical Reader and Primary Sourcebook. London: NYU Press, 2001. Print.

This book gives an in depth look into the lives of many deaf individuals of various aspects. I would recommend this for a teacher. Once read, the knowledge will be helpful in teaching deaf students. 3. Deloach, Kathleen. Daniel’s World: A Book about Children with Disabilities. New York: Three Moons Media, 2004. Print.

I recommend this book to both teachers and students. The book takes one by in particular and discusses his disabilities. I think that for students who are interested in learning about exceptional individuals on their own, this book is for them. 4. Flynn, Dale Bachman. A Very Special Athlete. NY: Pearl Press, 2004. Print.

Adds dimension to lessons about exceptional individuals. This book allows students to see how exceptional individuals can accomplish great things. I love this! So awesome to learn from and motivational! 5. Graff, Polly Anne. Helen Keller (Discovery Biographies). United States of America: Chlesea House Publications, 1992. Print.

Biography about Helen Keller. In our state, this book would be especially useful in the classroom. This gave good insight into the life of Helen Keller but I would suggest a more informational book. Great for teachers. 6. Greenspan, Stanley I. I Never Met A Child Who Couldn’t Learn. Cambridge: Da Capo Lifelong Books, 2009. Print.

Motivational book for teachers. For my SEW topic, this is perfect because this is what I hope to teach my students, that all children can learn, we are just different. Every teacher should read this book. Probably too advanced for students to read but students should be taught the basis of this book.

7. “LD OnLine: What is a Learning Disability?” LD OnLine. N.p., n.d. Web 11 Apr. 2010. http://www.ldonline.org/ldbasics/whatisld.

Great resource for both students and teachers (and parents, primarily teachers). Great resource to find out anything you need to know about learning disabilities.

8. Misunderstood Minds: Understanding Kids Who Struggle to Learn. Dir. Michael Kirk. Perf. Chris Bury. Wgbh Boston, 0. Film.

Every teacher needs to read this book. For me this was very helpful for SEW. I hope to give students a sense of understanding towards exceptional learners. This book gave me a deeper understanding of those children, therefore making me better able to explain this to my students.

9. Murrell, Diane. Tobin Learns to Make Friends. Arlington: Future Horizons, 2001. Print.

Perfect for students, younger ages definitely. This book talks about a boy with a disability and deals with social issues between classmates. This book will lead students towards being comfortable with students who have exceptionalities.

10. Notbohm, Ellen. Ten Things Every Child With Autism Wishes You Knew. Arlington: Future Horizons, 2005. Print.

I found this useful for teachers because it allows us a tiny look into our autistic students, making us better able to teach and understand them. Having this understanding in our classroom is important for the general learners because they, too will begin to understand the exceptional learner. For teachers.

11. O’Neill Linda. Being Blind (Imagine(Vero Beach, Fla.).). New York: Rourke Publishing, 2000. Print.

Articles from blind individuals. This article made me put myself into the shoes of other people. The book discusses the hardships of being blind, progress that has been made for and by the blind community, and more. I enjoyed reading this immensely.

12. Rodriguez, Jessica. What Every Person Needs To Know About People With Disabilities: Overcoming Attitudinal Barriers Towards People With Disabilities. -: Authorhouse, 2008.. Print.

Favorite book for SEW! Recommended for teachers. Seeing as how I want to instill a sense of acceptance in the students at SEW, this book gives me the outlook and resources to do that. Every teacher, special education or general education, should read this! Contents of Interest Center 1. A laptop that will play videos in the interest development center that are related to the topic.

2. “The Miracle Worker”, a Disney movie portraying the life of Helen Keller. 3. Various hearing aids, new and old. Students will note how they have changed over the years. 4. Crutches so that students can experiment with hindrances with walking. 5. Wheelchair 6. Pictures of those with exceptionalities, beating the odds! I would like to use pictures that show how those with exceptionalities should not be held under the stereotype that they often receive. 7. Magazines and newspapers related to those with disabilities 8. Brochures about assistance for those with exceptionalities and about professionals in the field. 9. Braillers 10. The five senses a. Perfume b. Guess what’s in the box (tactile) c. Magnifying glass d. Noodles (tactile) e. Earplugs f. Grapes g. Sand, rocks, ice (tactile) h. Dum-Dum sucksers, many flavors to appeal to the sense of taste 11. Glasses, magnifying glasses, and magnifying shields 12. Books in brialle 13. Cupcake tin and tennis balls 14. Leg braces 15. Walker 16. Hellen Keller/picture of a water pump 17. Picture of dog and leash (guide dogs) 18. Maze 19. Sports Equipment 20. Art by those with disabilities 21. Children’s book that introduce exceptionalities 22. Candle 23. Picture puzzle 24. Sign language pictures/videos/books 25. Instructions for activities to do TALENTS UNLIMITED LESSON PLAN PreK K 1 2 3 4 5 6 7 8 9 10 11 12

Productive Thinking Communication Forecasting Single Words Something Causes Transformations, Identification of Single Words Feelings Effects Items, Strategies, Design, Topics, Similes Locations/Sources, Functions/ How Others Feel Planning Recycling, Examples, other Networks Without Words Decision Making

Motivation Introductory Midway Follow-up

Academic Context: Summer Enrichment Workshop Exploring Exceptionalities Favorite Activities

Thinking Process Warm-up: Review theforecasting five decision skill 2,making effects. skills.

Teacher Talk “ HearingToday you aids will are makea widely a decision used technology. on the activities The very that first you hearingwould like aids to were do in created class one during day the this 1500s week. and Here they are were yourmade choices: of wood. Make Use forecastinggreeting cards activity using #2 finger to create painting many, techniques, varied effects while of blindfolded, the invention or ofwithout the hearing using aid.some Write of your motorpredictions skills; first make and a thenbook we that will appeals share tothem all fivealoud.” senses; go to centers that allow you to experience some of the hardships of being disabled; and creating a flipbook showing the advances in technology for the disabled. Some questions to help you decide on the best activity for you are written on your chart as well. Let’s talk about the answers to the questions to help you in making your final choice. Mark YOUR answer in the chart as we talk about each alternative and question. Now circle your best choice and be ready to share aloud your many, varied choices and I will write your answers on the board. Then, as a class we will decide the three top activities and we will do those this week!”

Student Response Delivery System Organizational Strategy Oral Total Group Pictorial With Labels Small Group Written Individual Psychomotor Reinforcement Praise students for exhibiting the desired Talent behaviors. Praise students for exhibiting the desired Talent behaviors. Note: Extension on back Note: Extension on back Experiencing Hearing Disability through Music Natalie Newton Summer Enrichment Workshop 2010 Grades 2-3 Wednesday 6/16/2010 The purpose of this lesson is to introduce the concept of disability to students by exploring the everyday experiences of people who have a hearing disability. Through hands-on exercises such as using sign language and appreciating music by means of sound vibration, students explore similarities and differences in the daily lives of people with and without a hearing disability. In addition, students are encouraged to challenge assumptions about the abilities of people with disabilities in general. Objectives :

 Students will be able to hear a piece of music, and listen for different sounds and instruments.

 Students will learn the terms disability and hearing disability.

 Students will understand how people with a hearing disability can experience music through sound vibration.

 Students will learn some basic sign language.

 Students will understand how people with a hearing disability perform daily functions.

Assessment:

Formative assessment of group engagement and understanding, with close attention to individual’s to see where they are in terms of engagement and understanding of content. I will do this with direct observation and notetaking.

Attention Grabber

Alarm clock that talks, although it does not directly relate to lesson, it does relate to course and will be a g reat attention getter.

Materials: Moses Goes to a Concert by Isaac Millman, balloons, basic art supplies, chart paper, construction paper, crayons, markers, pencils, stereo with speakers, writing paper

Techniques and Skills: analyzing music, brainstorming, communicating ideas and opinions, cooperative group work, critical thinking, developing a basic understanding of sound and vibration, forming opinions, large group discussion, reading skills, using sign language, writing skills

Key Words: assumption, composer, deaf, disability, hard of hearing, hearing disability, orchestra, percussionist, sign language, sound, vibration

Procedures:

Play a song or piece of music (preferably a cultural piece that represents the ethnic or cultural background of one or more of the students). Ask students to listen to the sounds they are hearing, and to draw or write the sounds and instruments they recognize in the musical piece.

Tell students about the cultural significance of the song or musical piece. Ask students to share some of the sounds or instruments that they heard. Chart responses, and paste up student writings and drawings.

Write the words “HEARING DISABILITY” on a separate piece of chart paper (or chalk board), and ask students: a. What is a disability?

(Explain that a disability is a mental or physical condition that limits a person in being able to see, hear, speak, walk, or learn). b. What is a hearing disability?

(Explain that there are various levels and degrees of hearing impairment. People who are deaf may have either a total or partial inability to hear, but are not assisted by hearing aids; whereas people who are hard of hearing have a partial ability to hear and may be assisted by the use of devices like a hearing aid.) c. Do you think a person with a hearing disability would be able to experience the song we just listened to? Why or why not?

Give each student an inflated balloon. Have each student hold the balloon in their lap, and replay the musical piece from earlier.

(The volume of the music may have to be turned up moderate to loud in order for students to feel the vibrations of the music through their balloons. Students may need to hold their inflated balloon up to the speaker, or place their hands on the speakers, to ensure they can feel the vibration of the music.)

Ask students: a. What was it like to feel the music through your balloon? b. Did some of the sounds feel different to you? How did the sounds feel different from one another?

(Explain to students that different sounds create different levels of vibrations which can be felt through a balloon, or through the playing of an instrument such as a piano or drum.) c. What does this experience tell us about how people with a hearing disability can appreciate music differently? d. How might a person who has a hearing disability be able to play an instrument?

Invite students to join you in reading the book Moses Goes to a Concert by Isaac Millman .

Moses goes on a school trip to an orchestral performance. To the surprise of the children, the percussionist in the orchestra is deaf, just as they are. Moses and the other students not only experience sound and music through vibration and sign language, but discover that they too can achieve anything they put their mind to.]

Ask students the following questions in response to the book: a. How was the percussionist who is deaf able to play in the orchestra? b. What types of things did you learn from this story about people with a hearing disability? c. Do you know any sign language? d. If not, did you learn any sign language from this story?

Have students practice signing words that they are interested in: their name, the song that we are learning (b-i-n-g-o)

Teach students to sign Hello, I am ______.

Ask students to walk around the room introducing themselves using sign language, “Hello, I am [their name].” Explain to students that some people with a hearing disability do not use their voice when they sign, whereas others do, so it is optional for students to vocalize when they are signing.

Ask students how it felt to communicate differently. Explain to students that some people with a hearing disability do not use their voice when they sign, whereas others do. Have students brainstorm other things that people with a hearing disability might do differently, and chart responses. Offer one or two examples from the list below, but allow students to generate as many ideas as possible. i. Waking up to an alarm clock to go to school? ii. Watching TV? iii. Playing games? iv. Talking on the phone? v. Dancing? vi. Going shopping?

After students have had an opportunity to learn more about living with a hearing disability, revisit the list that students brainstormed earlier about daily things that people with a hearing disability might do differently. Ask students if there is anything they want to add or change on the list. Add the following points if not mentioned by students. a. People with a hearing disability can watch TV or movies using closed captioning technology (a system that “captures” words being spoken and displays it as text on the bottom of the screen). b. People with a hearing disability can communicate over the phone using TTY (teletype writer) technology (a system of typing out words over the phone where the words are either read on a lighted screen display or printed on a paper printout.)

We are actually going to do a phone call on IP Relay using TTY. c. In addition to using sign language, people with a hearing disability can sometimes read lips, and can sometimes use their voice to communicate. It is always best to ask in what way a person with a hearing disability would prefer to communicate. When speaking to a person who reads lips, always face the person when speaking, and communicate at a normal speed. d. People that use hearing aids can hear normal tones and voices, so it is important not to raise your voice or shout at a person with a hearing disability.

Wrap up:

Close by asking students: a. What were some of the most surprising things that you learned about people with hearing disabilities? b. How have some of your assumptions or ideas about the abilities of people with hearing disabilities changed? c. What have you learned about making assumptions about the abilities of people with disabilities in general?

(Make point to students that we often assume what people with disabilities can or can’t do, rather than asking and learning how people with disabilities might do things differently.)

Extension Activity :

Have students write a pen pal letter to students at a local school for children who are deaf and/or hard of hearing. Have students express what they learned about people with hearing disabilities, and about using sign language. Have students request in their letter whether they can visit the school for students who are deaf and/or hard of hearing, so that they may learn more about how a school for children with hearing disabilities is both similar and different from their own school.

Brochures on Professionals Objectives: 1. Students will use their productive thinking to create a form of assistance for an individual with exceptionalities.

2. Students will apply their knowledge of the needs of exceptional individuals to create forms of assistance that will benefit the individual.

Procedure: 1. Students will be shown a video of individuals with needs. Some of the videos will show individuals whose needs have been met and other viewing will show individuals who need more assistance.

2. Next, students will use their knowledge from the videos to create a form of assistance for individuals with needs.

3. I will ask students to think of many, varied and unusual forms of assistance that individuals with disabilities could use. Students will be encouraged to choose a disability that greatly interests them and create a form of assistance for that disability.

4. I will say to the class:

a. “Today we will use our productive thinking talent to think of many, varied, and unusual forms of assistance that individuals with disabilities could use. Raise your hand and I will write your ideas on the board. After you have shared your ideas, you will make a sketch or diagram of what you came up with.”

5. Students will draw or sketch their form of assistance and state why they think that this is important.

6. As a class we will discuss the creations.

7. Students will also discuss the hardships that those with exceptionalities face.

Materials 1. Pencils

2. Crayons

3. Paper

4. Dry Erase board and marker

5. Various/random art supplies

6. Talents theme board

Student Evaluation/Assessment 1. Students will be assessed with the results of their productive thinking talents that I will list on the board.

2. Students will be assessed based on their sketches or diagrams.

3. Students will be assessed based on the validity of their creation. a. Is it needed in the world of exceptionalities?

b. Would it actually be useful?

Reflectivity and Self-Evaluation I’m not sure if we were supposed to write pre-formed questions or if we should write questions that pertain to the lesson after we have performed it. I remember going over the questions in class and the examples. I think my confusion is whether or not the questions should be general and determined before the lesson or specific and determined after the lesson. TALENTS UNLIMITED LESSON PLAN PreK K 1 2 3 4 5 6 7 8 9 10 11 12

Productive Thinking Communication Forecasting Single Words Something Causes Transformations, Identification of Single Words Feelings Effects Items, Strategies, Design, Topics, Similes Locations/Sources, Functions/ How Others Feel Planning Recycling, Examples, other Networks Without Words Decision Making

Motivation Introductory Midway Follow-up

Academic Context: Summer Enrichment Workshop Exploring Exceptionalities-Exceptionalities (Disabilities) Making greeting cards while blindfolded.

Thinking Process Warm-up: Review the fivefour planningproductive skills. thinking skills.

Teacher Talk “ Let’sWe used use our productivedecision making thinking talent to think to decide of many, that wevaried, are going unusual to makeways ato greeting create forms card withof assistance finger painting for while blindindividuals folded. with Today disabilities. we are going For instance, to use our we planning have prostheses talent to fordevelop individuals a plan withto follow motor in disabilities, completing braillethe greeting for the cardblind, project. and hearing You will aids plan for thefor hearingthis project impaired, as a group just to(only name six a student’sfew. I want total). you Thereto create will forms be one of recorderassistance to for any completedisability: the motor, four cognitive,sections of or the sensory. planning Raise worksheet your hand as alland of I youwill contribute.write your First,ideas describeon the board. what After your projectyou have is. Second,shared your list theideas materials , you will and make resources a sketch that or you diagram need forabout your what project. you cameThird, up list with. the stepsRemember that you to stretchwill need your to mind followto think to of carry many, out varied, your plan unusual and numberforms of them assistance in order. for Rememberthose with disabilities,that you are thatplanning no one this else as would a group think but of.”you will be making a greeting card on your own. Fourth, list any problems that you have with your plan. Show any changes or improvements in your plan by using a different color pen.”

Student Response Delivery System Organizational Strategy Oral Total Group Pictorial With Labels Small Group Written Individual Psychomotor Reinforcement Praise students for exhibiting the desired Talent behaviors. Praise students for exhibiting the desired Talent behaviors. Note: Extension on back Note: Extension on back What Is It? 1. Take a close look at the object. What could it be? Have you ever seen anything like it?

2. Think of many, varied, and unusual uses for the object.

3.Find out how this object relates to our course, “Exploring Exceptionalities.”

Think of many, varied effects that could be the result if this object had never been invented Show Your Ability 1. Take a look at the Braille alphabet or look in the sign language book.

2. Can you make your name with the Braille alphabet or the sign language alphabet, or both?

3. TRY AND SEE! Type 1 Enrichment Activities SEW Spring 2010 Exploring Exceptionalities Grades 2-3

1. Students will watch all or bits of The Miracle Worker, a Disney movie about the life of Helen Keller. Students will see a deep insight into the life of Helen Keller, an American legacy. Students will be given post-its to make a KWL chart reflecting on the movie. The L section (what the students learned) of the KWL chart will give students a chance to think about what they learned about Helen Keller and blindness during the movie.

2. Students will watch a youtube video of differently abled individuals break dancing. The video will be intended to show students that being disabled does not limit a person in all aspects of their life. http://www.youtube.com/watch?v=0b_9rhnn1r4 3. Students will watch youtube video featuring China’s Performing Arts Troupe. The troupe consists entirely of deaf individuals who perform amazingly to music that they can not hear. Students will see an example of individuals who do not allow their inability to hear hinder them. The video will also allow students to appreciate the performing arts. http://www.youtube.com/watch?v=L3du7uz36V4 4. Students will watch A Day In the Life-Speech Therapist on youtube. The video will give students an inside view from a professional in the field of differently able individuals and the types of assistance available to individuals with disabilities (specifically speech impaired/mute). http://www.youtube.com/watch?v=L3du7uz36V4 5. Students will read an article from cochlearwar.com that discusses the battle between deaf advocates of cochlear implants and advocates of the deaf community, a major issue for deaf individuals. The article will be intended to inform students of the hardships that deaf individuals face. (This can also be linked to other disabilities if students are shown that there are many current issues facing people of all disabilities, not only those that are deaf.) 6. Realia:  Crutches

 Wheelchairs

 Hearing aids

 Brailler

 Sensory items

 Brailled books

 Codes in Braille

 Books about those who are disabled, disabilities in general, and professionals

 Braces

 Walking canes

 Pictures

 Specialized toys/sports equipment

 Brochures about professionals in the field

 Magazines from different associations/organizations

These items will be used to stimulate children’s interest in an interest center or used in the classroom. If used in the interest center, they will be used to stimulate interest. If used in the classroom as an activity they will be used for various reasons, to inform, to teach, etc. 7. Professionals/speakers will be incorporated. The purpose of professionals/speakers is to introduce students to the disability community through a different approach.

 John Barnacastle (principal)

o Sprayberry Elementary . Will answer students questions about any disability, closer to the end of the 3 weeks after students have learned about many/most disabilities. He will also identify himself as a professional working with those with disabilities so that the students know what opportunities are available to them if they have the hopes of working with students who have disabilities.

 Gilley

o Co-worker with GT . Blind

 Will bring guide dog and speak about her life and profession.

 Athletes

o Various athletes with disabilities will speak and show students how those who are differently abled are able to “beat the odds.”

 Still in contact with other speakers. The above are definite.

. Type 2 Enrichment Activities SEW Spring 2010 Exploring Exceptionalities Grades 2-3 1. Students will make Braille cookies. Students will spread peanut butter on top of the cookies. Raisins should be placed on top of the peanut butter in braille letters/symbols. This activity will be used to allow students to practice learning braille. Although this is not very challenging, the goal is to introduce students to braille and let them have fun learning braille. 2. Students will use ping pong/golf balls in a cup cake tin so that students are able to make Braille letters and are able to feel the letters on a larger scale as opposed to normal Braille. This activity will be used to teach students how tedious it is to learn Braille

3. Students will research differently abled people in the arts after watching a youtube video that shows a dance performed by deaf individuals. This will show students that although some have disabilities, they have abilities in many areas also.

4. Students will split into groups and go to centers around the room. Each center will allow students to experience a hardship that differently abled individuals are faced with. This will allow students to have a personal experience with challenges that differently abled individuals are faced with and often overcome.

5. Students will provided with $1, $5, $10, or $20 (fake money). They will have the opportunity to use a money brailler to label their bill. This activity will show how hard it might be to distinguish one bill from another in your wallet.

6. Choose a disability that interests you. Research the professionals in that field. Choose a job that is not widely known. Suppose that you are that professional. Create a brochure as to why your job is important. 7. Productive Thinking: We will be part of a (make-believe) company called “Wheelchair Candy.” We have been asked to create/invent products that can be used on a wheelchair as a decoration or as an aid for the differently abled, or both. Let’s use our productive thinking to think of many, varied, and unusual inventions that we can invent for “Wheelchair Candy.”

8. Students will spend class time or an allotted amount of time as a handicapped individual. Students will use crutches, earplugs, blind folds, wheel chairs, etc. to put themselves “into the shoes” of another individual. After this experience we will use Communication Talent #6 to show their feelings, thought, and needs without using words.

9. You have learned what it is like to have disabilities. It is your turn to have anydisability of your own. Choose your handicap, it may be deaf, mute, blind, sensory impairment, motor impairment, any other physical handicap. Go to the mall, a grocery store, a park, anywhere of your choosing and maintain your handicap. In class, we will discuss your experience.

10. Use forecasting activity #2 to list the many, varied effects of the invention of hearing aids.

11. Use forecasting talent #1 to list the many, varied causes to explain why it has taken so long to incorporate people with disabilities into every aspect of society.

12. Using pictures, create your own flipbook showing advances made in handicap society or shoeing the abilities in disABILITY. You may choose to make your flipbook of a wheel chair basketball team playing basketball or how hearing aids have evolved over the years. Be unique! (Dr. Schlichter asked me to work on this and I am not sure of another direction to take it. Would it be sufficient as an extension or a ‘go to’ in the event that we need something more OR should I not use this at all?)

13. Chart the number of times you are in public areas and find Braille, ramps, elevators, tables that are easy for a wheelchair to fit under, etc. Bring your findings to discuss in class. State if you find these handicap accessibilities to be common or uncommon. As a class we will discuss if those who are differently abled are treated equally.

14. Learn how to communicate with sign language. Try communicating with sign language for a day and note the hardships that you face.

Type 3 Enrichment Activities SEW Spring 2010 Exploring Exceptionalities Grades 2-3

1. Make greeting cards using the finger painting techniques used in class. Sell your cards for $1.00 a piece. The money will go to Sprayberry and Rise to help students who are differently abled.

2. Make a book that appeals to all five senses, except taste. Use visual aids, auditory aids, tactile aids, and smells in your book to stimulate senses. You may choose to incorporate Braille. These books will go to Rise, Sprayberry, or to a friend who has special needs.

3. Using a recorder, read a book of your choice. We will give these recordings to Sprayberryand Rise for their students’ use.

4. Make a video using sign language. Produce a play, sign a song, produce a drama, a comedy,etc. You may even choose to incorporate puppets for younger ages. The videos will be used for those with hearing impairments.