Disability - City of Whitehorse

The WhitehorseDisabilityAwareness KitA Resource Kit forPrimary School Teachers

Table of ContentsAcknowledgements__________________________________________________________1Welcome to The Whitehorse Disability Awareness Kit ___________________________2What is The Whitehorse Disability Awareness Kit?______________________________________________________2Background_________________________________________________________________________________________2How to use this Kit? _________________________________________________________________________________2Section 1: Exploring Attitudes Towards Disability _______________________________3Teacher Information _________________________________________________________________________________4Stereotypes_________________________________________________________________________________________5Activity: Who Does What for a Living?_________________________________________________________5Activity: Stereotype Questions________________________________________________________________6Activity: What does Disability Mean to You?___________________________________________________7Handout: The Power of Language ____________________________________________________________8Activity: Another Look at language: How does the media present people with disabilities?___________9Media Article 1: New Legs for Footy Mad Ahmed______________________________________________________9Media Article 2: Able to Help_______________________________________________________________________10Activity: Letter to the Editor ________________________________________________________________11Handout: A History of Disability ______________________________________________________________12Activity: Stepping Back in Time _____________________________________________________________13Section 2: What Is Disability?________________________________________________14Teacher Information ________________________________________________________________________________15Handout: What is Disability? ________________________________________________________________16Activity: Myths and Reality _________________________________________________________________17Physical Disabilites _________________________________________________________________________________18Activity: The Chocolate Game (with a twist!) __________________________________________________19Activity: Sitting Volleyball ___________________________________________________________________19Sensory Disabilities_________________________________________________________________________________20Activity: Feel Pictures ______________________________________________________________________21Activity: The Braille Alphabet ________________________________________________________________22Activity: Auslan Alphabet ___________________________________________________________________23Activity: Hearing Impairment Activities________________________________________________________24Activity: Find the Lighthouse ________________________________________________________________25Activity: Animal Noises _____________________________________________________________________25Hidden Disabilities _________________________________________________________________________________26Activity: Communicating without words Activity _______________________________________________27Activity: Memory Game_____________________________________________________________________27

Table of ContentsSection 3: Putting Yourself In Someone Else’s Shoes __________________________28Teacher Information ________________________________________________________________________________29Interviews _________________________________________________________________________________________30Handout: Interview with Brooke_______________________________________________________________30Handout: Interview with Aaron________________________________________________________________31Handout: Interview with Rebecca _____________________________________________________________32Handout: Question Time _____________________________________________________________________33Activity: Dear Diary ________________________________________________________________________34Activity: Writers’ Corner ____________________________________________________________________35Section 4: Enhancing Inclusion In Our Community_____________________________36Teacher Information ________________________________________________________________________________37Activity: What is an Inclusive Community? ___________________________________________________38Activity: Making your Presentation Night an Inclusive Event ___________________________________39Activity: Ability Walk _______________________________________________________________________40Activity: How are sports adapted for people who have different disabilities? ____________________41Activity: Becoming a New Inventor __________________________________________________________42Activity: How accessible is your school?_____________________________________________________43Section 5: Resources _______________________________________________________44Teacher Information ________________________________________________________________________________45Organisations ______________________________________________________________________________________46Books _____________________________________________________________________________________________48Multimedia ________________________________________________________________________________________50Videos ___________________________________________________________________________________________50Websites_________________________________________________________________________________________50MetroAccess_______________________________________________________________________________________51Whitehorse City Council has produced this kit for use by your school. We encourage you to use the informationfully in developing curriculum units.You are welcome to photocopy part or all of this kit, or to reproduce it in any format. Please acknowledgeWhitehorse City Council in any reproduced material.

AcknowledgementsSteven Le, Grade 6, from Orchard Grove PrimarySchool, designed the cover of this kit. Joel Pirotta alsoin Grade 6 from Orchard Grove Primary School,designed the cover of the DVD.The art work throughout the kit was kindly contributedby the City of Whitehorse Disability Art Group(OPSACS) and students from the following schools:Orchard Grove Primary School, Mont Albert PrimarySchool and St Thomas The Apostle Primary School.These schools participated in the Disability AwarenessWorkshops conducted by the City of Whitehorse interm 2, 2005.The development of this kit has been made possiblewith the input and support from the following:• Department of Human Services• Mitchell Shire Council for the use of someinformation in their Disability awareness kitreproduced in this kit• The Brain Foundation of Victoria• The Australian Sports Commission, for permission toreproduce some of the information from their‘Getting Ready Kit’• The teachers from Surrey Hills Primary School, MontAlbert Primary School, St Thomas The ApostlePrimary School and Orchard Grove Primary Schoolfor their input and advice• City of Whitehorse Disability Awareness ProjectOfficers: Rebecca Feldman, Aaron Purnell, BrendanForde, Brooke Edwards and Emma Hawke• Deakin UniversityRebecca Feldman, Brooke Edwards and Aaron Purnell conducting a disability awareness workshop withstudents from Surrey Hills Primary School.Disability Awareness Resource Kit l Page 1

Welcome to The Whitehorse DisabilityAwareness KitWhat is The Whitehorse DisabilityAwareness Kit?This kit has been developed as a guide and tool tosupport primary school teachers to conduct disabilityawareness sessions in their classrooms. It is not aguide about how to teach students with disabilities.Rather it is a guide to teaching students aboutdisabilities and creating awareness and positiveattitudes towards people with a disability. It is aimedat students in grades 4-6, but some of the activitiesmay be suitable for younger grades.Outcomes of the Kit:• Students will gain an awareness of stereotypes that oursociety creates and an understanding and appreciationof difference and diversity in our community.• Students will develop an awareness of their ownattitudes and values surrounding disability.• Students will gain knowledge of various disabilitiesand an understanding of how a disability can affectsomeone’s life.• Students will gain knowledge as to how to make ourcommunity a more inclusive place for people withdisabilities.BackgroundThe Kit originated from a Disability Awareness Projectin 2005 conducted by the City of Whitehorse.The project aimed to:• Increase the awareness and understanding by youngpeople of disability issues and people withdisabilities living within their local communities.• Encourage schools to embrace disability awarenessand inclusion as a part of their core curriculum.The project had the following components:• The presentation of disability awareness sessions inprimary schools by young people with disabilities.• The production of this resource kit to enable primaryschools to continue with disability awarenesssessions as part of their curriculum.The project had the following key outcomes:• Young people became role models within theircommunity, promoting and advocating diversityand inclusion.• A positive view of disability was promoted within thecommunity.• Greater acceptance of people who may be perceivedas being “different”, through the education of theyoung people within the community.An evaluation of the workshops was conducted.Feedback received from teachers and studentsinvolved in the project indicated that the disabilityawareness sessions were valuable. Some of thecomments included:“These sessions are a powerful vehicle to get acrossthe message of disability awareness. I think theconcept of the program is brilliant for everyone.”“I found it very beneficial for the students to come incontact with people with disabilities as many have nothad such an experience.”How to use this KitThis kit has been designed to be used in a flexiblemanner that allows teachers to use each section eitherin sequence or individually. It is hoped that teachers willincorporate the activities and handouts into many areasof their classroom subjects. In this way, disability maybe seen as a part of life instead of something separate.In each section the material is categorised as either:• Teacher Information• Handouts for StudentsThe handouts with the student symbol can bephotocopied and distributed to students. At thebeginning of each section there are Teacher’s Noteslabelling each section and outlining its focus. In theTeacher’s Notes there is a table giving clear instructionsfor each activity / handout, its aim and learningoutcomes. These learning outcomes have been linkedwith the Victorian Essential Learning Standards.In addition to the classroom learning that can beachieved with the use of this kit, another powerful wayto promote positive attitudes is for students to hear apersonal account from someone who lives with adisability. Therefore, to achieve maximum benefit fromthis kit, it is advised that the students have a guestspeaker/s come into their class and speak to themabout their personal experience. This will allow thestudents to gain valuable insight into the life ofsomeone with a disability.If you would like more information about the DisabilityAwareness Project, including contact details of thespeakers who conducted the disability awarenessworkshops, please contact the City of WhitehorseCommunity Development Department on 9262 6443.Feedback and comments regarding the kit are welcomed.Disability Awareness Resource Kit l Page 2

Exploring Attitudes Towards DisabilitySECTIONExploringAttitudesTowardsDisabilityColoured Hands By Susan Bradford (crayon & acrylic on paper)

Exploring Attitudes Towards DisabilitySECTIONSection 1:Exploring AttitudesTowards DisabilityThis section of the kit will focus on:• Exploring the student’s and community attitudes and values associated with stereotypes and disability.• The use of appropriate and inclusive language.• How the media portrays people with disabilities.• How attitudes towards disability have changed over time.Activity/HandoutAimLearning OutcomesWho does what fora living?This activity allows students to look at how societycreates stereotypes and the importance of breakingdown stereotypes.Civics and Citizenship / Civic Knowledgeand UnderstandingWhat does Disabilitymean to you?This activity encourages the students to explore theirown attitude towards people with disabilities. It alsogives you, the teacher, the opportunity to assess whatthe students know about disability and to evaluate theprogram effectiveness in the changing attitudes of thestudents.Civics and Citizenship / Civic Knowledge andUnderstanding, Interpersonal Development /Building Social RelationshipsThe Power ofLanguage HandoutThis handout demonstrates the power of language andhow language can shape either positive or negativecommunity perceptions of people with a disability. It willassist in the development of positive and appropriateuse of language regarding disability.English / Reading and ‘Speaking and Listening’Another look atlanguage: howdoes the mediapresent peoplewith disabilities?This activity aims to make the students aware of howthe media portrays people with disabilities.English / Reading and Writing, Thinking / Reasoning,Processing and EnquiryLetter to the EditorThis activity will allow students the opportunity toexpress their views about disability.English / Reading and Writing, Thinking / Reasoning,Processing and EnquiryHistory of DisabilityHandout & SteppingBack in Time ActivityThis handout gives the students an overview of howdisability issues have changed over time. The activityallows students to gain interviewing/research skillswhen interviewing a friend or relative about how theyhave seen circumstances and attitudes change towardspeople with disabilities.Communication / Listening Viewing and Responding,Civics and Citizenship / Community Engagement

Who does what fora living?Canyou match each of the people picturedbelow with one of the occupations in the list?1 Student2 Actress3 ComputerProgrammer4 Nurse5 Doctor6 Artist7Tradesper son8 Businessperson9 LibrarianExploring Attitudes Towards Disability l Page 5

StereotypeQuestionsWhen we only have a little bit of informationto base our decisions on we tend to rely onstereotypes. These can be typical beliefs, attitudes ormental images that we have about different groups of people – for example,nurses are young and they are female. Stereotypes affect how we behave,think and feel towards different people. Stereotypes can stop us from learningthe whole story about someone or something. They can stop us from makingfriends with someone we might otherwise really like.Did most of the other students in your class match the same people to the same occupations?O yes O no O evenDiscuss as a class why you matched certain people to certain occupations.Illustration: MichelleAge: 11School: St ThomasThe Apostle PrimaryWhat is the dictionary definition of a ‘stereotype’?What do you think are some of the sources of stereotypes in our community?When others use stereotypes, what are some of the effects this may have in our community?Exploring Attitudes Towards Disability l Page 6

Write down any wordsand phrases that popinto your head whenyou think about theword ‘DISABILITY’.DisabilityOur attitudes affect what we think and say, and how we behave when weare around different groups of people.1Thinkabout the words that you have written above, do you think these termshave positive or negative meanings? Label each with either a “P” for positive,“NN” for negative or “N” for neutral (neither positive or negative).Attitudes and beliefs come from many different sources – our friends, the media(radio, newspapers, internet, television) and society in general.2Withthe other members of your class, brainstorm some answersto the question below.‘How do people in thecommunity react to peoplewho have a disability?’Illustration:MichelleAge: 11School: St ThomasThe Apostle PrimaryExploring Attitudes Towards Disability l Page 7

Language is very powerful and can be a great tool to change stereotypes and attitudes.People are now becoming aware that ‘old-fashioned’ or ‘traditional’ terms used to referto people with a disability are no longer acceptable. Why? Because these words havenegative meanings and do not represent the person accurately.Here are some more appropriate words and expressions to replace some old ones:AvoidVictim, suffers from‘Can’t see’ ‘can’t hear’Person who has no arm/legCripple/spasticDisabled toilet/parkingWheelchair boundBrain damaged‘Normal’SayPerson with a disabilityBlind/vision-impaired, deaf/hearing impairedArm/leg amputeePerson who uses a wheelchairAccessible toilet/parkingPerson who uses a wheelchairPerson with a learning disability/acquired brain injury‘Able-bodied’, someone without a disabilityBody language is also important, it often reveals more than the spoken word. So it isimportant to be aware of your body language when you are with someone with disability.A gesture such as maintaining eye contactshows common courtesy and respect.“Respecting Text”: Seamus Age: 11 School: St Thomas The Apostle PrimaryIllustration: Nicoletta Grade: 3Exploring Attitudes Towards Disability l Page 8

How does the media present people with disabilities?Most of the information we hear, see or read each day comes to us through differenttypes of media – our televisions, the newspapers, the radio and the Internet. The wayinformation is communicated to us through these different sources can affect what wethink and how we feel about different subjects, like disability. This activity will give youa chance to think about how people with disabilities are presented in printed news.Read the two supplied articles and answer the following questions:1What sort of image does the article portray aboutthe person with the disability?2Does the article mostly focus on the person’s disability,or their achievements?3Is the language used in the article positive or negative?Illustration: Michelle Age: 11 School: St Thomas The Apostle PrimaryExploring Attitudes Towards Disability l Page 9

Labour intensive:Peopleworks, ph: 9754 2424www.extendabilities.com.auIllustration: Michelle Age: 11 School: St Thomas The Apostle PrimaryExploring Attitudes Towards Disability l Page 10

Letter to the EditorPeople around us have so many different opinions. This is a good thing becauseit makes life interesting. In the ‘community comments’ section of your localnewspaper people have made the following comments.“It would be better if everyone in our society had the same interests and abilities”“In the olden days people used to treat those with disabilities differently, in today’s world everyoneis treated equally”“There is no one going to our school who is in a wheelchair so it’s ok not to have any wheelchairaccess, beside that would cost a lot of money”“ If we send people with disabilities to their own schools it would be better because the normalschools would not have to make so many changes”“As a community it is important to work harder to include and respect everyone”“People with disabilities can still lead successful and happy lives”ActivityChooseone of these comments and write a ‘letter to the editor’ inresponse to it. State whether you agree or disagree with the comment andwhy.Illustration: MaleahAge: 11School:St Thomas TheApostle PrimaryExploring Attitudes Towards Disability l Page 11

A Historyof DisabilityIllustration: Seamus Age: 11 School: St Thomas The Apostle Primary1981 was the International Year of Disabled Persons and since then manythings have changed for people with disabilities.Before 1981There was no law to help people with a disability get what they needed. People witha disability did not have much power and did not have many rights. They did not havemany choices and often doctors or other people made choices for them.Many people lived in institutions. Often it was hard for people with a disability to getaround in the community. Public transport was hard to get onto. Often buildings werehard to get into as there was not wheelchair access such as ramps.Since 1981Many people do not live in institutions anymore. Some people live in houses with otherpeople with a disability. Some people live with their Mum and Dad and some people livein their own home. Sometimes people come to their house to help them out.People with a disability now get the Disability Support Pension which makes themfinancially independent.There is now better technology and equipment for people with disabilities that makesthings easier for them.It is now easier for people to get around. There are more ramps and lifts on buses.Services for people with a disability have changed and they can now get assistance frommany different professionals and support staff.Education for people with a disability is now easier with better equipment available.Looking to the FutureAttitudes, laws, equipment and technology are slowly changing for people with a disability. Insome areas there is a long way to go. When some people with a disability were asked whatthey would like the future to be like for people with disabilities they said:“ I would like to see the stigma of disability to be eliminated completely soeveryone is treated equally”“I would like everyone to look more at the person rather than thephysical differences”(Parts of the information for this section is sourced from Scope, Association for Children with a Disability and HeadwayVictoria (2004) ‘The Living History Project’)Exploring Attitudes Towards Disability l Page 12

Stepping back1Activity(Pick One Activity)in time4321Interview an adult who knew someone with adisability when they were growing up. Ask them to reflecton how this person was treated. If they did not knowanyone with a disability, ask them about people’sattitudes towards disability in the past in general.Use the following questions as a guide (youmay think of some more of your own).What disability did the person youknew have?Was this person treated the same wayas others or differently?If they were treated differently whatwere some of the things that peopledid that made this obvious?In general, were people’s attitudesto the person with the disabilitypositive or negative?3Activity34212ActivityInterview an adult you knowwho has a disability. Ask them thefollowing questions and some of yourown questions.What do you think some of theattitudes were towards people withdisabilities in the past?How do you think things have changedfor people with disabilities over time?For example access to buildings, publictransport, technology and equipment.Do you feel that attitudes to people withdisabilities have changed over time?What do you think are some the biggest issuesthat people with disabilities face and howdo you think these may beovercome?Go to your local library or community centre andarrange a time with one of the members of staff toask them about what services they have for peoplewith disabilities. Ask them how these have changedover time.Community attitudes areslowly changing towardspeople with disabilities.These activities aredesigned for you to exploresome of these changes.Exploring Attitudes Towards Disability l Page 13

What Is Disability?SECTIONWhat isDisability?Study In Red By Valda Miller (acrylic on paper)

Section 2:What isdisability?What Is Disability?SECTIONThis section of the kit will focus on:• Giving the students an understanding of what disability is, the different types of disabilities and how to interactwith people with a disability. It also aims to create awareness around the notion that disability does notnecessarily equate to limitation or inability.Activity/HandoutAimLearning OutcomesWhat Is Disability?Myths and RealityPhysical DisabilitiesThe Chocolate GameWith A TwistSitting VolleyballSensory DisabilitiesFeel PicturesThe Braille AlphabetAuslan AlphabetHearing ImpairmentActivitiesFind The Lighthouse& Animal NoisesHidden DisabilitiesCommunicatingWithout WordsMemory GameThis handout gives students an understanding ofdisability and introduces them to the concept thatdisability does not mean inability.This activity aims to dispel some of the mythssurrounding disability.This handout gives factual information about physicaldisabilities and how to interact with someone with aphysical disability.This game gives students the opportunity to experiencefirst-hand, the difficulties someone who has a physical orsensory disability may have.This game demonstrates to students what it would belike to not have use of their legs.This handout gives factual information about sensorydisabilities and how to interact with someone with asensory disability.This activity is designed to show students how importanttouch is for people that are blind or have low vision.This handout has the Braille alphabet and gives studentsthe opportunity to decode some words in Braille thatare associated with disability.This handout has the Auslan alphabet and gives studentsthe opportunity to use the Auslan alphabet bycommunicating with a fellow student.These activities are designed to give students anunderstanding about having a hearing impairment.These activities are designed to show students howimportant hearing is to someone with a vision impairment.This handout gives factual information about hiddendisabilities such as intellectual disabilities, autism andAcquired Brain Injury. It also outlines how to interactwith someone with a hidden disability.This activity gives students an insight into the difficultiesassociated with trying to communicate without speech.Often people with injuries to the brain such as strokehave difficulty with speech.This activity demonstrates to students how memory isoften affected with acquired brain injuries and thedifficulties associated with that.Civics and Citizenship / Civic Knowledgeand UnderstandingCivics and Citizenship / Civic Knowledge andUnderstanding, Mathematics / Measurement, Chanceand Data, Thinking / Reasoning, Processing and InquiryCivics and Citizenship / Civic Knowledge andUnderstanding, Interpersonal Development / BuildingSocial RelationshipsInterpersonal Development / Working in Teams, Civicsand Citizenship / Civic Knowledge and UnderstandingHealth and Physical Education / Movement andPhysical ActivityCivics and Citizenship / Civic Knowledge andUnderstanding, Interpersonal Development / BuildingSocial RelationshipsThe Arts / Creating and MakingEnglish / Speaking and Listening, Languages other thanEnglish / Communicate in a Language other than EnglishEnglish / Reading, Languages other than English /Communicate in a Language other than EnglishCommunication / Listening, Viewing and RespondingHealth and Physical Education / Movement andPhysical ActivityCivics and Citizenship / Civic Knowledge andUnderstanding, Interpersonal Development / BuildingSocial RelationshipsCommunication / Listening, Viewing and RespondingCivics and Citizenship / Civic Knowledgeand Understanding

What is Disability?If you look at your friends and the people you knowat school or at home, you will realise that all of us havedifferent abilities. You may have a friend who is goodat maths, while you find it difficult.One in ten people inthe world have a disability.The formal definition of disability is:“Any restrictions or lack ofability to perform an activity inthe manner or within therange considered normalfor a human being”.A disability canbe caused by:An accident•A trauma (an eventthat puts severe stresson a person’s bodyeg. a difficult birth)• A diseaseGenetics•A combination of thethings abovePeoplewith disabilitiesare people first - withfeelings, emotions, desires,aspirations, frustrations,needs and responsibilities justlike anyone else. For manypeople, having a disability isan unavoidable fact of life,not something that shouldDisabilitiesaffect differentpeople in different waysdepending on their age,the cause of the disability,their attitude, their familybackground and manyother issues.be considered beforewho they are asa person.Illustration: PhoebeSchool: Mont Albert Primary SchoolWhat is disability? l Page 16

Myths and RealityUse this table as a questionnaire. Ask friends, family and otherswhether they agree with the statements that appear under the myth column.Try to get the opinions of a variety of people e.g. people who are differentages, have different jobs, come from different cultures, suburbs or schools.MythsEverybody who uses awheelchair uses it becausethey cannot walk.People with a disability are lessreliable workers and take moresick leave than other workers.Most people with a disabilityare sick and frail.Many people with a disabilityhave special gifts.Deaf people are mute.Deaf people can work inenvironments which are toonoisy for people of averagehearing.People with a disability leadvastly different lives fromothers.RealityMany people who use a wheelchair do so formany reasons not only because they cannotwalk. For example some people with cerebralpalsy who can walk use a wheelchair sometimesbecause they have trouble with their balance.Research indicates that people with adisability take fewer sick days.Like others, most people with a disability arewell most of the time.The range of abilities is the same as in thegeneral population.Being deaf does not mean that a personcannot make vocal sounds.Loud noise can be extremely painful forpeople with hearing impairments.People with a disability go to school, get jobs,get married, have families, pay taxes and dothe same things that are important in all otherpeople’s lives.Once all the reports are completed, tally the responses. Compare the results to the realityside of the table.Which myths were considered true most often, which ones were clearly identified1by the community as false?2 Did certain community members tend to respond in a similar fashion?3 What can you tell about community attitudes from this survey?(Sourced with permission from the Australian Sports Commission (1997), Getting Ready Kit)What is disability? l Page 17Illustration: LizzieAge: 10School: St ThomasThe Apostle Primary

PhysicalDisabilitiesThe term ‘physical disability’ refers to manydifferent sorts of permanent conditionswhich result in part of a person’s body notfunctioning as it should. Physical disabilitycan be caused by damage to the spinal cordand nerves, limbs, brain or muscular systems.Physical disabilities can either be present frombirth (congenital) or occur throughout aperson’s life (acquired).Some of the most common physicaldisabilities include:Spinal Cord Injuries includetetraplegia (where a person has lost some or all ofthe feeling in their arms and legs) or paraplegia(where a person has lost some or all of the feeling andmovement in their legs).Cerebral Palsy is when the part of the brainthat controls and coordinates the muscle movement,reflexes and posture is affected. People with cerebralpalsy may or may not have learning and speechdifficulties.Amputations the termamputee refers to someone whohas a major joint or limb missing,or part of one (i.e. someone withpart of a finger missing would notbe considered an ‘amputee’).Amputations can bethe result of anaccident, a diseaseor failure of a foetusto develop fullyduring the firstthree months ofthe mother’spregnancy.Illustration: MichelleAge: 11School: St ThomasThe Apostle PrimaryWhen you are withsomeone with aphysical disability:•Always ask if they need assistancebefore giving it. Often people may lookas though they need help, but it is theway they do things.•If you are talking to a person in awheelchair, try to sit down to makedirect eye contact.•Speak directly to the person andnot to someone who might beassisting them (or may simply bewith them at the time).•Never pat a person on thehead or shoulder – no onelikes to be treated like a child.•Don’tpush a person’swheelchair without askingfirst if they needassistance.•Never hang onto aperson’s wheelchair oranything attached to it.The chair becomespart of a person andtheir space. Hangingfrom part of a chaircan be like stepping ontheir toes!•Try to make sure thereis a clear pathwaywhere the person inthe wheelchair needsto go.•Make a chair-freespace for the personin the wheelchair tosit at a table.What is disability? l Page 18

The ‘Chocolate Game’ – (With a twist)!Equipment needed:1 large block of chocolate, a hat, scarf and jacket (withbuttons), blindfolds, plate, dice and knife and fork.Estimated time for activity:30 minsNumber of participants:FlexibleSetting up the activity:Sit students around a large table. Place the unwrappedchocolate on the plate with the knife and fork forcutting. Allocate a number of students to be ablebodiedassistants for each round (perhaps two or threedepending on the size of the group) and split theremaining students into two groups. Blindfold themembers of one group using the pieces of material.Ask the other group, the amputees, to refrain fromusing one arm throughout the game (the game can bemade harder or easier depending on whether thedominant / non-dominant arm must ‘disappear’).chocolate, one piece at a time. Students may eat anysingle pieces they manage to cut. Meanwhile the dicecontinues around the circle. When someone else rollssix, pause the game while the person currently cuttingthe chocolate removes the hat, scarf and jacket. Whenthese items are back on the table, allow the game toresume. Pass the clothes to the person who now hassix… and so on… until there is no more chocolate!NB: If the students are not getting enough time to ‘dress’ andcut the chocolate before the next person rolls six, you maywant to modify the game sightly e.g. make the person whogets 6 keep rolling until they get it twice.Playing the game:Students must take it in turns to roll the dice, whoeverrolls a six first must put on the clothes (amputees mustremember their disability!) and attempt to cut theSitting VolleyballEquipment Needed:Beach ball, badminton court or volleyball court and netEstimated time for activity:30 minutesNumber of participants:12 studentsPlaying the game:The rules are the same as regular volleyball. There aresix players on each team and the aim is to keep theball in the court without having it touch the ground.The only real difference is that the players have toremain seated. One bottom cheek must be on theground at all times.(Sitting Volleyball activity sourced from the NICAN websitewww.nican.com.au)What is disability? l Page 19

SensoryDisabilitiesIllustration: Steven Le Grade: 6 School: Orchard Grove Primary SchoolThe term sensory disability refers to a range of impairments to a person’s sensessuch as sight, hearing and sometimes also touch or smell.Vision ImpairmentThere are different degrees of vision impairment:• Blind: A person who is blind has a total loss of vision.• Vision Impairment: A person who is vision impaired has very little eyesight.Hearing ImpairmentHearing impairment is a term used to describe all degrees and types ofhearing loss.Here are some things to keep in mind when interactingwith people who have a sensory disability.Vision Impairment:• Address people by their name.• Identify yourself so the person knows who you are.• Always ask if help is needed before giving any assistance.• Explain any sudden noises.• Don’t move objects without telling the person.• Give clear directions, don't talk about "here" and "there".• It’s OK to use words like “look” and “see”.• Don’t push or steer the person, let them take your arm just above the elbow.Hearing Impairment:• Make sure the person is looking at you when you speak to them.• Look directly at the person and speak clearly especially if the person wishes to lip read– but do not exaggerate lip movements and remember not to put your hand over your mouthwhile talking.• Do not shout – ask the person if they can hear you.• Try to find a quiet spot when you want to have a conversation.• Don’t worry about using terms such as “did you hear about…”This is just a guide, it is important to treat each person as an individual. Some people may tell you they would like to be treateddifferently to what is outlined above.What is disability? l Page 20

Feel PicturesThings You Will Need• A blindfold for each student• A3 size paper• Glue• ScissorsGet the students to create a pictureusing any material that you feel issuitable -Examples• Packet of pipe cleaners• Pieces of foam• Pieces of different texturedmaterial• Stuffing, cottonwool• String• WoolYou can also useoutdoor objects• Leaves• Bark• Small sticksSome Ideas For Pictures• Picture of the front of their house• Different seasons - weather• Favourite hobbies• Favourite foods• Animals – petsOther topics you feel are suitable or youcould give each student or group ofstudents a different topic.When Pictures Are Dry• Blindfold students.• Let them feel the artwork.• See if they can find their picturewhen put with other artwork and / orwork out what someone else’spicture is about.• When activities are over havea question time.• How did they feel when doingthe activity?• What did they learn?What is disability? l Page 21

The Braille AlphabetUse the above table to decode the following words.Write your answers in the boxes underneath.Try writing your name in Braille.The Braille alphabet sourced from 2002 First School Years (www.firstschoolyears.com)What is disability? l Page 22

Auslan AlphabetEvery country has it’s own verbal language and sign language is no different. In Australiawe have Auslan. Below is the basic fingerspelt alphabet.Get into pairs and spell out your name to your partner. Then think of a question and askyour partner the question in sign language. Your partner will have to answer your questionin sign language.What is disability? l Page 23

Hearing Impairment ActivitiesThese activities are designed to give studentsan understanding about having a hearingimpairment and to discover other ways andmeans to communicate.Activities• Lip-reading – Organise students into pairs.Get one student to communicate with theirpartner by only mouthing the words. Get theother student to try and ‘lip read’ and guesswhat is being said. Swap over.• Have the students wear earmuffs whenlistening to the TV or CD player. Change thevolume to a level so they can hear with theearmuffs on. Then removing earmuffs todiscover the difference in volume levels.• Have the class break up into pairs and haveall the students talk to their partner at once,with the aim being to see if they can justconcentrate on their own conversation.1. Observe the noise level in the room- does it get louder and louder?2. Ask the students if they found they haddifficulties hearing each other.3. Ask if any of them had to repeatthemselves to their partner?When Activities are overHave a question time –• How did you find the activities?• What did you learn about havinga hearing impairment?• How did it make you feel?• How can you assist a person witha hearing disability?Illustration: NicolettaGrade: 3What is disability? l Page 24

ActivitiesFind The LighthouseEquipment needed: BlindfoldsEstimated time for activity:15 minutesNumber of participants:From 5 up to the whole classSetting up the activity:One person is designated as a lighthouse. Theystand at the end of a playing area about tenmetres long. One or more players are ships thatneed to be blindfolded. All other players arerocks. The rocks find a position in the ocean(playing area).Playing the game:During the game, the lighthouse must ‘beep’ everyfour seconds. The ships must try to find their waythrough the ocean to the lighthouse withoutrunning into any rocks. If a ship comes withinone-metre of a rock, the rock makes a ‘foghorn’sound. The ship has a set time (one minute) tonavigate their way to the lighthouse. Once this hasbeen achieved, students can be rotated so thateveryone gets a go at being a ship.Animal NoisesEquipment needed: BlindfoldsEstimated time for activity:15 minutesNumber of participants:From 6 up to the whole classSetting up the activity:Everyone in the group is blindfolded.Give each student an animal character.Playing the game:The students must make their animal noises andtry to find other students making the same animalnoises and group together. For example, allpeople saying ‘Moo’ would find each other andmake a group of ‘cows’.Ensure that all people wearing blindfolds havetheir hands stretched out in front of them toprevent the students bumping into each other.(Activities sourced from the NICAN websitewww.nican.com.au)What is disability? l Page 25

Hidden DisabilitiesSome disabilities you cannot see. These disabilities are often hard to understand because you do notknow that the person has a disability. These disabilities refer to:• Intellectual Disabilities including Down Syndrome, Autism and Developmental Disability• Acquired Brain InjuryIntellectual DisabilitiesPeople with an intellectual disability learn and develop intellectually at a slower rate than average. Justas some people are quick to learn how to do certain things, others learn more slowly or need more timeto learn. A person may be born with an intellectual disability or acquire an intellectual disability later onas a result of an accident or illness. Causes of intellectual disability can include infections, toxins, injury,prolonged lack of oxygen and genetic factors such as Down Syndrome and Fragile X SyndromeDown SyndromeDown Syndrome is a genetic condition, which can result in a wide variety of physical characteristicsand associated conditions such as heart defects, sensory impairment, cognitive impairment,orthopaedic disorders and obesity.AutismAutism is a disability that affects an individual’s ability to make sense of what they see and hear.Many individuals with autism have difficulty with communicating, learning certain skills andparticipating in social interaction.Attention Deficit Disorder (ADD)People with ADD generally experience difficulty in concentrating and paying attention in some areas oflearning, can be hyperactive, display sudden mood swings or temper outbursts.Acquired Brain Injury (ABI)Acquired Brain Injury is damage done to the brain sometime after birth. This damage may cause changesin a person’s body, thinking process and their behaviour. ABI can be caused by a number of thingsincluding accidents, stroke, brain tumours, infections, poisoning and lack of oxygen e.g. near drowning.When interacting with people who have hidden disabilities, remember to:• Always think of the person beforethe disability.• Talk directly to the person.• Maintain eye contact, this showsrespect and courtesy to the personyou are interacting with. It showsyou are listening and trying to help.• Do not use jargon and complexterminology.• Don’t be offended by a lack ofresponse or unusual behaviour.Illustration: Sam Age: 12School: St ThomasThe Apostle PrimaryWhat is disability? l Page 26

ActivitiesCommunicating WithoutWords ActivityEstimated time for activity:20 minutesNumber of participants:All of the classSetting up the activity:Divide the students into pairs. Give one of thepair a sentence that they have to communicateto their partner or get them to make up their ownsentence. Some examples are:• I have a headache• I want to go outside• I would like a drink• I am having funThe other student has to guess what the student istrying to communicate. Ask some of the studentsto demonstrate to the rest of the class how theycommunicated their message.Ask the students how they found the activity.Was it easy? Was it frustrating? What techniquesdid they use to communicate their message?How did they feel when they couldn’t beunderstood or they couldn’t understand theirpartner? Explain how someone with a brain injuryoften has difficulty with speech, cannotcommunicate with words and has to findalternative ways to communicate.Memory GameEstimated time for activity:20 minutesNumber of participants:All of the classSetting up the activity:Divide the students into pairs. Get one of thestudents in the pair to develop a list of 10 words.Once they have developed the list, get thestudent with the words to read this aloud to theirpartner. While the list is being read out, the otherstudent listening has to count backwards from30. When the list has been read out, the studentthat had been listening and counting backwardsmust recite the list back to their partner.When this has been completed, ask the studentshow many words on the list they could reciteback. Ask if they found the activity hard or easy.Explain how often someone with an acquiredbrain injury has difficulty with memory anddifficulty concentrating when there are manythings happening at once.Illustration:James ZagamiSchool: Mont AlbertPrimary SchoolWhat is disability? l Page 27

SteppingIntoSomeoneStepping Into Someone Else’s ShoesSECTIONElse’s ShoesWaterfall By Allan Sutherland (crayon & food dye on paper)

Section 3:Stepping IntoSomeone Else’s ShoesThis section aims to:• Give students an insight into a person’s life living with a disability.• Allow students to put themselves into the shoes of someone living with a disability to create awareness andunderstanding of the challenges that are faced by someone with a disability.Activity/HandoutAimLearning OutcomesStepping Into Someone Else’s ShoesSECTIONInterviews withBrooke, Aaronand RebeccaQuestion TimeThese interviews give the students an opportunity togain an insight into someone’s life who lives with adisability and appreciate that despite having a disabilitythese young people are just like them. It also showsthat just as people without a disability are not all alike,people with disabilities differ greatly from one another intheir interests, abilities, personality and accomplishments.This handout allows students to investigate thecommon questions that were asked of Brooke, Aaronand Rebecca when they conducted the disabilityawareness sessions in primary schools.English / ReadingEnglish / ReadingDear DiaryThis activity gives students the opportunity to live theday as someone with a disability and to think aboutsome of the challenges that someone with a disabilitymay face.English / Writing, Thinking / Reasoning, Processingand EnquiryWriter’s CornerThese activities give students a chance to reflect onwhat it would be like to have a disability and expresstheir feelings about this.English / Writing

Hi my name is Brooke,I am 29 years old.Q. What isyourdisabilityand howdoes itaffect you?A. I wasborn 3 monthsearly and I’m classified as legally blind,My eye condition is Retinopathy ofPrematurity, which affects the retina (theseeing cells at the back of the eye). Ihave 5% vision in my left eye; I can seethings up close. My right eye has novision at all I can’t see anything at all noteven blackness; I also have a hearingimpairment.Q. What are some of the challengesyou have to face everyday?A. Making a cup of tea without overfillingthe cup, carrying it without runninginto anything. Travelling to unknownareas, finding my way around newsurroundings or different environments.Learning how to travel on publictransport to anywhere different.Q. What are your hobbies?A.• Cooking, listening to music and goingshopping.• Over the years I participated in severalsporting activities• As a student at the Royal VictorianInstitute for the Blind School Irepresented Australia at the PanPacific Games in swimming andathletics, winning Gold in the 25metres freestyle and Bronze in thehigh jump. Gymnastics andFigure Skating (Artistic roller skating).• Horse riding.• Singing having performed in variouscompetitions and venues includingweddings.Q. What are some of the adaptationsyou have to make?A. Using the cane, using the Monocular(it is like half a pair of Binoculars), usingthe Magnifying Glasses (for readingnormal size print), using a T.V Magnifier(which fixes onto the front of the T.V. toenlarger the picture), using a LiquidMeasurer (it sits in a cup and beepswhen the cup is full), using a MagnifyingMirror (for doing my makeup and hair).All these things make my life easier.Q. What are some of your goals forthe future?A.• Continuing to educate the communityabout sensory disability.• To travel overseas.• To have long-term employment.• I would like to own my home (and Iwould love to have my own car and adriver).Summary:Learning how to get around and doeveryday tasks at times is very hard,even the simplest things can beextremely frustrating and difficult. ButI’m determined to be the best I possiblycan with what I have. I can’t stand lettinganything beat me!Stepping into Someone Else’s Shoes l Page 30

Hi, my name isAaronQ. Whatis yourdisabilityand howdoes itaffect you?A. I havean acquired braininjury which I gained from having anoperation on my brain. I had to have theoperation because I was diagnosed withhaving “Rasmussen’s encephalitis”which is a swelling of the brain that onlyaffects one side of the brain. There is nocure, and no known cause. Thiscondition made me have lots of seizures.The only way to get rid of the seizureswas to have a hemispherectomy, whichmeant surgically removing the effectedhemisphere of my brain. It was a veryhard decision to have the operation, as Iwould be left with a permanent disabilityfrom the operation. But I decided tohave the operation when I started havingup to 200 seizures per day, which madeit hard for me to do the things I neededto do like eating and sleeping.After my operation there were lots ofcomplications. I spent almost two yearsin hospital and (having nearly 20 lots ofbrain surgery) then about nine months inrehabilitation where I had to basicallyrelearn how to live my life all over againand learn things like walking and talkingagain. It wasn’t until I got out of hospitalthat I realised how much my life hadchanged. I have hardly any use of one ofmy arms, I have trouble rememberingthings and sometimes I have troubleconcentrating on things.Stepping into Someone Else’s Shoes l Page 31Q. What are some of the challengesyou have?A. These days I have lots ofchallenges. For me sometimessomething as simple as rememberingsomeone after I meet them can be achallenge. But the main challenges Ihave are dealing with my back pain(caused by spending 9 months in awheelchair, and having a muscle takenout of my back). There is also thechallenge of not letting mycondition/situation get me down.Q. What are some of your hobbies?A. Well my photography is my mainhobby, but I also work on camps forfamilies who have kids with an acquiredbrain injury. I also listen to lots of musicand go to my rehabilitation (gymexercises) program.Q. What are some of the adaptationsyou have made?A. I had to buy an auto focus camera,and a lighter tripod so that I couldcontinue with my photography. I have touse my rocker knife, instead of using aknife and fork. I also had to re-adjust mygoals in life so that they are achievable.Q. What are some of your goals forthe future?A. I would like to get more movementin my arm so that I can do more thingswith it. I would really like to be doingsomething with my photography. I wouldlike to start swimming regularly and justgenerally keep getting more out of life.

Hi, my name isRebeccaQ. What aresome of yourhobbies?A. I enjoyswimming. Itkeeps me fitand is gentle onmy body. Betweenuni and work I don’t have heaps of sparetime, but I like to go to the movies andsocialise with friends. I also like readingand a little bit of writing. I have alwaysenjoyed learning a language (German),so I am trying to keep that up.Q. What is your disability and howdoes it affect you?A. I was born with cerebral palsy, thiscan affect people in lots of different ways.For me it mainly affects my balance andco-ordination and I get tired easily, so Iuse a wheelchair wherever I can.Q. What kinds of changes andadaptations do you make each day?A. When I am swimming, I do not usemy legs. Because I do not have verygood co-ordination I find it hard to getboth my arms and my legs going at thesame time so I put a flotation devicebetween my knees which helps my legsstay on the surface of the water and justdo freestyle/backstroke with my arms.When I was younger I used to work outwith my friends how to adapt differentgames – for example, if there was agame where a ball had to be kicked, Iwould throw it instead.Q. What are some of your goals forthe future?A. I would like to get a job in the fieldof Psychology somewhere, maybe healthpsychology. I would also like to travel toGermany in the next couple of years sothat I can make use of my German.Q. What challenges do you have?A. Well, as I mentioned, getting tired isprobably one of the main things that canmake some days more difficult. It alsotends to take me a longer time to movefrom place to place than it does most otherable-bodied people. When I am out withnew people I always find myself thinkingthat they walk incredibly fast, but then Irealise that I am in fact the one goingslower. It’s a matter of everyone adjustingand I always get to enjoy the scenery!Stepping into Someone Else’s Shoes l Page 32

Question TimeWhen Brooke, Aaron andRebecca went to someprimary schools and talked to thekids about what it is like having adisability they were asked lots ofquestions. Here are somecommonly asked questions.Q. Rebecca, what is somethingpositive about having a disability?A. Although having a disability isfrustrating, I think it has made me moredetermined – determined to do as wellI can in my sport, my studies and otherthings I might decide to take on.Q. Brooke, with your visionimpairment, have you learnt how to dothings in other ways?A. Yes! I got taught how to use my feetto work out different surfaces and alsohow to use touch with my hands.Q. Rebecca, when you are with otherpeople with disabilities, do you feel likeyou have a lot in common?A. There have been times, like whenI have been part of disabled sportingteams, that I have felt like I have hada fair bit in common with others withdisabilities, but this was probablybecause we were all involved in sport!So in general I don’t really feel I havemuch more in common with others withdisabilities than those who are ablebodiedin that sense. To me, disabilityis a bit like hair colour, and has nothingmuch to do with the friends I chooseif you have brown hair, you are not likelyto feel like you automatically have a lotin common with everyone else who hasbrown hair.Q. Brooke, do you wish you didn’thave your disability?A. Yes, sometimes, but I think it’sbetter to think about what you have thento look at what you haven’t got.Q. Aaron, what is the hardest thingyou’ve had to do?A. The hardest thing I’ve had to dowould definitely have to be deciding tohave the operation. When I was sick(having the seizures) my parents knewthat I had to have the operation, but itwas a decision that had to come fromme. Knowing that the operation wouldleave me with a disability for the rest ofmy life, I had to decide to have it, and togive up a lot of the things I loved doingi.e. Mountain bike riding, sailing andworking on and driving cars…Q. Aaron, are you happy that you hadthe operation?A. Well some days I don’t know, butmost days I know that if I didn’t have theoperation the seizures would haveprobably killed me. And if not they wouldhave stopped me from having theindependence and freedom that I havenow. So yes I am happy that I had theoperation. I have also met and got toknow some really awesome peoplebecause of my disability.Stepping into Someone Else’s Shoes l Page 33

Dear DiaryIllustration: MaleahAge: 11School:St Thomas TheApostle PrimaryFor this activity, you must pretend that you aresomeone else for a day and see if you can start toimagine what life would be like for that person…Choose from one of the following disabilities:• blind• deaf• arm amputee• person who uses a wheelchair• cerebral palsy (have trouble with your balance)As you go about some of you normal dailyactivities think about some problems you mighthave or the ways you might have to change whatyou usually do because of your ‘disability’. Try toanswer these questions at the end of the day.The disability I must imagine I have isSome of the difficulties I have because of this disability are:(Name disability here)Date: / /Some of the activities I did today were:If I hadI might find these activities difficult because:How would I change some of the things I did today so that I could do them even with my disability?Was there anything I did today that I would not be able to do (if I had that disability)?How would I feel about this?Stepping into Someone Else’s Shoes l Page 34

Writers’CornerImagine that youhave a particulardisability.Here are some ideas:•• Being in a wheelchair•Having a vision impairmentHaving a hearing impairmentIllustration: Bridget Age: 11 School: StThomas The Apostle PrimaryWrite a poem or a short story about what your life is like. Think about some of the positive aspectsof having a disability as well as some of the challenges that you may face.Stepping into Someone Else’s Shoes l Page 35

EnhancingInclusionin ourCommunityEnhancing Inclusion In Our CommunitySECTIONPossum Tree By Lynette Cooling (acrylic on paper)

Section 4:Enhancing Inclusionin our CommunityThis section aims to:• Give students an understanding of community and inclusion.• Encourage students to develop strategies to enhance inclusion in our community.Activity/Handout Aim Learning OutcomesWhat is an InclusiveCommunity?This handout aims to give students an introduction intothe notion of an inclusive community and theimportance of feeling included in communities.Civics and Citizenship / Civic Knowledgeand UnderstandingMaking YourPresentation Nightan Inclusive EventThis activity allows students to think of strategies tocreate an inclusive event for people with disabilities.Thinking / Reasoning, Processing and Inquiry,English / WritingAbility WalkThis activity allows students to think aboutissues/challenges that are faced by people withdisabilities and come up with solutions/adaptations tomake life easier for people with disabilities.Communication / Listening Viewing and Responding,Thinking / Reasoning, Processing and InquiryEnhancing Inclusion In Our CommunitySECTIONHow are sportsadapted for peoplewho have differentdisabilities?Becoming a NewInventorThis activity gets students to think about strategies tomake sports more inclusive to people with disabilities.This activity allows students to design a new piece ofequipment for someone with a disability.Health and Physical Education / Health Knowledgeand Promotion, Thinking / Reasoning, Processingand InquiryDesign Creativity and Technology / Investigatingand Designing, Design Creativity andTechnology / ProducingHow accessible isyour school?The focus of this activity is to get students to look attheir school and how accessible it is to someone with adisability. It encourages them to devise solutions tocreate a more accessible and inclusive school.Mathematics / Working Mathematically,Thinking / Creativity

What is anInclusiveCommunity?We are all part of different communities.A community can be in a particular location orit can be an interest or identity that is shared bypeople. Can you think of the communities that youare a part of? In each piece of the jigsaw below writedown the communities that you belong to, such as yourschool community, your netball team or your cultural heritage.Illustration: Danielle Age: 10School: St Thomas The Apostle PrimaryWhy are your communities important to you?Everyone likes to be a part of a community and to feel included. A community whereall people are treated equally and with respect is called an inclusive community. Howdoes it make you feel when you are included in your communities?Enhancing Inclusion In Our Community l Page 38

Making YourPresentation Nightan Inclusive EventPresentation night is coming up atyour school, you have been asked tohelp organise this event. There arepeople attending with various disabilities– some have a hearing impairment, someare visually impaired, some are inwheelchairs, some have cerebral palsy.In the space below, make a list of someof the things you would do to make surethe night could be enjoyed by everyone.As one of the organisers, what are someother things you can think of?Write them in the space below:Here are some ideas to start you off…Making sure there is a rampup onto the stage so thatthe students in wheelchairscan receive theircertificates.Reserve seating in a placethat is easy to get in / outof for students in wheelchairse.g. a seat on the end ofthe row.Printing some copies of thenight’s program in Brailleand some in larger print sothat people with visualimpairments can read themmore easily.Enhancing Inclusion in our Community l Page 39Illustration: KavitaAge:11 School: St Thomas The Apostle Primary

Ability WalkEquipment needed:A number of written ‘scenarios’ and descriptions ofpeople with disabilities.Approximate time for activity: 20 minsNumber of participants:6 (although entire class can have input)Setting up the activity: You will need to choose 6students and assign them the following disabilities:1. A student who is totally blind.2. A student who is deaf.3. A student who has paraplegia and is in awheelchair.4. A student with cerebral palsy who is able to walkbut balance and coordination is effected.5. A student who was born without their rightarm, below the elbow.6. A student who is able-bodied.Ask these students to stand in an even line, parallel tothe rest of the class. Request that each person readout the disability which they must imagine they have.Ask all students (including those in the audience) toimagine a classroom situation at a mainstream school,impress upon students that in this class there havebeen no modifications to make the environment easierfor people with disabilities.Read out the scenarios (below) in turn, and ask thestudents who would have difficulty dealing with thesituation because of their disability. If a person has nodifficulty with a situation, ask them to take a stepforward. If they would find the situation difficult,because of their disability, ask them to remain wherethey are. Ask the students who have not steppedforward and those in the audience to suggest:1. Why they might have difficultyin the situation.2. How the situation might bemodified to make things easier,(or how the person with adisability might work around it).By the time you have read out all the scenarios, the 6volunteers will have made varying progress across thespace and all students should have a good visualrepresentation of this.* Sometimes there may be disagreement amongst thestudents as to whether a particular disability makes agiven situation difficult, use this as a discussion point.* Given that there is an able-bodied characteramongst the volunteers, students’ solutions willprobably involve the able volunteer ‘helping’ thosewith a disability. You may like to use the activity toexplore how this can be done sensitively!Scenarios1. The teacher asks you to copy from board.2. You are trying to read someone else’s work soyou can cheat.3. There is a blackout and you are trying to findthe torch.4. You are trying to get around the furniture inyour classroom to get to your desk.5. The bell rings and you are in the room byyourself.6. You are trying to put on a jacket with a zip.7. You are trying to hear the teacher’s instructions.8. You are trying to carry a glass of water acrossthe room.9. You are carrying a pile of books across theroom.10. The teacher says stand up if you haven’t doneyour homework.** Scenario number 3 with the torch has been includedto highlight the abilities that people with differentimpairments develop as a result of compensating fortheir disability.Illustration: MichaelAge: 11School: St Thomas The Apostle PrimaryEnhancing Inclusion In Our Community l Page 40

How are sports adaptedfor people who have?different DisabilitiesSport is a big part of many people’s lives. For some years many sports have beenadapted and modified so that people with disabilities are able to participate. Beyondthis, disabled sporting events such as the Paralympics allow people with disabilitiesto pursue their sport to the highest level.Look at the following list of sports and research how each is adapted so that a personwith low vision or someone who is blind could participate.CricketTennisBasketballSwimmingGymnasticsGolfAthleticsFigure SkatingHow could the following sports be adapted for someone in a wheelchair?AthleticsBasketballRugbyWhat are some of the adaptations that could be made in the sports below forsomeone who is deaf?AthleticsSwimmingShootingEnhancing Inclusion in our Community l Page 41Illustrations: Caitlin Age: 11 School: St Thomas The Apostle Primary

Becoming a New InventorMany advances in technology and new equipment have made the community aneasier, more accessible and inclusive place for people with disabilities.Here are some examples of things thathave been introduced:● Automatic teller machines that givea person verbal feedback● Talking diaries, watches, books andspeech software for computersThese things make life easier for peoplewho are blind or vision impaired:● Hand-controlled cars which allowpeople who are in wheelchairs to drive● Rocker knife, a knife and fork in one,for people that have use of one hand.Now it is your turn to design a new piece of equipment thatwould be useful in making life easier for someone with a disability.1. Create a name for your invention.2. Create a drawing of your equipment and include the following information:● What sort of materials is it going to be made out of?● How would it be used in everyday life to assist someone with a disability?3. Make a model of your invention.Illustration: LizzieAge: 10School: St ThomasThe Apostle PrimaryEnhancing Inclusion In Our Community l Page 42

How accessiblEis your school?Divide into groups of two or three studentsEquipment Needed: Tape measure, pen and paper for each group.Part AThere is a student, Sarah, coming to your school who uses a wheelchair. Give one personin your group the job of note-taker. Walk around to different areas within the schoolgrounds and make notes about whether or not the area is accessible.Hint: Don’t forget to check the width of the doors using the tape measure! Doorways needto be at least 170cm wide. Everyone should contribute ideas about what changes need tobe made to allow your school to be more accessible.Consider different areas of your school and make a list like the following:Illustration: LizzieSchool: St Thomas The Apostle PrimaryAge:10Area of SchoolCanteenThe ovalThe toiletsDrinking fountainsYour classroomMain entrance toyour schoolThe front foyerYour gymnasiumYour hall (includingwhether Sarah couldget up on stage)Your librarySpecial lesson rooms e.g.art room, music roomPossible Problemswith AccessPossible SolutionsPart BIn your groups, present a report to your teacher about any changes to access that need tobe made and how they could be made.Enhancing Inclusion in our Community l Page 43

ResourcesColours by David Rogers (ink, food dye & crayon on paper)ResourcesSECTION

Section 5:ResourcesThis section outlines some resources that may be useful in your teaching of disability awareness.It includes details for:• Peak disability organisations:Contact details and an outline of the organisation• Books:For primary school children relating to disability. This section provides a list of books and other literature that isavailable for primary school children. The books are all available through the Whitehorse Manningham RegionalLibrary Corporation. www.wev.vic.gov.au. They have branches at:Blackburn LibraryCnr Blackburn & Central RoadsBlackburn 3130Phone: 9878 6851Box Hill Library1040 Whitehorse RoadBox Hill 3128Phone: 9890 1002Bulleen LibraryBulleen PlazaManningham RoadBulleen 3105Phone: 9852 2288Nunawading Library379 Whitehorse RoadNunawading 3131Phone: 9873 5638The Pines LibraryThe Pines Shopping CentreCnr Reynolds & Blackburn RdsEast Doncaster 3109Phone: 9841 0555Shoppingtown LibraryDoncaster ShoppingtownDoncaster RoadDoncaster 3108Phone: 9848 2644Vermont South LibraryPavey Place (off LivingstoneRoad)Vermont South 3133Phone: 9887 9646Warrandyte LibraryShop 6 & 7Gold Fields Shopping CentreWarrandyte 3113Phone 9844 0241ResourcesSECTION• VideosAll videos listed in this section can be borrowed from the SCOPE Resource Centre:830 Whitehorse RoadBox Hill 3128Tel: (03) 9843 3000Fax: (03) 9843 2030• WebsitesThese websites are aimed for students to use to find out more about disability.• MetroAccess is a new initiative by the Department of Human Services to promote access and inclusion forpeople with a disability in the community.

Peak Disability OrganisationsGeneral DisabilitiesScope VictoriaScope provides a multitude of services that supportchildren and adults with a disability. Scope also has anumber of disability awareness programs for childrenand is committed to community inclusion.Scope Resource CentreThe Scope Resource Centre has a collection of books,videos, journals and on-line resources that may bevaluable for teachers looking for further information.Scope also has an inter-library lending policy and ishappy to assist as much as possible to try and meetthe information and service needs of clients, families,professionals and the general public.Scope Young Ambassadors ProgramThe Young Ambassadors Program gives young peoplean understanding of disabilities and abilities andencourages them to take part in community service. It istargeted to young people from 7 years of age.This is a structured program that can take from 2 to 6months to complete fully. Students work through a seriesof modules. To undertake this program contact must bemade with Scope’s Community Relations Officer.830 Whitehorse RdBox Hill 3128Tel: (03) 9843 3000www.scopevic.org.aucontact@scopevic.org.auYoorallaThe Yooralla Society of Victoria is one of the state’slargest disability service providers. It has operated since1918 and supports many Victorians with disabilities.Yooralla Library and Resource CentreYooralla’s library and information service has anon-going commitment to providing access to anextensive collection of resources on physical andmultiple disabilities. Some of the resources includetexts, journals, audiovisual materials and files ofsupplementary information such as brochures,newspapers and journals.The library is open most weekdays however it isadvisable to ring before visiting.Level 2, 244 Flinders StMelbourne 3000Tel: (03) 9650 4077www.yooralla.com.auyooralla@yooralla.com.auNational Information CommunicationAwareness Network (NICAN)NICAN provides information on recreation, tourism,sports and the arts for people with disabilities. NICANsupports an Australian society where any recreationalopportunity values diversity, supports freedom andchoice and therefore strengthens inclusive communities.4 / 2 Phipps CloseDeakin ACT 2600PO Box 407Curtin Act 2605Freecall / TTY: 1800 806 769Tel: (02) 6285 3713www.nican.com.aunican@ozemail.com.auSensory DisabilitiesRoyal Victorian Institute for the Blind (RVIB)Offers a large range of services to both blind andvision impaired members of the community.Information for the general public is also available fromthe RVIB reference library. RVIB offers communitygroups the chance to see life from the perspective ofsomeone who is blind or vision impaired through a visitfrom a member of the RVIB speaker’s panel. The panelof trained speakers comprises of RVIB clients withlimited or no vision. Speakers vary in age, gender, eyecondition and life experience. On booking, anappropriate member of the panel will be assigned. Theirvisit, of up to two hours, includes a talk, role playing ifrequired and time for questions and discussion.For details of fees, other inquiries or bookings,call 9522 5299 or email speakerspanel@rvib.org.au.557 St Kilda RdMelbourne 3004Tel: (03) 9522 5222www.rvib.org.aurvib@rvib.org.auVictorian Council of Deaf PeopleThis is a non-profit organisation that aims to providea voice for deaf people. They provide information andawareness raising programs.597 St Kilda RdMelbourne 8008Tel / TTY (03) 9521 2466www.vcod.com.auinfo@vcod.com.auResources l Page 46

Peak Disability OrganisationsPhysical DisabilitiesParaQuad Victoria (Paraplegic AndQuadriplegic Association of Victoria)ParaQuad Victoria is a not-for-profit organisationproviding community based services to enable peoplewith a disability to achieve their desired quality of life.ParaQuad Victoria provides trained speakers who areable to raise people’s awareness of how to preventaccidents and avoid the devastating effects of spinalcord injury. To arrange a ParaQuad Guest Speaker witha disability for your school email your details and yourrequest to them.208 Wellington StreetCollingwood, 3066PO Box 1189, Collingwood3066 Victoria AustraliaTel: (03) 9415 1200Freecall: 1800 805 384http://www.paraquad.asn.autheteam@paraquad.asn.auCystic Fibrosis - Victoria (CFV)CFV provides information, advocacy and supportservices to people with Cystic Fibrosis (CF) and theirfamilies. They promote research and enhance publicunderstanding of the disorder through awarenessprograms.80 Dodds StSouthbank 3006Tel: (03) 9686 1811Freecall: 1800 633 685www.cysticfibrosisvic.org.auadmin@cfv.org.auWheel Talk School Awareness ProgramWheelchair Sports Victoria provides this program. Theprogram will visit schools throughout Victoria and isvery popular and successful. Students take part in aninteractive session, including a presentation andactivity component, learning about the skills andabilities of athletes in wheelchairs and the importantissue of spinal cord injury prevention.2 Bloomsberg StAbbotsford 3067Tel: (03) 9473 0133www.wsv.org.auIntellectual / HiddenDisabilitiesDown Syndrome Association of Victoria Inc.(DSAV)The Down Syndrome Association of Victoria is a nonprofitself-help group established by interested parentsin 1978. The Down Syndrome Association providesinformation, assistance and advocacy for people withdisabilities owing to Down’s Syndrome and their carers.495 High StNorthcote 3070Tel: (03) 9486 2377http://www.dsav.asn.audsavic@netspace.net.auAutism VictoriaAutism Victoria is the first place to call for informationand advice for anyone interested in finding out moreabout Autism Spectrum Disorders. Autism Victoriaprovides:Information about autism spectrum disorders includingAutism, Asperger Syndrome and PervasiveDevelopmental Disorder.• Education and training.• Autism news - an informative quarterly newsletter.• Library books, videos and articles for loan tomembers.• Promotional posters, brochures and information kits.35 High StreetGlen Iris 3146Tel: (03) 9885 0533www.autismvictoria.org.auadmin@autismvictoria.org.auBrain FoundationBrain Foundation Victoria is a not-for-profitorganisation that provides information and a range ofsupport to people and families living with the effects ofAcquired Brain Injury and Headache and Migraine.The Nerve Centre54 Railway RoadBlackburn 3130Tel: (03) 9845 2950Toll Free: 1800 677 579www.brainfoundation.org.auadmin@brainfoundation.org.auResources l Page 47

Books for primary schoolchildren relating to disabilityPicture BooksGeneralAuthor: Orr, WendyTitle: ArabellaSydney: Angus & Robertson, 1998.Intellectual DisabilitiesAutismAuthor: Edwards, BeckyTitle: My brother SammyLondon: Bloomsbury, 1999.Down’s SyndromeAuthor: Gregory, NanTitle: How Smudge cameAlberta, Canada: Red Deer College Press, 1995.Physical DisabilitiesAuthor: Waddell, MartinTitle: My great grandpaLondon: Walker Books, 1990.Author: Wells, RosemaryTitle: The little lame princeNew York: Dial Books for Young Readers, 1990.Author: Carlson, NancyTitle: Arnie and the new kidNew York: Viking, 1990.Author: Cowen-Fletcher, JaneTitle: Mama zoomsNew York: Scholastic, 1993.Author: Willis, JeanneTitle: Susan laughsLondon: Andersen Press, 1999.Sensory DisabilitiesDeafnessAuthor: Hesse, KarenTitle: Lester’s dogNew York: Crown, 1993.Author: Mattingley, ChristobelTitle: The raceSydney: Ashton Scholastic, 1995.Author: Snell, NigelTitle: Peter gets a hearing aidLondon: H.Hamilton, Sept. 1979.FictionIntellectual DisabilitiesAuthor: Byars, BetsyTitle: Summer of the swansSanta Barbara: Calif: Cornerstone, 1988.AutismAuthor: Goetze, JuttaTitle: Dolphins danceFitzroy: Black Dog, 2000.Author: KochkaTitle: The boy who ate starsLondon: Egmont, 2004.Author: Spence, EleanorTitle: October childLondon: Oxford University Press, 1976.Manic DepressionAuthor: Wilson, JacquelineTitle: The illustrated mumLondon: Doubleday, 1999.Physical DisabilitiesAuthor: Edwards, Hazel & Saint, JoanTitle: Mum on wheelsSydney: Hodder & Stoughton, 1980.Cerebral PalsyAuthor: Southall, IvanTitle: Three novelsMetheun, 1990.(Includes Let the balloon go)ArthritisAuthor: Odgers, Sally & Stanley, DavidTitle: The ringmasterMascot: Koala Books, 1999.Author: Thiele, ColinTitle: Jodie’s journeyGlebe: Walter McVitty Books, 1988.MutismAuthor: Gleitzman, MorrisTitle: Blabber mouthSydney: Pan, 1992.Illustration: Ryan Age: 11 School: Mont Albert Primary SchoolResources l Page 48

Books for primary schoolchildren relating to disabilitySensory DisabilitiesBlindnessAuthor: Broome, ErrolTitle: NightwatchSouth Freemantle, Western Australia: Freemantle ArtsCentre Press, 1995.Author: Creech, SharonTitle: Granny Torrelli makes soupLondon: Bloomsbury, 2003.Author: Edwards, NicolaTitle: My friend is blindNorth Mankato: MN: Chrysalis Education, 2004.Author: French, JacquelineTitle: Rain stonesNorth Ryde, NSW: Angus & Robertson, 1991.Short storiesAuthor: Savitz, Harriet MayTitle: A girl’s best friendNew York: Scholastic, 1995.Non-FictionIntellectual DisabilitiesAuthor: Morris, Mary & Klein, RobinTitle: Boss of the pool: the playPaddington, NSW: Currency Press, 1993.Down’s SyndromeAuthor: Bryan, JennyTitle: Living with Down’s syndromeHove: England, Wayland, 1998.Author: Rheingrover, Jean SassoTitle: Veronica’s first yearMorton Grove, Ill: A. Whitman, 1996.Author: Routh, KristinaTitle: Down’s syndromeSuffolk, England: Heinemann Library, c2004.Series Title: Need to knowPhysical DisabilitiesAuthor: Condon, JudithTitle: When it’s hard to moveNew York; London: Franklin Watts, 1998.Multiple SclerosisAuthor: Burnfield, AlexanderTitle: Multiple sclerosisSuffolk, England: Heinemann Library, c2004.ArthritisAuthor: Aldape, VirginiaTitle: Nicole’s story: a book about a girl withjuvenile rheumatoid arthritisMinneapolis: Lerner Publications, c1996.Sensory DisabilitiesBlindnessAuthor: Morgan, Nina & Rowe, GavinTitle: Helen KellerHove, England: Wayland, 1992.Author: Westcott, PatsyTitle: Living with blindnessHove: Wayland, 1999.DeafnessAuthor: Condon, JudithTitle: When it’s hard to hearNew York; London: Franklin Watts, 1998.Author: Haughton, EmmaTitle: Living with deafnessHove: Wayland, 1999.Author: Woolley, MaggieTitle: Being deafMankato, Minn Smart Apple Media, 1998.Author: Spilsbury, LouiseTitle: What does it mean to have Down’s syndrome?Oxford: Heinemann Library, 2002.Series Title: What does it mean to haveResources l Page 49Illustration: DanielleAge: 10School: St ThomasThe Apostle Primary

MultimediaVideos for StudentsStand up the real Glynn VernonThis video is about a man with views, opinions, beliefs,a flat, a small business, a past and plans. It is a personal,humorous, challenging and powerful introduction todisability awareness. It is an ideal starting point forconversation and discussion in the classroom.15 minutesLand of DroogThis a story of a group of people who have a spacetravel adventure and arrive in the Land of Droog wheredifferences are not accepted. Puppet animation.13 minutesKidAbilityChildren host this video and educate themselves andthe viewer about disabilities. While profiling adults andchildren who talk candidly about their disabilities, theylearn that people are more alike than different. Theprogram is crafted to foster sensitivity toward othersand acceptance of people with disabilities.25 minutesEqual ChancesThis video shows children with cerebral palsyparticipating in school life with their peers andteachers. It discusses the causes and types ofcerebral palsy and demonstrates how teachers andtherapists work together to achieve positive outcomes.15 minutesBradley; Trapped in silenceWritten by Bradley Wolf, this short biography givessome insight into the life of the author and his family.This material is used as part of the Young AmbassadorProgram.Websites for Studentswww.familyvillage.wisc.edu/index.htmlxAn online village mainly for those with a disability andtheir families, however also has lots of easy tounderstand information about different disabilities inthe village library.Deafnesshttp://www.auslan.org.au/Signbank is an interactive website dictionary of Auslan(Australian Sign Language). This great website allowschildren to learn the Auslan sign language.Hidden (Learning Disabilities)http://www.ldonline.org/kidzoneIncludes stories and artwork from students who havegrown up with learning disabilities.“Bandaids and Blackboards”www.lehman.cuny.edu/faculty/jfleitas/bandaidesA site created by kids for kids. It centres on theexperience of those with various medical conditions,their issues and school experience. Includingeverything from hospital stays to teasing.Physical Disabilitieshttp://www.planemath.comThis site was established in co-operation with NASAand provides interactive, mathematics-based activitieswhich are concerned with aeronautics and space.The site was developed primarily for students withphysical disabilities as the Internet is generally an easiermedium for students with physical limitations to use.15 minutesResources l Page 50

The MetroAccess Initiative is funded by theDepartment of Human Services and is beingimplemented in partnership with local government. Thisbuilds on the strengths of local government to promoteequal access and inclusion of people with disabilities.MetroAccess is a key initiative of the Victorian StateDisability Plan 2002-2012 to build the capacity of localcommunities across Metropolitan Victoria so that they aremore welcoming and inclusive of people with disabilities.If you have any queries or would like furtherinformation please contact:Stephanie WorstelingWhitehorse City CouncilLocked Bag 2Nunawading, 3131Tel: (03) 9262 6160stephanie.worsteling@whitehorse.vic. gov. auThe goal of MetroAccess is to enhance the capacity oflocal communities in Metropolitan Victoria to plan andsupport people with disabilities to increaseopportunities for community membershipand participation.MetroAccess focus areas can include:• Civic Participation• Physical Access• Health & Wellbeing• Sport, Recreation and Leisure• Arts / Culture• Housing / Accommodation• Transport• Education & Training• Business / Retail• InformationIllustration: IsabellaAge: 11School: Orchard Grove Primary SchoolMetroAccessResources l Page 51