International Day of People with Disabilities, 3 December Date
3.12.2013
Teacher
Karolina Nedelkovska
Age group / Class
10-11 years old students/ 5th grade
Subject
ESL / Social Studies
Topic
International Day of People with Disabilities, 3 December
Unit
Me and others
Structure
Presentation / Giving directions revision To develop students’ understanding To develop students’ speaking skills To develop students’ reading skills
Aims: Educational Functional Teaching methods and strategies
Brainstorming Discussion Case-Based Small-Group Problem-Based Learning Computer Simulation Demonstration Game Independent Study Large Group Discussion/ Question & Answer Lecture/Presentation Role Play
Materials
Pair of gloves, tape,
Lesson correlation
Social studies, PE
Assessment and evaluation
Teacher’s notes
Background information Brainstorming, Game with gloves 10 min
Explain to the class that the purpose of the lesson is to help them imagine what it might be like to have "different abilities" than they do now; to understand why some people act differently than they might expect. Write the word "ability" on the board and talk about what it means. Write the word "unique" on the board and talk about what it means. There are a variety of easy simulation activities that demonstrate difficulties in motor coordination or muscle control that someone with a physical disability might have. In the all thumbs activity, tape a child’s thumb and forefinger together and have him or her try to pick up
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Not being able to seer 20 min 1.Blindness You need: A good blindfold. A room with several occupied chairs and one or more marked chairs. Put odd obstacles on the way to the chair, and/or face the chair in an unexpected direction. Leave the door halfway open. What to do Explain that you will need 2 students - a “guide” and a “blind person.” You will be rearranging the room. The guide’s job is to help the blind person come into the room and go to the chair without running into anything. They can tell them how to do it and can also touch them to help guide their way. Make sure the blindfold is on and foolproof. Send the 2 volunteers into the hall and rearrange the room. The marked chair should not be too easy to get to.
raisins. In the gloves activity, have each child wear a pair of gloves and have them try to pick up pencils and drop them in a bag. The goal for this step is to discuss disabilities in general. Talk about why people might have a disability – some are born with a disability and others acquire the disability (an accident or old age). Perhaps a student in your class has a family member, friend or neighbor who has a disability. Allow the students to share with the class. Talk about physical disabilities and equipment people who have physical disabilities use, such as wheelchairs, leg braces, artificial arms or legs, etc. If possible, have some of these items in the class so the children can explore them. Also, read stories about children with disabilities to your class. Vision impairments include things like being short-sighted or farsighted that are correctable with glasses. It can also mean more serious problems like blindness or problems that are only helped a little by glasses. Hint: Most “guides” grab the blind person and pushes them around. This usually results in the “blind” person running into things. “Guides” usually don’t describe the path, and say “look out” instead of “stop” at major obstacles. When the chair is reached, “guides” usually spin the “blind” person around and push them into the seat, then leaves without explanation. Discuss: Did the guide do a good job? How would it feel to be the blind person being dragged or pushed? What would be more helpful than saying “look out”? How did the 2 volunteers feel? Repeat the activity, doing it the right way.
2. Blurred vision Use LCD projector.
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2. Make sure the projector is out of focus so that the words cannot be read. Tell the class to copy the information. Then ask questions about the text. Discuss how frustrating it is when you are trying and paying attention, but can’t see. What are the ways the class could be helpful to someone who has vision problems? Be sure to point out that they should ASK before helping. Some people would rather do things for
themselves.
The importance of celebrating the 3 December http://www.youtube.com/watch?v=vVe3gLDSDM&list=PLwoDFQJEq_0ZdDr0LHiBDiHwff_MSoiGS Additional activity: Power Point Presentation and discussion
Finish the lesson with 5 minutes video
Links http://www.teachingenglish.org.uk/publications/equal-opportunity-diversityhandbook-teachers-english http://disabled-accessfriendly.com/pdf_daf/A1-B1.%20Willis,%20Jeanne%20& %20Ross,%20Tony.%20Susan%20Laughs.%20Adapted%20by%20Sanderson, %20Lesley%20(updated).pdf http://www.teachingenglish.org.uk/links/disabled-access-friendly http://www.vcu.edu/partnership/CSAL/downloadables/PDF/DisabilityAwarenessPacket.pdf http://www.disabled-world.com/disability/accessibility/pictures.php http://fifthfreedom.org/video/temple_grandin.php http://www.indianadisabilityawareness.org
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