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CEC Presentation: Disability 101

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Sara Cook and Brian Kajiyama's presentation.

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CEC Presentation: Disability 101

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

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