Accommodations

Activity: Vocabulary Practice

Materials: 

• White board/chalk board and corresponding writing utensils

Time: 

• 10-15 minutes

Activity:

• First, review what was discussed in the previous lesson. Write various disabilities that were talked about in the previous lesson (deaf, blind, amputee, etc.) on the board or other visual aid and have students shout out things they remember about those disabilities. 

  • Create small mind maps for each disability with the things suggested by the students. 

• Second, write the word accessibility on a whiteboard or other visual aid. Start off discussion by asking students if they know what the word accessibility means.

  • As a class, discuss and brainstorm about accessibility and disabilities and what students may know about them. Key vocabulary that can be written on the board can include "wheelchair," "ramp," "Braille," and "accommodations."

Activity: Book Listening and Discussion

Total Time: 

• 60 minutes 

• Full Unit Lesson Plan

Activity: Listening to "Don't Call Me Special"

Time: 15-20 minutes

Activity Plan

Materials:

• Computer

• Access to internet connection

• Access to audio equipment; an internal computer audio system will suffice

• Access to whiteboard, chalkboard, or poster board 

• If not assess to the physical book, this Youtube video (https://www.youtube.com/watch?v=UV-7cApN7zQ ) is a reading of the book

Procedure:

• Pause the reading to discuss different accessibilities we see in the story/hear. 

• Ex. 1:24 Answer in shoulder partners

  • Do you know any children with a disability in your school? In your family?

  • What things are they good at?

  • What do they find difficult?

  • What are you good at?

  • What do you find difficult?

• Look at Lesson Plan for specific details on teaching 

Activity: Small Group Discussion

Time: 10-15 minutes

Materials: 

• Worksheet

Procedure:

• Divide the class into small groups (pairs of 2-3) and provide students with the worksheet (Appendix A) of discussion questions related to the story and accessibility/disability as a whole 

• • Have students answer these questions together and teacher checks in on groups and engages in conversation

CCQ's: 

• How long do we have to discuss in groups?

• What kinds of questions are on the worksheet?

• How many people are in each group?

Activity: Whole Group Discussion

Time: 10-15 minutes

Procedure:

•  Bring groups back together for a whole group conclusion

  • Ask each group to share one key idea or insight from their discussion, focusing on accessibility in the story.

  • Discuss how accessibility features in the story helped characters with disabilities. 

Activity: Vocab Game 

Materials:

• Flash cards or internet access to images that depict accessibility features

Time: 10-15 minutes

Procedure:

• Show visual aids depicting accessibility features such as ramps, elevators, and Braille signs.

• Ask students to identify and describe these features and explain how they make life easier for people with disabilities.

Activity: Cool Down 

Materials: 

• White Board/Chalk Board

• White Board Markers/Chalk

Time: 5-10 minutes

Procedure:

• Summarize key points and topics of the book, emphasizing the importance of accessibility for individuals with disabilities.

• Encourage students to reflect on what they learned about accessibility and think of possible accessibility we can change within our school/communities.

Discussion Questions:

Take-Home Form: Appendix B 

Students take home worksheet and answer the following questions:

1. List different disabilities you see in your community/in public.

2. List different accessibilities/accommodations you see in your community/in public.