Advocacy

Activity: Guess the Name

Time: 10-15 minutes

Materials: 

• Projector

• Appendix A 

Activity:

• Display Appendix A. In the slide show there are different images of common accessibility items used. For example, wheelchair, glasses, ramp, etc. Students will see one slide at a time and will raise their hands and name the thing on the board. Then, ask the class how that item helps someone who has a disability.

  • You can either do this activity in groups or individually; depending on how strong the students feel with the vocabulary

• This activity is priming them for a later activity where they will be thinking about different things that can be implemented to help those with disabilities.

Activity: Full Group Discussion

Time: 15-20 minutes

Topic: Language Surrounding Disability

• Bring the class back together on the rug or at their desks

  • “We’ve talked a lot about physical problems people with disabilities might have to face but now we’re going to discuss social issues.”

• Discuss how to treat people who are different, what not to say to someone with a disability(retard, cripple, special, etc.). Don’t explicitly say these words but allude to hurtful words that people with disabilities are called

• Explain to students how it feels to be called hurtful words and to be excluded from social situations

• Discuss person-first language. 

  • Write ‘Disabled Person’ and ‘Person with Disability’ on the board 

  • Show students how the emphasized word is put to the front (disabled vs person) and how many people with disabilities want to use person-first language

• Open up the discussion to questions from students

• Close the discussion by reminding students that disabled people are just like anyone else and they deserve respect and to be included in activities with people who are not disabled

Activity: Person First Language

Time: 15-20 minutes

Procedure:

• Underneath the writing on the board of 'Disabled Person and 'Person with Disability', write the sentence frame 'You are a person with ______" and "I am a person with _______". 

• Have students form pairs, then have one half of the pairs form an inner circle facing outwards and the other half form an outer circle facing inward so they are looking at each other. 

  • If there is an uneven number of students, the teacher can join the activity to make numbers even

• The pairs will have 2 minutes to describe their partner using person first language. 

• After time is up, have either the inner circle or the outer circle rotate one person to their left and start again with a new partner

• Have students rotate partners 5-6 times and then end the activity

Activity: Improving Accessibility in the Community

Time: 30 minutes

Group Size: Four equal groups.

Full Lesson Plan: Advocacy

Activity:

• Assign each group a scenario related to a space in their community (Appendix B)

• Give the groups 5-10 minutes to brainstorm ideas on how to improve the designated space for better accessibility.

• Instruct the groups to come up with 2-3 suggestions for enhancing the space.

• They should write down their suggestions using the following sentence frames, which should be displayed on the board:

  • "In our [designated space], we should have [suggestion]."

  • "In [designated space], it would be important to [suggestion]."

Sharing with the Class:

• Have each group give a 1-2 minute presentation in front of the class of their scenario

• They only need to read out their prompt and list the improvements they brainstormed

Time: 10-15 minutes

Instruction for Transition to the Final Project:

• "Now, let's transition to our final project.

• We're going to connect the activity we just completed with the final project.

• Our final project is about designing or modifying a house to make it wheelchair-accessible while ensuring it looks good and functions well.

Example for Final Project:

• "For your final assignment, in groups you will create a presentation of a house you design to be accessible for a person who uses a wheelchair.

Closing Question for Students:

• "As a closing question, we want you to consider this:

• 'Take a look around your neighborhood, including buildings, houses, and apartments. What features make these places easy to use for everyone, such as ramps or wide doors?

• Also, think about the essential elements every house needs, like doors and windows.

• Pay attention to the shapes and styles you observe in your neighborhood, as they may inspire your own project.'"

Take the next class to let students plan their final project with their group and present to the class. Groups can make a power point or a poster of their ideas to present.