Years 3 – 4
Lesson 2: The experience of disability

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Contents

1. Lesson Overview
2. Australian Curriculum Links
3. Lesson Plan: Suggested sequence of learning experiences
4. Additional information

Downloadable reference materials

Lesson 2 Activity 1 [PDF] [Word Doc]
Lesson 2 Informed [PDF] [Word Doc]


1. Lesson Overview

Length of Lesson

65 mins

Prior knowledge (what should the teacher have already covered)

Resources Required

  • Action plan Chart and Action plan class set.
  • Display board to record responses.
  • Student exercise books.
  • Handout for activity 1.
  • Internet access – You Tube segment.

Key Concepts

  • There are different kinds of disability that effect people in different ways. Some are visible, some are not.
  • People with disability can use their abilities to achieve their goals.

Learning Outcomes

LO1: Students can recount a broad range of disabilities.
LO2: Students appreciate that people with disability can use their abilities to achieve great things.

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2. Australian Curriculum Links

General Capabilities

PSC: Personal and Social Capability EU: Ethical Understanding L: Literacy CCT: Critical and Creative Thinking N: Numeracy

By the end of year 4 (level 3)
L:
Interpret and analyse learning area texts: interpret literal information and make inferences to expand topic knowledge using comprehension strategies.
L: Understand learning area vocabulary: use growing subject-specific vocabulary to read, discuss and write about learning area topics
CCT: Identify and clarify information and ideas: identify and clarify relevant information and prioritise ideas.

Assessable moments: As students undertake the learning experiences described in the lesson, take note of a range of assessable moments to provide information about student achievement. Ongoing assessment will provide evidence of the extent to which students achieve the identified Australian Curriculum links. Assessable moments are linked to learning outcomes and are identified by the following identifier:

Assessable Outcome TickLO (insert number)

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3. Lesson Plan: Suggested sequence of learning experiences

Format Lesson Plan: Suggested sequence of learning experiences

Intro
1 mins

State the learning intention

Refer to the action plan: Today we are going to continue to become more informed about disability. Firstly we will discuss what you found out for homework. Then we will become familiar with different types of disability, and begin to develop our understanding of the challenges faced by people with disability. We will then look at what people can achieve when they focus on what they can, that is, focus on abilities.


15 mins

Review homework activity

Class discussion: go through questions assigned for homework from lesson 1 and share information.

Lesson 1 Homework activity : Students interview members of their family using the following questions:

  1. Has any member of the family had a disability, or known someone with a disability?
  2. What challenges did this person have?
  3. What were the things you admired about this person/ what were their strengths?
  4. Do you think this person had a good life? If yes, why do you think so? If no, what could be done to improve their life?

40 mins

Activity 1: Groups of disability

Resources: Lesson 2 Activity 1 [PDF] [Word Doc]

Refer to handout for lesson 2: Images of people doing amazing things

Teacher’s notes: There are no wrong answers in this activity. The purpose is for the students to explore their own perception of disability. In task 1, do not tell them that the images are of people with a disability.

Task 1: Working individually, ask students to look at the images of the people on the poster, and in the thought cloud under each image, write some words or phrases to describe what they see (model a positive response). Give students 5 minutes to complete the task. Students share responses in pairs, then in an open discussion.

Assessable Outcome TickLO1 Task 2: Inform students that all the images are of people with a disability. Go through each image and identify with the students the achievements of the person and the disability that the person has (refer to the additional information notes below for a description of each person and their disability). Look at the groups written below the pictures that relate to the person in the same column. Make the point that a person can have more than one disability; therefore be included in more than one group. When there is an image where it is not obvious what the disability is, use this opportunity to emphasise that not all disabilities can be seen, and there are many different disabilities.

Teacher’s notes: The groups included in this activity are just a select few. There are other groups of disability that are not included. Use groupings just to highlight similar challenges experienced by these people.

When you talk about ‘communication and social interaction’ disability (Satoshi Tajiri) – show segment on Autism (14 minutes 22s):

Assessable Outcome TickLO2 Task 3: Ask the students to think about the experience of disability for these people.

Ask question: “What are at least 2 challenges that people with these disabilities would experience day to day?” (eg. if you were a person with a hearing disability, you would have difficulty speaking to someone over the phone).

Students record at least 2 challenges people face day to day for each group of disability (record on handout).

Assessable Outcome TickLO2 Task 4: Students to write a response to what they think about the people on the worksheet. (Question is written on handout).

Teacher’s notes: No answer is wrong, but if a student writes something like, 'they are just like everyone else, or they are just like me, or they can do everything I can do, they just do it in their own way’, then ask them why they wrote this to provoke further discussion and develop a strongly connection to themselves.

Main point to highlight:

  • There are different kinds of disability that effect people in different ways. Some are visible (eg physical disability where a limb is amputated), some are not (eg learning disability).
  • People with disability can use their abilities to do amazing things.
  • People with disability experience challenges that others without the disability may not experience.

Conclusion
9 mins

Assessable Outcome TickLO1,LO2 Class brainstorm: Activity 2: Action Plan Entries

Get the students to complete their first entry for the Action Plan for the I: Informed theme. Also complete the class entry for the Action Plan chart.

Teachers notes: when completing Action Plan entries for the class chart, you can refer to the “main points to highlight” that are recorded in the lesson plans to help direct thinking to respond to the “What can we do?” box. Children can use the same idea in their own action plan, or generate their own ideas (scaffolding for higher order thinking).

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4. Additional information

Teacher¡¯s Notes: Description of images lesson 2

NameDisabilityDetails
1. Michael Milton – Australian Skier Physical – left leg amputee Michael Milton is a skier, cyclist, trekker, triathlete, world and Australian record holder, Paralympian, and Olympian. When Michael was nine, he was diagnosed with bone cancer, and had to undergo surgery to amputate his left leg. Nonetheless, he continued with skiing and excelled at racing. He was the first Australian athlete in history to win a medal at the Winter Games. He won a sweep of all four gold medals in alpine skiing. In addition, he holds the record for the fastest skier in Australia.
2. Geoffrey Gurrumul Yunupingu – Australian Singer, musician Vision Born blind, Geoffrey grew up as a member of the Gumatj clan on Elcho island, off the coast of tropical North East Arnhem Land. His fragile but powerfully emotive voice has affected the public in a way no other artist has done in this country. This unique Aboriginal man sings songs about identity, spirit and connection with the land, its elements and the ancestral beings he is related to. His high tenor voice and aura–like persona creates emotion, compassion and a feeling of peacefulness and longing with audiences in Australia and around the world.
3. Deaf Netball team Hearing Deaf Netball Australia (DNA) was founded in 1966. DNA works with Netball Australia promoting participation and access to netball for Deaf and hard of hearing players.  The two major competitions for DNA are the National Deaf Netball Club Championships and the Australia Deaf Games (the next games to be held in Adelaide, 2016). DNA website: http://www.deafsports.org.au/committee-deaf-netball-australiaExternal Link
4. ‘Rudely Interrupted’ – Australian Rock band Intellectual One of Australia’s most unique rock bands, ‘Rudely Interrupted’ have toured the world, played on some of the biggest and most prestigious stages, starred in an AFI nominated critically acclaimed documentary film, released their debut record ‘Tragedy of the Commons’ They released their second album ‘Mystery Girl’ in October 2012. Five of its six members have intellectual disabilities, some of them severe, but they play every bar of music themselves.
5. Satoshi Tajiri

Communication and social interaction – Asperger’s Syndrome

Satoshi Tajiri is a Japanese video game designer best known as the creator of Pok¨¦mon and the founder of development company Game Freak, Inc. Tajiri has also worked for numerous major game projects, including Pulseman, Mario spin–offs and the Legend of Zelda. His work has earned him numerous accolades from his peers. He has Asperger’s Syndrome. People with Aspergers Syndrome have difficulties with communication (e.g. turn©\taking, engaging in conversation, being flexible, making friends, literal interpretations). There is likely to be a restricted range of activities and interests.

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