Kowhai Disabilities Plan - Rights For Everyone - Term 3, 2009

Inquiry Plan Where we are in time and place

“Rights for Everyone” Everyone” Kowhai Syndicate, Years 0-2, Term 3 Wks 1-5, 2009 AO’s

Health and P.E.:

Healthy Communities and Environments

Rights, responsibilities, and laws: People and the environment: Take individual and collective action to contribute to an environment that can be enjoyed by all. Key Idea:

Disabled people should have the same opportunities as everybody Rich Task:

Identify facilities for disabled people at Nelson Central School and suggest possible additions SLO’s 1.

Give an example of a disability and how this disability impacts on a child’s daily life

2. Describe how a disabled person’s feeling and emotions are the same as theirs 3. Identify features/facilities/equipment that support disabled people in their daily life

Key Competencies Relating to Others: Recognising different points of view Thinking: Making sense of information, experiences and ideas Principles: Equity, All students’ identities and talents are recognised and affirmed Values: Diversity and respect for others. Explore with empathy the values of others. Cross Curricular Links eLearning / I.C.T (Voicethread, Digital Camera Photography, Kidpix, Inspiration) English

4. Suggest any possible improvements that could be made to Nelson Central School to make it more disable-friendly

POSSIBLE Teaching and Learning Sequences

Set the Scene: –

Hook – Story (see resource list)

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Discuss prior knowledge of children with disabilities

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Discuss: What is a disability? What is an ability?

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As a class make a T-chart – ability vs disability

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Experience a disability: buddy students up, make blind for a morning tea; students to complete a simple obstacle course on front field blind play barrier game – students sit back to back and instruct one child to do draw something, they draw the same. Compare pictures when complete (see Iris’ World Blind Education Kit for more blind-related exercises)

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De Bono Thinking Hat – Red Hat thinking (feelings): students record how they felt in the experience.

Assessment (What and How)

Acquire –

Decide as a class on a disability to investigate

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Discuss how good questions are written. Look at effective vs ineffective questions (questioning rubric)

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Write key questions that students would like to find out answers to (seven servants)

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Decide on sources that could assist with finding out answers to questions (eg book, Internet Search, videos, guest expert – see resource list)

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Start developing a class vocabulary word bank

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As a class or in Inquiry Groups write specific questions to interview an expert

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Ask visiting expert the class questions

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Discuss points raised by expert, record briefly in a bubble map/brainstorm

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Double bubble thinking map (compare & contrast) – in what ways are people with disabilities the same and different to us (use guest expert or person off video to compare/contrast against)

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Discuss needs of the specific disability group (what facilities/equipment do they need in order to live their daily life)

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De Bono Thinking Hat – White Hat thinking (information/facts): Record some adaptions/equipment/facilities etc that people of the specific disability require.

Use –

Explore the school specifically looking and using knowledge to identify the facilities for people with disabilities

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Discuss what how these facilities enhance/help children with disabilities

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Note which facilities/equipment are relative to disability being studied in class

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Inspiration – create diagrams in Inquiry groups brainstorming facilities they know would help a person with a disability

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Photograph and/or draw facilities for disabled people at Nelson Central School (paper & pencil or Kidpix)

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Voicethread (www.voicethread.com) showing photo and students talking about why the adaption is useful for a disabled person.

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De Bono Thinking Hat – Yellow Hat thinking (positives): What facilities/equipment does Nelson Central have for disabled people?

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De Bono Thinking Hat – Black Hat thinking (negatives) in Inquiry Groups: What adaptions/add ons are needed to make Nelson Central more disabled-friendly?

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Combine Inquiry Groups’ ideas to create class list of suggestions for possible adaptations to our school environment – how can we make Nelson Central School more disabled friendly?

Celebrate Understanding

Assessment Criteria

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Still digital photo slideshow of facilities for disabled people at Nelson Central School – put photos children have taken on blog

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Plan, script and rehearse a movie presentation/digital story to be shown to Dr Potaka and Christine to show facilities that support children with disabilities at Nelson Central School. Include any adaptions that need to be made.

or more features or facilities at Nelson Central School for children with disabilities.

Eg: “If I was blind Dr Potaka, I would like a (sandpit) because…”

A = Identify three features or

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Invite Dr Potaka and Christine to a showing of your movie.

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Upload video to class blog and encourage parents/caregivers/community to comment

Evaluate –

Look at how the school is meeting the disabilities needs. Are we doing enough?

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Read and respond to other people’s feedback on the class blog to the rich task presentation.

E = Identify and describe three

facilities at N.C.S for children with disabilities.

B = Identify less than three features or facilities at N.C.S for children with disabilities