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Educating Students

about Physical
Disabilities
Training Plan

Foundation Level

Developed by Stephanie
Crellin 2014







Training Plan
This Training Plan has been developed for teaching students at
foundation prep level about physical disabilities. Students at an
early age should have an awareness and understanding of
disabilities in general so that they grow up with a sense of empathy
and acceptance. However, they must be taught in an environment,
which is non-confronting. Over the next five lessons students will
have a sound understanding of difference and diversity, disabilities
in general, physical impairment, wheelchairs user and finally
acceptance and ways in which students with a disability can be
included within a school environment.





Lesson One: Difference and Diversity
Level: Foundation Prep
Australian Curriculum: General Capabilities- Ethical Understanding
The development of personal values and attributes such as honesty, resilience, empathy
and respect for others, and the capacity to act with ethical integrity (Australian Curriculum,
Assessment and Reporting Authority, 2013)

Learning Outcomes/Objectives: By the end of the lesson students will be able to:
Reflect on the story and identify the main message
Identify differences of physical characteristics
Accept the idea that everyone is not the same and it is okay

Teaching Focus: The teachers aim of the lesson is to introduces concepts of:
Diversity and difference
Acceptance and equality

Resources: Its Okay to be Different Storybook by Todd Parr
(https://www.youtube.com/watch?v=9djF2hV-JqQ), poster paper, pencils, textas

Procedure Student Action /Tasks Teacher Action Time
Introduction Students:
- Come inside and sit on the
floor in front of the teachers
chair
- Are read the storybook Its
Okay to be Different

-Teacher brings students to the
floor to read Its Okay to be
Different
- After book is read teacher asks
students how that makes them
feel?
15min





Main
Activities

Students:
-Watch teacher
demonstration of a picture
previously drawn of her face.
- Talk about features that
they see (eg: blue eyes,
blonde hair) and talk about
how their picture might be
different.
-Are then told of task of
drawing their own faces and
features
- Handed posted paper and
sent to tables for drawing and
colouring in
Teacher:
- Models by presenting own
drawing
- Prompts thought by asking
students to talk about the features
on her face how might they be
different? I see my eyes are
blue, what colour are yours..?
- Inform students to head to their
tables to draw their faces thinking
about features on their face.
-Hands out poster paper and
sends students to tables for
drawing and colouring in
20min
Conclusion

-Students come to the floor
for circle share time
- Students given 2 mins to
share with the person next to
them
- In partners discuss all the
differences in their drawings
- Partners then share
differences they found and
respond to concluding
question asked by their
teacher

- Teacher brings students to the
floor for circle time
- Gives each student the chance
to share work with the person next
to them
- walks around the circle and
prompts thought by asking
questions about physical
characteristics that are different
from one another
- Teacher ends the class with the
concluding question Is it okay
that we look different? (Leading
into physical characteristics)
10 mins



Lesson Two: Disabilities in general
Level: Foundation Prep
Australian Curriculum: Ethical Understanding
The development of personal values and attributes such as honesty, resilience, empathy
and respect for others, and the capacity to act with ethical integrity (Australian Curriculum,
Assessment and Reporting Authority, 2013)

Learning Outcomes/Objectives: By the end of the lesson students will:
Have a sound understanding of disabilities in general
Be encouraged to share previous experience in regards to knowing or seeing
someone with a disability

Teaching Focus: The teacher will:
Introduce students to the topic of disability
Gage where students knowledge is in regards to disability
Encourage students to share previous experience in regards to knowing or seeing
someone with a disability

Resources: Lemon the Duck by Laura Backman, IWB if no book and look up Top-rated
Children's Picture Book About Disabilities on YouTube URL:
https://www.youtube.com/watch?v=r1VKbOpGQA4

Procedure Student Action /Tasks

Teacher Action

Time
Introduction Students:
-Discuss the book they talked
about in the previous lesson
Its Okay To Be Different
-Students are introduced to
the new book Lemon the
Duck
Teacher:
- Encourages students to reflect
on previous book Its Okay To Be
Different
- Introduces the new book Lemon
the Duck
5
minutes
Main
Activities

Students:
- Listen to the story
- After talk about themes of
the story of how everyone
noticed that lemon the duck
was different
- Are then introduced to the
topic of disability
- Identify that the character in
the story had a disability
- Learn a basic understanding
of disabilities in general:
=> Some people are born
with it
=>Can be the result of an
accident
=> Types of disabilities;
Some we can see (eg:
physical impairment) some
that we cant see (eg: Autism)
- Listen to teacher talk about
a friend with a disability
- Sit in groups of three and
discuss whether they have
seen or know or are related
to someone with a disability
- Discuss whether it is a
Teacher will:
- Read the story to students and
discuss themes at each page that
might correlate with disability or
being different
- Asks if anyone in the class
know what the word disability
means
-If no response prompt questions
then give students a basic
understanding of disabilities:
=> Some people are born with it
=>Can be the result of an
accident
=> Types of disabilities;
Some we can see (eg: physical
impairment) some that we cant
see (eg: Autism)
- Split students up into groups of
three for share time:
- Before splitting will talk about a
friend with a disability that they
know to model to students what
they are being asked to do
- Walk around from group to
group asking prompting questions
eg: did your mum and dad talk to
30mins
disability that they can see
(eg wheelchair user etc)
you about your cousin..?
What kind of disability is it one
you can see (physical
impairment?
Conclusion

Students:
- Sit for circle share time next
to members of there group
and share what they spoke
about
Teacher:
-Brings groups back for circle
share time and they discuss what
they talked about

10 min

Lesson Three: Physical Impairment and Wheelchair Users

Level: Foundation Prep
Australian Curriculum: Ethical Understanding
The development of personal values and attributes such as honesty, resilience, empathy
and respect for others, and the capacity to act with ethical integrity (Australian Curriculum,
Assessment and Reporting Authority, 2013)

Learning Outcomes/Objectives: Students will be able to:
Reflect on what was learnt in previous lesson about disability and use knowledge for
further understanding
Have a sound understanding of people with a physical impairment and people who
use aids to support them
Feel empathy by looking through the eyes of someone with a physical impairment

Teaching Focus: The teacher will encourage students to reflect on knowledge attained in the
previous lesson, and create an environment where students are able to look through the eyes
of a person with a disability and encouraged to empathise.

Resources: Sesame Street YouTube Clip Christopher Reeve talks about his Wheelchair
https://www.youtube.com/watch?v=OzHvVoUGTOM , whiteboard, whiteboard markers,
pencils, paper and interactive whiteboard (IWB)

Procedure Student Action /Tasks

Teacher Action

Time
Introduction Students will:
- Be asked to reflect on
knowledge learnt in previous
lesson in regards to disability
- Be asked whether they have
seen or know someone who
requires a walking aid,
wheelchair etc.
- Introduced to the topic of
physical disability with the
opportunity to brainstorm on
the whiteboard types of
physical disabilities

Teacher will:
- Ask students to reflect on
knowledge learnt in previous
lesson in regards to disability
- Ask students to reflect on
previous experiences of what they
know about people in wheelchairs
from students previous
experiences
- Introduce the topic of physical
disability through discussion and
brainstorming on the whiteboard
types of physical disabilities/aids
needed eg: wheelchair users,
cane etc.
10 min
Main
Activities

Students will:
- Turn to the IWB to watch a
small clip of Christopher
reeve in the film superman
- Be told of the actors
Teacher will:
- Turn students to the IWB for
small clip of Christopher reeve in
the film superman
- Inform students about the actors
25 min
accident before watching
Sesame street YouTube clip
of the actor talking about his
wheelchair
- Reflect on what they learnt
from the video
- Be demonstrated of next
task of writing their name or
drawing a picture using there
non preferred hand
- Be sent to tables to
complete task
accident before showing Sesame
Street YouTube clip
- Encourage students to reflect
and discuss what they took out
from watching both clips

- Demonstrate to students of next
task of writing their name (if
unable to write name encourage
students to draw a picture)
- Send students to tables to
complete task
Conclusion

Students will:
- Come together for buddy
share time
- Talk to their buddy about
how they felt only being able
to use one hand
- Have share time as a whole
class and discuss even
harder struggles faced for a
person in a wheelchair
Teacher will:
- Bring students to floor for buddy
share time
- Encourage students to share
with there buddy what was hard
about the activity
-Bring students back for whole
class discussion about the even
harder struggles faced for a
person in a wheelchair
10 min


Lesson Four: Creating Empathy and Inclusion What can we do to
help our friend with a physical disability?
Level: Foundation prep
Australian Curriculum: Ethical Understanding
The development of personal values and attributes such as honesty, resilience, empathy
and respect for others, and the capacity to act with ethical integrity (Australian Curriculum,
Assessment and Reporting Authority, 2013)

Learning Outcomes/Objectives: Students will be able to:
Draw from knowledge attained in previous lessons
Empathise with the feelings someone might feel having a physical disability
Think of ways to support inclusion for people of all abilities

Teaching Focus: The teacher will encourage students to empathise and draw on previous
knowledge of people with physical disabilities in order to think of ways to support inclusion
within their school environment

Resources: YouTube Clip Disability: Child Protection - Get Informed Protect Children
https://www.youtube.com/watch?v=3SzazN2OrsQ, IWB, whiteboard I will help my friend by
poster paper worksheets, pencils, textas, butcher paper

Procedure Student Action /Tasks

Teacher Action

Time
Introduction Students:
- Reflect on previous lessons
- Turn to IWB to watch the
YouTube Clip Get informed
Protect Children
-When the movie is paused at
0:40 talk about how the
character is feeling,
- Watch the remainder of the
video and identify and
respond to questions asked
by the teacher
Teacher:
-Encourages students to reflect on
what theyve learnt
- Sets up YouTube clip and
pauses at 0:40
- Encourages students to
empathise by using prompting
questions How is the character
feeling? Why might he be feeling
this way?
- Watch the remainder of the
video and prompt thought with
10 min

Lesson Five: Guest Speaker with a Physical Impairment
Level: Foundation Prep
Australian Curriculum: Ethical Understanding
The development of personal values and attributes such as honesty, resilience, empathy
and respect for others, and the capacity to act with ethical integrity (Australian Curriculum,
Assessment and Reporting Authority, 2013)

Learning Outcomes/Objectives: Students will be able to:
Use information gathered in previous lesson to empathise with the guest speaker
Use questions created by themselves in order to critically reflect on what they have
learnt in the five lessons in regards to disability and physical impairment

Teaching Focus: The teacher will encourage students to use their knowledge obtained in
previous lessons to listen and critically reflect on what they have learnt about disability and
physical impairment.
concluding questions What
changed? What made him feel
happy?
Main
Activities

Students:
- Discuss as a whole class
things that make us happy
friends, family, help from
others, playing games
- Discuss ways in which we
could help a friend with a
physical impairment or in a
wheelchair helping them get
from classroom to classroom,
making sure they are
included in games, helping
them communicate etc
- Observe teachers
demonstration of I will help
my friend by worksheet
- Are handed a worksheet
and head to tables to draw a
picture on worksheet and wait
for teacher to come round
and write down their
response of what they have
drawn
Teacher:
- Encourages students to talk
about things that make them feel
happy friends, family, help from
others, playing games
- Encourages students to discuss
Discuss ways in which we could
help a friend with a physical
impairment or in a wheelchair
- Writes student responses on
whiteboard
- Shows demonstration of a
drawing of herself and a friend
with a physical impairment,
the title being I will help my friend
by.. (eg: playing games that
he/she can plat too)
Teacher then hands out poster
paper I will help my friend
worksheets for students to go to
tables and start
-Walks around the room and asks
each student what they have
drawn and writes down on sheet
students response
20 min
Conclusion

Students:
-Come to the floor for circle
share time
- Share with the class their
how can I help my friend
poster worksheet
- Talk about guest speaker in
upcoming lesson
- Listen to teacher talking
about the individuals
background (age, disability)
- Brainstorm and discuss
questions they might like to
ask the guest speaker
Teacher:
-Brings students to the floor for
circle share time
- Encourages students who feel
confortable to share their work
- Explains to the class about the
guest speaker in the upcoming
lesson
- Talks about individuals
background
- Encourages students to
brainstorm and discuss questions
they might like to ask
-Teacher writes down questions
on butcher paper
15 min

Resources: Guest speaker, student list of questions, camera, coloured paper, student books,
pencils, textas, glue, scissors
Length: 1hour session

Procedure Student Action /Tasks

Teacher Action

Time
Introduction Students:
- Have a quick recap of what
they have learnt about
disability and physical
impairment
- If comfortable will choose
one of the questions to ask
thought of in the previous
lesson

Teacher:
- Asks students to reflect on what
they have learnt about disability
and physical impairment
- Asks students who feel
comfortable to choose a question
thought of in the previous lesson,
to ask the guest speaker

10 min
Main
Activities

Students:
- Sit and listen to guest
speaker
- Reflect on information
shared by guest speaker and
ask questions
- Thank guest speaker for
coming
-Get in a photo with the guest
speaker
- After being handed photo
from teacher, watch teacher
demonstration of upcoming
- Head to tables to stick photo
into workbook and either
write or draw what they learnt
when they met the guest
speaker
- Wait for teacher to make
their way to them if they need
assistance writing or drawing
what they learnt

Teacher will:
- Ensure students are polite when
listening to guest speaker
- Encourages students to reflect
on information shared and ask
questions
- After interview get students to
thank guest speaker and take a
photo of each student with the
guest speaker (or a class shot)
- After guest speaker has left print
off photo copies and hand to each
student
- Model to students to stick photo
into workbook and either write or
draw what they learnt when they
met the guest speaker
- Send students to tables with
photo, workbooks, gluesticks,
scissors and pencils
- Walk around the room and asks
each student what they have
written or if they have drawn
something write down on sheet
students response
40 min
Conclusion

Students:
- Come to floor for buddy
share time
- Ask their partner something
they found interesting when
listening to the guest speaker
(was it the same? Was it
different?)
- Listen to teacher conclusion
of last five lessons

Teacher:
- Brings students to the floor for
buddy share time
- Walks around during buddy
share time asking encouraging
students to ask their partner
something they found interesting
when listening to the guest
speaker (was it the same? Was it
different?)
- Conclude with what was learnt in
the last five lessons in regards to
physical disability
10 min


References

Australian Curriculum and Assessment Authority (2012). Ethical Understanding.
Retrieved August 5, 2014, from
http://www.australiancurriculum.edu.au/humanitiesandsocialsciences/history/Rationale














































Appendix 1: Resources

Picture Storybooks
o 'Its Okay to be Different by Todd Parr


o Lemon the duck
by Laura Backman











o Teacher resource manual for teaching the topic of disability to primary years:
https://wiki.uiowa.edu/download/attachments/34245691/RHAB-
Disability_Awareness_Manual.pdf


YouTube
- Sesame Street clip https://www.youtube.com/watch?v=OzHvVoUGTOM


- Disability: Child Protection - Get Informed Protect Children
https://www.youtube.com/watch?v=3SzazN2OrsQ

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