“Just a Little Bit Different”: Inclusive Classrooms, Inclusive Schools

“Just a Little Bit Different”: Inclusive Classrooms, Inclusive Schools
Betty Ford: Education, Arts, Letters and Ideas

Skill: Elementary School
Time Required: Two to three class periods


Standards Compliance
NCSS Strand 1
Culture
NCSS Strand 2
Time, Continuity, and Change
NCSS Strand 3
People, Places, and Environments
NCSS Strand 10
Civic Ideals and Practices
NCTE Standard 7
Students conduct research by generating ideas, questions, and problems. They gather, evaluate, and synthesize data.
NCTE Standard 8
Students use a variety of technology and information resources to gather, synthesize, and communicate knowledge.
ISTE Standard 4
Technology communications tools
ISTE Standard 5
Technology research tools

Introduction:

In 1975, during the Ford administration, Congress passed Public Law 94-142, the Education of All Handicapped Children Act, which was a giant step forward in the education of children with disabilities.  That law has been followed by a number of other improvements in laws governing the education of children with disabilities, and today, in many schools in the nation, children with disabilities are educated, for the most part, in regular, so-called inclusive classrooms.

Objectives:

The purpose of this lesson is to engage students in thinking about differences and similarities among their classmates, to the end that students begin to see that all children are “just a little bit different.”  Note: this lesson is particularly good if it is done in an inclusive classroom.

Materials Required:

Access to the Internet; art supplies, tag board.

Procedures:

1.  Begin the lesson by talking about visible and invisible differences, those of language, religion, dress, ethnicity, gender, etc.  Have students make a poster with tracings of different colored hands.  On each hand, write the word, “Hello,” in a different language.  Have students practice saying “Hello,” in each language.
 
2.  Explain to students the history of special education law in the United States, ending with the fact that many classrooms now are “inclusive” classrooms, and what that means.  Further explain that all students have things about them that are unique and that “disabilities” are quite often just that—something that makes a person “just a little bit different.”
 
3.  Then, invite students to list some traits that make them unique. From that list, create a BINGO-like card with a square for each student. Write one fact from each student's list in one of the squares. Then the fun begins! Provide each student with a copy of the BINGO card. Students must ask one another if they "sleep with a stuffed lizard " or another question that relates to the information on one of the squares. When students identify the person who matches the information in a square, that person writes his or her intials in the box. Set a time limit and see who collects the most initials before time runs out. We learn some very interesting things about one another. This activity reveals commonalities and creates lively conversation.
 
4.  Another way to encourage students to think about their commonalities and differences is to ask them, “If you could be an animal, what animal would you be?  And why?”  Give the students a little time to think about what animals they might like to be -- and why. I encourage them to be creative, to be different and unique.  Ask students to draw their animal on a piece of paper, with the student’s name, the name of the animal, and the reason for choosing that animal.  Hang the pictures in a special place in the room.
 
5.  If appropriate, have students explore the “Understanding Kids Who Are Different” website below.  Or, the teacher might do the exploring, extracting lessons and strategies for his or her students to discuss, and/or practice. 

6.  Ask students to explore the "Band-aids and Blackboards" web site, below, to get a sense of how children with disabilities or chronic illnesses feel about such topics as teasing.
 
7.  Conclude the lesson by asking students to write a short paper—one or two pages—about how they think life for all students, with all kinds of needs, can be made better in their classroom.

Extending the Lesson:

This lesson might be extended by inviting a member of the Board of Education, or the Superintendent of Schools into the classroom to explain the history of the District policies for children with disabilities.

Sources & Resources:

Books:
 
Robinson, Debra.  Portraying Persons with Disabilities: An Annotated Bibliography of Fiction for Children and Teenagers.  New Providence, NJ: R.R. Bowker Publishing, 1992.
 
Websites:
 
Saying “Hello” in Many Languages 

A History of Special Education 

Special Education: Promises and Problems 

Band-aids and Blackboards 

For the Teacher
 
Understanding Kids Who Are  Different: Teaching About Kids with Disabilities 

  
 
Credits:
 
This lesson was adapted by Averil McClelland, Kent State University, from ideas found on the Celebrate National Inclusive Schools Week website.