Teacher Preparation

Students will...

... that we are all individuals with unique strengths and different needs.

Students can...

… identify the types of activities they are more comfortable and confident with
… explain that we all have different strengths
… make decisions based on their knowledge of their own skills, interests and apprehensions as well as those of others
… recognise the need to be supportive and inclusive of all, despite differences between us.

Make the learning intentions and success criteria visible for students throughout this lesson.

Teacher content information:

Inclusion

As defined by Diversity Council Australia:

“Inclusion occurs when a diversity of people (e.g. of different ages, cultural backgrounds, genders) feel valued and respected, have access to opportunities and resources, and can contribute their perspectives and talents to improve their organisation.”

(source: https://www.dca.org.au/topics/inclusion)

Ensuring inclusive practises is not just about being helpful and supporting to others, it is a human right. Every member of the community has a responsibility, a role to play in ensuring that others receive this right.

This fact sheet from the InclusionWA provides additional information on what inclusion looks like in a variety of community contexts, and tips on how to ensure you are being inclusive.

https://www.inclusionwa.org.au/download/Inclusion%20What%20is%20it.pdf

As a society, we have taken steps towards more inclusive practises over time; however, we still continue on our journey. The video The Evolution of Inclusion: The past and future of education explains this context.

The Evolution of Inclusion: The past and future of education (https://www.youtube.com/watch?v=PQgXBhPh5Zo)

Down Syndrome

What is Down Syndrome?

Down syndrome is a genetic condition. It is not an illness or a disease. Our bodies are made up of millions of cells. In each cell there are 46 chromosomes, and the DNA in those chromosomes determines how we develop. Down syndrome is caused when there is an extra chromosome. People with Down syndrome have 47 chromosomes in their cells instead of 46. They have an extra chromosome 21, which is why Down syndrome is also sometimes known as trisomy 21.

Although we know how Down syndrome occurs, we do not yet know why it happens. Down syndrome occurs at conception, across all ethnic and social groups and to parents of all ages. It is nobody's fault. There is no cure and it does not go away.

Down syndrome is the most common chromosome disorder that we know of. One of every 700-900 babies born worldwide will have Down syndrome, although this number is lower in Australia - see Down syndrome population statistics. Down syndrome is not a new condition. People with Down syndrome have been recorded throughout history.

People with Down syndrome have:

some characteristic physical features
some health and development challenges
some level of intellectual disability.

Because no two people are alike, each of these things will vary from one person to another.

Down syndrome is the most common cause of intellectual disability that we know of. Everyone who has Down syndrome will have some level of intellectual disability. There will be some delay in development and some level of learning difficulty. Because everyone is unique, the level of delay will be different for each person.

People with Down syndrome are not fundamentally different from anyone else. They have the same needs and aspirations in life that we all do. However, achieving these goals is harder for people with Down syndrome than it is for everyone else. Many people with Down syndrome are likely to need some level of support to help them achieve the kind of life that most people take for granted.

In the past, many people with Down syndrome have not had the opportunity to develop to their full potential. Often, they have been separated from the rest of the community, living in segregated settings such as care institutions. Low expectations were placed on them and there were limited opportunities for learning and personal growth.

Today we recognise that growing up in families and communities, with the same rights and responsibilities as everyone else, is vital to the development of people with Down syndrome. Encouraging children with Down syndrome to go to a school with their peers from their community has many benefits. It opens the way for a smooth transition to adulthood and encourages meaningful inclusion in the community.

People with Down syndrome need opportunities to reach their full potential, like we all do. When given these opportunities, they become valued and productive members of their families and the community.

Source: https://www.downsyndrome.org.au/about-down-syndrome/what-is-down-syndrome/

Who is Down Syndrome Australia?

Down Syndrome Australia was established in 2011 as the peak body for people with Down syndrome in Australia. Their purpose is to influence social and policy change, provide a national profile and voice for people living with Down syndrome, and to build resources and the knowledge capacity of the state and territory Down syndrome associations. They work collaboratively with the state and territory Down syndrome associations to achieve their vision of an Australia where people living with Down syndrome are valued, reach their potential and enjoy social and economic inclusion.

The Down Syndrome Australia website has a wealth of resources to support schools and educators. These resources give a voice to those with Down syndrome and allow the community to build more understanding and awareness. The video below is an example of the type of resource you will find here:

What Is Inclusion? (https://www.youtube.com/watch?v=3VMz06iVzqs)

Want to do more?
Encourage your school to celebrate World Down Syndrome Day on March 21. With a support package already developed, this is simple and easy to do and can have a huge impact on developing inclusivity and celebrating diversity in your school.

Down Syndrome Community Inclusion Toolkits
https://www.downsyndrome.org.au/resources/toolkits/ (Source: https://www.downsyndrome.org.au/about_us.html)

Teaching Sequence

Work through this resource material in the following sequence:

20 minutes – Part A: Exploring Diversity
20 minutes – Part B: Uniquely Me
30 minutes – Part C: Showing our Strength
10 minutes – Reflection

Part A: Exploring Diversity

Step 1.

Refer to the Learning Intentions and Success Criteria, explaining the purpose and outcomes of the lesson to the class.

Step 2.

Explain to students that this lesson will begin by reading a book about a person named Temple Grandin, who faced a range of challenges when she was growing up.

Read the book The Girl Who Thought in Pictures - The Story of Dr. Temple Grandin by Julia Finley Mosca or watch the video below.

Encourage students to think about the following questions while listening to the story:

What things were difficult for Temple?
What helped her?
What made her successful?
What is the main message of the text?

The Girl Who Thought In Pictures by Julia Finley Mosca | Read Aloud for Kids | The Reading Booth (https://youtu.be/6wgBarZ5ytE)

Step 3.

Once you have finished the story, invite students to share their responses to the questions introduced before listening to the story. Discuss the fact that while Temple faced a very unique set of challenges related to the fact that she has autism, we can all face challenges at times. For all of us there can be things that we find difficult, or make us uncomfortable or that we don’t understand.

Part B: Uniquely Me

Step 1.

Explain to the class that they will now complete an activity to explore what things are easier for them and what things they find more challenging. They will be provided with a sheet that has a variety of activities or situations on them. They are to cut them out and paste them onto a strip of paper in order, from the easiest (or the one they are most comfortable with) at the start, and the most challenging (or the one they are least comfortable with) at the end.

Optional: If you have access to profile shots of your students, you may wish to print them to place at the top of the strip.

Step 2.

Provide students with the List Your Strengths sheet and strips of paper to paste on to. If you prefer, you can write the list on your board or project it, and ask students to make their list in their workbooks.

Part C: Showing Your Strength

Step 1.

Explain to students that they are now going to work in teams of four to complete a range of activities. There are four activities that each team will participate in, but only one member of the team will need to participate in each. Show the challenge instructions to the class.

Provide time for students to form teams and allocate a person to each activity.

Step 2.

Once students have organised themselves into groups and decided on which activity each group member will participate in, have students congregate based on which activity they will be completing. Provide each student with relevant instructions for the activity, to be kept face down until the time for the challenge begins. The directions for each task are available here.

Note: The agility and fitness course is to be based on your school setting and features of your yard. This is to be determined by you. To assist in supervision of the students completing this task, you may choose to conduct all tasks outside, with students who are completing drawing, constructing or writing taking the relevant resources out with them.

Step 3.

Call ‘Start’ and allow 15 minutes for students to complete their set tasks.

Once the 15 minutes has ended, prompt students to compare how successful they were with other people completing the same task. Guide them to move back to their original teams to discuss how they found their individual challenges.

Encourage groups to discuss the following questions:

Was everyone suited to the task they participated in? Why/why not?
What successes did everyone have?
Did selecting tasks based on our strengths help everyone achieve?
What might have been different if everyone was randomly assigned to activities?

Reflection

Step 1.

Reconvene as a class. Using the Think-Pair-Share technique, invite students to discuss the following questions:

What challenges did you face in this task?
What were the benefits of assigning tasks based on our strengths?
When might this strategy be useful in contexts other than at school?

Step 2.

Provide five minutes for students to independently write a response to the following prompt:

How can we help everyone be great?

Differentiated Learning

Provisions for Learning Support - This is designed to be an inclusive lesson. By allowing students to make choices based on their strengths and personalities, each student has the opportunity to select a role within the activity that suits their needs.

Teacher Reflection

Take this opportunity to reflect on your own teaching:

What did you learn about your teaching practice today?
What worked well?
What didn't work so well?
What would you share?
Where to next?
How are you going to get there?

Including Everyone - Show Your Strength

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Students understand...

Success criteria:

Students can...

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