Teacher Preparation

Students will...

... that they are all different and that they are the only ones who can accurately express what they think and feel.

Students can...

… describe their appearance
… identify their unique combination of traits and characteristics
… explain that all people are different
… describe what it means for someone to advocate for themselves.

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 are 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: We Are All Lovely
40 minutes – Part B: Inside and Outside of Me
30 minutes – Part C: Reflecting and Making Connections

Part A: We Are All Lovely

Step 1.

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

Step 2.

Show the video Lovely.

Lovely - Learn English US - Stories for Children & Adults (Source: https://www.youtube.com/watch?v=8n3MMccuRbY)

Once it has finished, invite students to discuss what message the video was trying to send. Through the discussion, lead students to the idea that the video explored how we appear different on the ‘outside,’ and note that we are also all different on the ‘inside’ - that we have different interests, emotional responses, that we all think differently, etc.

Step 3.

Now explain to students they will participate in a barometer activity to gauge their thoughts and feelings on a series of statements. Explain that you will read out a series of statements and invite students to stand at different points of the room to demonstrate which response they associate with.

For example:

First, we are going to think about whether we think in pictures or words. If you usually think and remember things as pictures, stand on the left side of the room. If you usually think and remember things in words, stand on the right.

Repeat for the following scenarios:

I learn best with/without background noise
I learn best on my own/with others
I keep my feelings to myself/share my feelings with others
I need things to be organised/prefer to go with the flow
I am patient/impatient.

Step 4.

Reconvene as a group and invite students to comment freely on what they noticed during the activity. Emphasise that we are not only different in the way we look, we also have many differences in personality and the ways we think that cannot be seen.

Part B: Inside and Outside of Me

Step 1.

Explain to students that they will now complete a task to represent how we are all different and unique on both the outside and the inside. Show the example provided (or one of your own) so that students can see the two different sheets - the top one, where they draw themselves and describe their appearance, and the bottom one, where they add internal things like personality or thoughts or opinions.

Each sheet will be completed on an A4 piece of paper and the two pieces can be attached at the top with a strip of sticky tape.

Example:

Step 2.

Distribute the paper and provide time for students to complete the task.

Part C: Reflecting and Making Connections

Step 1.

Invite students to form a class circle, bringing their work with them to share if they are comfortable doing so. Invite student volunteers to talk through their work, explaining how they have described themselves

Note: This task asks students to open up about aspects of themselves that they may be self-conscious about, so it is recommended that you give them a choice as to whether they would like to share or not.

Step 2.

Invite students to respond to the following questions:

Can we tell everything about a person from what we see on the outside?
Do we all need the same things to be successful?
What is the best way to find out what a person needs and how you can help or support them?

Note: This final question is designed to tune into the fact that the only person who really knows how someone thinks or feels is that person, and making assumptions about what others need is not always helpful.

Step 3 (optional).

Explain to the class that they will now watch a video, in which someone has their learning interrupted by decisions made on their behalf without their input.

Teacher Note: The video included in this step was originally designed to assist teachers and educators to develop an understanding of the perspective of students with Down syndrome. However, it can be valuable for students in helping them to see and appreciate the importance of us all being able to self-advocate. It is recommended that you view this video in advance and consider its suitability for your class, or additional support and conversation you may wish to include to ensure that your students understand the relevance of this content to the lesson.

While watching the video, have students consider:

What are the rights of this person in the video?
Who was making the decisions about what the person in the video needed?
What happened because of that?
Who needed to be heard so that better choices could be made?

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

Once the video is complete, discuss the questions as a class, again emphasising the importance of allowing all people to speak for themselves.

Differentiated Learning

Extension - Challenge students to think about all of the elements listed below:

Whether their thinking is organised or free-flowing
How they express their feelings
What environmental factors help them learn best
What senses they learn best through (e.g. listening, reading, watching etc)
What situations they are comfortable/uncomfortable in
How they feel in social situations.

Provisions for Learning Support - Some students may find it difficult to identify and express factors that they can record for the ‘inside of me’ part of this activity. A list of question prompts has been designed for use as a scaffold for this task.

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 - What Makes Me Me

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Summary

Learning intentions:

Students understand...

Success criteria:

Students can...

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