-Developing an Inclusion Policy in the Setting/Class
-Teachers/practitioners need to promote an euquality ethos
-Being aware of harassment
-Making it Happen
-Making Reasonable Adjustments
[Essential reading before you start to raise disability issues.]
3) Activities to raise disability in the classroom.
4)How Do you discuss Disability with Children?
5) The representation of disability in traditional stories by Spiders Web Story-tellers. [ Looks at the way impairment has been used in traditional tales from many cultures. Synopses are given of 8 tales and activities on how to retell.]
The White Rat - France
The Hunchback and the Swan-Scottish traveller tradition
[Reprinted from Disability Equality in the Classroom (1992).]
1. Other Resouces in ALL EQUAL ALL DIFFERENT
Description of materials and possible uses
A.16 A3 Posters in black and white with a and a caption shot by Carlos Manzo Reyes in 9 schools. [To go up on walls to create an image of inclusion. A talking point during the day.]
B.Disabled people who have made a difference
45 A4 paper copies of Name, Dates, Picture(s) and a short explanation of their contribution. [ These are but a small sample of the millions of disabled people who have contributed to human history and development. This can be used to initiate a discussion on one or several of them. They can be grouped by when lived, what they did, gender or ethnicity. They can be displayed as a talking point.]
C. The Access Game a board game with the barriers and solutions for different disabled people in the street and going shopping. The 20 chance cards add complexity. This can be used in literacy or numeracy. The game can be played by whole class or in groups, with an adult to get them started.
D. 6 illustrated children’s story books.All six original stories written by disabled authors for children aged 3-7. All are illustrated in a range of styles by different illustrators.
Zaharha and ‘The Place’ by Richard Rieser, illustrated by Santi Rieser. During a long hot summer holiday a group of children have taken over a piece of waste ground with an old wall in it. They have built swings, a games pitch, racing track and swimming pool. The children include each other whether blind, wheelchair user, black, white boy or girl. They have suddenly a big fight on their hands as the Council come to demolish their ‘Place’. A great story that can empower all children.
The Pillars of Space - written and illustrated by Anthony Shubrook Ford. Written when he was 7 Anthony a wheelchair user weaves a great story of animals building a new farm on huge pillars above the pollution that is destroying their lives. The animals include various disabled animals and the farmer. They effectively deal with a giant space dumper that covers their farm in rubbish. A great story which should inspire all children to write their own stories.
Scarlet’s Big Adventure by Maresa MacKeith, Illustrated by Boruch Simons. Scarlet and her friends and their families are going on a camping holiday to the seaside. Tommy and his parents use sign language and Ivy uses a wheelchair. This only adds to their fun and adventures. Maresa’s story is a good example of inclusion as she uses facilitated communication to write.
Elliot’s Story - Love to Learn by Adele Hoskinson-Clark and illustrated by Terence O’Meara. Elliot is Dyslexic and he talks about the trouble he’s having with his friend Ben. Ben persuades him to talk to his teacher, Mrs Kelly. She’s not cross and arranges tests which lead to real help for Elliot. Elliot is now proud of who he is. Useful for getting all children to talk about being different at school.
Moya and the Elephant Dance by Julie McNamara Illustrated by Boruch Simons. Moya is a lively girl of five, disabled and fed up in hospital while she awaits yet another operation. She conjures up an Elephant who befriends her–Finbar. The other children grow to like Moya and her elephant. Then one stormy night Finbar tells them of the Elephant dance (as a poem).
My Dad uses a Wheelchairby Malini Chib. Written in the first person, with simple sentences and illustrations. Going to the park, outings, reading and hiding from Dad in his wheelchair, but best of all curling up with him.
E. Counting Book 1-10 with Braille and numbers in British Sign Language and Cleves Nursery Colour. To be used for numeracy, grouping or just reading.
F. ABC Book of children in inclusive nurseries doing things together. Colour with Braille and finger spelling.
H Everybody In Developing Inclusion in Early Years and Year One. A Good Practice Guide in the identification and Inclusion of Disabled Children and those with SEN. A Guide for Practitioners and Teachers.
2. Developing an Inclusion Policy in the Setting/Class
Susie Burrows and Anna Sullivan
Many young people, who do not find racism acceptable, still engage in sexism, homophobia, or disabilism, by name-calling or bullying, and some teachers ignore this. All schools need to have an ethos where all children feel welcome and safe. The school should challenge racism, disabilism, sexism and all forms of prejudice and promote equality through measures such as these:
Teachers/practitioners need to promote an ethos in all classes where children feel able to talk about their lives and feelings, where the class are encouraged to support one another, and work collectively. The effects of racism, including anti-semitism, disabilism, sexism, homophobia and prejudice can be explained and discussed so the children develop empathy, are able to challenge discrimination and include those who may feel excluded, supporting them within and outside the classroom. Young children can be taught this by drawing on their great sense of fairness.
Being aware of harassment that can take many forms, (from moving slightly away from a child on the carpet to physical attack), is essential. e.g. not wanting to sit next to a child who looks, acts or behaves differently, who has a skin condition, or not playing with a child who cannot speak or has facial impairments. This can be linked with racism e.g. excluding a child because of their ethnic origins.
Seemingly minor incidents should be discussed and brought out in the open so the victim is supported and the whole class understands the effects. Understanding that children have different styles of learning and multiple intelligences and need different styles of teaching and learning in our classes. Valuing the teaching of art, music, drama, dance and PE as much as other subjects, and understanding that skill and achievements in these areas, and the consequent self-esteem, lead to greater ability to achieve in all subjects.
All members of staff should challenge stereotypical and prejudiced comments used in lessons, the playground and the surrounding environment. For example, challenging name-calling by explaining why it is hurtful, reporting it and clearing offensive graffiti.
Supporting pupils who encounter harassment in the community, understanding that children who live in fear cannot learn. Supporting and campaigning for families who face deportation.
Using opportunities, through assemblies, to deal with issues of prejudice e.g. identifying barriers to disabled people. Presenting life stories of disabled people and how negative attitudes affect them.
Using opportunities to celebrate the richness and diversity of different cultures e.g. celebrating in a non-patronising way disabled people’s achievements, European Disabled People’s Day (3rd December) from a rights, not charity, perspective, Black History Month, Refugee Week, Eid (from an anti-racist perspective), being aware that multi-cultural education on its own does not challenge racism; International Women’s Day (8th March), making sure to include white working-class children e.g. teaching about the writing, art and struggles for social equality that give dignity to working-class people.
Drawing parallels between racism, sexism, disabilism and discriminatory practices, based on social class: to foster solidarity between boys and girls, black and white, disabled and non-disabled, working class children.
Develop an approach of celebrating achievement against each child’s previous achievements, rather than standardized attainment. Challenge the use of normative testing in relation to race, class, gender and disability.
Exploring opportunities throughout the curriculum to promote inclusion e.g. circle time, circles of friends, use of the media and film, visiting speakers from local minority ethic communities and disabled people’s organisations.
Displaying work from all pupils with achievements in any areas of the curriculum in and outside the school. Ensuring the materials and content of lessons cover a wide diversity of different cultures and people.
Purchasing and reviewing resources, such as books, posters and ICT software to ensure they are inclusive.
Providing accessible school structures where pupils, parents and staff have a voice.