ERIC EJ902850: Try a Disability on for Size: Sensitizing School Personnel

2006·0.45 MB·English

by  ERIC

Georgia School Counserlors Association Journal, Volume 13, 2006
Try a Disability on for Size:
Sensitizing School Personnel
Mary Jane Anderson
ABSTRACT TRY A DISABILITY ON FOR SIZE:
SENSITIZING SCHOOL PERSONNEL
Education professionals may feel WHO WORK WITH STUDENTS
uncomfortable or unprepared when WITH SPECIAL NEEDS
interacting with students with disabilities
within school settings.Several federal Teachers, counselors, and principals
mandates have been passed in the last often are at a loss when faced with
30 years to ensure that students with interacting with students with disabilities.
disabilities receive the same educational These education professionals may be
services as students without disabilities. unfamiliar, uncomfortable, and
Although these students are now in the overwhelmed by a child’s disabling
school setting, minimal training is condition.Feelings of inadequacy and an
conducted with regular educators – inability to relate may cause profes-
classroom teachers, principals, sionals to shy away from, overlook, or
counselors – to sensitize and prepare even ignore the many needs of students
them to work effectively with students with special learning abilities.Beginning
with special learning abilities.Creating a with the passage of P.L.94-142, the
school climate that accepts and Education for All Handicapped Children
embraces all students is typically part of Act of 1975, public schools became
the school counselor’s role.This paper responsible for educating students with
outlines hands-on activities that special needs in the least restrictive
counselors can use as an in-service environment.Since that time, the
training for school personnel.The revisions of the Individuals with
activities simulate perceptual, learning, Disabilities Education Act (IDEA) have
and physical difficulties to help partic- further shaped the course of special
ipants feel and respond to what everyday education services ranging from
life may be like for students who live with segregated classes in schools to
disabilities.A list of materials, mainstreaming, to, in some districts
procedures, and questions for reflection across the country, the full inclusion of all
and discussion are included for each of students with special needs into regular
the ten activities. education classrooms.Although these
students are now in the school setting,
Mary Jane Anderson is an Assistant Professor in the Department of Education
Leadership, Counseling and Special Education at Augusta State University in Augusta.
[email protected]
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Georgia School Counserlors Association Journal, Volume 13, 2006
minimal training is conducted with regular activities also aid in forming more
educators—classroom teachers, positive attitudes towards others (Brewer,
principals, counselors—to sensitize and as cited in Srull & Wyer, 1988;Petty &
prepare them to work and interact Cacioppo, 1981) and in creating more
effectively with students with special positive and caring responses and
learning abilities. behaviors towards others (Epstein, as
Creating a school climate which cited in Tyler & Guth, 1999).Filer (1982)
accepts and embraces all students is also noted the importance of using real-
typically part of the school counselor’s life interactions with people with
role.To help every child achieve academ- disabilities, as well as role-plays and
ically, counselors must identify learning simulations as a way of creating empathy
and social barriers that negatively impact and reducing avoidance behaviors in
the student’s ability to succeed. counselors in training.
Sometimes those barriers come from The simulations presented here
disapproving, judgmental or stereotypical have been gathered over the last thirty
attitudes of school personnel.In most years.Except for those otherwise cited,
cases, educators are not intentionally the activities were obtained from a
critical or uncaring – they simply lack Council for Exceptional Children’s Annual
experience with or do not understand Conference workshop (Stayton, O’Brien,
special learning populations.When & Davis-Wilson, 1980) and are used here
impediments in the school environment with permission.They may be used with
are discovered, counselors should one leader where all participants do the
advocate for change and develop same activity at one time.Or, if the
programs to address student needs.One directions are copied and posted, the
such program is the implementation of activities may be set up as stations
staff training to increase sensitivity to around the room through which partic-
students with special needs. ipants move in small groups of two to
Specific sensitivity training about four (with the exception of activities one
the impact of having a disability can help and nine, which are designed to be
to alleviate the distancing that sometimes completed with a large group).In
occurs between helping professionals workshops conducted by the author,
and students with special needs.The use attendees are asked to write a short
of experiential activities in sensitivity reflection after completing each
training has been found to be an effective experience.These are helpful later during
way to foster cognitive development the debriefing and discussion period.
(Epstein, 1994).Research has revealed If the presenter keeps things
that individuals with advanced levels of moving, the ten activities presented here
cognitive development have greater self- should take approximately two hours for
knowledge and self-awareness, participants to complete and discuss.
enhanced self-confidence, self-esteem It may be helpful to prepare a short list of
and internal locus of control, and definitions of different disabilities that are
possess more tolerance and respect for commonly seen in students in your
differences (Reiman, as cited in Brendel, school or district.Adding some
Kolbert, & Foster, 2002;Sidanius, Pratto, suggestions for modifications that can be
& Bobo, 1996;Vogt, 1997).Experiential made in the classroom setting and tips
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Georgia School Counserlors Association Journal, Volume 13, 2006
for successful interactions with students entire lives.Some of these individuals
with disabilities may also be useful. really care about them, because they
are family members, clergy or
ACTIVITY 1 teachers.Others may not be so closely
THE STIGMA OF LABELING connected with them and really don’t
care about them.Instruct them to think
(Idea from Dan Jacobs, University of about the fact that some of these
New Orleans special education graduate people may actually resent them,
student, 2000.) because they represent changes in the
systems, they take more time, create
Purpose more work, and should just “stay in the
In this activity participants will gain a special classes.”
sense of the stigma placed on children 5.Have participants consider the fact that
with special needs through the diagnostic while this information about them is
labeling process that is required for supposed to be kept strictly private,
students to access special education that individuals seeing your attribute
services. may have varying degrees of regard
Materials:Index cards, pencils, envelopes for the term confidentiality, and some
may even disregard it completely.
Procedure 6.Lastly, enlighten participants to the fact
1.Instruct the audience to think of one of that, through this experience, they
their worst physical or personality have gained some sense of what
attributes, write it down, and put it in children with disabilities go through
the envelope.Explain that they will not every single day in schools across the
have to share what is on the card with country.This kind of experience
anyone. happens when we look at a person
2.Instruct them to turn that attribute into with a disability solely in terms of their
an adjective, and to put the adjective disability, and we do not consider the
before their name.For example, a other gifts and talents that the person
person whose worst attribute is his big may have to offer.Labeling and
ears would think of himself as “Big- stigmatization happens when we think
Eared John”. of persons as being a disability vs.
3.Instruct participants to imagine being having a disability.This exercise
referred to by this attribute for their emphasizes the need for using person-
entire lives, to consider that people first language in working with persons
have made decisions about their with disabilities.
access to services, including what kind
of education they received, potential Discussion Questions
career choices, employment opportu- Which aspect of the exercise made you
nities, social activities, and daily living the most uncomfortable?
activities, based solely upon this How did you feel when thinking about the
description. above possibilities?
4.Ask the audience to consider the fact What might you do differently in your
that this information may be shared interactions with persons with disabilities
with a number of different individuals in the future?
throughout the day, months, and their
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Georgia School Counserlors Association Journal, Volume 13, 2006
ACTIVITY 2 ACTIVITY 3
PHYSICAL DISABILITY SIMULATION FIGURE-GROUND PERCEPTION
DISORDER
Purpose
To help participants gain a sense of what Purpose
it is like to have restricted use or no use This activity will enable participants to
of hands experience an inability to visually attend
Materials:Duct tape or string, coloring to relevant stimuli while ignoring
sheets, crayons or markers irrelevant stimuli, referred to as a deficit
in figure-ground perception.
Procedure Materials:Faces/vase picture*, beautiful
1.Assist participants in tying their woman/old hag picture*
dominant hands behind their backs Procedure
and completing the coloring activity 1.In groups of two or three, instruct
using only their non-dominant hands. participants to look at the picture and
Or, assist participants in duct taping 3 describe to their classmates what they
fingers together on the dominant hand see.Ask them to explain to each other
and use the taped hands to color the how what is seen by them may be
worksheet. different from what is seen by others.
2.Occasionally scold the participants for 2.Difficulties with figure-ground
not working faster, for coloring outside perception can occur auditorially as
the lines, or for the work being so well as visually.What difficulties might
messy, to help them feel the pressure people have when they cannot block
some teachers and parents may place out excess stimuli?
on children. 3.Have participants write some
3.Have them work quietly for about 5 reflections on the experience.
minutes, then share some of their *To access the pictures, perform a
thoughts with others. Google internet search for “figure-
ground perception”and“faces/vase”
Alternate Activity for Physical picture (Wertheimer, 1912) or
Disability Simulation “beautiful woman/old hag”picture
Materials:Plain paper, pencils (Leeper, 1935).
Procedure ACTIVITY 4
1.Instruct participants to write their LEARNING DISABILITY SIMULATION -
names in their best penmanship on a PHONETIC PERCEPTION
blank sheet of paper with their non-
dominant hand, and then ask them to Purpose
reflect on the experience. In this activity participants will experience
the difficulty of not being able to
remember, from one reading experience
to the next, standard phonetic rules of
the English language.
Materials:Word cards on which phonet-
ically spelled words are printed
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Georgia School Counserlors Association Journal, Volume 13, 2006
Procedure paper with a small hole in the center of
1.Hold up first card.Ask participants to the paper), and peripheral vision
sound out words aloud. (goggles covered with black construction
2.Accept correct answers, or give them, paper except on the sides).
as needed, and repeat procedure for
all word cards.Add some of your own!
Phat=fat (ph as in elephant) ACTIVITY 6
Pheym=fame (ph as in elephant, ey as in LEARNING DISABILITY SIMULATION -
they) WRITTEN LANGUAGE DIFFICULTY
Tioet=shut (ti as in action, oe as in does
Ghreim=frame (gh in cough, ei in weigh) Purpose
Ghrend=friend (gh as in cough) To acquaint attendees with the difficulty
Ghoti=fish (gh in laugh, o in women, ti in some may have in forming complete
station) sentence patterns.
Pon=pawn (o as in dog) Materials:Strips of paper with the
Fut=foot (u as in put) following words written on them:
anticipate not any aggression do I further
Discussion Questions of acts rebels the by
What parts of the activity did you find
most difficult? How could you cope Procedure
better? 1.Tell participants that not all people
have the ability to put words together
ACTIVITY 5 in sentences that form structured
VISUAL IMPAIRMENT SIMULATION language patterns as we know them,
and that this activity will help them get
Purpose a sense of that.
In this activity participants will gain a 2.Distribute paper strips.Encourage
sense of what it feels like to have three participants to quietly try to figure out
different problems with vision. what the sentence says.After a few
Materials:Simulation goggles*;coloring minutes, select volunteers to read it,
sheets, word find puzzles or mazes; even if they don’t raise their hands.If
pencils and/or crayons no one can figure it out, share the
secret sentence:I do not anticipate
Procedure any further acts of aggression by the
1.Ask participants to try on each pair of rebels.
goggles, then complete the activity 3.Discuss strategies used for figuring out
sheets.They should discuss their the sentence, how they felt when they
feelings and difficulties within the could/couldn’t do it, and how they think
group as they proceed.Ask what the others may feel under the same
experience makes them think about circumstances.
and write some reflections.
*The goggles simulate the visual
impairments glaucoma, (safety goggles
smeared with glue), tunnel vision
(goggles covered with black construction
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Georgia School Counserlors Association Journal, Volume 13, 2006
ACTIVITY 7 ACTIVITY 8
PHYSICAL IMPAIRMENT SIMULATION VISUAL-MOTOR COORDINATION
USING A WHEELCHAIR DISORDER SIMULATION
Purpose Purpose
To help participants experience using a Through this activity participants will
wheelchair experience an inability to coordinate
Materials:Wheelchair (usually available vision with hand movements while
for loan from medical services store); tracing or completing a simple design
strips of paper with written directions to when looking in a mirror.
travel to several destinations in the Materials:Mirrored tiles (from hardware
building (place paper strips in a large store) sized 12x12, pencils, file folders,
manila envelope). maze or connect the dot worksheets
Procedure Procedure
1.Instruct participants to select one strip Participants will work in pairs for this
of paper from the envelope. simulation.
2.Using the wheelchair, they are to follow • Place a maze worksheet flat on
the instructions on the strip.Allow a the table in front of you.
limited time (5-10 minutes) to complete • Hold a file folder horizontally over
the task.If you have a large group, two the maze worksheet, blocking
to three students may follow, but not your direct line of vision to the
assist, the person in the wheelchair maze worksheet.
and make observations as to the • Your partner should stand facing
difficulties they encounter or responses you, holding a mirror at a 90°
from others. angle, thus allowing you to view
3.Participants should write reflections to the worksheet only from the
be discussed at the end of class. reflection in the mirror.
• While looking at the mirror, work
Possible tasks for the strips: through the maze.
• Imagine there is a fire and get out
of the building through the nearest *See an example of how to hold the
exit.Return to group. folder at http://pe.usf.edu/projects/
• Find a soda machine and buy a civitan/projects/roleplay.htm
soda.Return to the group.
• Get a drink of water from the ACTIVITY 9
nearest water fountain and return LEARNING DISABILITY
to the group. SIMULATION - DYSLEXIA
• Use the nearest restroom facilities
and return to the group. Purpose
• Ask someone for directions to a This activity will help participants develop
telephone and find it.Return to the a deeper understanding of what it is like
group. to have dyslexia and other reading
difficulties.
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Georgia School Counserlors Association Journal, Volume 13, 2006
Materials:Two handouts - several copies oberact eris tic a bo exist:
of“An Experience in Specific Learning ye oraye yas ever ape or ado
Disability,”one copy of the Translation of veanerape lwtel lip ence;so me oft he we
the“An Experience in Specific Learning re gre nelevt syw gto ws ap pear tod e —
Disability” bis or ber sof wotor ac tivity;d.so r ber
1.Randomly distribute “An Experience sofe wotional ity;b.sor be Rs off ber
in Specific Learning Disability” ceptiou;D i sorbersof concegtion;D, so.
handout to all participants except one. R be r s o f a tt en tiow;d, s orbers ofwe
The participant who did not receive wory.
the“An Experience in Specific NOW letsbiscus ssowe of your
Learning Disability”handout will “percegtual grodlews.”
receive the translation handout. 1.li ststeom eo F the thinqs t hat we bey
Remember who received the onrr eab inp t ask wor ebiff ie ult.
translation handout, but act as though 2.l is tso we o Ft he thi ng s yon bib t
everyone in the group received the haten ad led yo u tor eab tyis pager.
same handout. Wh atmere so we of yo ur re ac ti ou so rt
2.Ask two or three participants to read ho ug tsw hi le ntt emgt in gtor ea bthis?
aloud their handout.Allow time for
them to struggle with their Translation:
understanding, pronunciation, and Each child with a learning disability
interpretation.As they struggle, rush is an individual but some general charac-
the participants by putting your hands teristics do exist:
on your hips and/or ask them to speed He/she has average or above
up their reading. average intelligence;some of the more
3.After a few minutes ask the participant prevalent symptoms appear to be —
who received the translation handout disorders of motor activity;disorders of
to read it aloud.After that, provide emotionality;disorders of perception;
others with the translation.Then ask disorders of conception;disorder of
the following reflection questions: attention;disorders of memory.
• What were you feeling as you Now let’s discuss some of your
began and continued through the “perceptual problems.”
exercise? 1.List some of the things that made your
• What questions and thoughts did reading task more difficult.
you have as you heard the 2.List some of the things you did that
translation being read easily? enabled you to read this paper.
• Based on this activity, how might What were some of your reactions or
you change your interactions with thoughts while attempting to read this?
others in the future?
ACTIVITY 10
AN EXPERIENCE IN SPECIFIC READING DISABILITY SIMULATION -
LEARNING DISABILITY AND HOW IS SPECIFIC LEARNING CHANNEL
YOUR VISUAL PERCEPTION? LIMITATIONS
Please decode the following: Purpose
E ach chilb miths le ar mimp biza During this activity participants will
dili tyis a niudiuib uald ut s omeg sne ral experience the difficulties and
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Georgia School Counserlors Association Journal, Volume 13, 2006
frustrations when asked to use only their an yonder nor sorghum stenches, dun
visual learning channels, and, specif- stopper torque wet strainers!”
ically, what is experienced by children “Hoe-cake, murder,”resplendent
who learn well by what they hear, but not Ladle Rat Rotten Hut, an tickle ladle
by what they see. basking an stuttered oft.
Materials:Ladle Rat Rotten Hut Handout Honor wrote tutor cordage offer
groin-murder, Ladle Rat Rotten Hut
Procedure mitten anomalous woof.
1.Direct participants to take a copy of the “Wail, wail, wail!”set disk wicket
passage and read it silently.Tell partic- woof, “Evanescent Ladle Rat Rotten Hut!
ipants to raise their hands when the Wares are putty ladle gull goring wizard
passage starts to make sense. ladle basking?”
2.When everyone has raised their “Armor goring tumor groin-
hands, or has reached their tolerance murder’s,”replisal ladle gull.“Grammar’s
level, take turns reading some of the seeking bet.Armor ticking arson burden
passage aloud.Allow people some time barter an shirker cockles.”
to struggle with the reading. “O hoe!”Heifer gnats woke,“setter
wicket woof, butter taught tomb shelf, ”Oil
Reflection Questions: tickle shirt court tutor curdage offer groin-
• How do you think you would feel if murder.Oil ketchup wetter letter, an den-
everyone around you read the O bore!“
story immediately? Soda wicket woof tucker shirt court,
• Can you think of instances in an whinny retched a cordage offer groin-
schools when this may occur? murder, picked inner windrow, an sore
Discuss, and then write some debtor pore oil worming worse lion inner
reflections. bet.Inner flesh, disk abdominal woof
lipped honor bet, paunched honor pore
LADLE RAT ROTTEN HUT oil worming, an garbled erupt.Den disk
Chace (1956) ratchet ammonol pot honor groin-
murder’s nut cup an gnat-gun, any
Wants pawn term dare worsted ladle gull curdled ope inner bet.
hoe lift wetter muder inner ladle cordage Inner ladle wile, Ladle Rat Rotten
honor itch offer lodge, dock florest.Disk Hut a raft attar cordage, an ranker dough
ladle gull orphan worry putty ladle rat ball.”Comb ink, sweat hard,“setter
cluck wetter ladle rat hut, an fur disk wicket woof, disgracing is verse.
raisin pimple colder Ladle Rat Rotten Ladle Rat Rotten Hut entity bet
Hut. rum, an stud buyer groin-murder’s bet.
Wan moaning Ladle Rat Rotten ”O Grammar!“crater ladle gull
Hut’s murder colder inset, “Ladle Rat historically, ”Water bag ieer gut!“A
Rotten Hut, heresy ladle basking nervous sausage bag iee!”
winsome burden barter an skirker “Battered lucky chew whiff, sweat
cockles.Tick disk ladle basking tutor hard,”setter bloat-Thursday woof, wetter
cordage offer groin-murder hoe lifts wicket small honors phase.
honor udder site offer florist.Shaker lake! “O, Grammar, water bag noise! A
Dun stopper laundry wrote! Dun stopper nervous sore suture anomalous
peck floors! Dun daily-doily inner florist, prognosis!”
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Georgia School Counserlors Association Journal, Volume 13, 2006
“Battered small your whiff, doling,” developed for use with school personnel,
whiskered dole woof, ants mouse worse they may just as effectively stimulate
waddling. parents to gain insight into their
“O Grammar, water bag mouser children’s special learning difficulties.
gut! A nervous sore suture bag mouse!” In our society, and especially for
Daze worry on-forger-nut ladle school-age children, the stigma of being
gull’s lest warts.Oil offer sodden , caking different is enormous.It is our duty as
offer carvers an sprinkling otter bet, disk school counselors and advocates to help
hoard-hoarded woof lipped own proe teachers, paraprofessionals, parents,
Ladle Rat Rotten Hut an garbled erupt. principals, and students to develop a
Mural:Yonder nor sorghum deeper understanding and regard for the
stenches shut ladle gulls stopper torque often profound challenges students with
wet strainers. disabilities face every day.Ultimately,
what we want people to acknowledge is
CONCLUSION that while some learning and intellectual
differences may exist, we have more
It is helpful to have a brief discussion similarities than we have differences.
period after completing the activities.It is Students with disabilities have the same
not uncommon for participants to basic needs, desires, and dreams for the
describe an eye-opening experience future as persons without disabilities.
after working through the disability Developing an understanding of and
simulations.Experiencing the various interacting with students with disabilities
difficulties encountered helps attendees provides the opportunity to practice true
tap into the affective realm, and feelings acceptance of others, and to consider
such as “frustrated, discouraged, stupid, more deeply what it means to be a valid
embarrassed, angry, overwhelmed, and contributing member of our society.It
helpless, powerless, afraid, and also calls for us to develop patience, to
ashamed”are often expressed. be grateful for our own capacities and
Behavioral responses may be talents, and to acknowledge our own
communicated also:“I wanted to hide, to shortcomings and challenges.
turn around and give up,”“My mind kept As humans, we often fear most
telling my hand to go in one direction, but what we know or understand least.
my hand wouldn’t obey,”“I couldn’t wait Having an encounter in which partic-
to get those glasses off—I can’t imagine ipants can gain a sense of another’s
what it would be like to wear them all the experience, even momentarily, is a
time,”and“I felt like I didn’t have a clue powerful and valuable learning tool.
as to what was being read, like I would School counselors can share these
never be able to catch up, and why opportunities for the enrichment of the
bother trying? No wonder kids act out entire school community.
when they have such academic
troubles!”The richness that comes from
experiential learning is something that
cannot be captured in a textbook, lecture
series, or even through observation.
Although these activities have been
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Georgia School Counserlors Association Journal, Volume 13, 2006
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