… If You Are a Student with a Physical Disability?
The Americans with Disabilities Act prohibits discrimination in public accommodations, commercial facilities, transportation and telecommunications. In addition, through the Individuals with Disabilities Education Act, children with disabilities are guaranteed a free, appropriate public education. The following suggested activities explore the laws and their implementation.
Develop Vocabulary
English, Government, Health, Social Studies
To communicate with more accuracy and clarity, one needs to know the definitions of words related to specialized areas. In the Know provides many terms related to education for children with physical disabilities. Review these terms. Teachers might ask students to find the words in the articles that they read. Use the words in sentences.
Celebrate Gallaudet University’s 150th Anniversary
Education, Government, Health, Journalism
Gallaudet University, the nation’s only university for the deaf, celebrates its 150th anniversary in 2014. In 1856 Columbia Institution for the Deaf and Blind opened. After President Abraham Lincoln signed a Congressional bill into law the school was authorized to confer college degrees in 1864. To this day, Gallaudet graduates have their diplomas signed by the current U.S. president.
The school was renamed Gallaudet in 1954. Thomas Hopkins Gallaudet, founder of the first school for the deaf in the United States, is credited with introducing American Sign Language to his deaf students.
A significant event took place on the campus in March 1988. Read “Gallaudet marks 25th anniversary of Deaf President Now movement.” In this February 2013 article, Post reporter Nick Anderson reports on the anniversary of DPN when students at Gallaudet protested the selection of a hearing president over two deaf candidates. The protest, which dominated news media outlets and earned the support of prominent individuals such as Senator Tom Harkin of Iowa and Civil Rights leader Jesse Jackson, resulted in the naming of I. King Jordan, the first deaf president of Gallaudet. Questions for discussion include:
• What was the Deaf President Now movement?
• Who were the major players in the movement in 1988?
• Why was this movement transformational to life at Gallaudet University?
• How does this movement compare to other historical moments in American history?
Focus on Stakeholders
Government, Health, Journalism, Social Studies, Technology
Define “stakeholder.” Give students “Stakeholders in the Deaf Community.” After students have completed the first section, teachers could add the responses to a graphic organizer such as a web map. Discussion might evolve to include issues regarding advocacy, independence, acceptance or rejection of technological advancements, and cultural standing.
This activity could be used as a pre-writing activity to Think Like a Reporter.
Think Like a Reporter
English, Health, Journalism
Think Like a Reporter focuses this month on the human interest story. The particular assignment is to profile a stakeholder in the deaf community in order to better understand and gain insight into living with deafness or a loss of hearing. The sidebar provides sources of current information and individuals who could be interviewed.
The guidelines that are included apply to writing the human interest story. For example, students could be assigned to write a human interest story about an undocumented student, a teacher of undocumented students or a community advocate for undocumented students. Likewise, a human interest story might focus on one to three adult females who grew up in other countries and the story of their paths to education.
Conduct a Case Study
Government, Health, Journalism
In this case study, we focus on two DCPS special education schools: Sharpe Health School in Petworth and Mamie D. Lee in Ft. Totten. After discussing with students why students with physical disabilities are provided a public education, introduce the idea of conducting a case study. On a D.C. map locate the two schools and River Terrace Elementary School (34th and Sixth streets NE).
Read and discuss three suggested articles:
• September 20, 2012: “DCPS proposes turning River Terrace into special-needs school”
• January 2013: DCPS Chancellor Kaya Henderson announced the closing of 15 schools, four of which were special education and alternative education schools. Review “D.C. Public Schools closure list — January 2013.” How many of the schools are designated as special education schools? These schools are isolated in the reproducible, "D.C. Public Schools closure list — January 2013" in the resource PDF. Read "Chancellor Kaya Henderson names 15 D.C. schools on closure list."
• April 22, 2013: “Council questions push for special-ed students in D.C. public schools”
Discuss with students the concept of being a stakeholder. Who are the stakeholders in the proposed closing of Sharpe Health School and Mamie D. Lee School?
What questions do the articles and chart answer? What else would students like to know about the schools, the DCPS special education program, and the local school vs. designated centers argument? List topics to research. Assign pairs of students to learn what other communities are doing to address the topics. Report information to the class.
Ask each student to write a guest commentary. What would students suggest to stakeholders in this issue?
In a twist that a fiction writer would find difficult to conjure, in February 2014 the DCPS deputy chancellor for operations announced that renovation of River Terrace Elementary School would be delayed a year. Native American artifacts had been uncovered on the grounds during a required archeological study.
View a Short Doc
Career Education, Debate, English, Media Arts, Social Studies
When a school closes, a neighborhood is affected. When D.C. Public Schools announced in January 2013 the closure of 15 schools in an attempt to cut costs and reduce under-enrollment, a community took notice.
Students at George Washington University — Laurisha Cotton, Elizabeth Flock, Christine Kadama, Megha Kohli, Melissa Nyman, Justin Reifert, Nicole Ricci and Gene Russo — focused on one of the 15. Sharpe Health, a school for students with special needs, would be closed and its program moved into a vacant school in another part of town. Their short documentary was shown at a number of events including the Annapolis Film Festival and the D.C. Independent Film Festival. Through a special arrangement with the student producers, teachers can view Leaving Sharpe with their students.
Before viewing Leaving Sharpe, teachers might locate the Petworth neighborhood in D.C., explain the purpose of documentaries, and discuss the legal requirements and benefits of providing a school for students with diverse special needs.
After viewing, discussion might include:
• Why was C. Melvin Sharpe Health School selected for closure by DCPS?
• In order to tell the story of Sharpe Health, who is featured in the documentary? Are they stakeholders in the school?
• Through the eyes of the camera, eyewitness trips and statements made, viewers are introduced to Sharpe Health and River Terrace schools. Compare and contrast the facilities.
• Discuss the use of film-making techniques to tell the story. Examples of close-up, medium and wide-angle shots by the videographers. The use of time, pacing and location.
• In what ways do the documentarians introduce the students and faculty of Sharpe?
• If students were to select one person to represent the voice of Sharpe Health School who would it be and why?
Ask students to debate the issue of closing Sharpe Health School and relocating to a “fully modernized” River Terrace Elementary School site.
Follow updates on the story on the DCPS website and through e-Replica web searches.
Travel in a Wheelchair
Character Education, Health, Journalism
Read “Traveling with a disability in Europe.” This TRAVEL section article is special to The Washington Post by Reid Davenport, a GWU 2012 graduate. Davenport, who has cerebral palsy, produced a short documentary on the same topic. Discussion of his article might include:
• Reid’s desire to study in Italy during his junior year of college inspired this article. What happened? Summarize and discuss each point of view.
• In Dublin, Paris and Brussels, Reid meets residents and students who have physical disabilities. What challenges with accessibility does each face?
• What tips does Reid provide based upon his experience traveling with a wheelchair?
• Observe your school and neighborhood. If someone who used a wheelchair visited, how easily would they access your classes, auditorium, dining facilities, rest rooms and other areas?
For an additional personal perspective and resources for travel with a physical disability, read “A traveler with disabilities takes on China,” by Carole Zoom, July 25, 2013, and “Disability travel: resources and tips” compiled by Becky Krystal.
