Through Children's Eyes - Connecting Experiential Learning to Curriculumn
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Through Children’s Eyes is a program designed to educate today’s youth about people with disabilities, the impact of inaccessible environments and proactive ways of dealing with these issues for a more accessible future. The program, initially developed and implemented by Ken Sider, Riverside Elementary School Teacher in Oneonta, NY and Don Wyckoff, Architectural Barrier Specialist at the Catskill Center for Independence, is a comprehensive ongoing disability awareness program. Through Children’s Eyes connects existing New York State curriculum to an experiential component designed to engender empathy as opposed to sympathy regarding people with disabilities. One of its goals is to turn passive awareness of a problem into action plans that result in positive perceptual and behavioral changes among students, as well as staff. In so doing, the result has lead and will continue to lead to better informed citizens prepared to acknowledge and stand up for the rights of people with disabilities; making our communities and our future more accessible. This program has been replicated at other schools in New York State and beyond and was featured in the National Council on Social Studies (NCSS) Young Learner Magazine. To learn more about how it can be replicated in your school or for additional information about the program
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Through Children's Eyes - Connecting Experiential Learning to Curriculumn
- 1. Through Children’s Eyes: School-based Community Collaboration Presented by: Ken Sider – Elementary Teacher, Valley View School, Oneonta Don Wyckoff - Architectural Barrier Consultant, Catskill Center for Independence
- 2. Architectural Barrier Consultant? ♦ Conduct On-site Assessments to Identify Barriers to Accessibility – 52 Counties ♦ Provide Detailed Reports Identifying the Barriers and Solutions to Overcome Them. ♦ Seek Funding for Low Income
- 3. What’s the Purpose of an ILC? ♦ Promote Independent Living ♦ Transition Services ♦ Peer Counseling and Advocacy. ♦ Skills Training/Employment ♦ Benefit s Advisement ♦ Service Coordination ♦ ABC Services ♦ HAVA Training
- 4. Old Dogs, New Tricks
- 5. Lots of Acts…Very Little Action ♦ Architectural Barriers Act 1968 ♦ Rehabilitation Act 1973 ♦ Americans with Disabilities Act 1990 ♦ Help America Vote Act 2002
- 6. Excuses ♦ “We don’t get many disabled people here!” ♦ “If they need assistance we would help!” ♦ “Disabled people would rather vote using absentee ballots!” ♦ “Disabled People Can’t Play Baseball!” ♦ “There aren’t enough people with disabilities to justify the expense of making our store accessible!”
- 7. 41 Million Americans ♦ Number of Americans who have some level of disability. They represent 15 percent of the civilian non-institutionalized population 5 and older. ♦ 41 percent of Americans have a disability by the age of 65 Source: 2006 American Community Survey <http://www.census.gov
- 9. How Does This Relate To Me? ♦ Is your home accessible? ♦ Could you frequent the places you do currently if you had a disability? ♦ You ALL have the power to change the future generation by educating others!
- 11. The Future is Calling!
- 12. Great Family
- 13. Multiple Award Winning Athlete
- 14. Always Part of a Winning Team
- 15. Keith Really Digs Every Moment of Life!
- 16. Today Keith is Among the 41%
- 17. Today Keith is an Uncle
- 18. Keith Still Digs Having a Good Time
- 19. Keith is Now an Amazing Advocate
- 20. Want to Help? Keep Listening!
- 21. Session Summary ♦ This innovative disability awareness program has students spend one day in a wheelchair and participate in an interdisciplinary learning experience designed to promote understanding of accommodation, accessibility, and independence.
- 48. Demystifying People With Disabilities ♦ Facilitating Learning,Compassion and Understanding Through Student Interaction
- 49. Adaptive Technology Realized ♦ Adaptive Technology Applications ♦ Social Interaction
- 50. Action ♦ Each student creates an adaptive technology invention to improve the wheel chair experience. ♦ Each student takes photos and video footage to create an educational video. ♦ Students perform a “basic” school on-site to present to school administration
- 51. Experiential Learning ♦ Connecting Experience with Moral Purpose ♦ Developing a Foundation for Civic Responsibility
- 52. Community Action ♦ Fed EX ♦ Police Officers ♦ Parents ♦ Delivery Drivers
- 53. Reflection ♦ Students keep a ♦ Students write an ♦ Students answer 16 ♦ Students discuss personal log for the project. questions about their wheel chair experience. essay based on the answers to the 16 questions. common experiences and responses to the project.
- 54. Connections To Curriculum NYS Learning Standards
- 55. NYS Learning Standards ♦ English Language Arts ♦ Social Studies ♦ Career Development and Occupational Studies ♦ Health, Physical Education, and Home ♦ Economics ♦ Mathematics, Science, and Technology ♦ Languages Other Than English ♦ The Arts
- 56. Mathematics, Science, and Technology ♦ Analysis, Inquiry, and Design ♦ Information Systems ♦ Mathematics ♦ Science ♦ Technology ♦ Interconnectedness: Common Themes ♦ Interdisciplinary Problem Solving
- 57. Mathematics ♦ Door Clear Width ♦ Door Pressure ♦ Slopes and Grades ♦ Level Change ♦ Standard Measure
- 58. Science ♦ Physics ♦ Geometry ♦ Simple machines ♦ Human anatomy ♦ Adaptive technology ♦ Human relationships ♦ Real-life problem solving
- 59. English Language Arts ♦ Language for information and understanding ♦ Language for literacy response and expression ♦ Language for critical analysis and evaluation ♦ Language for social interaction
- 60. English Language Arts ♦ Reading - ADAAG, websites, e-mails, adaptive technology catalogs ♦ Writing - letters, essays, e-mails, journals ♦ Speaking and Listening - guest speakers, class meetings, problem solving skills and community outreach
- 61. Social Studies ♦ Civics, Citizenship, and Government Goal: To inspire a democratic learning process through cooperation and student autonomy.
- 62. Social Studies ♦ Social responsibility ♦ Social justice ♦ Democracy ♦ Community involvement ♦ Small-scale economics ♦ Cooperative learning ♦ Conflict resolution
- 63. The Arts ♦ Creating a documentary video ♦ Photography ♦ Role-playing ♦ Industrial Arts
- 64. Languages Other Than English ♦ Communication Skills ♦ Cultural Understanding Coming Soon! Visual Disability Component Braille & Sign Language
- 65. Career Development and Occupational Studies ♦ Universal Foundation Skills ♦ Career Majors
- 66. Health, Physical Education, and Home Economics ♦ Personal Health and Fitness ♦ A Safe and Healthy Environment ♦ Resource Management
- 67. Empowerment ♦ The Empowerment Experience ♦ Senators and Assemblymembers Who are Listening
- 68. Preparations ♦ ILC educator and teacher meet prior to commencement of program ♦ Students receive instruction on wheel chair use. ♦ Students sign a contract of behavior. ♦ Students complete a pre- writing assignment. ♦ ILC educator talks with the students about disabilities. ♦ Students complete a task list during their day in the wheel chair.
- 69. Required Equipment & Materials ♦ (2) Children's Wheelchairs ♦ Parental Permission Slips ♦ (1) Adult Wheelchair ♦ Video/Picture Consent ♦ Camera Digital/Video ♦ Wheel Chair Task Checklist ♦ Movie Maker Program (optional) ♦ Pre/Post Questionnaire
- 70. Tips, Safety, and Instruction ♦ Students must realize that the wheelchair is not a toy. Anti Tippers are a must!! ♦ Demonstrate how all parts of the chair work. ♦ Provide instruction on steering, locking brakes, foot rests and traversing different ground surfaces.
- 71. Required Tools for Basic School On-site Assessment ♦ Tape Measure ♦ Door Pressure Gauge ♦ 2’ Bubble Level/Accessibility Stick ♦ Digital Camera ♦ ADAAG
- 72. Task – Bathroom ♦ Door Hardware ♦ Latch-side Clearance ♦ Door Clear Width ♦ Interior Bathroom Accessibility ♦ Reach Heights
- 73. Task - Ramp ♦ Slopes ♦ Arm & Hand Strength ♦ Dexterity ♦ Fear
- 74. Task – Navigating Main Doors ♦ Door Hardware ♦ Latch-side Clearance ♦ Door Clear Width ♦ Door Pull Force
- 75. Task – Navigation at Recess ♦ Slopes & Grade ♦ Accessible Paths of Travel ♦ Navigating Ground Surfaces ♦ Social Isolation ♦ Weather
- 76. Task - Lunch ♦ Table Heights ♦ Accommodations ♦ Designated Accessible Seating ♦ Integration
- 77. Task – Participation In PE ♦ Integration ♦ Inclusion ♦ Participation
- 78. A System Change We Can Feel Good About! ♦ System Changes (VESID) ♦ Proactive Changes/Removing Barriers ♦ A Good Influence on Neighboring Schools ♦ Children Are The Future Of Our Communities
- 80. No Longer are Kids Seen and Not Heard!
- 81. Q&A ♦ Questions ? ♦ Similar Projects? ♦ Ideas to improve future projects?
- 82. Contact Us !! Ken Sider Donald Wyckoff Valley View Elementary 40 Valley View Street Oneonta, NY 13820 Catskill Center for Independence P.O. Box 1247 Oneonta, NY 13820 siderkp@oneonta.edu donwyckoff@ccfi.us 607-432-8000 (tel) 607-432-6907 (fax)
- 83. SUNDAY OCTOBER 13th 2-8PM The Oneonta Theater Presents: QUACKFEST II
Notas do Editor
- {"82":"39 House street\nOneonta\n607-433-8273\n","71":"Describe how each tool was used. Children were to research their findings in the ADAAG\nParking, Path of Travel, Door widths, Door Pressure, Interior Paths, \nDVD for students? \n","60":"Ken\n","49":"Ken\nLarry introduced the children to some adaptive technology inventions of his own. Inspiring the children to use creativity as a guide for their own inventions.\nAdaptive Technologies open a new window to the world that is around them. These kids are looking at these things at a very young age and realizing that there is a very human component to these two simple words. In the process they are forging a positive relationship and a better understanding with the disabled community. \n","38":"Ken\n","27":"Ken\n","5":"Civil Rights Act of 1964 – Prohibits discrimination on the basis of race religion or sex.\nThe ABA of 1968 requires that facilities designed, built, altered, or leased with funds supplied by the US Federal Government be accessible to the public.\nRehabilitation Act of 1973 prohibits discrimination on the basis of disability in programs conducted by Federal agencies, in programs receiving Federal financial assistance, in Federal employment, and in the employment practices of Federal contractors.\nThe ADA is a wide-ranging civil rights law that prohibits, under certain circumstances, discrimination based on disability. It affords similar protections against discrimination to Americans with disabilities as the Civil Rights Act of 1964\n","77":"Not being able to fully participate in PE was noted by most children. This really drove home the idea of social isolation that many people with disabilities face. This experience provoked compassion and understanding from most of the students whom participated.\n","66":"Ken VIDEO!!!\n","55":"Ken\n","44":"Ken\n","33":"Ken\n","72":"The tasks were designed to help the students uncover the actual needs for the standards that are in place. We can talk about it all day but once the kids were actually attempting these tasks the point was driven home!\n","61":"Ken\n","39":"Ken\n","28":"Ken\n","6":"Local Resteraunt Owner Had steps!\nTennessee VS Lane – All Courthouses now need to be disabled- Incidentally this is one reason why PWD have a negative stigma…they have to sue to get anywhere…washington is full of lobbiest with money to make things happen…PWD have to chain themselves together in defiance just to be heard.\nState Board of Election Official- This takes away the fundamental right we all have, they don’t all choose to vote absentee, most have realized they cant access their polling sites.\nCASV- What about the coaches or the family members that want to watch their children play?\nCooperstown Store Owner- Cooperstown is advertised world wide as the Mecca for baseball and every year we get tourist who report that they couldn’t access most of the stores in Cooperstown…Not enough people?? Lets take a look at some numbers!\n","78":"In your packets you will find a letter the children wrote to the teachers at the Riverside School. As a result of the students desire to make a change to the front door accessibility and the willingness to work for it the Catskill Center for Independence decided to donate an accessible doorbell to the students. The intention was to thank the children for their dedication and we intended on having them spend the money they had raised on a celebration party. The children decided to put the money into an account that would be used for future class accessibility projects.\n","56":"Ken\n","45":"This is the superintendent of Oneonta School district, listening to the children explaining the violations of the ADA and requesting an answer as to why they are not in compliance…Oh what a good day!\n","34":"Ken\n","23":"Ken\n","1":"Welcome\nIntroductions and Background –Who I am what I do- My particular focus in doing such a project comes from many years of frustration trying to teach old dogs new tricks/ it is most often a waste of time with very little impact. I have seen many educated people completely disregard the needs of the disabled community. They’ve built public accommodations with no regard to accessible design, I have seen county office buildings and federally funded subsidized housing managers argue that they were grandfathered and didn’t need to make accessibility a priority. The answer for change in our communities is to passively educate the children in a creative way and provide them with insight that will stick with them for the lifetime. They are our future and we will only get out of them what we invest into them.\n","73":"3rd and 4th grade students may have similar limitations in arm strength and dexterity. A few students noted in their essays that they were fearful of tipping out of the chair or coming down the ramp too fast.\n","62":"Ken\nStudents reading their findings to the school superintendent. \n","51":"Ken\nWhat I did…teaching the kids how to use a chair and talking with them about the different disabilities paled in comparison to actually meeting Larry and seeing how he is forced to navigate in the world. I truly believe this has inspired Civic Responsibility amongst the children.\n","40":"Ken\n","29":"Ken\n","7":"This doesn’t include the 13 Million in Hospitals and Nursing Homes or under the age of 5\n","68":"Schedule a meeting with ILC staff and the teacher to go over the process, they will most likely not be as well informed as Mr sider has been. Explain and lay out the program, handout materials, and ask if there is anything you should know about the classroom.\nThe Children will of course need to know how to safely operate the chair and we’ll go into that in next slide\nStudents do need to sign a contract of behavior. Hopefully this will encourage them not to get into trouble while in the chair. You can see that contract in your packets.\nAlso in your packets you will find the prewriting assignments, very interesting component designed to illuminate the childs current perceptions as they relate to PWD.\nNext of course the ILC Educator speaks with children about the different types of disabilities/some of the things they will face and the challenge to the kids of role playing this to be as real as possible/empowering them to realize they can change our future communities\nTask checklist in your packets were designed to give the kids particular missions that create a difficulty they might not ever have understood otherwise. We will touch on those task in a bit!\n","57":"Ken\nStudent measures door pressure at main entrance doors.\n","46":"Ken\n","35":"Ken\n","24":"Ken\n","74":"Limitations to mobility due to door force was clearly understood by most students as they attempted accessing the main doors at the school.\n","63":"Ken\n","52":"Ken\nThese are but a few of the people who carelessly park in the accessible parking area. After actually realizing the need for the accessible parking and access aisle the children were moved to make a difference. They even developed a “parking ticket” informing the porky parkers that they were illegally parked.\n","41":"Ken\n","30":"Ken\n","8":"103 Times as many people have a disability\n","69":"Don- Explain each of the required equipment and materials.\nWhere to find wheelchairs-possible donations\nExplain where to find checklists in their packets\nPlease see packets for checklists – explain purpose of each\n","58":"Ken\nStudent measuring level change at door.\n","47":"The yellow sign is something the children decided to do with the extra money they earned. They were tired of seeing parents,delivery drivers and even the POLICE park in the accessible parking areas.\n","36":"Ken\n","25":"Ken\n","75":"The variables that effect a path of travel were more evident to students as they tried to navigate their chairs through the playground. They also got a small dose of social isolation as they watched their friends play without them.\n","64":"Ken\n","53":"Ken\nRefer them to their packets that contain the above mentioned. Also refer them to the essays and inventions on the tri-fold.\n","42":"Ken\n","31":"Ken\n","70":"The permission slip required to participate in the program must list safety concerns for parents to make an informed decision.\nStudents must be instructed on how to manipulate the chair over uneven terrain as well as traversing slopes.\nUnderstanding the workings of the chair and it’s safety features will further ensure safety as the students go off by themselves.\n","59":"Ken\n","48":"Ken\nDemystifying people with disabilities, eliminating fear and encouraging the children to see the person and not the chair. Actually meeting and talking with Larry again provoked compassion with many of the kids and therefore helped them to better understand the needs of the disabled. Watching Larry struggle with the main doors may have been the catalyst for lobbying for a new door or door bell at the main doors.\n","37":"Ken\n","26":"Ken\n","76":"Carrying their lunch to the table as it balanced on their laps was noted as a difficulty. Some students noted the social isolation as they were not able to sit with their friends. Most also have a better understanding regarding table height requirements.\n","65":"Ken\n","54":"Ken\nThrough a unique partnership of the Catskill Center for Independence and Riverside School, third graders in Oneonta experience one school day while in a wheelchair. Students navigate an environment that is neither designed nor maintained to meet their needs. This experience forces students to confront challenges they never anticipated. As a result of this meaningful (and temporary) encounter with a disability, students become aware of accessibility and accommodation issues, and vocal about changes in their school. While only in its second year, system changes are already evident through school-based action plans. \n","43":"Ken\n","32":"Ken\n","21":"Ken\n"}