Notes for teacher

1. Notes for teacher Resources: • Print 15 of slide 10 • Print 1 each of slides 11-15 (or more if you want) Learning Outcomes: • Recognise famous people with disabilities and explain why some people struggle to think of some • Describe the difference between the medical and the social model of disability • Explain ways in which society makes it difficult for people with disabilities to succeed • Consider different disabilities and look at children from other countries deciding what could be done to help

2. Can you unscramble this word? SIITIEDBIALS

3. Disabilities Write any key words or definition on your post it note for how you would describe this word “the loss or limitation of opportunity to take part on an equal level with others, due to barriers, such as other people’s attitudes and the surrounding environment”

4. Send my friend to school: Disability Lesson LO: TO understand how people with disabilities are discriminated against by society and link this to send my friend to school

5. Can you name people with disabilities that are on TV? Over one-third of British people cannot name a famous disabled person, why do you think this is?

6. Medical Vs Social Model of Disability Look at your sheet. What is the difference between the medical and social models of disabilities? Could you give any more examples in your pairs and add to the sheet?

7. Group Task -On your tables you have been given a student from a different country with a disability -Put yourself in their shoes. Imagine you need to carry out the following tasks: • Washing up • Cleaning your teeth • Tying your shoe lace -Discuss what makes the task difficult and how the person would feel doing this task

8. How can you help?

9. On your post it note… Can you write why it is important to be able to send all our friends to school?

11. Abdi, from Nigeria • Abdi is 12 years old and lives with his uncle in northern Nigeria. He has epilepsy and often has to miss school because he suffers from seizures. Abdi has difficulty talking but his Uncle Abdullah understands him very well. • “Abdi’s father had to go to work in the city and left him in my care. He felt it was better to leave Abdi in the village where everyone is very fond of him. In the city Abdi would have had to stay home all day but here he can wander around, walk to school and play football with the other children. • “Abdi started to get convulsions when he was about two years old. We took him to a doctor who prescribed medication to make the seizures less frequent. Abdi tries to go to the local primary school every day but there are many days when he can’t go. Because of his problem he hasn’t progressed very well and is still in Primary Two with pupils who are as young as six. • “I think he would be better off in a school for special needs, but there isn’t one nearby. The teacher here has nearly 40 pupils in her class so she can’t give him the attention he requires and she hasn’t been trained to understand his condition. • “Abdi loves to go to school and often tries to tell his brother what he has learnt. He is a special boy but needs special care. I hope we can persuade the government to look after Abdi in the way he deserves.”

12. Grace, from Tanzania • Grace is 9years old and cannot hear. She lives at home with her two brothers and three sisters • Grace cannot attend school as there are no teachers that can give her lessons to sign or teach her. Her brothers and sisters all attend school and she wishes she could go. Her family can understand what she wants and needs but there are no schools nearby to help her. • “I think she would be better off in a school for special needs, but there isn’t one nearby. The teacher here has nearly 40 pupils in her class so she can’t give him the attention she requires and she hasn’t been trained to be able to sign. I hope we can persuade the government to help Grace”

13. Catherine, from Uganda • Catherine suffers from Blount’s disease, her legs are bent painfully. Her walking makes her knees feel as if they are breaking, it is so bad it makes her cry. Some days Catherine cannot face the one hour walk to school as the pain is so bad and children sometimes make fun of her • Her family do not have enough money to afford the surgery and there is no national healthcare • Catherine’s family hope that the government can donate a wheelchair or help Catherine in some way so that she can attend school

14. Rose, from Democratic Republic of Congo • Rose was born deaf-blind. She was born with Cataracts and hearing impairment. Her family have been saving up for CBM Cataract surgery in order to give her sight but her father lost his job and they cannot afford it. • They want Rose to able to see to learn sign language to be able to communicate with her family and attend school

15. Washline, Haiti • Washline was caught in the rubble left by the devastating earthquake that hit Port-au-Prince, Haiti in January 2010. She suffered a fractured femur when a piece of the wall of her house fell on her. • “When the earthquake came, my school was over, and I was at home. My house broke and the walls fell on me. When the ground started to shake, I was afraid” • Washline received crutches to help but she struggles to get to school. Her family have lost their home so are living in a temporary tent on the side of the road. Her parents do not have a car and there is not free buses to get her to school • Washline’s father has said “We hope there will be a bus route to pick Washline up for school. The doctors have said that she may not be able to walk properly for months and there are some days that she cannot go to school as she is in too much pain. We hope that the government can help”