Booklet 4: early adolescence - Disability Services Commission

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Contents Overview 101 Key messages 101 Unit concepts 101 Curriculum framework 101 Context 102 Sensitivities 102 Social relationships 102 Audio-visual support materials 102 Literature 102 Stimulus pictures 102 Use of Internet 103 A solution-focused approach 103 Meeting people with disabilities 103 Structure of the unit 104 Framework 105 Table: Overview of early adolescence curriculum support materials 106 Table: Linking the Count Us In! curriculum support materials 108 Learning experiences 110 Perspectives on Disability 110 Making and experiencing 110 visual arts Making and experiencing drama 113 Making and experiencing music 116 Making and experiencing dance 118 Making and experiencing media 120 Portrayals of disability 122 Health and physical recreation 126 Employment 129 Cultural perspectives 132 Disability rights 135 Equipment and assistive technologies 139 Accessible information 142 100 Count Us In! curriculum teaching resource support package
Perspectives on Disability The Early Adolescence teaching materials are part of the Count Us In! teaching resource package. They are designed to support teachers in classrooms (typically Year 7 to Year 10) to respond to naturally arising questions about disability and to enable students to develop the skills for creating a welcoming community. Key messages 1. People in our community share similar hopes and aspirations. 2. Everyone has a role in the community and has a right to be respected. 3. Differences are not better or worse, they just are. 4. Everyone is unique. Everyone has a right to be seen as an individual. 5. We encourage welcoming communities that ensure everyone has the opportunity to participate and contribute in life. With an understanding of the feelings and experiences of people with disabilities, young people may be able to play an important role at school and in the community as advocates for people with disabilities. They could share their understanding of disability with others, and combat discrimination through helping their families and peers develop empathy for people who may be different. Unit concepts The unit supports students in developing the following concepts: • People in our community use different ways of communicating, moving, interacting and learning. • Changing the environment, expectations, equipment, experience or support provided, ensures everyone has the opportunity participate and contribute at home, school and in community life. • We can contribute to creating a welcoming community. Curriculum framework The materials are aligned to the Curriculum Framework for Kindergarten to Year 12 Education in Western Australia. Experiences facilitate different levels of achievement as described in the Curriculum Framework Progress Maps or Outcomes and Standards Framework and are supported by the Curriculum Framework Curriculum Guides. Opportunities for the promotion of core values from the Curriculum Framework are provided throughout the materials. The materials draw on other resources that are available through Internet sources. Wherever possible, government and educational websites have been sourced. Inevitably, websites change over time. All are accurate at the point of production. Count Us In! : Early adolescence - Book 4 101
Page 1: Count Us In! teaching resource pack
Page 5 and 6: Use of Internet Throughout the mate
Page 7 and 8: Framework By engaging with these un
Page 9 and 10: Unit Learning Experiences Health an
Page 11 and 12: We all communicate. We need to comm
Page 13 and 14: • Enable Artists www.enableartist
Page 15 and 16: Making and experiencing drama In th
Page 17 and 18: How would you script your productio
Page 19 and 20: Improvising In this experience, stu
Page 21 and 22: Creating dance In this experience,
Page 23 and 24: • have partial or complete loss o
Page 25 and 26: • Summer of the Swans by Betsy Cr
Page 27 and 28: • hearing loss, eg from a virus;
Page 29 and 30: • Department of Sport and Recreat
Page 31 and 32: Employment In this unit, students i
Page 33 and 34: Employment agencies Teacher talk: O
Page 35 and 36: Read the quote that follows: “Peo
Page 37 and 38: Disability rights The learning expe
Page 39 and 40: Prepare an audit checklist. Conduct
Page 41 and 42: Equipment and assistive technologie
Page 43 and 44: Devise your own solution to one of
Page 45 and 46: Readability In these experiences, s
Page 47 and 48: also have laws that require informa

Booklet 4: early adolescence - Disability Services Commission

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