Unit on Ableism - Campus Activism

2. changes: brainstorm what should be different in room set-up and space, classpresentation, teaching process and the rest (5 minutes), to enable the student with thisdisability to participate fully, as an equal and as a “heart,” with everyone else. A centralpart of the task will be to incorporate the standpoint of people with the disability: howwould a person with this disability design the room to be accessible? Be as specific aspossible. Someone in each group should take notes of changes, for ready reference.3. allies: brainstorm how able-bodied can help, and how NOT help, students with thisdisability in having the room become fully accessible (5 minutes).c. The accessible classroomUsing their notes about changes, have groups take 5 minutes, all at the same time, to make anychanges in the room setup they have devised.d. Group reportsIf there is remaining time, have each group take turns reporting on their lists of changes, both therearrangements they were able to do and what else they would recommend.5. Closing: Access for all 5 minutesClose by having students take a few moments to look around the (rearranged) room silently, andthink about both the changes that were made and others that were proposed. Then have a fewrespond to a final question:• How would improved access which benefits students with disabilities also benefit ablebodiedstudents?<strong>Unit</strong> on Ableism21