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Say Their Names: A toolkit to help foster productive conversations about race and civil disobedience

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Say Their Names | A&U Magazine

This tool kit is aimed to help educate and shift the lens of understanding systemic racism, as well as helping educators bring these anti-racist values into the classroom.

Say Their Names

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A toolkit to help foster productive conversations about race and civil disobedience

“In a racist society, it is not enough to not be non-racist, we must be anti-racist” – Angela Davis.

Say Their Names. George Floyd,  Breonna Taylor, Ahmaud Arbery, and the countless others that came before.

If you are planning on talking to your students or children about the recent racial violence or civil disobedience, please first read “Don’t Say Nothing” by Jamilah Pitts. This piece illustrates how vital it is to engage young people in conversations about race and racism, and Ms. Pitts lays out the argument better than we ever could.

We hope that you take this time to read, reflect, and engage with both the young people and adults in your life in conversations around how we can confront racism every day. Safeguarding our young people means that we all must do the work to think and act equitably, show up for our Black students and colleagues, interrogate our own biases, and live an actively anti-racist life.

Below are suggestions and strategies for educators and parents on having conversations with young people in school and at home about race, racism, racial violence, understanding biases, and how to take action for racial justice.

At this time, we must focus on our shared humanity, and prioritize learning and talking about the root causes of the current protests and interracial activism. This is a time to come together, listen, learn, share in the grief and in hope, and act for a more just, equitable, and racially conscious world.

If you have suggestions for any lessons or activities, please share them with us here.

For more information on social-emotional support and guidance, contact the CPS Office of Social and Emotional Learning at OSEL@cps.edu or your Network SEL Specialist.

For more information on resources, protocols, and practices for civil discourse, youth voice, civic learning, and engagement, or K–12 social science, contact the CPS Department of Social Science and Civic Engagement at SSCE@cps.edu.

For information on the CPS Equity Framework and supporting tools and resources, please visit cps.edu/equity.

Included in this document:

Where to start? Guidance for CPS staff, families, and community members.

Note: This is a living document and will be updated on an ongoing basis.

Make a commitment to:

  • Taking care of the mental and emotional health of our youth, our colleagues, and ourselves.
  • Listen. Talking about race, racial violence, racism, Black Lives Matter, and elevating youth voices.
  • Paying close attention to the news, media, and other information sources.
  • Working to be actively anti-racist.

Take care of yourself. Take care of others.

Educate yourself.

  • Educate yourself on the current moment and learn why people are organizing. Do research to better understand these issues, and do not rely on Black people to explain their feelings or their knowledge.

Engage our youth.

Resources for Realizing Our Commitment to Anti-racist Education:

  1. Consider the mental and emotional health of our youth, our colleagues, and ourselves.
  • How can I support youth through this trauma?
  • How can I use restorative practices to host healing spaces?
  • Where can I find resources for myself and my colleagues?
  1. Talk about race, racial violence, racism, and Black Lives Matter.
  • How do I start conversations about these topics and support youth remotely?
  • How do I support Black youth without inducing further trauma?
  • How do I talk about this with non-black youth?
  • How do I talk about this with elementary-aged youth?
  • How do I show up for my Black colleagues?
  1. Pay close attention to media and information.
  • How is this story being told, and why is this important?
  • How should I consume media at this moment? What questions should we be asking ourselves?
  • How do we hold the media accountable? How are we accountable for the information we share?
  1. Be actively anti-racist.
  • What does it mean to be anti-racist and why is it important?
  • What does it mean to be an anti-racist educator?
  • How do I take action? How do I get involved?

Review additional resources for teaching and talking about race, violence, and police violence.

Consider the mental and emotional health of our youth, our colleagues, and ourselves.

Violence has an impact on all of us, especially on our mental health. The protests that have gripped our city and nation reflect the hurt, anger, and pain of generations of racial trauma. Emotional responses may manifest in different ways, including anger, irritability, grief, and hopelessness. We should be aware of signs of trauma or distress not only for our youth but also for ourselves and our colleagues.

How can I support young people through this trauma?
Title/Resource Description Link
When We Normalize Racism And Bigotry, We Do Violence To Our Mental Health This brief statement from Mental Health America calls attention to the impact of violence (including witnessing violent events in media reports) on our mental health, and especially the mental health of marginalized communities. The statement also contains links with additional information and resources. https://mhanational.org/when-we-normalize-racism-and-bigotry-we-do-violence-our-mental-health
Addressing Race and Trauma in the Classroom: a Resource for Educators This resource from the National Child Traumatic Stress Network (NCTSN) is designed to help educators understand the interplay of race and trauma in the classroom. The guide reviews historical trauma and racial trauma explains the impact of trauma on different age groups and offers supplemental resources. NCTSN: Addressing Race & Trauma in the Classroom
Managing Strong Emotional Reactions to Traumatic Events: Tips for Families and Teachers This resource from the National Association of School Psychologists provides a brief review of anger—a common reaction to trauma—and reminds adults of how the reactions of children and youth are influenced by adult responses. NASP: Managing Strong Emotional Reactions to Trauma
Responding to Student Mental Health Concerns During School Closure This district guide provides guidance on responding to student mental health concerns during remote learning, including a list of mental health resources. Responding to Student Mental Health Concerns
How White Parents Can Talk About Race NPR’s Michel Martin talks to Jennifer Harvey, author of Raising White Kids: Bringing Up Children in a Racially Unjust America, about how to talk with white kids about racially-charged events. https://www.npr.org/2020/05/31/866426170/raising-white-kids-author-on-how-white-parents-can-talk-about-race
Mindfulness Techniques for Students and Staff Calm Classroom is a simple and accessible way to integrate mindfulness into the classroom or home culture. Mindfulness is the ability to pay attention to our present moment. The daily practice of mindful breathing, stretching, focusing, and relaxation exercises cultivates a greater sense of self-awareness, mental focus, and emotional resilience within educational and personal spaces. https://mcusercontent.com/8b2c19337fef7c5607939c263/files/6ca21f04-5bd5-4841-be21-6bf20902f13f/Keep_Calm_Practice_Calm_Classroom.01.pdf
How can I use restorative practices to host healing spaces?
Title/Resource Description Link
How to Host a Virtual Circle Guidance on how to facilitate and adapt the model of an in-person circle for a virtual, online setting. Previous experience facilitating in-person circles is helpful but not necessary. https://healingcirclesglobal.org/how-to-host-a-virtual-circle/
Circle Forward Sample scripts for hosting talking circles from the Circle Forward book specifically related to grief, loss, and trauma. Circle scripts
Where can I find resources for myself and my colleagues?
Title/Resource Description Link
Mental Health America: Supporting Others This article shares simple actions that anyone can take to help others who are going through difficult times. https://mhanational.org/supporting-others
Radical Self-Care in the Face of Mounting Racial Stress This article from Psychology Today provides steps for cultivating hope during times of distress and provides self-care strategies for adults. Psychology Today: Radical Self Care in the Face of Mounting Racial Stress
CPS Employee Assistance Program While it is great to check in with family, friends, and colleagues, sometimes it also helps to talk to someone who is trained to help you understand and work through feelings and emotions. Please remember that you are always welcome to reach out to the Employee Assistance Program. These services are confidential. Employee Assistance Program
The American Nightmare This thinkpiece provides insight to the mental, social, and historical impacts of systemic racism in America on Black people and how we have arrived at our current state in America. The American Nightmare
Your Black Colleagues May Look Like They’re Okay — Chances Are They’re Not This article highlights the stressors of working while Black during a pandemic in which race is both a factor and a trigger. This article supports empathetic thinking and social awareness. Your Black Colleagues May Look Like They’re Ok- Chances Are They’re Not
Detour Spotting for White Anti-racists How can white allies monitor their own patterns of behavior through an anti-racist lens in order to not perpetuate white supremacy? Detour Spotting for White Anti-racists
Avoiding Racial Equity Detours Describes four detours to racial equity work and how we can identify and avoid them. Avoiding Racial Equity Detours

Talk about race, racial violence, racism, and Black Lives Matter.

“Our lives begin to end the day we become silent about things that matter.”- Dr. Martin Luther King Jr.

These resources explore our responsibility as educators, parents, and citizens to discuss race, racial violence, racism, and Black Lives Matter with youth, as well as resources to help us do this work.
Please note that schools and teachers should provide families and youth with an opt-out option. No matter how well-planned and expertly-facilitated these conversations are, they can be re-traumatizing to Black youth.

How do I start the conversation and support youth remotely?
Title/Resource Description Link
Violent protests are not the story. Police violence is. This article provides information about the root causes of the protests and emphasizes why we need to focus on police brutality and racial discrimination. Violent protests are not the story. Police violence is
Facing History and Ourselves: Teaching In The Wake Of Violence This resource is a guide for teachers on navigating conversations with their students after news of a mass shooting, terrorist attack, police violence, and other violent events. Teaching In The Wake Of Violence
Teaching Tolerance: Black Lives Matter Still Matters This resource outlines why it is important to teach young people of all races about the Black Lives Matters movement, its origins, and its continued relevance. Black Lives Matter Still Matters
NYCSchools: Fostering Community During Remote Learning~Teacher Reflection Guide This guide provides reflection questions and ideas for teachers seeking to foster a welcoming and affirming remote learning environment. This guide can be used for individual reflection and as a jumping off point for group reflection. Fostering Community During Remote Learning~Teacher Reflection Guide
Anti-Defamation League: George Floyd, Racism and Law Enforcement “Table Talk: Family Conversations about Current Events” This reading provides suggestions for how educators, parents, families, and caregivers can discuss George Floyd, police violence, racism, and protests with youth. It also includes discussion questions and suggestions for how to take action. Table Talk: Family Conversations about Current Events
Talking About Race.  The National Museum of African American History and Culture Talking about race, although hard, is necessary. These tools and guidance are designed to empower your journey and inspire conversation. Many of the tools for educators are PK-12. And there are great resources for individual work, no matter your role. https://nmaahc.si.edu/learn/talking-about-race
How do I support Black youth without inducing further trauma?
Title/Resource Description Link
Teaching Tolerance: Black Minds Matter This resource outlines the impact of racial disparities in mental health access and treatment and how schools and educators can play a major role in helping to mitigate those disparities. Black Minds Matter
Teaching Tolerance: Don’t Say Nothing. Silence Speaks Volumes. Our Students Are Listening. This resource outlines the importance and duty of educators to acknowledge and discuss race and racism with youth. Don’t Say Nothing. Silence Speaks Volumes. Our Students Are Listening.
Teaching Tolerance: Ending Curriculum Violence This article from Teaching Tolerance explores how despite the best intentions, teachers can create “curriculum violence” that can have detrimental effects on our youth. Ending Curriculum Violence
How do I talk about race, racial violence, racism, and Black Lives Matter with non-black youth?
Title/Resource Description Link
Anti-Defamation League: How Should I Talk About Race in my Mostly White Classroom? This resource provides guidance and considerations for how to engage in reflection and discussion on race and racism with white youth. How Should I Talk About Race in my Mostly White Classroom?
Safe Space Radio: Tips and Strategies “Talking to White Kids about Race and Racism” This resource provides tips for educators and parents on how to have a conversation on race and racism with white youth. Tips and Strategies: Talking to White Kids about Race and Racism
Letters For Black Lives: An Open Letter Project on Anti-Blackness This resource includes letters written by Asian American and Latinx American youth to their parents about the importance of centering Black lives in any discussion on race, discrimination, and injustice. It is an example for how non-black students can engage in learning and reflection on race, racism, and Black Lives Matter. Letters For Black Lives
New York Times: A Conversation on Race This resource includes a series of videos on different racial and ethnic groups describing their experiences with racism, including the following:

  • A Conversation with my Black Son
  • A Conversation About Growing Up Black
  • A Conversation With Black Women on Race
  • A Conversation with Latinos on Race
  • A Conversation with Asian-Americans on Race
  • A Conversation with Native Americans on Race
  • A Conversation with White People on Race
  • A Conversation with Police on Race
 A Conversation on Race
How do I talk about this with elementary-aged youth?
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Teaching Tolerance: Y’all Still Don’t Hear Me Though This text for grades 6-8 features a 2015 essay by Lecia J. Brooks as she recounts her perspective as a protester who participated in the Los Angeles Race Riots that followed the trial of those who had committed police brutality against activist Rodney King. Her account details the pervasiveness of police brutality and why demonstrators protest against it. Y’all Still Don’t Hear Me Though
Children Community School: Social Justice Resources This site contains resources and considerations for how to discuss race and social justice topics including racism, police brutality, and protests with youth. Children Community School: Social Justice Resources
Edutopia: Teaching Young Children About Bias, Diversity, and Social Justice This resource contains five strategies for engaging youth in learning and discussion on bias, diversity, and social justice. Teaching Young Children About Bias, Diversity, and Social Justice
Oakland Library: Talking to Kids about Racism and Justice, a list for Parents, Educators, and Caregivers (Pre-K and up) This resource provides a list of educational resources to engage young people (Pre-K and up) in learning about racism and justice. Talking to Kids about Racism and Justice, A list for Parents, Educators, and Caregivers

Pay close attention to media and information.

Media has power. What we see and hear shapes what we think, how we see ourselves, and how we engage with the world around us. Teaching young people at all ages critical media and information literacy skills is key for preparing youth for civic life.

How is this story being told, and why is this important?
Title/Resource Description Link
Facing History and Ourselves: How Journalists Minimize Bias This lesson from Facing History and Ourselves asks youth to consider how biases and stereotypes influence the way we interpret the world around us and how both journalists and media consumers address issues of bias in themselves and others. How Journalists Minimize Bias
5 Key Questions and Concepts that can Change the World It is important that we cultivate critical media dispositions and skills in our youth so that they consume information effectively. Edutopia: Social Media and 5 Key Concepts

Free lessons from the Center for Media Literacy using 5 Key Concepts/Questions that can be used with students every day.
Why Are All the Black Kids Sitting Together in the Cafeteria? (And Other Conversations about Race) The chapter from Beverly Daniel Tatum’s book “Defining Racism: Can We Talk?” explores the definition of racism, its cost, and impact. Why Are All the Black Kids Sitting Together in the Cafeteria?
Here’s What You Need to Know About Breonna Taylor’s Death This article provides a timeline of the events surrounding the killing of Breonna Taylor, whose death has received national attention and whose name has been included alongside Ahmaud Arbery and George Floyd in discussions about violence against Black Americans. Here’s What You Need to Know About Breonna Taylor’s Death
How should I consume media at this moment? What questions should we be asking ourselves?
Title/Resource Description Link
Teaching Tolerance: Living with the Bear This article discusses how constant exposure to violence via social media is harming our youth, and how we can give them the support they need. Living with the Bear
Teaching Tolerance: Teaching Students about Confirmation Bias This article focuses on concerns about the impact of fake news by helping youth know and understand confirmation bias (our tendency to more readily believe information that supports—or confirms—our existing worldviews and to exclude information that might contradict previously held assumptions). Teaching Students about Confirmation Bias
Teaching Tolerance: A Classroom Discussion About the Media, Trust, and Knowledge This article encourages students to think through problems in the contemporary media landscape to help them become more active, open-minded knowledge-seekers. A Classroom Discussion About the Media, Trust, and Knowledge
How do we hold the media accountable? How are we accountable for the information we share?
Title/Resource Description Link
Vox: Media Coverage of Protests Sure Looks Different when Demonstrators are White This article examines how the media covers protests when the demonstrators are white. Vox: Media coverage of protests sure looks different when demonstrators are white
When They See Us: Improving the Media’s Coverage of Black Men and Boys This article shows  how media coverage shapes the ability of individuals and communities to receive fair and equal justice and how persistent trends of distorted media depictions of Black men and boys contribute to negative stereotypes, inequitable treatment, and unequal opportunities. When They See Us: Improving the Media’s Coverage of Black Men and Boys

Be actively anti-racist.

“In a racist society, it is not enough to not be non-racist, we must be anti-racist” – Angela Davis.

These resources explore what it means to be anti-racist and its importance to our role as educators, parents, and citizens. We must first listen, then learn, discuss, and act.

What does it mean to be anti-racist and why is it important?
Title/Resource Description Link
National Museum of African American History and Culture: Being Anti-racist This hand-out explores and offers guidance on the  the following topics:

  • What does it mean to be anti-racist?
  • Becoming an anti-racist as a white person.
  • Becoming an anti-racist as a person of color.
 Racial Healing Handbook: Practical Activities to Help You Challenge Privilege, Confront Systemic Racism, and Engage in Collective Healing
Teaching Tolerance: White Anti-Racism: Living the Legacy A conversation about power, privilege, identity, and what it means to be anti-racist with community activists incuding:

  • Diane Flinn, a white woman and managing partner of Diversity Matters.
  • Georgette Norman, an African American woman and director of the Rosa Parks Library and Museum.
  • Sejal Patel, a South Asian American woman and community organizer in South Asian immigrant communities.
  • Yvette Robles, a Chicana and Community Relations Manager in Los Angeles.
 White Anti-Racism: Living the Legacy
How can I be an anti-racist educator?
Title/Resource Description Link
Edweek: The Urgent Need for Anti-Racist Education As educators, we don’t just teach content; we teach life lessons. Here are changes we can make to ensure we are breaking down racist beliefs and systems of white supremacy in our own classrooms. The Urgent Need for Anti-Racist Education
ASCD: How to be an Anti-Racist Educator Included in this article are five actions we can take to be anti-racist educators for our youth, including “Engage in Vigilant Self-Awareness,” “Study and Teach Representative History,” and “Talk about Race with Youth.” How to be an Anti-Racist Educator
Edutopia: Creating an Anti-Racist Classroom This resource helps us to reflect on our own biases and about our own practices in the classroom as we engage in anti-racist work. Creating an Anti-Racist Classroom
Chicago Regional Organizing for Anti-Racism Chicago ROAR is a regional program of Crossroads Antiracism Organizing and Training. The purpose of Chicago ROAR is to dismantle systemic racism and build anti-racist multicultural diversity within institutions and communities by training institutional transformation teams
They are offering free virtual workshops.		 Chicago Regional Organizing for Anti Racism

Additional resources for teaching and talking about race, violence, and police violence.

Title/Resource Description Link
NY Times: First Encounters with Race and Racism: Teaching Ideas for Classroom Conversations This is a lesson plan from the New York Times on how to engage youth in conversations about race, including discussion questions, videos on race and implicit bias, and voices from youth about their experiences with racism. First Encounters with Race and Racism: Teaching Ideas for Classroom Conversations

Dr. Ross Greene’s Magical Problem Solving Approach For Unsolved Problems In Youth

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Dr. Ross Greene’s sophisticated yet simple approach melds process and empathy to find solutions to unsolved problems. Start with a Walking Tour for Parents or Educators to get acquainted with the process.

Overview

It starts with an assessment called the ASSESSMENT OF LAGGING SKILLS & UNSOLVED PROBLEMS (ALSUP) to focus on what is to be discussed on a solution sheet to develop a Plan B. The Plan B process has a Cheat Sheet to follow in order to elicit effective solutions.

Plan B Steps

five finger

Ross Greene’s Five-Finger Strategy Word Document

Here are a FAQ and a link to the CPS website for additional information.

Resource Packet

Film

Documentary Film The Kids We Lose

Youtube Lectures by Dr. Ross Greene – Here

Two Minute Videos

Additional Languages

Many of these instruments have been translated into other languages:

 

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Finnish
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French
Italian
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Japanese
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Norwegian
Polish
Russian
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Swedish
Vietnamese

Emotional Disturbance a starting point for Teachers

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Students with Emotional Disturbance in the regular education classroom can be a challenge to support. I have collected some good articles and tools in this post as a way to adopt the right mindset to prepare to differentiate to this special population. My best advice in finding the most success is to stay curious and build relationships with; the student, the parents, the special education team.

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Start here and read this article from National Dissemination for Children with Disabilities (NICHCY) …print and revisit: Teaching Students with Emotional Disturbances: 8 Tips for Teachers 

Then if you like lists to remind and/ or inform your practice this is a helpful link from DoLearn: ED Strategies

Reasons why Emotional Disturbance occurs:

children-with-emotional-and-behavioral-disorders-5-638

ASCD has some good insights from this article and below is a good chart to consider for your students showing behaviors in your classroom.

What Emotional Disturbance looks like-

Some emotional problems you can see—others you cannot. If a student has internalized her emotional problems, for example, she may become withdrawn or depressed, and the teacher may not be aware of the student’s distress. If a student has externalized emotional problems, however, the teacher is likely to know. This student puts emotions on display and may become disruptive, even antagonistic, in class. It’s important, therefore, that teachers know the early warning signs for both kinds of emotional problems.

A student may have internalized emotional problems if he

  • Appears isolated from peers.
  • Seems overly dependent on others.
  • Is moody.
  • Exhibits feelings of helplessness.
  • Shows an interest in cults.
  • Has an inordinate attraction to fantasy.
  • Is apathetic.
  • Is a bully victim.
  • Is frequently absent because of illness.
  • Cries inappropriately and too often.
  • Abuses himself.
 A student may have externalized emotional problems if she

  • Becomes a chronic discipline problem.
  • Exhibits a lack of empathy or compassion.
  • Has temper tantrums.
  • Is truant often.
  • Experiences poor academic performance.
  • Has conflicts with authority figures.
  • Bullies others.
  • Damages the property of others.
  • Becomes noncompliant.
  • Becomes impulsive.
  • Becomes aggressive.

Source: Compiled from Gresham, F. M., MacMillan, D. L., & Bocian, K. (1996). “Behavioral earthquakes”: Low-frequency salient behavioral events that differentiate students at risk of behavior disorders. Behavioral Disorders 21(4), 277–292.

Behavior Intervention Plans can help to proactively address the issues that are happening in your classroom. Engage with your School Psychologist in fully understanding the plan and don’t hesitate to ask for clarity and/ or strategies that may be challenging to implement in your particular classroom.

 

High School Hygiene

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Working at a High School I occasionally have to team with our school nurse to talk to students about hygiene. Here are some of the materials I use.

Articles

PERSONAL CARE HEALTH SOCIAL SKILLS AND SAFETY (Manual) -Great Resource*

Hygiene in Adolescents with ASD

Assessment

https://www.therapistaid.com/worksheets/self-care-assessment.pdf

Personal care self assessment

Tools

Daily Personal Care Checklist

Before we go out- Checklist

Shower Routine Visual

Deodorant Social Story

Wellness Worksheets

Videos

Scientific

Old School -Things haven’t really changed too much.

Cartoon

What is Puberty? Decoding Puberty in Girls

All About Boys Puberty

Inside Puberty: What Are the Stages of Puberty?

Taking Time for Curiosity At School.

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“The important thing is not to stop questioning. Curiosity has its own reason for existing.” — Albert Einstein

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I was thinking the other day, “What makes schooling more personalized for a student?” and I thought about my time with students and it was definitely the hook of curiosity. The world is a fascinating place and learning can become really exciting with the priming students wonder of a topic.

General

Introduction: How to Cultivate the Curiosity Classroom -ASCD Article

Why is inquiry important for student learning? Curiosity Cultivator

5 Learning Strategies That Make Students Curious

10 Strategies To Promote Curiosity In Learning

Curiosity: It Helps Us Learn, But Why?

 

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Quotes

THE MIND THAT OPENS TO A NEW IDEA NEVER RETURNS TO ITS ORIGINAL SIZE.

Albert Einstein

RESEARCH IS FORMALIZED CURIOSITY. IT IS POKING AND PRYING WITH A PURPOSE.

Zora Neale Hurston

ALL KNOWLEDGE IS CONNECTED TO ALL OTHER KNOWLEDGE. THE FUN IS IN MAKING THE CONNECTIONS.

Arthur Aufderheide

THE POWER TO QUESTION IS THE BASIS OF ALL HUMAN PROGRESS.

Indira Gandhi

PROGRESS IS BORN OF DOUBT AND INQUIRY.

Robert G. Ingersoll

NEVER BE LIMITED BY OTHER PEOPLE’S LIMITED IMAGINATIONS.

Mae Jemison

SKEPTICISM IS THE FIRST STEP TOWARDS TRUTH.

Denis Diderot

MAKE THE MOST OF YOURSELF BY FANNING THE TINY, INNER SPARKS OF POSSIBILITY INTO FLAMES OF ACHIEVEMENT.

Golda Meir

WE MUST DARE TO THINK ABOUT ‘UNTHINKABLE THINGS’ BECAUSE WHEN THINGS BECOME ‘UNTHINKABLE’, THINKING STOPS AND ACTION BECOMES MINDLESS.

J. William Fulbright

IT IS A NARROW MIND WHICH CANNOT LOOK AT A SUBJECT FROM VARIOUS POINTS OF VIEW.

George Eliot

IT WOULD BE BETTER FOR US TO HAVE SOME DOUBTS IN AN HONEST PURSUIT OF TRUTH, THAN IT WOULD BE FOR US TO BE CERTAIN ABOUT SOMETHING THAT WAS NOT TRUE.

Daniel Wallace

A MAP DOES NOT JUST CHART, IT UNLOCKS AND FORMULATES MEANING; IT FORMS BRIDGES BETWEEN HERE AND THERE, BETWEEN DISPARATE IDEAS THAT WE DID NOT KNOW WERE PREVIOUSLY CONNECTED.

Reif Larsen

FROM THE SMALLEST NECESSITY TO THE HIGHEST RELIGIOUS ABSTRACTION, FROM THE WHEEL TO THE SKYSCRAPER, EVERYTHING WE ARE AND EVERYTHING WE HAVE COMES FROM ONE ATTRIBUTE OF MAN – THE FUNCTION OF HIS REASONING MIND.

Ayn Rand

MILLIONS SAW THE APPLE FALL, BUT NEWTON ASKED WHY.

Bernard Baruch

CURIOSITY IS A WILLING, A PROUD, AND EAGER CONFESSION OF IGNORANCE.

S.Leonard Rubinstein

JUDGE A MAN BY HIS QUESTIONS RATHER THAN BY HIS ANSWERS.

Voltaire

THE FOCUS IS WHAT IS RIGHT BEFORE YOU–TO GIVE IT YOUR BEST. IT SOWS THE SEEDS OF TOMORROW.

Kiran Bedi

CURIOSITY IS THE WICK IN THE CANDLE OF LEARNING.

William Arthur Ward

SCIENCE IS FUN. SCIENCE IS CURIOSITY. WE ALL HAVE NATURAL CURIOSITY. SCIENCE IS A PROCESS OF INVESTIGATING. IT’S POSING QUESTIONS AND COMING UP WITH A METHOD. IT’S DELVING IN.

Sally Ride

DON’T LOOK AT YOUR FEET TO SEE IF YOU ARE DOING IT RIGHT. JUST DANCE.

Anne Lamott

CURIOSITY WILL CONQUER FEAR EVEN MORE THAN BRAVERY WILL.

James Stephens

THERE ARE NO FOOLISH QUESTIONS, AND NO MAN BECOMES A FOOL UNTIL HE HAS STOPPED ASKING QUESTIONS.

Charles Proteus Steinmetz

I THINK, AT A CHILD’S BIRTH, IF A MOTHER COULD ASK A FAIRY GODMOTHER TO ENDOW IT WITH THE MOST USEFUL GIFT, THAT GIFT WOULD BE CURIOSITY.

Eleanor Roosevelt

BEWARE OF MONOTONY; IT’S THE MOTHER OF ALL THE DEADLY SINS.

Edith Wharton

KNOWING THE ANSWERS WILL HELP YOU IN SCHOOL. KNOWING HOW TO QUESTION WILL HELP YOU IN LIFE.

Warren Berger

The Best English Language Learner Resource “Colorin Colorado!”

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Colorin Colorado!

Learning a second language can be difficult on its own. Pair language acquisition with learning in school and it can be downright frustrating to students and families. Colorín Colorado is the premier national website serving educators and families of English language learners (ELLs) in Grades PreK-12. Colorín Colorado has been providing free research-based information, activities, and advice to parents, schools, and communities around the country for more than a decade.

Link- Colorin Colorado

 

 

Traumatic Brain Injury Resources from BrainSTARS

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Recently we had a student who had a traumatic brain injury and we were looking for user-friendly strategies to use at school. Our speech and language pathologist suggested BrainSTARS. I hope you find it as useful as we have in supporting students with brain injuries.

Tools from the BrainSTARS manual:

The manual is available in English and Spanish. For more information or to order copies, call 1.800.624.6553, ext. 5470 or moores.christine@tchden.org.

Videos

Traumatic Brain Injury

A traumatic brain injury (TBI) is defined as a blow to the head or a penetrating head injury that disrupts the normal function of the brain. TBI can result when the head suddenly and violently hits an object or when an object pierces the skull and enters brain tissue. Symptoms of a TBI can be mild, moderate or severe, depending on the extent of damage to the brain. Mild cases may result in a brief change in mental state or consciousness, while severe cases may result in extended periods of unconsciousness, coma or even death.

About 1.7 million cases of TBI occur in the U.S. every year. Approximately 5.3 million people live with a disability caused by TBI in the U.S. alone.

  • Annual direct and indirect TBI costs are estimated at $48-56 billion.
  • There are about 235,000 hospitalizations for TBI every year, which is more than 20 times the number of hospitalizations for spinal cord injury.
  • Among children ages 14 and younger, TBI accounts for an estimated 2,685 deaths, 37,000 hospitalizations and 435,000 emergency room visits.
  • Every year, 80,000-90,000 people experience the onset of long-term or lifelong disabilities associated with TBI.
  • Males represent 78.8 percent of all reported TBI accidents and females represent 21.2 percent.
  • National statistics estimate between 50-70 percent of TBI accidents are the result of a motor vehicle crash.
  • Sports and recreational activities contribute to about 21 percent of all TBIs among American children and adolescents.
  • The mortality rate for TBI is 30 per 100,000, or an estimated 50,000 deaths in the U.S. annually. Of those who die, 50 percent do so within the first two hours of their injury.
  • Deaths from head injuries account for 34 percent of all traumatic deaths. Beginning at age 30, the mortality risk after head injury begins to increase. Persons age 60 and older have the highest death rate after TBI, primarily because of falls, which have a rising incidence in this age group.

Sources:

Centers for Disease Control and Prevention (CDC), Traumatic Brain Injury (TBI): Incidence and Distribution, 2004.

Traumatic Brain Injury Model System, University of Alabama at Birmingham, Introduction to Brain Injury – Facts and Stats, February, 2000

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DiGeorge Syndrome at School

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DiGeorge Syndrome

What is 22q11.2 deletion syndrome in children?

22q11.2 deletion syndrome (22q11.2DS) is a genetic disorder. In children with this syndrome, a tiny piece of chromosome 22 is missing. This can cause many health problems. These problems may range from heart defects and developmental delays to seizures. The child may also have changes in how the eyes, nose, or ears look. Or the child may have an opening in the roof of the mouth (cleft palate). Most children with the syndrome only have some of the health problems. In general, any of the health problems can be treated, especially if they are found early.

The name of the syndrome refers to the missing piece of chromosome 22. It is located at a place on that chromosome called q11.2.

The symptoms of 22q11.2DS can vary greatly from one child to another. For that reason, several disorders caused by 22q11.2DS have had other names in the past. These names include:

  • DiGeorge syndrome
  • Velocardiofacial syndrome (VCFS)
  • Shprintzen syndrome
  • Conotruncal anomaly face syndrome (CTAF)
  • Sedlackova syndrome
  • CATCH 22 syndrome

Some children with the syndrome had been diagnosed with Opitz G/BBB syndrome or Cayler cardiofacial syndrome in the past. Healthcare providers now know that these disorders all share the same genetic cause as 22q11.2DS. 

About 1 in 4,000 people have 22q11.2DS. But some experts believe this number is higher. Some parents who have a child with this chromosome problem may not know it because the symptoms are less severe.

What causes 22q11.2DS in a child?

Most children with 22q11.2DS are missing about 50 genes. Researchers don’t yet know the exact function of many of these genes. But missing the gene TBX1 on chromosome 22 likely causes the syndrome’s most common physical symptoms. These include heart problems and cleft palate. The loss of another gene (called COMT) may also explain the higher risk for behavior problems and mental illness.

About 9 in 10 cases of 22q11.2DS happen by chance (randomly). They occur when the egg is fertilized. Or they occur early in a baby’s growth in the mother’s uterus. This means that most children with the disorder have no family history of it.

But a person with the condition can pass it on to his or her children. About 1 in 10 cases are inherited from the mother or the father. When the condition is inherited, other family members could also be affected. A person who has this chromosome deletion has a 1 in 2 chance of passing the problem to a child. So both parents can have their blood studied to look for the deletion.

Which children are at risk for 22q11.2DS?

A child is more at risk for this disorder if he or she has a parent with the condition or is carrying the faulty chromosome. But most cases occur randomly.

What are the symptoms of 22q11.2DS in a child?

Symptoms of 22q11.2DS may vary widely, even among family members. At least 30 symptoms have been seen with this disorder. Most children have only some of the symptoms.

The most common symptoms include:

  • Heart defects. These are usually present from birth (congenital).
  • Mouth problems. These include cleft palate and a palate that does not close fully (velopharyngeal insufficiency). These can cause speech problems.
  • Ear problems. This includes middle ear infections or hearing loss.
  • Low levels of calcium in the blood. This is caused by problems with the parathyroid glands and can trigger seizures.
  • Immune system problems. These can increase the risk for infections.
  • Spine problems. These include curvature of the spine (scoliosis) and problems with the bones of the neck or upper back.
  • Learning problems. These include delays in development and speech.
  • Communication and social problems. This includes autism.
  • Increased risk for mental illness. This includes anxiety, depression, or schizophrenia in adulthood.
  • Feeding difficulties. These may occur because of a cleft palate, gastroesophageal reflux, or other issues.
  • Kidney problems. These may include an abnormally shaped kidney or a missing kidney.

Facial features of children may include:

  • Small ears with squared upper ear
  • Hooded eyelids
  • Cleft lip, cleft palate, or both
  • Uneven (asymmetric) face when crying
  • Small mouth, chin, and side areas of the tip of the nose

The symptoms of 22q11.2DS can be like other health conditions. Make sure your child sees his or her healthcare provider for a diagnosis.

How is 22q11.2DS diagnosed in a child?

Your child’s healthcare provider will look at your child’s prenatal history and complete health and family history. He or she will do a physical exam. Your child may need certain tests. These may include:

  • Blood tests. These are to look for immune system problems.
  • X-ray. This test makes pictures of internal tissues, bones, and organs.
  • Echocardiography. This test looks at the structure of the heart and how well it is working.
  • Fluorescent in situ hybridization (FISH) studies. This blood test looks for certain genes that are deleted. If the FISH test doesn’t find any deletion in the 22q11.2 region of the chromosome, but your child has signs of the syndrome, he or she will usually need a full chromosome study. This will look for other chromosome problems.
  • Chromosomal microarray. This is similar to a FISH test. But it looks at many regions across all the chromosomes, including chromosome 22. This is to find a missing piece in the 22q11.2 location.

How is 22q11.2DS treated in a child?

There is no cure for 22q11.2DS. But many of its related health problems can be treated. You can help your child by seeking early care.

Treatment will depend on your child’s symptoms, age, and general health. It will also depend on how severe the condition is.

Treatment may include working with specialists. This may include any of the below:

  • Cardiologist. He or she will look at any heart defects. The cardiologist may correct them with a procedure or surgery.
  • Plastic surgeon and speech pathologist. They will look at any cleft lip or cleft palate defects.
  • Speech and digestive specialists. They will look at any feeding problems. Some children with the syndrome have severe feeding problems. They need tube feedings in order to get enough nutrition.
  • Immune system specialist.  Your child should be checked by this type of specialist. If your child has a T cell problem, he or she is at risk for infections that keep coming back. Your child should not have any live viral vaccines. Your child should have any blood products for a transfusion irradiated. This is true unless your child’s immune system doctor says that is not needed.

Other common problems that may need treatment include:

  • Low calcium. This is common in children with the syndrome, especially right after birth. But it can also happen during times of stress, such as during puberty or after surgery. Your child may need to take calcium and vitamin D supplements. Your child may need to see an endocrinologist. This is a doctor who specializes in treating problems of the endocrine system.
  • Development problems. Young children with 22q11.2DS may be slow to meet developmental milestones. These include sitting, walking, and talking. The International 22q11.2 Deletion Syndrome Foundation recommends that parents consider physical therapy (PT), occupational therapy (OT), and speech therapy for their child. PT strengthens large muscles and helps children meet developmental milestones. OT focuses on small muscles used for tying shoes, buttoning clothes, and other tasks. It can also help with feeding problems. Speech therapy can help your child with language delays.

What are the possible complications of 22q11.2DS in a child?

A small number of children with severe heart defects and immune system problems caused by 22q11.2DS will not survive the first year of life. But most children with the syndrome who get treatment will survive and grow into adulthood. These children will likely need extra help throughout school. They may also need long-term care for their health needs.

Some children with the syndrome may have behavioral conditions. These include autism, attention deficit disorder, obsessive compulsive disorder, or anxiety.

How can I help prevent 22q11.2DS in my child?

Most cases of 22q11.2DS occur randomly. So the disease can’t always be prevented. In about 1 in 10 cases of the syndrome, the deletion is inherited from one of the parents. Think about having genetic testing and counseling to find out if this disorder is inherited. If you have the 22q11.2 deletion, you have a 1 in 2 chance of passing it on to a child. This is true for every pregnancy you have.

How can I help my child live with 22q11.2DS?

Most health problems caused by 22q11.2DS can be treated, especially if they are found early. You can help your child by:

  • Keeping all appointments with your child’s healthcare provider.
  • Calling the healthcare provider if you are concerned about your child’s symptoms.
  • Telling others of your child’s condition. Work with your child’s healthcare provider and school to come up with a treatment plan.
  • Thinking about getting genetic testing and counseling to understand whether 22q11.2DS is an inherited condition in your family.

When should I call my child’s healthcare provider?

Call the healthcare provider if your child has:

  • Symptoms that don’t get better, or get worse
  • New symptoms

Key points about 22q11.2DS in children

  • 2 deletion syndrome (22q11.2DS) is a genetic disorder where a tiny piece of chromosome 22 is missing.
  • Most cases happen randomly as a baby grows in the mother’s uterus. It can also be inherited.
  • Symptoms vary widely and can range from heart defects and developmental delays to seizures. A child’s eyes, nose, or ears may look different. Or the child may have an opening in the roof of the mouth (cleft palate).
  • The syndrome has no cure. But many related health problems can be treated. You can help your child by seeking early care.
  • Most children who get treatment early will survive and grow into adulthood. They will likely need extra help throughout school. They may also need long-term care for their health needs.
  • A person with this condition has a 1 in 2 chance of passing the problem to a child. So genetic testing and counseling are important.

Source

Resources

Information for Educators and Members of School Resource Teams

22q Deletion Velocardiofacial At a Glance (Comprehensive overview)*

Supporting children with genetic syndromes in the classroom: the example of 22q deletion syndrome COLIN REILLY and LINDSEY STEDMAN

Educational Issues for children with Chromosome 22q11.2 deletion (PowerPoint)

What is 22q11.2 Deletion Syndrome? (Super Duper Handout)

Math Instruction for Students with Chromosome 22q11.2 Deletion Cheryl Dultz

Videos from the 22q foundation

final-22q-infograph-pano

Books

Just Jen: Living With Invisible Differences

By R. S. Hibbard

In this funny, heartwarming celebration of kindness and inclusion, spunky grade school narrator Jenna, or Jen (as she prefers), shares all about living with invisible differences.

Parents

Helping your Anxious Child

A Step by Step Guide for Parents

by Ronald Rapee, PhD

This revised and expanded edition of the best-selling Helping Your Anxious Child offers parents the most up-to-date, proven-effective techniques for helping children overcome anxiety.

Overview of The Syndrome Missing Genetic Pieces

by Sherry Baker-Gomez

The author, Sherry Baker-Gomez, is the parent of a child with VCFS. Her son, now 25, was finally diagnosed with VCFS at 18 years of age after a long medical history and searching for answers. Sherry, herself, had been so desperate for answers after many years of struggling with her son’s undiagnosed disorder that she became a nurse in an effort to understand the symptoms she saw in him and what they meant. Then she realized that many other parents needed answers and needed to know where to turn, so she began writing.

Committed to VCFS education, Sherry started gathering information on resources and, stories that offered support. Working along with other parents and professionals, Sherry has organized this collection of information into a comprehensive handbook that brings information and resources to parents, professionals, and others under one cover.

Modified from http://www.amazon.com/Missing-Genetic-Pieces-Sherry-Baker-Gomez/dp/097453580X

Educating Children with Velo-cardio-facial Syndrome

by Donna Cutler-Landsman

This book effectively blends the thoughtful research that has transpired within the past 15 years with practical and current educational strategies to better meet the needs of children with VCFS and other developmental disabilities.

The first part of the book explains the syndrome and the implications of current research in the fields of brain abnormalities, language/learning profiles and psychiatric/behavioral difficulties. These chapters are written in a reader-friendly manner for parents, professionals, and teachers. The second part of the book is a practical guide to educating a child with VCFS from birth through adulthood. It includes information regarding the necessary tests special education teams should run, typical difficulties associated with learning, changes that occur with ability as the child matures, as well as behavioral problems in the school setting. The authors also present meaningful advice on issues such as friendships, private vs. public school placement, job training, and other pertinent decisions that affect the VCFS child’s everyday life.

Modified from http://www.amazon.com/Educating-Velo-Cardio-Facial-Syndromes-Communication-Disorders/dp/1597564923

Educating the Child with VCFS Also Known as 22q11.2 Deletion Syndrome and DiGeorge Syndrome. Second Edition

by Donna Cutler-Landsman

For the second edition, the author has added fresh and updated content. A partial list of new material includes:

  • The most recent research and studies to make the text as up-to-date as possible
  • Expanded and enhanced coverage of bullying and the social/emotional aspects of VCFS
  • More information on common core standards and standardized testing for children with disabilities
  • Homeschooling and other placement alternatives
  • Executive functioning deficits and their impact in the classroom
  • Dealing with problem behaviors
  • Issues related to anxiety and school success
  • Cognitive remediation and new treatment strategies
  • New math and reading remediation techniques
  • Expanded section on the very young child

With its expanded content, as well as contributions from some of the most highly regarded experts in the field, Educating Children with Velo-Cardio Facial Syndrome (also Known as 22q11.2 Deletion Syndrome and DiGeorge Syndrome), Second Edition is an essential resource for teachers, parents, physicians, and therapists of children with velo-cardio-facial-syndrome.

Modified from http://www.amazon.com

Footprints of Hope: VCFS (Velo-Cardio-Facial Syndrome)

by Raymond Tanner

54-year-old Raymond Tanner has always felt different. As a child, he looked unusual, had trouble speaking clearly and was a slow learner. Over the years, he’s had countless operations to improve his appearance. For Tanner, being diagnosed with VCSF (at the age of 43) helped him re-evaluate his life, but it also brought a burden of guilt – both his sons were born with the syndrome. His first son died of heart problems when he was nine days old. His other son, Andrew, has ongoing health issues. Tanner now hopes to help other families through giving them a better understanding of VCFS, and encouragement that support is available and there is hope for the future.

This book is a compilation of stories from families from Australia, France, Israel, New Zealand, South Africa, the UK and the USA; and other important information. It also tells about Raymond Tanner’s life story with VCFS in himself and his two sons.

Modified from http://www.amazon.com/Footprints-Hope-VCFS-Velo-Cardio-Facial-Syndrome/dp/0958117535

Adolescence and Young Adulthood Being Different: Growing up with impairments

by Daniella Krijger

Daniella is worried about the future of her son Tijn. He has been diagnosed with 22Q11deletion syndrome, and also has ADHD, autism spectrum disorder and Dyslexia. She wanted to know how people with a syndrome, disorder or impairment led their lives, what they had been through and whether they had been able to make their dreams come true despite these obstacles. How does it feel when others see you as being ‘different’ and treat you ‘differently’?

In this inspiring book, adolescents and adults with 22Q11 deletion syndrome, ADHD and ASD tell about their dreams and ambitions, friendships, love, education, work, drugs and depressions. Young people with a disability have to work harder at doing their best. They have the additional challenge of biases and incomprehension. Increasing awareness about 22Q11 deletion syndrome will hopefully contribute to more understanding and patience for these people who might seem different but who are as ordinary as anyone else.

Modified from http://www.amazon.com/Being-Different-Growing-impairments-ebook/dp/B008EVT0TE

A Different Life

by Quinn Bradlee

Ten percent of the population is affected by a learning disability, but few of us understand what being learning disabled (LD) is really like. When he was fourteen, Bradlee was diagnosed with Velo-Cardio-Facial-Syndrome (VCFS), a wide-spread, little-understood disorder that is expressed through a wide range of physical ailments and learning disabilities. In this funny, moving, and often irreverent book, Bradlee tells his own inspirational story of growing up as an LD kid—and of doing so as the child of larger-than-life, formidably accomplished parents: long-time Washington Post executive editor Ben Bradlee and bestselling author Sally Quinn. From his difficulties reading social cues, to his cringe-worthy loss of sexual innocence, Bradlee describes the challenges and joys of living “a different life” with disarming candor and humor. By the end of A Different Life he will have become, if not your best friend, one of your favorite people.

From http://www.amazon.com/Different-Life-Learning-Disabled-Adventures/dp/B004JU1U1U

Socially Curious and Curiously Social: A Social Thinking Guidebook for Bright Teens & Young Adults

by Michelle Garcia Winner and Pamela Crooke

This anime-illustrated guidebook is written for teens and young adults to learn how the social mind is expected to work in order to effectively relate to others at school, at work, in the community and even at home. The book is written in the language of teens about what really goes on inside the minds of people as we share space together.

From discussing the ins and outs of what it means to be a social thinker to figuring out texting, dating, the different levels of friendship and the many and varied emotions we experience as we relate to others, the authors describe the real world of being with other people. The authors are not trying to get every reader to find a group to hang out with; instead, they are providing information to help each person find his or her place and be appreciated by others at whatever level he or she feels comfortable with.

Modified from http://www.amazon.com/Socially-Curious-Curiously-Social-Guidebook/dp/0884272028

So, What’s the Difference? A self-help guide to helping children and young adults understand their learning differences

By Donna Cutler-Landsman

This self-help workbook is designed to assist students with disabilities in understanding causes of disabilities, recognizing individual strengths and weaknesses, soliciting help from others, understanding the role of special education, learning how to be successful at school, studying for tests more effectively, getting and staying organized, coping with teasing and bullying, making and keeping friends, coping with sadness and frustration, recognizing the struggles of others, mapping out and working towards future goals.

The workbooks are available in four themes: butterflies, coral reef, racecar and jungle.

Children with Cleft Lip and Palate

A Parents’ Guide to Early Speech- Language Development and Treatment 

by Mary A. Hardin-Jones, Ph.D., CCC-SLP, Kathy L. Chapman, Ph.D., CCC-SLP & Nancy J. Scherer, Ph.D., CCC-SLP

Family-friendly guidance and support for young children with clefts. Teams of SLPs explain clefts and offer strategies to improve speech and language in children up to age three.

Modified from http://woodbinehouse.com/book_reviews.asp?product_id=978-1-60613-210-4

Living With a Brother or Sister With Special Needs: A Book for Sibs

by Donald Meyer and Patricia Vadasy

Living with a Brother or Sister with Special Needs focuses on the intensity of emotions that brothers and sisters experience when they have a sibling with special needs, and the hard questions they ask: What caused my sibling’s disability? Could my own child have a disability as well? What will happen to my sibling if my parents die? Written for young readers, the book discusses specific disabilities in easy to understand terms. It talks about the good and not-so-good parts of having a sibling with special needs, and offers suggestions for how to make life easier for everyone in the family.

This revised and updated edition includes new sections on attention deficit hyperactivity disorder, fetal alcohol syndrome, fragile X syndrome, traumatic brain injuries, ultrasound, speech therapy, recent legislation on disabilities, and an extensive bibliography.

Modified from http://www.amazon.com/Living-Brother-Sister-Special-Needs/dp/0295975474

Views from Our Shoes: Growing Up with a Brother or Sister with Special Needs

by Donald Joseph Meyer

In Views From Our Shoes, 45 siblings share their experiences as the brother or sister of someone with a disability. The children whose essays are featured here range from four to eighteen and are the siblings of youngsters with a variety of special needs, including autism, cerebral palsy, developmental delays, ADD, hydrocephalus, visual and hearing impairments, Down and Tourette syndromes. Their personal tales introduce young siblings to others like them, perhaps for the first time, and allow them to compare experiences. A glossary of disabilities provides easy-to-understand definitions of many of the conditions mentioned.

From http://www.amazon.com/Views-Our-Shoes-Growing-Brother/dp/0933149980

Check Out Some of the AMAZING Resources at the IRIS CENTER

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IRIS Center

IRIS Link

I ran across this site and use it regularly to help support students at my schools. I hope you like it as much as I do!

The IRIS Center offers a wide variety of resources and services to suit a diverse set of instructional needs and circumstances. IRIS is supported by the U.S. Department of Education’s Office of Special Education Programs and located at Vanderbilt University’s Peabody College, the IRIS Center develops and disseminates free, engaging online resources about evidence-based instructional and behavioral practices to support the education of all students, particularly struggling learners and those with disabilities. These resources, designed to bridge the research-to-practice gap, are intended for use in college teacher preparation programs, in professional development (PD) activities for practicing professionals, and by independent learners. The array of IRIS resources includes modules, case studies, information briefs, course/PD activities, a high-leverage practices alignment tool, and an online glossary of disability-related terms as well as supporting products to enhance their use in coursework and PD activities.Developed in collaboration with nationally recognized researchers and education experts, our free online resources address instructional and classroom issues of critical importance to today’s educators: classroom behavior management, secondary transition, early childhood, Universal Design for Learning (UDL), and many others.

In addition to our free resources, IRIS offers low-cost online professional development options: Certificates of Completion for IRIS Modules, a School & District Platform, and micro-credentials.

Since 2001, IRIS resources have been used in teacher preparation programs throughout the United States and around the world. In 2017 alone, the IRIS Website hosted more than two million visits.
Learn more about IRIS in our informative brochure.

Modules

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Activities

En español

Information Briefs

En español

CONNECT Modules

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Promoting Disability Awareness on Campus

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its-not-our-disabilities-its-our-abilities-that-count-chris-burke

People with disabilities are not
their diagnoses or disabilities;
they are people, first.

 
Kathie Snow
Disability is Natural

Articles

Creating Positive School Experiences for Students with Disabilities By Amy Milsom

How to Talk to Kids About Disabilities

Prioritizing Agency for Students With Disabilities When students with disabilities develop self-advocacy and self-determination, they can engage more effectively in their education. By Ace Parsi

Promoting Positive Social Interactions in an Inclusion Setting for Students with Learning Disabilities from the National Association of Special Education Teachers

Tips for Talking to Your Child About Learning Disabilities

Understanding and Responding to Children’s Needs in Inclusive Classrooms A Guide for Teachers by UNESCO

Helping Students Understand and Accept Their Learning Disabilities: The Demystification Conference By Mia Wernig Elfrink

BULLYING AND DISABILITY: An Overview of the Research Literature by Fred Pampel, PhD

13 Tips on How to Talk to Children About Diversity and Difference

Changing How We Talk About Disabilities- GREAT Quick reference

Attitudes and Language – From Disability is Natural

Tools

Disability Awareness Activity Packet

Disability Lesson Plans from Learning to Give

Promoting Disability Awareness and Acceptance In Childhood By Anne Borys

How to Explain Disability to a Child

Content Provided by: United Cerebral Palsy of Greater Indiana

“Whether you’re explaining a disability to a child who has one or to a non-disabled child, the following key concepts should be kept in mind” advises Ava L. Siegler, Ph.D. in Child Magazine.

Compassion: Show a child you fully understand what a hurtful thing a disability can be.

Communication: Explain as much as you possibly can about the disability so a child does not become frightened by the unknown.

Comprehension: Make sure a child understands that the disability is never the child’s fault.

Competence: Convey the sense that even though a disability is very hard to deal with, a child with a disability will make progress and learn to do new things.

Suggested phrases to use when explaining a disability to a child:

Age of the Child When speaking to a child with a disability When speaking to a child without a disability
2 to 4 We don’t know why, but sometimes children are born without everything their bodies need, and that’s what happened to you. That means you’re going to have to work harder and we’re going to work hard to help you. Most children like you are born with everything they need, but sometimes children are born without everything they need. Sometimes they need crutches or wheelchairs or braces to help them do what you do naturally.”
5 to 8 “It’s really tough when your body can’t do everything you want it to do. It’s not fair that you have to work so hard to make your body do what you want. But everyone has some activities that are easy for them, and some that require more effort. You have this problem, but you’re lucky to have lots of talents, too.” “Kids are all different, and they have different strengths as well as things that are harder for them. Some things that are easy for you to do are very difficult for other children to do. It takes a lot of courage for kids with physical disabilities to keep trying and working at it.”
9 to 12 It’s a bad break for you to be born with a disability that makes things harder. But remember your abilities, too and work to strengthen them. It’s natural sometimes to feel angry but try not to give up. Whenever you see someone with a disability, remember that even though they are having a hard time, they’re still kids who need friends and understanding.

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