Honoring Diversity Activities
Lower Elementary (Kindergarten- Grade 3)
"Ian's Walk"
A Story about Autism"- Laurie Lears illustrated by Karen Ritz
This is a fictional story about two sisters and their younger autistic brother named Ian. The story is from the sister Julie's perspective of her brother. It illustrates how a child with autism sees things differently than his sister, who does not have autism. One day Julie and Tara want to go to the park, but their mom says only if they take their younger brother Ian who is autistic. While they are walking to the park Julie watches him do things such as smell the bricks on a building rather than smelling the flowers. At first she thinks this is very strange and is somewhat embarrassed of him. She loves her brother but she doesn't understand why he doesn't react the way other children do. Julie and her older sister Tara look away from Ian for a minute, and then he vanishes. They are so worried about losing her that they come up with a plan to put themselves in his shoes in order to find him. After finding him, Julie and Tara give him a hug, even though they know he does not like them. On their way home they do the things that Julie and Tara thought were silly before, and realize how Ian sees, feels and experiences the world.
A Story about Autism"- Laurie Lears illustrated by Karen Ritz
This is a fictional story about two sisters and their younger autistic brother named Ian. The story is from the sister Julie's perspective of her brother. It illustrates how a child with autism sees things differently than his sister, who does not have autism. One day Julie and Tara want to go to the park, but their mom says only if they take their younger brother Ian who is autistic. While they are walking to the park Julie watches him do things such as smell the bricks on a building rather than smelling the flowers. At first she thinks this is very strange and is somewhat embarrassed of him. She loves her brother but she doesn't understand why he doesn't react the way other children do. Julie and her older sister Tara look away from Ian for a minute, and then he vanishes. They are so worried about losing her that they come up with a plan to put themselves in his shoes in order to find him. After finding him, Julie and Tara give him a hug, even though they know he does not like them. On their way home they do the things that Julie and Tara thought were silly before, and realize how Ian sees, feels and experiences the world.
Junior High (7-9)
Resource: http://www.gov.pe.ca/photos/original/ed_autisminc.pdf
Junior High: Grades 7-9- This activity could easily be modified for different age groups.
Objectives:
· Students will gain an understanding of how autistic students may feel when trying to communicate
· Students will gain respect towards autistic students
· Students will learn that all students learn differently, including autistic students
Materials:
· Pen
· 3 pencil crayons
· Scissors
· Container
· Eraser
· Paper
· Notebook
· A picture of how you would like the desk to be arranged
(Any classroom objects that would normally be found on a desk can be used)
Activity Description:
Have all of the items, except for the picture, on a table at the front of the class. Make sure that all students can see. Select a student volunteer to sit at the table facing the class. Inform the student that he/she must pay close attention to the instructions. Ask the student to arrange the objects on the table by giving directions in another language. If you do not know another language, you can use nonsense sounds, or get someone to translate what you would like to say into another language. Repeat the non-understandable instructions a few times, and progressively act more impatient. After repeating the instructions a few times, show the student, and the class, the picture of how the items should be arranged on the table. See if the student was able to arrange the items according to the picture without any directions in English.
Discussion about Activity:
Ask the student volunteer:
- Why did you not follow the instructions?
- Did you know that I wanted you to do something?
-How did you feel when you didn't know what to do?
- Did the picture help you to understand the task?
Ask the rest of the class if they knew what the student volunteer was supposed to do.
Discussion about Autism:
Ask the students, why did we do this activity? We did this activity to share what it may be like for some autistic individuals. Explain to the students that students with autism often have troubles understanding what people are trying to communicate. Therefore, what may seem like normal communication to you may be non-understandable to people with autism. So an autistic student may feel exactly like you (student volunteer) felt when participating in the activity, confused and frustrated because they are unable to understand what you are trying to communicate. Therefore, if an autistic student ignores you, or communicates in an odd way, you need to respect that they cannot understand you, or cannot process how to respond to what you are communicating.
All students learn differently. People can be visual, auditory, or kinesthetic learners. Just like you, autistic students learn differently, too. Autistic students may have a hard time understanding something through spoken language (auditory), but when shown something visually, they may grasp it better. Same with speaking, autistic students may not be able to communicate effectively through spoken language, but may be able to express themselves better through writing or visuals.
Ask students if they have any questions about the activity or discussion.
Exit Slips:
Get students to answer the following questions on a sticky note. What is one thing you learned from today’s activity? How did this activity change the way you will act around autistic students?
Junior High: Grades 7-9- This activity could easily be modified for different age groups.
Objectives:
· Students will gain an understanding of how autistic students may feel when trying to communicate
· Students will gain respect towards autistic students
· Students will learn that all students learn differently, including autistic students
Materials:
· Pen
· 3 pencil crayons
· Scissors
· Container
· Eraser
· Paper
· Notebook
· A picture of how you would like the desk to be arranged
(Any classroom objects that would normally be found on a desk can be used)
Activity Description:
Have all of the items, except for the picture, on a table at the front of the class. Make sure that all students can see. Select a student volunteer to sit at the table facing the class. Inform the student that he/she must pay close attention to the instructions. Ask the student to arrange the objects on the table by giving directions in another language. If you do not know another language, you can use nonsense sounds, or get someone to translate what you would like to say into another language. Repeat the non-understandable instructions a few times, and progressively act more impatient. After repeating the instructions a few times, show the student, and the class, the picture of how the items should be arranged on the table. See if the student was able to arrange the items according to the picture without any directions in English.
Discussion about Activity:
Ask the student volunteer:
- Why did you not follow the instructions?
- Did you know that I wanted you to do something?
-How did you feel when you didn't know what to do?
- Did the picture help you to understand the task?
Ask the rest of the class if they knew what the student volunteer was supposed to do.
Discussion about Autism:
Ask the students, why did we do this activity? We did this activity to share what it may be like for some autistic individuals. Explain to the students that students with autism often have troubles understanding what people are trying to communicate. Therefore, what may seem like normal communication to you may be non-understandable to people with autism. So an autistic student may feel exactly like you (student volunteer) felt when participating in the activity, confused and frustrated because they are unable to understand what you are trying to communicate. Therefore, if an autistic student ignores you, or communicates in an odd way, you need to respect that they cannot understand you, or cannot process how to respond to what you are communicating.
All students learn differently. People can be visual, auditory, or kinesthetic learners. Just like you, autistic students learn differently, too. Autistic students may have a hard time understanding something through spoken language (auditory), but when shown something visually, they may grasp it better. Same with speaking, autistic students may not be able to communicate effectively through spoken language, but may be able to express themselves better through writing or visuals.
Ask students if they have any questions about the activity or discussion.
Exit Slips:
Get students to answer the following questions on a sticky note. What is one thing you learned from today’s activity? How did this activity change the way you will act around autistic students?
Junior/Senior High School
Grades: Middle school- high school, could be amended for elementary school as well.
Intention: To make all students aware that different does not mean less intelligent, especially in the area of communication.
Displays:
“What You Ought to Know” (YouTube clip)
Demonstrates the challenges of stereotypes that Autistic people face. Stresses that people who live with ASD are “hardwired” differently.
Teacher note: Stress ABCs example, transition into communication difficulties and differences
James Hobley (YouTube Clip)
Mozart Piano Concert No. 21
Pablo Picasso
More Examples of well known people believe to have lived with ASD: Albert Einstein, Michelangelo, Bill Gates, Issac Newton, Tim Burton
Activity:
People who live with ASD usually have problems with socializing. They have difficulty recognizing and understanding abstract social norms. However, as shown in the examples above of people with ASD they are able to express themselves fluently in other modes like, dancing, painting, composing, sculpting, and creating. Although words may not be a great mode of communication and expression for those with ASD they still that does not mean they cannot communicate effectively. Just like in the “Ought to Know” video, just because they communicate differently does not mean it is any less valid of a way to do so.
Therefore, to honor ASD’s diverse methods of communication each student will express himself or herself in any manner they choose except for with words. This can include math equations or puzzles, drawings, music, etc. This activity will cause students to think about the challenges of communicating without words but also the beautiful process and art that can be created by communicating in such a way.
After students will post their work in a gallery form. Without telling their fellow students what they were trying to communicate their peers will write down what they think the artist was trying to convey. This will demonstrate the frustration and difficulty that can be faced when your peers do not understand your mode of communication.
Intention: To make all students aware that different does not mean less intelligent, especially in the area of communication.
Displays:
“What You Ought to Know” (YouTube clip)
Demonstrates the challenges of stereotypes that Autistic people face. Stresses that people who live with ASD are “hardwired” differently.
Teacher note: Stress ABCs example, transition into communication difficulties and differences
James Hobley (YouTube Clip)
Mozart Piano Concert No. 21
Pablo Picasso
More Examples of well known people believe to have lived with ASD: Albert Einstein, Michelangelo, Bill Gates, Issac Newton, Tim Burton
Activity:
People who live with ASD usually have problems with socializing. They have difficulty recognizing and understanding abstract social norms. However, as shown in the examples above of people with ASD they are able to express themselves fluently in other modes like, dancing, painting, composing, sculpting, and creating. Although words may not be a great mode of communication and expression for those with ASD they still that does not mean they cannot communicate effectively. Just like in the “Ought to Know” video, just because they communicate differently does not mean it is any less valid of a way to do so.
Therefore, to honor ASD’s diverse methods of communication each student will express himself or herself in any manner they choose except for with words. This can include math equations or puzzles, drawings, music, etc. This activity will cause students to think about the challenges of communicating without words but also the beautiful process and art that can be created by communicating in such a way.
After students will post their work in a gallery form. Without telling their fellow students what they were trying to communicate their peers will write down what they think the artist was trying to convey. This will demonstrate the frustration and difficulty that can be faced when your peers do not understand your mode of communication.
Grade 1-9
"Friendship Speed Dating"
Length: 20-35 Min (depending on age group)
Activity: The students will make two circles, one inside the other. The two circles will face each other. The students will then have one minute each to talk to the other student and describe themselves, their strengths, and anything else that they would like the other student to know.
After the students have gone through a few different people, stop the activity. Whoever the students are standing in front of is now their partner. They will take what they learned about their partner (their strengths, interests, etc) and write a character MAT for them. A character MAT is a large sheet of paper with a hole cut in the middle for their face. Around the hole, the student will write what the other students strengths and interests are that were shared with them. In addition, they will add one or two POSITIVE comments of their own. Depending on the grade, the students can cut the hole in the paper themselves. They will then return the MAT to the student. A picture will be taken of each individual with the MAT, and then a class photo, as well.
Have a small discussion about what they learned about their students, their relationships, friendships, etc. It is important to emphasize that each student has something to offer and each individual brings his or her own unique strength to the classroom. Without each and every person the class would not be the same. Every person contributes something special.
Length: 20-35 Min (depending on age group)
Activity: The students will make two circles, one inside the other. The two circles will face each other. The students will then have one minute each to talk to the other student and describe themselves, their strengths, and anything else that they would like the other student to know.
After the students have gone through a few different people, stop the activity. Whoever the students are standing in front of is now their partner. They will take what they learned about their partner (their strengths, interests, etc) and write a character MAT for them. A character MAT is a large sheet of paper with a hole cut in the middle for their face. Around the hole, the student will write what the other students strengths and interests are that were shared with them. In addition, they will add one or two POSITIVE comments of their own. Depending on the grade, the students can cut the hole in the paper themselves. They will then return the MAT to the student. A picture will be taken of each individual with the MAT, and then a class photo, as well.
Have a small discussion about what they learned about their students, their relationships, friendships, etc. It is important to emphasize that each student has something to offer and each individual brings his or her own unique strength to the classroom. Without each and every person the class would not be the same. Every person contributes something special.