1. Physical & Intellectual Disabilities
Ask “Does anyone teach scripture in SSP’s
Brief intro about me – teaching 10 yrs, taught 4-18yrs, currently working part time
Developed by Vivian Azar 2014

2. Purpose….
To expand your knowledge, understanding, and awareness of individuals with physical and intellectual disabilities.
Present effective strategies to assist you with students with disabilities.
The goal is to make the audience more aware, sensitive and respectful of people with disabilities.

3. William Rose School
Located in Seven Hills and caters for 64 students aged 4-18 years with sensory and multiple and complex disabilities.
Within the school there are a range of syndromes that impact on their education provision.
Formerly north rocks school for blind and deaf chn
Mention the various types of disabilities.
Ask if anyone knows a person with a disability.
Show video, ask for their thoughts. What do you see? 3

4. People with disabilities are like everyone else, they:
Share many of the same values, interests, hopes and dreams.
They desire to:
Be independent
Learn life skills
Enjoy recreation and leisure activities
Live their dreams
Discussion Point: We are all more alike than different.

5. Visual Perception Activities
These activities demonstrate that things are not always what they seem to be.
Our thoughts/opinions/feelings about things are influenced by our perception.
The next activities we’ll do are visual perception activities. 5

6. Visual Perception Activity #1

7. Use this activity to show T that things are not always what they seem to be.
Ask the T whether the slanted lines are parallel or not.
Get input from the T.
Lay the second overhead on top of the first or measure the distance between the slanted lines at various points to show that the slanted lines ARE parallel.

8. These are the actual parallel lines.
Discuss the activity. Points to consider:
Our thinking is affected by our perception. Our perception is not always correct. (The lines do not appear to be parallel.)
How does this apply to some people’s perception of people with disabilities?

9. Visual Perception Activity # 2

10. Question
It is time to elect a new world leader, and only your vote counts. Here are the facts about the three leading candidates.
You can use overheads for this activity, if you prefer. 10

11. Candidate A: Associates with crooked politicians,
and consults with astrologists. He’s had two
Mistresses. He also chain smokes and drinks 8 to 10
martinis a day.
Candidate B: He was kicked out of office twice,
sleeps until noon, used opium in college and drinks
a quart of whiskey every evening.
Candidate C: He is a decorated war hero. He’s a
vegetarian, doesn’t smoke, drinks an occasional
beer and never cheated on his wife.
Which of these candidates would be your choice? 11

12. Candidate A is Franklin D. Roosevelt. Candidate B is Winston Churchill
Candidate C is Adolph Hitler.
Pretty interesting isn’t it? Makes a person think before judging someone.
Franklin Roosevelt – 32nd U.S President.
Winston Churchill – Former Prime Minister of the United Kingdom.
Adolph Hilter – German politician and the leader of the Nazi Party. 12

13. Disability Criteria and Description NSW Department of Education and Communities
Physical disability
The student must have a current physical condition
involving the motor system that significantly limits the
student’s level of functioning and independence in
mobility, personal care, and / or ability to physically
undertake essential learning tasks. 13

14. Disability Criteria and Description NSW Department of Education and Communities
Intellectual disability
To meet the criteria for mild intellectual disability,
students must have a full-scale IQ score of
approximately two to three standard deviations below
the mean on an approved individual test of intelligence.
To meet the criteria for moderate intellectual
disability, students must have a full scale IQ score of
approximately three to four standard deviations below
IQ ask counsellor 14

15. Intellectual disability cont.
To meet the criteria for severe intellectual disability,
students must have a full-scale IQ score of
approximately four standard deviations or more below
the mean on an approved individual test of intelligence. 15

16. Interesting things to consider
In an instant we could be a person with a disability.
If we had a son or daughter with a disability how would we want them to be treated.
Have you ever made an assumption about a person with a disability that you realised was incorrect?
It’s partly about changing policies and structures but it’s mostly about changing hearts.

17. People First Language……
Put the person before the disability
Discussion point: Remember, put the person before the disability.

19. “People-First” Language
Say…
Person with a disability.
Person with an intellectual disability.
Person with a physical disability.
Instead of ……
The disabled; handicapped; crippled; suffers from a disability.
Retarded; mentally defective.
Cripple; lame; handicapped; deformed.

20. “People-First” Language
Instead of….
Confined or restricted to a wheelchair; wheelchair bound.
The blind.
The deaf; deaf and dumb; suffers a hearing loss.
Crazy; psycho; lunatic.
Say……
Person who uses a wheelchair.
Person who is blind; person with a visual impairment.
Person who is deaf; person with a hearing impairment.
Person with mental illness.

21. The next Activity….. A Drawing Challenge
Give each participant a blank sheet of paper and a pen or pencil before displaying the next slide. 21

22. A Drawing Challenge
Use this activity to show T how it might feel to have a intellectual disability.
Activity Instructions:
In pairs have person describing to study the shape for a 10sec or so. Person drawing not to look.
If using an PowerPoint, press the ‘period (.) key. The screen will turn black.
Ask one person to describe to the other to draw the image, person drawing use non preferred hand / wear vision goggles/blind fold.
(Press the period (.) key again. The screen will be restored.)
Discuss the activity. How difficult was it to draw this shape?
Explain that while trying to understand and draw this shape is not exactly the same as having an intellectual disability, the exercise is designed to demonstrate the
frustrations that some people face every day. Need clear instructions / visuals. 22

23. Educational Implications
Developing, implementing and monitoring student’s Individual Education Plan - consultation with parents/therapists.
Providing relevant professional learning.
Identifying and accessing appropriate support personnel.
Considerations on students’ needs for medication, special diets, or special equipment/adaptive aids.
Educational Implications
It is important to address the student’s most significant disability that has an impact on educational outcomes and other disability which has to be supported appropriately.
Develop, implement and monitor a collaborative Individual Education Plan – Identify needs and address priorities and other priorities.
It is our responsibility to create appropriate educational adjustments and accommodations for our students. Modify work, give rest breaks.
PL – Up-skill the staff involved with the student in order to improve the student’s learning outcomes. Staff are encouraged to participate in relevant external and internal PL such as: Health Care Procedures, Administration of Medication, Tube feeding, Emergency care, First Aid, Manual Handling/Lifting…
Identifying and accessing appropriate support personnel – related services such as speech therapists, physical and occupational therapists and medical specialists need to work closely with the classroom teachers / SLSO and parents. Because of problems with skill generalisation, related services are best offered during natural routine in the school community rather than removing from class.
Considerations on students’ needs for medication, special diets, or special equipment/adaptive aids. – Adaptive aids and equipment enable students to increase their range of functioning. Ex: Use of low technology and high technology for communication devices, wheelchairs, adjustable tables, modified handles on cups, silverware and plates, hoists, walker. 23

24. Educational Implications
Integration programs.
Providing school-to-work transition planning.
Community-based instruction.
Providing a whole school approach to behaviour management.
Providing access to selected Key Learning Areas that best suit the needs of students.
Address the needs in the school environment – accessibility
Integration programs – participating in the same activities as their non-disabled peers are crucial to the development of social skills and friendships for people with high support needs. Integration also benefits non-disabled peers through positive attitude change.
Providing school-to-work transition planning – competitive settings
Community-based instruction – in order to increase the student’s ability to generalise(transfer) skills to appropriate situations. Programs should draw on existing adult services in the community, including vocational programs, job placement, sheltered employment, and recreation settings.
Providing a whole school approach to behaviour management – Case studies, Functional behaviour assessments, Risk assessments,
Providing access to selected Key Learning Areas that best suit the needs of students. 24

25. Follow the Leader Activity
An activity designed to show what the school experience might be like for some students with disabilities.
For this activity, a paper/pen must be given to each T.
Activity Instructions
Tell T to get their pens ready and to listen and follow directions very carefully.
Read the directions at a very fast pace.
Do not pause at the end of sentences.
Do not repeat any of the directions. Read as follows:
Draw a small circle.
Put the number 1 in the circle.
Draw a line from the circle to the square with number 5 on it.
Put an ‘X’ on the triangle.
Place a ‘tick’ on the apple.
Circle the word ‘circle’ between two circles and cross out the first word circle.
Stop. Put your pens down.
Discuss the activity. Points to consider:
How did you feel about the speed/pacing?
Were you able to keep up?
How would you feel if I had told you to listen harder and keep up?
What would have helped you to complete this activity correctly?
How long do you think you would keep trying if every school assignment was like this? 25

26. When assisting a person who has an Intellectual Disability
Interact with the person first, Not their assistant.
Become familiar with the student and their disability/terminology.
Focus on the ability NOT the disability.
Treat them their age.
Find out their preferred form of communication (verbal, non verbal, signing, PCS, switch, electronic communication device, real object).
Break down information into small easy to understand instructions. All students learn and process differently.
Ask / tell them before you help. 26

27. When assisting a person who has an Intellectual Disability
Be considerate about the extra time it might take for a student to say or do something.
Become familiar if students have sensory issues (noise, sight, touch). For example, currently teaching a student who does not like to be touched.
If necessary involve an advocate, usually a staff member. 27

28. Pictorial Communication Symbols
Scripture
Singing
Dancing
Story
Lunch
Colour in
These are Pictorial Communication Symbols (PCS) developed by the boardmaker software program.
You will see them around school / classes. You should become familiar with what students are using.
Incorporate into lesson, could ask the class teacher for specific ones to scripture, e.g. scripture, finish, singing.
Go through different forms of communication (PCS, real object, photo, switches, voice output communication aids [VOCA]). 28

29. Pictorial Communication Symbols
Music Instruments
Quiet
Finish
Music
Pack away 29

30. When assisting a person with a Physical Disability
Learn about the method of assistance required. Each student is very different and may use different aides to assist with movement. For example, walker, wheelchair, standing frame, bed.
Do not push, lean or hold on to the wheelchair. The wheelchair is part of their personal space. Inform the student you are assisting them, “Mary, Vivian’s going to take you back to class now.” 30

31. When assisting a person with a Physical Disability
Put yourself at eye level when communicating with students.
Students may have limited forms of communication, such as eye gaze, finger pointing.
Be prepared to offer assistance with reaching for, grasping, lifting, opening doors etc.
Become familiar with different wheelchairs, some manual pushing while others automatic. 31

32. Case Study Student: Emma
Likes: Soft toys, Music, (dramatic) reading of books, arms being touched.
Dislikes: being left alone, not being spoken to.
Communication method: Verbal, touch cues, PCS may be used (20cm away from her face)
Behaviour issues/strategies: If crying, pat her arm and tell her
she is okay. Perhaps take her AFO's off, or she may need to be
taken out of her chair.
Impairment: Cerebral Palsy, Cortical Vision Impairments
CVI is a temporary or permanent visual impairment caused by the disturbance of the visual cortex or posterior visual pathways of the brain. The degree of neurological impairment depends upon the time of onset and the location and intensity of the damage. The eyes may function normally but the visual systems of the brain do no consistently understand or interpret what the eyes see. 32

33. Case Study
If Emma is in your Scripture class, what things do you need to keep in mind?
Important to know what communication system she uses.
You have strategies to try if she cries.
She has vision impairment though can see from 20cm
Good to know she doesn’t like to be left alone.
Learn how to operate wheelchairs, supports (Ankle Foot Orthosis) 33

34. Student information Sheet
Completed by class teacher
Student: Huu-Kha
Likes: Music, singing, clapping, conversations.
Dislikes: Bright lights / sunlight.
Communication method: Reaches out for objects, facial expressions, pointing, responds well to verbal prompts, touch cues and physical assistance.
Behaviour issues: Needs to be supervised when sitting on a chair - may need a strap.
Impairment: Vision - right eye blind, Physical - requires two hands held to walk.
Scripture teacher asked for student information, as cliental has changed.
Ask class teachers to provide you with student information. 34

35. Student information Sheet
Completed by class teacher
Student: Joshua
Likes: songs / music
Dislikes: overload of instructions
Communication method: verbal / Pictorial Communication Symbols
Behaviour issues: short attention span
Strategies: very structured activities and firm consistent instructions.
Scripture teacher asked for student information, as cliental has changed.
Ask class teachers to provide you with student information. 35

36. Closing Discussion
Remember they are people first who have a disability.
Learn about your students, their disability, communication method, positioning, behaviours, sensory issues.
Communicate with students, tell them what you are doing with and to them.
Become creative in presenting information.
If unsure and require assistance with students, ask their teachers.
Allow for discussion generated by the T.

37. The 10 Commandments of Inclusion
1.People with disabilities are people first. Thou shalt see the person and not the
disability .
2.Ask before helping - but do offer to help.
3.Offer emotional support to the families of people with intellectual disabilities – be
patient, understanding and welcoming even if not everyone who enters your class
understands social norms and rules.
4.Remember that many intellectual disabilities (such as autism) are invisible - always
give people the benefit of the doubt and remember, gossip hurts.
5.Talk directly to a person with a disability - even when someone has a special aide,
always speak directly to a person with a disability.
6.Ask respectful questions about a person's disability - if you don't understand a person
with a speech impediment for example, that person would probably prefer you asked
them to repeat themselves rather than pretend you understood.
Allow for discussion generated by the T. 37

38. The 10 Commandments of Inclusion
7.Ask before making any form of physical contact with a person with a
disability - this should apply anyway to all people.
8.Speak in a normal tone to people who use hearing aids - they are
set so that standard voice levels can be heard.
9.Introduce yourself to a person with a visual disability - it is preferable
always to say who you are before talking to someone who is unable to
see.
10.Make your classroom physically accessible - so that everyone who
wants to can enter.
Allow for discussion generated by the T. 38

39. It’s About Being Human It is in interacting with people who are
different from us that we grow as humans.
People who learn differently, people who
see things differently, people whose values
are different… help us to grow.
Allow for discussion generated by the T. 39

40. Finish 40