1. Take a second to look around the room…
Notice the diversity that exists just in this one small space.

2. We have people who are…
TALL
small

3. There are people who have…
Brown Eyes
Blue Eyes

4. And every kind of hair you can imagine…

5. All of these marvelous differences are because of GENES!

6. What is a gene?

7. Fact Check: What is a gene? Do people have control over their genes?
A gene is part of a DNA molecule that determines heredity; such as, eye color, hair color, skin color, and personality traits.
Do people have control over their genes?
No, people have absolutely no control over how the genes from their biological families combine to create their physiological appearance or parts of their personalities.
Are genes the reason people have some things they are really good at and some things they are challenged by?
Yes, that is exactly right. While things like practicing the tuba will make you better at it or reading more frequently will help you with comprehension, ultimately, you came “hard-wired” to have some strengths and weaknesses that are completely out of your control.
Students will break into groups to discuss the following questions then come back together as a class to discuss before sharing teacher responses.

8. The way your genes influence your DNA determine how you learn!!
Some of us struggle with reading…
While some of us excel at it.

9. It is vital to understand that one is not BETTER than the other.

10. They are simply DIFFERENT.
He is challenged by reading.
Reading is one of her strengths.
Take 2 minutes to write on a notecard one special talent you possess.
Students will turn notecards into teachers
Teacher will read the talent and students will try to guess who has the talent.
With each talent, teacher will ask students to raise hands if they are challenged with that skill (one student says his talent is jumping, so students will raise hands if they are challenged with jumping).

11. Autism Spectrum Disorder (ASD) Learning Disabled Vision Impaired Deaf
ADHD
Intellectual Disabilities
Dyslexia
Down Syndrome
Aphasia
Sometimes, DNA can create challenges so extreme, we refer to them as disabilities.
With each disability, students will write down what they already know (or think they know) about the disability

12. In Education, “INCLUSION” means including students with various abilities and challenges in one classroom.
Chances are you have been and will be part of an inclusion classroom during your time at school. One way to think about it is that you are being included in an educational environment where all students share their strengths to help one another with their challenges. We see this every day in PE; some of us are strong runners where others are not. When we play a game of baseball, you might have one person hit the ball then another person run the bases. In this example, you are building off of one another’s strengths to ultimately score a run.

13. Some of the more common disabilities that are passed along through genes are:
Dyslexia: A person’s brain processes written material in a way that makes reading, writing, and spelling challenging.
This student may need more time to read or complete a writing assignment.

14. ADHD: Attention Deficit/Hyperactivity Disorder contains a combination of difficulty paying attention, hyperactivity, and impulsive behavior.
A student with ADHD may need room to stand or walk during class time, may need more time working in groups, or may need more redirection from the teacher.

15. Autism Spectrum Disorder (ASD): a range of disorders exist affecting verbal and nonverbal communication, social interaction and imaginative or creative play.
A student with ASD may need time alone during class, may need the room to be quiet, may need a rigid schedule for each day, and may need more one on one attention from the teacher.

16. Learning Disabilities: problems that affect the brain's ability to receive, process, analyze, or store information. These problems can make it difficult for a student to learn as quickly as someone who isn't affected by learning disabilities.
A student with a learning disability may need pre-written notes, more time on tasks, and repetition of information.
Disabilities are a product of genes, so just like you have no control over whether you are a great jumper or not, students with disabilities do not have any control over how they receive information.

17. “Fair” isn’t always “Equal.”

18. Get the candy bar! Let’s take a break to play “Get the Candy Bar!”
Tape two candy bars to the wall almost to the ceiling.
Call on one tall student and one short student to come to the front of class
Ask the tall student to get the candy bar (this can usually be done by stretching)
Ask the short student to get the candy bar (impossible).
Ask students if this is equal (were the candy bars at an equal height off the gound?)
Ask students if it is fair (no, because one student is short)
Ask students what would make it fair (give short student a stool)

19. How does “Fair” not “Equal” look in class?
More time with the teacher
Extended Time on work

20. What else does “fairness” look like in class?
Different assignments
Different text complexities
Changes in seating assignments and/or mobility in class
Use of audio devices/books on tape
Frequent breaks
Working with partners or alone
Assistive Technology
The point is, whatever “step-stool” a student needs in order to “reach the candy bar,” it is my job to provide that.

21. Examples of Assistive Technology
Visual Representation Systems – The use of images or pictures to relay information or communicate to people with Autism Spectrum Disorder. Braille Machines – A machine that uses a series of dot formations to represent letters and words of the alphabet to aid people with vision impairment in their reading. Talking Books – Books that create an audio interactive reading experience for students with ADHD.

22. How can our differences make us stronger?
Take a few minutes to write down on piece of paper 5 ways having so many different people in one room can actually HELP ALL OF US learn better: 1. 2. 3. 4. 5.
Students will share with shoulder partners first then we will have a class discussion about inclusion/disabilities/teamwork.

23. Resources for more information:
Center for the Improvement of Child Caring (CICC) :
teAchnology:
UnderstandingSpecialEducation.com:

24. Sources:
Hallahan, D. P., Kauffman, J.M., Pullen, P.C. (2012). Exceptional learners: An introduction to special education.
Types of childhood disabilities and other special needs. (n.d.). Retrieved August 6, 2015, from
The most common disabilities seen in school. (n.d.). Retrieved August 6, 2015, from nology.com/teachers/special_ed/disabilities/
Stokes, S. (n.d.). Assistive technology for children with autism. Retrieved August 6, 2015, from