Pe e r Pre se nta tio ns 15-20 minute c la ssro o m o r g ra de - - PDF document

8/27/2008 1

Ope ning the Do o rs to F rie ndships T hro ug h E duc a tio n a nd Pe e r P t ti Pre se nta tio ns

Presented By,

Pe e r Pre se nta tio ns

• 15-20 minute c la ssro o m o r g ra de le ve l pre se nta tio n

ta ilo re d a ro und a spe c ific stude nt to a ddre ss a ny issue s re la te d to the ir disa b ility tha t o the rs in the c la ss ma y ne e d he lp to unde rsta nd.

• Ask pa re nts if c hild sho uld b e inc lude d o r o ut o f the

ro o m during the pre se nta tio n.

• T

he fo llo wing sho uld b e pre se nt fo r the pre se nta tio n, if po ssib le : All e duc a to rs who a re o n the I E P te a m All stude nts in tha t g ra de le ve l Ad i i t ti t ff (if ti t) Administra tive sta ff (if pe rtine nt) Sc ho o l Co unse lo r Sc ho o l Nurse Pa re nts o f stude nt (if no t pre se nting )

8/27/2008 2

Pe e r Pre se nta tio n Outline

• I

c e b re a ke r(s) – Ag e -Appro pria te b o o ks – T he “Supe rsta r L ist” “S i Si l i ” – “Se g re g a tio n Simula tio n”

• NDSS Dre a ms vide o
• Do wn syndro me 101

– Wha t is Do wn syndro me ? – Hypo to nia – Spe e c h – He a ring

• Ope ning the Do o rs to F

rie ndships p g p – Pe e r mo de ling – Ho w to b e a frie nd

• Q & A
• Se nd c hild ho me with g ive -a wa ys (pe rso na lize d b o o k

ma rks, pe nc ils, c a ndy)

Ma te ria ls yo u will ne e d

• “Pe e r Pre se nta tio n” K

it – NDSS Dre a ms vide o a b o ut Do wn syndro me Bo o ks a b o ut Do wn syndro me – Bo o ks a b o ut Do wn syndro me – 1 pa ir thic k so c ks pe r stude nt – Myths/ T ruths a b o ut Do wn syndro me – L e tte r to pa re nts re g a rding pre se nta tio n

• I

nfo rma tio n fro m Pa re nts – “Supe rsta r list” – L ist o f ho b b ie s, thing s the ir c hild e njo ys – Go a ls fo r inte ra c tio ns with c la ssma te s

• Additio na l Ma te ria ls
• Jumb o ma rshma llo ws (1 pe r stude nt)

– T V a nd DVD pla ye r – Ove n Mitts (8 so yo u c a n ha ve 4 stude nts mo de l the a c tivity) – Ba g o f c o tto nb a lls

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T hre e (3) Go a ls:

• GOAL

# 1 T

• inc re a se the stude nts’ pe rso na l a wa re ne ss

a nd kno wle dg e a b o ut simila ritie s a nd a nd kno wle dg e a b o ut simila ritie s a nd diffe re nc e s b e twe e n pe o ple , a nd to ra ise the ir pe rso na l a wa re ne ss a b o ut disa b ilitie s.

• GOAL

# 2 T

• sha re la ng ua g e a nd g ive the m kno wle dg e

a b o ut Do wn Syndro me .

• GOAL

# 3 GOAL # 3 T

• a sk fo r the stude nts’ he lp in suppo rting a nd

te a c hing the ir c la ssma te with Do wn Syndro me a nd a ny o the r pe o ple who ma y ha ve diffe re nc e s o r spe c ia l ne e ds.

Gro und Rule s

• We ’ re g o ing to ta lk to yo u like “a dults”

a nd use “a dult” la ng ua g e .

• No q ue stio ns a re silly.
• Ask fo r c la rific a tio n if yo u do n’ t

unde rsta nd so me thing .

8/27/2008 4

I c e b re a ke rs

“T he Supe rsta r L ist”

Pre pa ra tio n: Pre pa ra tio n:

• Be fo re pre se nta tio n, a sk pa re nts to pre pa re a list o f

thing s tha t a re uniq ue a b o ut the c hild with Do wn syndro me (tra ve ls, ho b b ie s, a c c o mplishme nts). Cla ss E xe rc ise :

• Ask a ll stude nts to sta nd. T

he n g o do wn “supe rsta r list” a nd a sk q ue stio ns. Ha ve yo u e ve r tra ve le d to Ha wa ii? I f no t, the n sit do wn. Ha ve yo u e ve r wo n a me da l fo r swimming ? I f no t, the n sit do wn.

• Co ntinue a sking q ue stio ns until e ve ryo ne is se a te d.

Disc ussio n Po ints: Disc ussio n Po ints:

• Whe n e ve ryo ne is sitting do wn, ta lk a b o ut the

“supe rsta r” who ha s do ne thing s no o the r c hildre n in the c la ss ha ve do ne . Wo w!

I c e b re a ke rs

“Se g re g a tio n Simula tio n”

Cla ss E xe rc ise :

• Se pa ra te stude nts into g ro ups b a se d o n ha ir c o lo r.

S p g p

• T

e ll the m: “T he re wa s a ne w la w pa sse d. Only pe o ple with b ro wn ha ir will b e a llo we d to a tte nd this sc ho o l sta rting to mo rro w. T he re st o f yo u will ha ve to ta ke a b us to a sc ho o l a c ro ss to wn.” Disc ussio n po ints:

• T

a lk to the m a b o ut se g re g a tio n a nd ho w it fe lt to b e sing le d o ut b e c a use o f so me thing the y we re b o rn with.

• Pe o ple with Do wn syndro me ha ve histo ric a lly fa c e d

disc rimina tio n a nd e xc lusio n, a nd we re re g ula rly institutio na lize d, impriso ne d a nd invo lunta rily ste rilize d we ll into the 20th c e ntury. Until the 1970s, the y we re ro utine ly y y y de nie d a c c e ss to e duc a tio n.

• T

a lk a b o ut e q ua lity, fa irne ss, a nd a ppre c ia tio n o f dive rsity. Stre ss tha t it’ s g o o d fo r us to ha ve a c ha nc e to b e frie nds with pe o ple who a re diffe re nt tha n we a re a nd g e t to le a rn fro m e a c h o the r.

• Disc uss inc lusio n a nd ho w g o o d it fe e ls to b e a n

a c c e pte d a nd va lue d pa rt o f a g ro up.

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I c e b re a ke rs

“Mo re Alike T ha n Diffe re nt”

Pre pa ra tio n: A k t f t d t ith D d f li t f

• Ask pa re nt o f stude nt with Do wn syndro me fo r a list o f

the thing s he o r she like s a nd dislike s. Cla ss E xe rc ise :

• Ask the stude nts q ue stio ns, like “Ho w ma ny o f yo u like

to wa tc h T V/ g o swimming / g o to b irthda y pa rtie s? ” “Who wa nts to g o to c o lle g e / g e t ma rrie d/ drive a c a r so me da y? ”

• Afte r e a c h re spo nse , le t the stude nts kno w tha t the ir

frie nd with Do wn syndro me like s the sa me thing s the y do ! Disc ussio n Po ints:

• T

a lk a b o ut a ppre c ia tio n o f dive rsity a nd re c o g nizing tha t pe o ple ha ve simila r inte re sts, like s a nd dislike s.

• “Do n’ t judg e a b o o k b y its c o ve r.” Wha t do e s tha t

me a n? Ask stude nts to se e b e yo nd the o utside a nd ma ke frie nds with the pe rso n. Yo u’ ll b e surprise d a t ho w a like yo u a re !

I c e b re a ke rs

Bo o ks to re a d to yo ung stude nts:

• My F

rie nd I sa b e lle (www.wo o db ine ho use .c o m; do wnlo a da b le te a c he r g uide a va ila b le )

• Hi,I

’ m Be n a nd I ’ ve Go t a Se c re t! (www.b a ndo fa ng e ls.c o m)

• T

a king Do wn Syndro me to Sc ho o l (www.ja yjo .c o m)

• I

Just Am (www.ijusta m.o rg )

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NDSS Vide o s

• Pla y the sho rt 4 minute Dre ma s vide o

to he lp the stude nts unde rsta nd tha t pe o ple with Do wn syndro me ha ve dre a ms to o !

• Yo u c a n a lso pla y the 3 minute

E ve ryo ne Co unts Vide o whic h c o nsists

• f a c o mme rc ia l a ire d o n

Nic ke lo de o n

• Yo u c a n b o rro w a c o py o f e ithe r

vide o b y c a lling DSG a t 913-384-4848.

Wha t ha ppe ns a t c o nc e ptio n?

Co nc e ptio n

• T

his is the first “a dult” wo rd yo u will le a rn to da y. T his is the first a dult wo rd yo u will le a rn to da y.

• At c o nc e ptio n, whe n yo u we re still in yo ur mo the r’ s

wo mb , so me thing s we re de te rmine d: – E ye c o lo r; Stra ig ht o r c urly ha ir – Bo y o r g irl – Ab ility to c url to ng ue ; Do ub le jo inte dne ss – Ho w ta ll yo u will b e , wha t size fe e t yo u will ha ve – Wha t ta le nts yo u mig ht ha ve – Yo ur e ye sig ht a nd the ne e d fo r g la sse s e tc . y g g

• Ca n yo u c ha ng e yo ur e ye c o lo r? Ca n yo u de c ide

ho w ta ll yo u’ re g o ing to b e c o me ?

• We ha ve no c ho ic e in so me o f the se thing s.

8/27/2008 7

Ce lls a nd Chro mo so me s

T he se a re the ne xt two “a dult” wo rds yo u will le a rn to da y.

• Our b o dy is ma de up o f CE

L L S, trillio ns o f the m a nd tha t the y c a n o nly b e se e n with a mic ro sc o pe . tha t the y c a n o nly b e se e n with a mic ro sc o pe .

• I

nside e a c h c e ll a re CHROMOSOME S.

• At c o nc e ptio n we e a c h re c e ive 23 c hro mo so me s fro m
• ur mo m a nd 23 c hro mo so me s fro m o ur da d. So ho w

ma ny c hro mo so me s do we ha ve in e a c h c e ll o f o ur b o dy? T riso my 21 (thre e 21st c hro mo so me s)

• Whe n a b a b y with Do wn Syndro me is c o nc e ive d, the y

g e t a n e xtra 21st c hro mo so me , so the y ha ve 47 c hro mo so me s in e a c h c e ll o f the ir b o dy c hro mo so me s in e a c h c e ll o f the ir b o dy.

• T

he y ha ve no c ho ic e in this ha ppe ning a nd the ir pa re nts ha ve no c ho ic e .

Wha t is Do wn Syndro me ?

• Do wn syndro me is ve ry c o mmo n. I

n fa c t, it is the mo st c o mmo n c hro mo so ma l a b no rma lity in huma ns, whic h

• c c urs o nc e in e ve ry 733 b irths
• c c urs o nc e in e ve ry 733 b irths.
• T

he re a re pe o ple with Do wn syndro me fro m e ve ry ra c e , na tio na lity, re lig io n, a nd b a c kg ro und. I t o c c urs e q ua lly in b o ys a nd g irls.

• I

t do e sn’ t run in fa milie s, a nd no thing the pa re nts did whe n the y we re pre g na nt c a use s Do wn syndro me . Do c to rs a nd e xpe rts a re no t re a lly sure wha t c a use s it. I t just ha ppe ns ra ndo mly, like flipping a c o in o r winning the lo tte ry. P l ith D d t t

• Pe o ple with Do wn syndro me c a n g ro w up to g o to

c o lle g e , g e t ma rrie d, wo rk, a nd live a lo ng ha ppy life --

• just like yo u! T

he y wa nt to ma ke frie nds, do fun thing s, a nd b e inc lude d in the c la ssro o m, lunc h a nd a t re c e ss.

8/27/2008 8

Do wn syndro me is a c o nditio n

• Do wn syndro me is a c o nditio n a nd no t a

dise a se .

• Yo u c a nno t c a tc h Do wn syndro me like yo u c a n

c a tc h a c o ld o r virus.

• I

t is so me thing yo u a re just b o rn with–like b lo nd ha ir a nd b lue e ye s.

• I

f yo u ha ve Do wn syndro me whe n yo u a re b o rn, yo u will ha ve it yo ur who le life .

• Sc ie ntists think the y mig ht so o n find wa ys to

f i i he lp o ur frie nds with Do wn syndro me le a rn b e tte r!

Wha t is Do wn syndro me ?

Ha ving Do wn syndro me ma ke s so me thing s e a sie r a nd so me thing s ha rde r fo r o ur frie nd b ut the y a nd so me thing s ha rde r fo r o ur frie nd, b ut the y a re c a pa b le o f do ing the sa me thing s yo u a re : le a rning , pla ying , a nd ma king frie nds! E a sie r: – Po int o ut thing s tha t so me thing s a re e a sie r. – E xa mple s: g re a te r fle xib ility; c a n to uc h no se to g ro und while se a te d. – Ab ility to re a d pe o ple s e mo tio ns Ab ility to re a d pe o ple s e mo tio ns

8/27/2008 9

Why do stude nts with Do wn syndro me ne e d a da pte d a c tivitie s?

• So me thing s a re ha rde r fo r o ur frie nds with

Do wn syndro me . T he y so me time s ne e d t h l th ti l th e xtra he lp, so the y so me time s le a ve the c la ssro o m (to g o to spe e c h the ra py o r wha te ve r is a pplic a b le fo r the stude nt).

• We ’ re g o ing to do so me e xe rc ise s/

e xpe rime nts so tha t yo u c a n se e ho w ha rd so me thing s mig ht b e a nd unde rsta nd o ur frie nd b e tte r:

– Hypo to nia / musc le to ne ; – Spe e c h/ Co mmunic a tio n; a nd – He a ring .

Hypo to nia

Hypo to nia is a me dic a l te rm use d to de sc rib e de c re a se d musc le to ne (the a mo unt o f re sista nc e to mo ve me nt in a musc le ). I t’ s wha t it fe e ls like whe n yo ur a rm fa lls a sle e p whe n yo u a re o n the c o uc h a nd yo u c a n’ t pic k up the re mo te c o ntro l to c ha ng e the c ha nne l re mo te c o ntro l to c ha ng e the c ha nne l.

• Cla ss e xe rc ise :

– Ask stude nts put o ve n mitts o r thic k so c ks o n the ir ha nds. T he n a sk the m to ta ke the c a p o ff a pe n, g e t o ut the ir pa pe r, a nd write the ir na me s with the ir no n-do mina nt ha nd! – L e t the stude nts strug g le to re mo ve c a p a nd c o o rdina te pe n to write o n b o a rd.

• Disc ussio n po ints:

– Me ntio n the size a nd le g ib ility o f the ir writing . – Po int o ut tha t stude nts with Do wn syndro me ha ve musc le hypo to nia so the ir pa pe r ma y lo o k diffe re nt. – Disc uss frustra tio n – ho w it fe e ls whe n yo u wa nt to b e a b le to do so me thing b ut yo u c a n’ t. – E xpla in tha t this ma y c a use the stude nt no t to b e a b le to run a s fa st o r b e a s c o o rdina te d a nd the y will wo rk T WI CE AS HARD to do the sa me ta sk.

8/27/2008 10

Spe e c h

• Pe o ple with Do wn syndro me ha ve diffe re nc e s in the mo uth

a nd thro a t a re a s tha t ma ke it mo re diffic ult fo r the m to e a t, drink, a nd b e unde rsto o d whe n the y a re spe a king : – sma ll a nd na rro w uppe r ja w, a nd a hig h a rc h/ ro o f o f mo uth; mo uth; – lo w musc le to ne , a nd we a k o ra l fa c ia l musc le s.

• Cla ss E

xe rc ise : – Ha ve stude nts put a la rg e ma rshma llo w o n the to p o f the ir to ng ue . – Ask the m to te ll the pe rso n ne xt to the m wha t the y a te fo r dinne r la st nig ht/ wha t the y wa nt fo r Christma s/ wha t the ir fa vo rite c o lo r is. – Ask stude nts fo r a sho w o f ha nds a b o ut whe the r the y c o uld unde rsta nd e a c h o the r.

• Disc ussio n po ints:

– F rustra tio n – ima g ine ho w yo u’ d fe e l if yo u ke pt trying a nd trying b ut pe o ple c o uldn’ t unde rsta nd yo u. – Re mind the m o f musc le hypo to nia a nd tha t the stude nt with Do wn syndro me ha s to wo rk twic e a s ha rd to c o ntro l musc le s to ma ke wo rds. – Po int o ut the ir pe e r with Do wn syndro me ma y le a ve the c la ssro o m fo r spe e c h the ra pie s.

Spe e c h

• Pro vide stude nts with stra te g ie s fo r

unde rsta nding the spe e c h o f the ir frie nd with Do wn syndro me : y – Yo u c a n a sk o ur frie nd to re pe a t wha t he o r she sa id; – Yo u c a n a sk o ur frie nd to sho w us wha t he

• r she wa nts; o r

– Yo u c a n a sk the te a c he r.

• Sig n la ng ua g e

– I f the stude nt with Do wn syndro me use s sig n I f the stude nt with Do wn syndro me use s sig n la ng ua g e , te a c h the c la ss a ny o f the sig ns the stude nt typic a lly use s.

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He a ring

• 65-80% o f pe o ple with Do wn syndro me ha ve

so me le ve l o f c o nduc tive he a ring lo ss. He a ring lo ss ma y fluc tua te whe n fluid is pre se nt o r whe n hild i i i i a c hild is e xpe rie nc ing e a r pa in.

• Cla ss E

xe rc ise : – Ha ve stude nts stic k c o tto n b a lls o r e a r plug s in e a c h e a r. Ask the m to turn to the ir ne ig hb o r a nd ta lk a b o ut wha t the y a te fo r b re a kfa st a nd lunc h. – With a sho w o f ha nds, a sk ho w ma ny stude nts we re a b le to he a r a nd unde rsta nd the ir ne ig hb o r.

He a ring

• Disc ussio n po ints:

– I t must b e frustra ting to wa nt to b e a pa rt o f the c la ss o r a c tivity a nd no t b e a b le to he a r yo ur c la ss o r a c tivity a nd no t b e a b le to he a r yo ur frie nds. Or no t b e a b le to he a r yo ur fa vo rite sho w. – Use e xa mple whe re the y try to te ll the ir pa re nts so me thing a b o ut wha t ha ppe ne d in sc ho o l tha t da y a nd the y just do n’ t unde rsta nd it. – T his is why stude nts with Do wn syndro me o fte n ha ve to sit ne a r the te a c he r. – Re c o g nize tha t yo ur frie nd with Do wn syndro me is no t “ig no ring ” yo u. He o r she wa nts to b e yo ur frie nd, b ut ma y no t b e a b le to he a r yo u. – Re pe a t yo urse lf Slo w do wn a nd sa y it a g a in Use Re pe a t yo urse lf. Slo w do wn a nd sa y it a g a in. Use sig n la ng ua g e , pic ture s, o r symb o ls. Sho w yo ur frie nd wha t yo u a re ta lking a b o ut. – Yo ur frie nd with Do wn syndro me ma y a lso ne e d e xtra time , so it’ s impo rta nt to b e pa tie nt!

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Big Se c re t # 1

Cla ss e xe rc ise :

• I

’ m g o ing to sha re a BI G se c re t with yo u. Who d thi k i th BE ST t h f f i d do yo u think is the BE ST te a c he r fo r o ur frie nd with Do wn syndro me ?

• L

e t the m disc uss a nd sho ut o ut po ssib ilitie s.

• T

he c o rre c t a nswe r is: e a c h a nd e ve ry o ne o f YOU! Yo u a re the BE ST te a c he rs fo r o ur frie nd a nd ve ry impo rta nt in his o r he r life .

Ope ning the Do o r to F rie ndships

• “Mo the r He n Syndro me ” vs. Pe e r Mo de ling
• Cla ss E

xe rc ise

• Cla ss E

xe rc ise – Ho w ma ny o f yo u he lp yo ur frie nd with Do wn syndro me tie his o r he r sho e s? Put o n his b a c kpa c k? – Ho w ma ny o f yo u a re g o ing to mo ve in with yo ur frie nd whe n yo u g ro w up a nd g o to his jo b with him a nd he lp him e ve ry da y?

• Disc ussio n Po ints

– Yo ur frie nd with Do wn syndro me ne e ds to try to do thing s fo r him o r he rse lf so tha t the y le a rn! – Wha t c a n yo u do ? – Yo u c a n sho w him o r he r ho w yo u put yo ur b a c kpa c k o n. Yo u c a n sho w him o r he r ho w yo u tie yo ursho e s.

8/27/2008 13

Ho w to b e a g o o d te a c he r & frie nd

• He re a re so me wa ys yo u c a n he lp te a c h yo ur frie nd

with Do wn syndro me (ask pare nts if the y want to add to this list to addre ss the ir c hild’s partic ular are as o f ne e d): ne e d): – Do n’ t ta lk b a b y ta lk; – Spe a k slo wly a nd c le a rly; – Use visua l a ids whe n yo u c a n (pic ture s, symb o ls, o r just sho w the m); – T a lk to the m e ve ry da y (mo re tha n just he llo ); – I nvite the m to e a t lunc h with yo u a nd pla y with yo u a nd yo ur frie nds during re c e ss, lunc h, o r c la ss; a nd – T a lk with a n a dult if yo u o b se rve hurtful thing s T a lk with a n a dult if yo u o b se rve hurtful thing s ha ppe ning (e ithe r to yo ur frie nd with Do wn syndro me – it’ s ne ve r o ka y to te a se - o r c a use d b y him o r he r).

Big Se c re t # 2

I ’ m g o ing to sha re a no the r b ig se c re t with yo u:

• Did yo u kno w tha t b y te a c hing so me o ne e lse ,

yo u a lso le a rn?

• T

ha t’ s rig ht! Re se a rc h ha s sho wn tha t yo u le a rn e ve n mo re b y te a c hing o the rs tha n yo u do b y b e ing ta ug ht yo urse lf!

• I

f yo u ha ve a n ide a a b o ut ho w to he lp yo ur

• I

f yo u ha ve a n ide a a b o ut ho w to he lp yo ur frie nd le a rn, sha re it with yo ur te a c he r. I t fe e ls g o o d whe n yo u c a n he lp o the r pe o ple !

8/27/2008 14

Re vie w: Go a ls

Do yo u re me mb e r the 3 g o a ls? Wha t we re the y?

• GOAL

# 1: Ha ve we inc re a se d yo ur a wa re ne ss a nd kno wle dg e a b o ut simila ritie s a nd a nd kno wle dg e a b o ut simila ritie s a nd diffe re nc e s b e twe e n pe o ple ?

• GOAL

# 2: Ha ve we ta ug ht yo u a b o ut Do wn Syndro me ?

• GOAL

# 3: Do yo u kno w ho w to he lp in suppo rting a nd te a c hing o ur frie nd with Do wn Syndro me a nd a ny o the r pe o ple who ma y ha ve diffe re nc e s o r spe c ia l ne e ds?

Re vie w: Se c re ts

Do yo u re me mb e r the se c re ts?

1. Yo u a re the BE ST te a c he rs fo r o ur frie nd with Do wn syndro me ! 2. By te a c hing o ur frie nd, yo u will a lso le a rn!

8/27/2008 15

Que stio n a nd Answe r Se ssio n

• Do a ny o f yo u ha ve

q ue stio ns? q ue stio ns?

• Re me mb e r, no q ue stio n is

to o silly.

Se nd ma te ria ls ho me with stude nts

• L

e tte r to c la ssro o m pa re nts

• Myths/ T

ruths Ab o ut Do wn Syndro me

• Pe rso na lize d Bo o kma rks
• Othe r fun ite ms like pe nc ils, c a ndy, o r

sc ho o l supplie s if the y a re a va ila b le

8/27/2008 16

We Are He re to He lp!

10200 We st 75th Stre e t Suite 281 Sha wne e Missio n K S 66204 Sha wne e Missio n, K S 66204 913-384-4848 www.kc dsg .o rg kc dsg @ sb c g lo b a l.ne t