Just Like Us - NSW Public Schools

Just
A Resource for Student Representative Councils (SRCs) and Student Leaders
© 2001 Department of Education and Training
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to make photocopies of the material contained in the
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conditions below.
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ISBN 0 7313 7065 1
SCIS 1035019
2
Just LIKE US
Learning
With over 30,000 kids with disabilities in government schools, chances are that you
know a student with a disability or you, yourself, are a student with a disability.
All students need to feel that they BELONG in their school community. What
can YOU do to help fellow students fit in and participate fully in school life
and activities? With a little bit of effort, you can make a difference.
How?
Picking up and reading this magazine is a good start. It helps students to
better understand some of the issues facing students with disabilities.
It also offers tips on how students with disabilities can help other students
to more fully appreciate their needs. More importantly, it helps you realise
that everyone is a valued member of the school community.
“Just Like Us” encourages Student Representative Councils (SRCs) to develop
projects in schools that allow students who have a disability to participate
more in school life. This magazine should be read by student leaders and
then promoted within the school as a resource. Have a look at page 21 for
some ideas.
What else can you do?
That’s easy… share a joke, a magazine, a computer screen, a basketball court, whatever!
Go on… just do it! You’ll be amazed at what a difference just one person can make.
You can read about the personal achievements of the students featured in this edition.
Look up the web sites and you will find people you can contact. This magazine is all
about students supporting each other and learning together.
DID YOU
KNOW?
• There are over 35,000 students with disabilities in
government schools.
• These students have intellectual and physical disabilities,
hearing and vision impairments, mental health problems,
autism and significant language disabilities.
• Disability can be something you are born with or it may be
acquired through accident or illness.
• Students with disabilities attend school in regular classes,
in special classes in primary and high schools, and at
special schools.
• It is against the law to treat a person less favourably than
others in the same situation because of their disability.
Just LIKE US
3
A word about language
The words you use can have an enormous effect
on people with disabilities and their families.
It is important to place the emphasis on the person
with a disability rather than the disability itself.
With a little effort it is just as easy to say ‘the
boy with Down syndrome’ rather than the ‘Down
syndrome boy’. Even better, would be to say ‘Sean,
from Mrs Brown’s class’.
Source: “One of the Kids” Wendy Stroeve 1998
STUDENTS WITH DISABILITIES ARE YOUNG PEOPLE, JUST LIKE EVERYONE ELSE AT SCHOOL,
BUT SOMETIMES THE ATTITUDES AND ACTIONS OF OTHER PEOPLE MAKE IT REALLY DIFFICULT
FOR THEM TO PARTICIPATE IN ALL OF THE ACTIVITIES AND OPPORTUNITIES THAT SCHOOL OFFERS.
Participation means more than just being there. Do students with disabilities have equal
opportunity at your school? If not, why not? Sometimes students with disabilities need
adaptations – different ways to do their work. This is not to give them an advantage but give
them a chance to participate in all activities with their classmates.
Have a look at this story about Susan. What do you think about the way she works with her
class? Is it helpful to Susan? Is it fair to her classmates?
Susan, who is in year three at her local school, finds it difficult because of
her disability to write clearly, quickly, or for long periods. In order for her to
join in the same activities as others in her class, a variety of ways have been
used to adapt the way she is able to work:
• The class often works in groups or pairs where Susan’s comments can be
written down by another student.
• Susan often chooses to record answers to homework on a tape recorder.
When the class is working through examples of sums or doing a test
Susan sometimes has fewer questions to answer, or sometimes is given
extra time to finish at school or at home.
• When the class is doing handwriting or stories, Susan practises keyboard
skills or uses a word processor.
• Susan’s teacher plans more activities with visual, auditory, musical or
active elements, rather than concentrating on the more traditional
written responses. She says this has benefited the whole class.
Adapted from: "One of the Kids" Wendy Stroeve 1998
What about when Susan is doing assessment tasks in High School? Do you think that
she should have the same special allowances then? What else could help Susan to fully
participate in class activities?
4
Just LIKE US
Do you know
anyone with
a physical
disability?
D
o they need to use a wheelchair or some form of support? Think about
the things you do everyday. How hard would it be to do them if you
needed physical support? Could you get to all your classes? Could you go
to the movies or the local shopping centre? What does your school and your
local community need to do to make all activities
more available to people with physical disabilities?
If there are students with physical disabilities
in your school don’t be afraid to help them or to
play with them – they won’t break! Talk to the
students, or to their parents or teachers. They can
tell you what activities are best. Just remember
that they will probably enjoy the same things
as you do.
Read Melissa’s story:
Hi there,
My name is Melissa and I have Cerebral Palsy.
Right now I'm 16 and attend high school. I enjoy
meeting people who share the same challenges
as myself. I love taking on the challenges of life
full force! I like to swim, ride horses (for therapy
and fun), write, learn new things on the computer,
and learn how to drive different vehicles. I look
forward to going to university. I will probably
become a computer graphic artist/web page
designer in the future, but I'm not one hundred
percent sure. I love old vehicles, I don't know
much about them, but I have a blast driving
them. I’m so fortunate to have control of my legs
while sitting. This allows me to drive without
adaptations. I use a power wheelchair to go
long distances. My chair is a Quickie, and pops
wheelies. This was quite a hit at school when
I first got the chair.
Am I different…
Am I different from the rest, because
I have to walk around with a bunch
of metal?
Am I different from the rest, because
I ride around in a chair with big
wheels?
Am I different from the rest, because
I am a little slow?
Am I different from the rest, because
I fall a lot?
Am I different from the rest, because
I can’t play a lot of sports?
Am I different from the rest, because
I get a lot of operations?
No, I am not different from the rest.
I just have trouble walking.
From: http://www.angelfire.com/mi/
Care/writtenwks.html
Just LIKE US
5
Talk to me!
I use a wheelchair but I can do most things for
myself. Whenever I’m out with someone else,
people ignore me and talk to my relative or friend.
They even talk about me as though I was not
there! How do I get them to see that I would like
to be part of the conversation too?…LEFT OUT
Dear LEFT OUT, If possible, try inviting the other
people to sit down so that they are at eye level
with you, this will make it easier to join the
conversation. Listen to what is being said and
make comments at the right time so that people
realise you have something to contribute that
is worth hearing. If people ask your companion
questions that they should have asked you,
interrupt politely and answer them yourself!
discovers new places
S
eventeen year old Scott Erichson of Mona
Vale often travels to the city during the
school holidays. Scott, who has been blind
since birth, is a computer whiz and very keen on
music. He particularly likes to visit the sound
room at the Powerhouse Museum.
Scott has learnt to use a long cane which enables
him to travel to school independently. During the
holidays his instructor will travel with Scott
from his home to the city. The purpose of the
journey is to familiarise him with express buses,
trains, busy city intersections, city crowds and
our new trams. Before tackling the city, Scott
was introduced to less busy places like Manly,
and the local bus depot to check out the various
types of buses he will use in his travels.
Copyright: Guide Dogs Association (NSW)
6
Just LIKE US
What is it like to be visually impaired?
Y
our vision can be affected in many different ways.
Wearing a blindfold is one way to get an idea
of how blind people manage. However, since
most “blind” people can see a little bit, at
least, you may like to try some activities with
low vision. To quickly simulate a loss of vision
in the centre of your field of vision, hold your
fist close to the centre of your eyes, keep your
eyes fixed straight ahead and try to take note of what you can and can’t see.
Try to read or walk across the room.
An easy vision loss to simulate is cataracts. Tie a very thin, light coloured scarf
around the eyes or separate a tissue in half and tape it to a pair of glasses.
Things should look quite hazy so it can be difficult to identify different people
or objects. Experiment with different thicknesses and in light and dark rooms.
To simulate tunnel vision close one eye and hold your hand in the shape of a
small ‘o’ in front of your face. Tunnel vision can also be simulated by making a
paper bandit type mask for the eyes, then putting one pin-prick through it with
a needle anywhere along the front-centre. Don’t make it too big (a pencil point
thickness is plenty) or it’s too easy to see through.
Try to do some of the following activities wearing a blindfold or a light
scarf (with proper supervision for safety):
•
•
•
•
•
•
•
•
move about the room
try to follow along in a maths or science class
do your homework
talk with friends in a small group
eat your lunch, pour a cold drink
make a sandwich
participate in a P.E. class
deliver a message to another part of the school.
Of course, unlike
people with a vision
impairment, you can
remove the blindfold
any time you like.
What solutions to problems can you and your friends
suggest? How could you make it a little easier for someone in your
class who has a vision problem?
ore?
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❖ When you greet a person, say who you are. And when you’re
leaving tell them that you are going.
Copyright: Guide Dogs Association (NSW)
Just LIKE US
7
DID YOU
KNOW
that more than half of the students in our schools who have
a disability have an intellectual disability?
HELLO, THIS IS ALEX
My favourite things to do are going to the movies and singing.
I like to play basketball, swim and watch the Brisbane Broncos play.
My favourite holiday was in Melbourne with friends.
I am going to Melbourne next year.
HELLO, THIS IS NIKELA
My favourite things include collecting magazines, photos and CD’s. I also
like listening to music and playing basketball.
I like to watch TV programs such as Home and Away, The Nanny, Home
Improvement and Hey Hey it’s Saturday.
My favourite holiday was when I went to the Sunshine Coast.
I am going to travel to Rome and then fly to America to meet Chris Isaac,
John Farnham and Ricky Martin.
HELLO, THIS IS ANNA
I am improving my writing and enjoy reading and would like to write a
book called Sweet Valley University.
My favourite things are CD’s, books and my Backstreet Boys’ shirts and
video. I sometimes listen to music on my CD player.
I like to go swimming, play my recorder and listen to jazz.
My favourite holiday was when I went to Tasmania and Sydney to meet
the cast of Home and Away.
I am going to go to Sydney to see Home and Away and to get the cast’s
autographs.
I wish I could meet my stars such as The Backstreet Boys and Britney
Spears and get a solo career. My favourite songs from the Backstreet
Boys are Fan and I Want it That Way. My favourite songs from Britney
Spears are Baby One More Time and the Bottom of my Broken Heart.
My favourite TV programs are Home and Away, Blue Heelers, Dawson’s
Creek and Friends.
(From http//www.uq.edu.au/ssserc/latchon.html)
8
Just LIKE US
SIOBHAN
PATON,
teenaged swimming sensation!
Siobhan Paton, a seventeen
year old schoolgirl, who has
an intellectual disability, was
Australia’s most successful
athlete of either the
Paralympics or the Olympics
in 2000. She won a record
six gold medals for her
achievements in the pool
and she set a number of
world records.
Image from: www.actswimming.com.au
Australian Paralympian
of the Year
S
iobhan went into Paralympic
swimming in June 1997. She had
started swimming when she was 9
years old because doctors had told her
family that it would help her with a
connective tissue disorder and asthma.
She has a very rigorous training program,
swimming six days a week. She says her
role models are Daniel Kowalski and
Angie Kennedy because they appreciate
that the Paralympians train just as
hard as they do.
Recognised in the Australia Day
Honours List. Congratulations Siobhan As she prepared for the games
Paton, OAM!!
Siobhan said
“For service
to sport as a
gold medallist
at the Sydney
2000 Paralympic
Games."
“I am looking forward to
competing for Australia
and I hope to make
everyone proud by doing
my very best. I would like
to win a medal but I will
just have to see how well
I can swim on the days".
(www.actswimming.com.au)
Just LIKE US
9
A few weeks after the Games and her six
gold medals, Siobhan relaxed at home
and talked of the amazing changes in her
life. A life that has now included being
named Australian Paralympian of the Year,
being cheered by tens of thousands of
people in street parades, appearing on a
specially printed Australia Post stamp and
being approached regularly by strangers
wanting to greet a new Aussie sports
champion.
Speaking of the Games themselves, she
is delighted Australians took sportsmen
and women with disabilities to their hearts
by switching on to the ABC radio and television coverage and packing Paralympic
venues for most events. “Australians have
a different view of people with disabilities
now". she said. (www.kyrie.com)
As I lay on my bed and stare
at the ceiling
I find all the emotions
I’m feeling
Frightened, afraid of what I
may find
Floating visions in my mind
Visions of people laughing
and staring
I can’t take all this pain I’m bearing
Why are they laughing? Is it
10
Just LIKE US
Siobhan pictured with her
medals, the special Australia
Post stamp and the Paralympian
of the Year trophy.
what they see?
I guess they think they’re
better than me.
Guys think you’re not even
good enough to get to know
So they take one look and
decide to go
Girls are the same
You’re always to blame
You’re not good enough to fit
in their gang
They’re always ready to blow
you up with a bang
One day I hope to be seen as
a person
With a name
Like, there goes Rachael, Jackie or Sam,
WELL, MY NAME’S FIONA
AND I AM WHO I AM!
Fiona Abdilla
Sticky Beaks. Everywhere I go people stare at me, especially small
children and older people. I’m in a wheelchair but that doesn’t mean I don’t
ADVICE
notice. Should I say something to them? UPSET.
PLEASE!!
Dear Upset, People probably stare at you because they don’t know much
about people who use wheelchairs and they would like to know more. It would
help if you could talk to some of them so that they can see you as a person
just like them. But, if they are being rude you can certainly ask them
to stop – find a polite way to say it though!
Ideas please My friend Melissa uses a wheelchair. We have a
really good time together but I get bored just going to the local shops
and watching TV. What else can I do with her that would be fun for
both of us? CURIOUS
Dear Curious, Think about the things that you like to do with your other
friends and work out how Melissa could join in too. Perhaps you could invite
friends around and enjoy some music and some snacks together; maybe there is a train station
with a lift near you so that you and Melissa could explore some other places and activities.
If access for wheelchairs is a problem in your community ask your parents or teachers to help
you talk to your local council about it!
What do you think? Are there
other answers to these problems?
What’s Going On?
I have friends in class who are nice to me, but
when it gets to recess and lunch, they go off and
do their own thing. I sit on my own or help some
other kids. LONELY
Dear Lonely, Helping some other kids is a great
idea because that way you solve two problems,
yours and theirs. Look for friends in the playground
with the same interests as you. If you can’t join in
physical activities like kicking a ball maybe you can
find a friend who would enjoy a card game or a
visit to the library with you.
All Mixed Up
I have a severe vision problem and because of that,
people seem to talk really loud to me. My hearing
is fine. Why do they do this? NOT AMUSED
Dear Not Amused, There is so much that people
in our communities don’t understand about people
with disabilities and so they act in strange ways.
Hopefully, as people with disabilities are able to
join in more everyday activities with everyone else,
people will learn to treat you sensibly. Until then,
just tell them quietly that there’s no need to shout!
What could you do?
It’s not funny!
Sometimes the kids at school stare at me
and laugh. Then my brother wants to
punch them out. I’m glad he tries to look
after me but I don’t like him getting into
trouble just because I look a bit different.
What can I do? WORRIED
One of the Gang?
I have a younger brother who has
Down syndrome. He is not at school yet.
Sometimes I see my school friends
teasing other kids with Down syndrome.
I feel like I should make them stop, but I
want them to like me. What should I do?
SOON IT WILL BE MY BROTHER.
(Source: Sibshops by Meyer & Vadasy)
Just LIKE US
11
A PARENT’S STORY
Joshua Smith, Achiever of Excellence
e were very thrilled and proud recently, to
accompany our son, Joshua, to Sydney where
he received a Minister’s Award for Excellence
in Student Achievement 2000. The ceremony was held
at the Powerhouse Museum and the Award was
presented by Dr. Ken Boston, Director General of
Education and Training.
Joshua was one of 36 recipients from across
the State and was in the company of some very elite Yr
11 & 12 students. As you may imagine we were
absolutely thrilled that Josh was nominated by his
school community and even more so that he won the
award. It is a wonderful culmination to the 19 year
journey we have been fortunate enough to have been
on with Josh…our reward as well as his, for a job
well done.
Some other highlights of the last year have included
performing at school assemblies as one of the Blues
Brothers, and again at the end-of-year “muck-up”
assembly for Yr 12, where his cameo spot (a “strip” to
reveal his costume) brought the house down; the Yr 12
Formal Assembly where he received many awards; the
much-anticipated Yr 12 Formal and his farewell speech
at the Christmas lunch.
The event that will stay in my mind for a long time
though, was his attendance at the Champagne
Breakfast on the last day for Yr 12. We received many
phone calls from fellow students to make sure he went,
and he had a ball…didn’t care for the champers
though!!!
This truly was a yardstick for inclusion and
acceptance and one which we will treasure. A small
thing I know, but one which gave us a buzz. I still can’t
believe we have come this far and the reality of
leaving school has been a real wrench for him and for
us, but I believe the future will hold many opportunities
for Josh and that he will embrace it with the same
pleasure and commitment he has always displayed.
W
Kind regards,
Liane Smith
12
Just LIKE US
Nikki Wright (Girls’ Captain, Armidale High School), Dr Ken
Boston (Director-General, Department of Education and Training),
and Joshua Smith at the awards ceremony, 1.12.00
The Minister’s Award for Excellence
in Student Achievement 2000
Joshua Smith
Armidale High School
Joshua Smith has been educated in a support class at
Armidale High since 1995. This year he is undertaking his
HSC, with a program which includes both Content Endorsed
Courses and Board of Studies Endorsed Courses. Joshua
enthusiastically participates in a comprehensive range of
extra curricular activities, which have included both sporting
and cultural activities as well as an active involvement in
the Student Representative Council.
Joshua has been awarded both a Bronze and Silver Award
in recognition of his achievements in class and for his
contribution and achievement in the life of the school. He is
a great ambassador for young people.
JAMES
also graduated from Armidale High
School last year, being awarded the
Southern Cross University Prize for the Performing Arts
at the school’s annual presentation evening. As part of
his HSC studies, James completed the Sports Lifestyle
and Recreation course, following up on his participation,
in previous years, in regular classes in Personal
Development, Health and Physical Education and in Dance.
Like Joshua, James had actively participated in a range
of school events. He was a part of the school’s dance
ensemble which had perfomed at dance festivals and he
was a member of the school’s Rock Eisteddford team.
Josh (left) with
friends James
and Primmy,
Yr 12 Formal,
Armidale High
School 24.11.00
Just LIKE US
13
how does this 18 year old guy feel about his life?
Autism is a neurological condition that I was born with. It affects my life
in many ways.
Since I am autistic I have a lot of social anxiety. I get nervous going to
school or leaving the house. I get scared when I have to talk to people or
ask someone something. This can affect me because I can be too scared
to go to the shops or ask a teacher for instructions.
I have trouble with social cues. I get extremely worried and paranoid about
obeying them, and not letting someone think the wrong thing about me.
I worry that things such as making eye contact while passing someone in
the corridor, or accidentally getting in someone's way, or other things, will
cause the person to misinterpret my body language.
School is an unpleasant environment for me. I have trouble learning in
the manner the teachers teach. I have a lot of trouble with the group
assignments, because I do not know how to contribute to a group, or how
to communicate my ideas. It's hard to be in class so long.
Autism also has some positive characteristics. For example I have an IQ
around 150. I am very good at Maths and Science. I can calculate arithmetic
in my head faster than most people can, although not as fast as Rainman.
I am a very visual thinker.
If I were able to no longer be autistic, I wouldn't take the opportunity,
although there are times when I say I would. Without autism perhaps I
wouldn't be as intelligent, and might not have the same personality.
I have my strengths and differences, like anyone else, my strengths and
differences are just different.
Are
there
students
with
autism at
your
school?
People
with
autism are
different
from each
other.
They each
have their
own personality
and needs
just like
you.
Adapted from information by Quartz.
My Life Behind Glass
by Wendy Lawson.
Published by
Southern Cross Uni.
Press, Lismore, NSW
A unique personal
account of growing
up "different".
ISBN 1 875855 31 9
H A V E
A
L O O K
A T
One of the best ways to understand
autism is to imagine yourself as a
perpetual onlooker. Much of the
time life is like a video, a moving
film I can observe but cannot
reach. On a good day, I can smell
the flowers, and taste the inviting
aromas. What I cannot do is fully
participate in the complexities
of apprehension, interpretation,
communication and comprehension.
"Life Behind Glass" Wendy Lawson.
T H E S E
B O O K S
Achievement. Living Life – a photographic representation of people with a disability. Photographs and captions
by Sophia Borick. Covers a variety of people with disabilities. Available from Deafness Resources. (02) 9895 2970
Living Legends. Darlene Toole. Butte Publications, Inc. 1996. ISBN 1-884362-13-3
Views From Our Shoes – growing up with a brother or sister with special needs Donald Meyer (Ed), Woodbine
House. 1997. ISBN 0 9331 49980
14
Just LIKE US
Hi, I’m
Ali…
I have
autism
too…
here’s
some
tips as
to how
we can
better
communicate
with
each
other
Autism is: being present
in this world,
But not entirely of it.
I am one step removed
and curled,
The switch just doesn't
click.
• Talk to me. Even if I don’t always look straight at
you, it doesn’t mean I’m not listening or interested.
• It helps me a lot if you only use short sentences with
a clear message. I often say only the message
words. People sometimes say it sounds rude
but it’s how I talk and understand best.
• In group work it helps me if you let me
read my part of the task alone. It’s
better if you give me clear choices
about how I can contribute rather
than let me work out what to offer.
• Using diagrams and pictures rather
than just talking to me helps me a lot in
class work. I can understand the information
better in pictures even though my reading
and writing is OK.
• I like it when you let me know if I’m doing
something that makes you uncomfortable, like standing
too close or interrupting. Tell me how to make it better
in a kind way and I’ll try to remember next time.
Life is like a video,
I watch but cannot
partake.
My uneven skills are
but an echo,
Of the frustrations
which I hate!
However, my focused
use of time and space,
I would not give away.
I know that I am
especially placed,
For some developed
career one day!
(By Wendy Lawson, a woman with autism)
Invite a speaker to your class, SRC meeting or assembly group:
The Down Syndrome Association of NSW Inc, at PO Box 2356 North Parramatta, NSW 2151,
is happy to arrange speakers for schools. They find that small groups usually work best.
Volunteering NSW (ph.9231 4000) runs the School Community Involvement Program, where a
group of people with different disabilities goes to a school and speaks with groups of students
(arranged however it suits the school) about their particular disability. Each student gets to meet
with each of the speakers. It is usually done as part of the PDHPE program. Perhaps a sibling from
within the student body could do a similar thing.
Invite a speaker from the Guide Dogs Association to visit your school. Ring them on (02) 9922
4211 or email on [email protected]
Just LIKE US
15
Cop
the tip,
man
Did you know that there are more than 400 students with a hearing impairment
in NSW government schools?
Try this to share their experience:
• Gently stuff your ears with cotton wool, then take an unseen dictation test.
• Put some fairly loud music on and then try to listen to the explanation of how
to carry out a new task in mathematics.
Remember these tips for talking to anyone who has difficulty in hearing:
• Face the person directly, and be at the same eye level whenever possible.
Don’t shout, speak normally.
• Keep your hands away from your mouth.
Give them every chance to see all of your face.
• Reduce background noise. Turn off the radio
or television.
• Be sure the light is not shining in their eyes.
• If you are not making yourself understood,
find a different way of saying the same thing.
• Be aware that they may have difficulty
understanding speech even with a hearing aid.
Can you help Amy?
Hi, I’m Amy and I’m in Year 10. Michael, a guy with a hearing impairment, is in my English
classes. He can follow the teacher most of the time by watching her closely and doing some lip
reading. Once a week the teacher talks to us about our novel and we have to make our own
notes. Michael says he can’t listen and write as well so he wants to copy my notes. The teacher
says that I should let him but I don’t think that this is fair. After all, we will use these notes for
our assessment tasks and why should he have my ideas? He should have to think for himself!
What do you think should happen here? Should Amy share her notes with Michael?
Would it be better if the teacher asked for volunteers to share their notes? Should the
teacher provide notes for Michael? Perhaps the teacher could write the notes on the
board for everyone. Is there another way that the lesson could be organised so that the
students didn’t need to take notes? Does Michael need some extra help from the staff
apart from the usual lessons? What do you think would be fair? What help would you
like if you had a hearing impairment?
Video: Signs of Life. Australia’s Deaf Community. Deafness Resources Project 1989.
By the A/V Production Unit, Brisbane College of Advanced Education, Australia. Features deaf people –
from young children to senior citizens – leading normal purposeful lives, participating in a range of
activities including working, playing and socialising, and talking about their lives with inspiring candour, insight and humour. 40 minutes.
16
Just LIKE US
Run a poster competition to design a fabulous wheelchair or
special piece of equipment.
Find out more about disability from the Internet. See the
list of Web sites in this magazine on page 26.
Start a program with a neighbouring school that
has students with disabilities enrolled.
Look around your school. Are there
areas that would not be friendly for
people with disabilities? Plan some
ways they could be improved.
With your friends, visit the web site of the Guide Dogs
Association http://w ww.guidedogs. com.au/, and find out how
to be a guide to a person with a visual impairment. Allow a
trusted friend to blindfold you and lead you around the school
grounds. Make sure you follow the rules so that everyone is safe!
Blindfold yourself and then select your outfit for the day
by feel. Can you identify your clothes by your finger tips? Try to
identify the items in your bathroom by touch and smell.
Real Gorgeous
by Kaz Cooke.
W.W. Norton & Co.
ISBN 0393313557
An empowering book that
tells girls and women how to
be friends with their bodies.
Travels with my
Wheelchair
by Miranda Yeend.
e-mail: [email protected]
The story of Miranda’s solo
trip around the world.
Just LIKE US
17
TROY SACHS
and JANE WEBB
PA R A LY M P I A N S
People may have
a disability from
birth, or they may
acquire it from
accident, illness or
the ageing process.
Troy
I was born without a tibia,
(shin bone), and a foot that
was deformed. It wasn’t much
use helping me walk, so at the
age of two and a half they
amputated my foot and I was
fitted with a prosthesis. I’ve
worn an artificial leg ever
since. Jane fell out of a tree
when she was nine and landed
on an exposed tree root and
broke her back.
Being so young, I think
Jane and I both just sort of
got on with it. I had an older
brother, and I basically
followed in the footsteps of
everything he did. I went to
the same school, and played
able-bodied sports like he did
until I was 14. You do always
think, Oh, what if I had a leg, or
whatever, but only in private.
Jane was a really good runner
18
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until her accident, but her
mum was very pushy about
getting her back into sports,
and not looking for sympathy.
The only time I see it really
worry or annoy her now is
when there are stairs to a
restaurant and she can’t get
up them.
Jane:
When I met Troy he was this
painful 14-year-old in a wheelchair. He’d do all these stupid
things in front of the girls and
be smelly. But he began
to become this fantastic player
at a very young age – getting
a scholarship to play professionally in America was
unique – so I used to see him
when he came home, we were
just buddies, you know.
I suppose I did fancy him,
that was always there. And
we’re not together because
we are both disabled:
but sometimes I think it’s easier with Troy because he
knows the deal with the
wheelchair thing. I can say,
‘Oh, I fell out of my wheelchair
today’, and he’s not automatically like, ‘Oh, God!’ He can
see the funny side.
Troy’s disability is hidden.
He can walk into a room and
unless he’s got a pair of shorts
on, you’d never know that he
was disabled. Whereas mine’s
very much in your face,
because I can’t walk and I
wheel around everywhere.
Extract from an article by Amanda
Hooton July 29, 2000.
Photographer: Tom Cliff
Reproduced with permission from
GOOD WEEKEND and the
SYDNEY MORNING HERALD
How to Play Wheelchair Football
Wheelchair football has been developed with "universal" style rules and classifications
that are meant to be flexible and should be modified to suit various playing fields and
players with varying abilities.
Playing Area
Basketball court – divided into 4 equal parts, goal posts.
Equipment
1 x Standard foam football (Nerf Ball, Poof ball etc). Some groups use a tennis ball.
A game consists of two halves each of 20 minutes duration.
Each team consists of 6 players and 1 reserve.
The winning team is the one that scores the higher number of tries and goals.
To start the game
A) the referee tosses a coin – winning team has the right to choose whether they
receive or "kick" off.
B) to "kick" off a player on attack rolls the ball towards the opposition. Once the ball
has rolled under a player’s wheelchair (WC) the person says GOT IT and proceeds
to their try line (without the ball).
C) to pass the ball it must be passed to a person behind (otherwise it would be a
forward pass and the ball would be given to the opposition) by calling out
their name or number. They must say GOT IT for the pass to be successful.
D) to tackle another individual a player must touch (one-hand tag) the person,
or touch wheelchairs.
5 tackles are permitted, on the fifth the team has the choice to call for the ball and
throw it and say KICK. If the ball goes dead the opposition gets a quarterline tap.
The opposition can intercept and take the ball by saying GOT IT.
On the sixth tackle the ball goes to the opposition.
E) Once a try has been scored it needs to be converted. This is done by rolling the ball
from halfway, towards the goalposts, in line with where the try was scored.
F) The team who scores the try kicks off.
A
N
O
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T
A
L
S
I
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A
B
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Q
R
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I
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E
H
T
S
O
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P
D
A
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F
I
G
H
J
K
I
I
A
I
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A
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N
D
C
A
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Y
A
C C E S
MS D E
N I N G
I N D E
I A G N
O MMU
E L L I
T E L L
N D S V
T I C I
Y T I L
L Y MP
S
I
A
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N
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X
P
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D
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A
B
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O
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A
C
B
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D
T
A
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T
B
H
D
E
A
F
U
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I
S
F
I
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G
E
H
T
I
A
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O
I
K
N G
L B
L O
N C
MP
I O
B L
L L
I C
N O
D R
N B
I
A
B
E
R
N
S
L
I
E
R
B
D X
Q A
R P
I F
A Y
H S
C O
L E
E P
E M
H A
W S
BRAIN TEASER
DIGNITY
BRAILLE
INDEPENDENCE DEAF
ACCESS PARALYMPICS
ABLE-BODIED BLIND
LEGISLATION
CANE
DISABILITY BARRIERS
HEARINGAID FRIENDS
SIGNING PROSTHESIS
COMMUNICATION
INTELLECTUAL
PARTICIPATION
WHEELCHAIR
Just LIKE US
19
I found the work hard, but Mum helped me
with my homework and my reading.
They have always said that people with
Down Syndrome would not learn very
much. When I was eleven, in Year 5, my
teacher wrote in my school report: "We
should not expect too much of Ruth". But I
wanted to show people that they are wrong
about me having Down Syndrome. Inside
me, I had the feeling that I can do things.
But then I had to change schools as there
was no help for me in the senior school. In
my new school I did some classes with the
other students and also did special education.
My name is Ruth
Cromer. I live in
Sydney near Bondi
Beach with my
parents and my
brother. I am 28.
I am an actor.
I work in a bank.
I happen to have
Down Syndrome.
F
or my work as an actor and my work
as an advocate for people with Down
Syndrome, I was nominated for the
Young Australian of the Year Awards 1998.
I was the winner of the Medibank Private
Arts Award for NSW/ACT and I was
very proud and very happy to win.
Winning this award shows that if people
with Down Syndrome are given opportunities and support, they can achieve just like
anybody else!
I went to normal schools (whatever they
are) and I was in the regular classes.
I liked my schools and I liked my teachers.
20
Just LIKE US
So what was it like being a person with
Down Syndrome at school? I didn’t have
many friends in senior school, and sometimes I felt "outside". At lunchtime, I used
to go to the school library and read books.
When people were mean to me, I just
walked away. And when some people were
not interested in me, I felt left out. I felt
lonely then. They were not friends of mine.
And some people stared at me, and sort of
pointed at me, and I found that rude.
I always wanted to be an actor and I have
done it! I auditioned and got a role in the
TV series "House Gang", a comedy series
about three people who live in a group
home which was shown in Australia on
SBS and also went international. We made
a second series in 1998 in the United
Kingdom. People always ask me how do
I learn my lines? Do I have to have help?
Well, I don’t. I learn all of my lines by
myself and I keep at it. I also know the
whole script. I never miss a cue. I do my
job, and I work very hard.
In a play I did,
my final speech
is a powerful
monologue,
it really hits
home:
I have Down Syndrome.
It’s not a disease. There is no cure.
I was born that way. I don’t like it,
but I’ve learnt to cope with it.
So have my parents.
I’m not a disabled person.
I’m a person with a disability.
I’m a person first.
WANT TO DO MORE?
View the videos from the resource "Learning Together" which is
available in your school.
Encourage closer links between Support Units and the student body.
Choose a special day and run awareness raising activities.
Encourage students with a disability to nominate for and be appointed
to the school SRC.
Encourage SRC representatives from SSPs to attend district SRC
meetings regularly.
When nominations for membership to the NSWSRC and the State
SRC Conference Working Party are called, encourage student leaders
who have a disability to apply.
Use the forms on the following pages to help in planning for your school.
Just LIKE US
21
IDEASFEST
Brainstorm all your ideas now!
Idea Sheet
22
Just LIKE US
Just LIKE US
23
4
3
2
1
Steps
Action
Possible
problems
Enlarge onto A3 paper for use
By when
S T U D E N T R E P R E S E N TAT I V E C O U N C I L
Responsibility
What we need (Support and resources):
What we want to achieve (Goal):
Project Name:
Action planning
Possible solutions
SCHOOL
How will we
know we have
succeeded?
ACTION PLAN
USE ALL YOUR IDEAS AND TURN THEM INTO AN ACTION PLAN!
ACTIVITY:
STEPS TO BE TAKEN:
TIME IN WHICH EACH STEP IS TO BE COMPLETED:
WHO IS TO CARRY OUT EACH STEP:
RESOURCES NEEDED:
REVIEW DATE:
COMPLETION DATE:
24
Just LIKE US
I Am Just Me
By: Kelly Czarnecki
Going to school isn't always easy for me
I was born with something they called "Cerebral Palsy"
Sometimes called C.P.
I look a little different
I stand out from my peers
Their many unanswered questions
Often cause them false fears
That they can catch this terrible thing
If they even come near me
If they only let me explain
The truth about C.P.
They'd see it's not contagious
That you can't catch it from me
Some people pity me
But that's not at all what I want
I want people to see past this thing
And be my friend
Just treat me like everyone else, please...
If you'd befriend me
You'd truly see
That I'm a whole lot more
Than those two words they used so long ago
To describe what was wrong with me
If you see past my C.P.
You will see that I am just like any other teenager
I am just me
From: http://www.angelfire.com/mi/Care/writtenwks.html
Just
LIKE US!!
It is times like these that I am very thankful for you.
When I met you, we started talking.
When some people meet me,
They shy away from me because of my wheelchair.
You did not.
You talked with me as if I was not in a wheelchair.
This is being accepted.
If I need help, I am not afraid or embarrassed to call
upon you.You will help me, no questions asked.
You will stand beside me without embarrassment.
This is being accepted.
Some people do not want to have anything to do with me because
I am "different."
Not you, you are right there ready to face my challenges with me.
This is being accepted.
Some people just do not understand that my wheelchair is only my
method of transportation.
You look beyond my wheelchair to see who I am.
This is being accepted.
Some people do not know how to help me in different situations.
Rather than asking, they just walk away.
Thank you for always standing by my side in all situations.
This is being accepted.
BEING
ACCEPTED
By Cindy Curtis
From: http://www.angelfire.com/mi/Care/writtenwks.html
Just LIKE US
25
Want to know more? Contact these places
AASE Inc. (Australian Association of
Special Education)
PO Box 226
Bomaderry NSW 2541
http://www.aasensw.asn.au
A collection of stories by young people with
Down syndrome
http://www.uq.edu.au/sserc/latchon.html
Ageing and Disability Department
Level 13, 83 Clarence Street
Sydney NSW 2000
http://www.add.nsw.gov.au
Aspect (Autism Spectrum Australia)
41 Cook Street
Forestville NSW 2087
Brain Injury Association NSW
Suite 106, Level 1
18-20 Ross Street
Parramatta NSW 2151
Coeliac Disease Society of NSW
http://www.nevdgp.org.au/geninf/gastro/
coeliac.htm
PO Box 271
Wahroonga NSW 2076
Cystic Fibrosis Association of NSW
http://cysticfibrosissa.senet.com.au/frmain.htm
PO Box 149
North Ryde NSW 2113
DIRC: Disability Information and Referral Centre:
East Sydney
Email: [email protected]
Disability Council of NSW
http://www.discoun.nsw.gov.au/
Level 21, 323 Castlereagh Street
Sydney NSW 2000
Down Syndrome Association of NSW Inc
http://www.hartingdale.com.au/~dsansw/
PO Box 2356
North Parramatta NSW 2151
Eating Disorders Association of NSW
http://www.edansw.org.au
P.O. Box 811
Castle Hill NSW 1765
26
Just LIKE US
Epilepsy Association of NSW
http://www.auscharity.org/epilnsw.htm
PO Box 879
Epping NSW 2121
Friedreich’s Ataxia Association of NSW
http://www.faa.org.au/
19/2 Harbour Street
Wollongong NSW 2500
Guide Dogs Association (NSW)
http://www.guidedogs.com.au/
5 North Cliff Street
Milsons Point NSW 2061
Human Rights and Equal Opportunity
Commission
http://www.hreoc.gov.au
Juvenile Diabetes Foundation of Australia
http://www.jdfa.org.au/
PO Box 1500
Chatswood NSW 2057
NSW DeafBlind Association–DBA(NSW) Inc
http://www.deafblind.com/australia.html
PO Box 1295
Strathfield NSW 2135
Northcott Society
www.northcott.org
2 Grose Street
North Parramatta NSW 2150
Royal Blind Society of NSW
http://www.rbs.org.au/ar96/anrep96a.html
361-365 North Rocks Road
North Rocks NSW 2151
Spastic Centre of NSW
http://www.tscnsw.org.au/
189 Allambie Road
Allambie Heights NSW 2100
Schizophrenia Fellowship of NSW
http://www.sfnsw.webcentral.com.au/
Macquarie Hospital
147 Wicks Road
North Ryde NSW 2113
Tourette Syndrome Association of Australia
Email: [email protected]
Wendy Lawson’s Web Page
(Autism)
http://www.mugsy.org/wendy/index2.htm
Acknowledgements
The input of Elizabeth Butler (Clarke Road School) and
Sheriden Starrett (Bossley Park High School) in the
preparation of this material, is greatly appreciated.
Cartoons by Linda Bowden, Special Education
Consultant, Bondi District.
Graphic design by BIAGDESIGN
Resources
Learning Together NSW Department of Education and
Training. 1999
Just Like You, Just Like Me Disability Awareness Kit.
Queensland Department of Families, Youth and
Community Care. 1997.
Physical as Anything Collaborative support for students
with physical disabilities and medical conditions. NSW
Department of School Education, Australia. 1996
Willing and Able, P.E. & Sport for Young People with
Disabilities. An Introduction to Inclusive Practices.
Australian Sports Commission. 1995
Images and information sourced from:
http://www.kidstogether.org
http://www.remote-ability.com/stunts/stunts.htm
http://www.guidedogs.com.au/
http://www.faa.org.au/
http://www.hartingdale.com.au/~dsansw/
http://www.amazon.com
http://www.isport.com.au/wheels/nswws/
http://www.angelfire.com/mi/Care/writtenwks.html
http://www.mugsy.org/wendy/index2.htm
http://www.uq.edu.au/sserc/latchon.html
Produced by Special Education Unit on behalf of Student
Services and Equity Programs
Using technology in the
community
Finding useful information
through using the computer
Drawing in the Creative
Arts room
Applying practical knowledge in mathematics
Just LIKE US
27
ISBN 073137065-1
9 7 80 7 3 1 3 7 0 65 8