Establishing an Accepting Classroom Atmosphere

 1. Arrange for students to visit general education classrooms before placement to become acquainted with the teacher and class members.

 2. Develop an understanding for all students regarding different abilities, cultures, etc.  The following ideas may be useful:
     • Have class discussions to increase knowledge about diversities.
     • Hold discussion on how we are all different in selected ways.
     • Let student provide examples of how they are different.
     • Share feelings on being different.  For example, a new student if different because they are new.
     • Discuss ways each other may help all students feel part of the group.
    • Suggested persons with disabilities include:

             Artists:  Ludwig von Beethoven, deaf; Elizabeth Barret Browning, spinal injury and bedridden; Ray Charles, blind; Jose Feliciano, blind; Aldous Huxley, blind; James Stacy, amputee (arm/leg); Stevie Wonder, blind; Al Capp, amputee (leg); Miss America 1995; hearing impaired

             Athletes:  David Bing, blind (one eye); Tom Dempsey, birth defect (stump foot and arm); Carlos May, minus a thumb; Roy Campenella, paralyzed (neck down); Wilma Rudolph, childhood polio; Jim Abbott, birth defect (arm)

             Politicians:  Winston Churchill, speech impairment; Robert Dole, withered arm; Daniel Inouye, amputee (arm).

 3. Plan instruction around diversity.
    • Select guest speakers who are different in some special way.
    • Place pictures around the classroom walls of students selecting from an array of differences—disabilities, gender, occupations, cultures, etc.
    • Provide suggestions for projects or book reports in which students could participate in developing a greater insight into differences.
    • Focus projects or reports on a person who was “different” in their  environment.  For example focus on 1) background; 2) cause if a disability; 3) person’s accomplishments; 4) emotions felt by the person and his/her family; 5) power point presentations regarding diversity; etc.

 4. Provide learning stations where students can find activities / readings focusing on diversity.
    • Save newspaper articles showing achievements of persons who are diverse.
    • Have a list of comprehensive questions that students answer after reading articles or listening to recordings.
    • Provide a list of words that students can define in their own words or draw pictures for definitions.
    • Provide blank paper on which students can write short essays or draw pictures describing their reactions to articles or pictures.

 5. Provide simulation activities or role playing activities.
    • Do not use simulation activities as an introductory activity.
    • Teach coping strategies with simulations.
    • Design activities so that students experience what it feels like to have a disability through the use of special equipment and/or special instructions.
    • Do not point out selected disabilities of a student without discussing this with the child and parent.
    • Train peer teams to conduct simulation activities.  This strategy is excellent for secondary students.
    • Allow students to share reactions and feeling to simulations.

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