abilities in motion · students complete an accessibility review of the school. conclusion students...

ABILITIES IN MOTIONGrades 9 – 12

Abilities in Motion Grades 9-12 Toolkit

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What’s The Big Idea? Physical accessibility is an important equity issue, an often overlooked form of societal inclusion,and a source of independence for people with disabilities.

LESSON:INVESTIGATING ACCESSIBILITY


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A. Lesson Overview

Curriculum LinksCivics, Law, Social Justice, Leadership, Technology/Media

Learning ObjectivesStudents will be able to:

• Recognize physical accessibility as an equity issue.

• Identify the connection between physical accessibility and societal (mis)understandings of persons with disabilities.

• Critically assess the accessibility of a physical environment and identify barriers to inclusion.

Opening MotivatorStudents discuss the importance of physical accessibility and how the design of physical spaces can either expand or limit inclusive practices and our perceptions of people with disabilities.

Main ActivityStudents complete an accessibility review of the school.

Conclusion Students begin working on their Accessibility Project.

Materials• Student copies of:

• Accessibility Reviews for Vision, Hearing, and Mobility Impairments (p.40-51 of Design and Technology)

• Disability Facts and Figures (p.53-54 of Design and Technology)

• Accessibility Projects (p.55 of Design and Technology)

• Copies (cut) of Exploring School Accessibility (p.56-57 of Design and technology) (optional)

• Blindfolds, ear plugs, crutches, rented wheelchair (optional)

Extenstion Activities/Projects Students use copies of Accessibility Projects to begin brainstorming ideas for an project.

Lesson Length

90 minutes

AssessmentUse Assessment Tool in Section 3Self-Assessment:

• Discussion/Reflection: Connecting accessibility with equity and inclusion

Design and Technology

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B. Lesson Plan

Opening Motivator Understanding accessibility and its importance

Video of Accessible SnowmobilingThis video shows how the 2010 Winter Olympic venue in Whistler, BC was designed with accessibility in mind: rickhansen.com/AIM-9-12

Main Activity1: How accessible is your school? (Small Group Brainstorm)

• Assign one type of impairment (sight, hearing, or mobility) to each student group

• Students brainstorm challenges that would arise in navigating physical spaces, if they had this impairment

• Students focus on physical barriers inside their school

• Students share their list of barriers for different disabilities

2. Hand out copies of Accessibility Reviews for Vision, Hearing, and Mobility Impairments worksheets

Discussion Questions

• What does accessibility mean? • What does physical accessibility

mean? • How are public spaces becoming more

accessible?• Ramps, parking spaces,

washrooms for persons who use wheelchairs

• Braille on public signs, walk signal noises

• Fire alarm flashing lights • What spaces do you think are still

not very accessible? • Think about your daily

routines, the recreational activities you enjoy, and the places you have visited on vacation

• What terrain, transit, and activities would be difficult if you had a disability?


• How does the presence or absence of accessibility features influence our perceptions of what’s possible and who “belongs” in certain spaces?

• What are common stereotypes of people with disabilities? How do you think a physical disability socially impacts a person?


http://rickhansen.com/AIM-9-12


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3. Students navigate an assigned pathway in pairs (max 30 minutes to go and return)

• Give students different pathways inside their school (e.g. from classroom to cafeteria)

• Refer to Exploring School Accessibility for ideas

• Students alternate between being a student with a disability and acting as a guide or helper

• Students refer to the Accessibility Review as they navigate their assigned path

• After returning, students report on the experience and list the barriers they encountered

Conclusion - Connecting accessibility with equity and inclusion

Teaching Tip

Provide students with different materials that will help simulate a disability (e.g. blindfolds, ear plugs, crutches, rented wheelchair, etc.) To simulate a mobility disability, a student can lean on another student or use an rolling chair, if you do not have access to crutches or a wheelchair.

During the simulation exercise be sure to actively listen to students’ informal comments. This exercise is intended to make students aware of barriers faced by people with disabilities so that they can see how identifying and removing those barriers will lead to inclusion. If you observe students making comments such as “I am glad I am not in a wheelchair” this may be an indication to stop the exercise and regroup as a class to discuss why it is important to remove the barriers they have identified and to reaffirm that in many cases this is possible. See discussion questions.


• Do you see physical accessibility as an equity issue? Why or why not?

• Accessibility as an equity issue. When a space is accessible, everyone can use and benefit from it.

• Think about a community playground. The playground is for and open to everyone, but only if it’s accessible can everyone benefit from it.

• What is the relationship between accessibility and inclusion?

• Are they different? The same? How about from the perspective of someone with a disability?

• What is the difference between feeling excluded and not having access to a physical space?

B. Lesson Plan (continued)


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We encourage students to submit their Accessibility Reviews to the Rick Hansen Foundation at [email protected] or Rick Hansen Foundation School Program, 300 - 3820 Cessna Drive, Richmond, BC V7B 0A2 to help us build a picture of accessibility across Canada.

Assignment Students complete a Plus, Minus, Interesting summary (Appendix K) and share their charts.

Suggested Student Project/Extension Activity: Accessibility ProjectsHand out copies of Accessibility Projects.

Students begin brainstorming ideas for their projects.

Teaching Tip

Definition of inclusion: The practice of mindfully respecting all individuals in order to establish a sense of belonging for all, while at the same time recognizing and celebrating individuals’ differences.

Definition of equity: The treatment and support of people according to their needs, in order to exercise qualitative fairness, by ensuring that everyone has access to the same quality of life and is equipped with the tools they uniquely need in order to achieve personal success.



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Accessibility Review for Vision Impairments

Refer to this worksheet as you complete your teacher’s instructions for navigating different parts of your school. You might not go to all these different areas, but keep these questions in mind when exploring the accessibility level of your school.

Classroom, Hallways and Washrooms

Questions:

Clear pathways. No objects in the way that could make you trip, such as boxes, books, or backpacks. YES NO

Smooth, but not slippery surfaces. No cracks in the floor or uneven surfaces that could cause you to fall. YES NO

Rough, textured ledges on stairs. Stairs have colourful marking with grooves or rough textures so you can feel where each stair ends. YES NO

Clear washroom signs with braille. Washroom signs clearly distinguished, through large, bold text and/or distinct symbols. Washroom signs have braille on them. YES NO

Good lighting, either from ceiling lights or from windows. No dimly lit areas where it is difficult to see. (Even if you have a sight disability, you might be able to see shapes and colours. Lighting helps you see as much as possible.) YES NO

TOTAL ___ / 5

1

2

3

4

5


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Big Rooms (Gym, Library, Cafeteria, Auditorium)

Questions:

Clear pathways. No objects in the way that could make you trip, such as equipment, chairs or boxes. YES NO

Smooth, but not slippery surfaces. No cracks in the floor or uneven surfaces that could cause you to fall. YES NO

Easy to hear. No background noise, such as traffic or construction, that makes hearing and talking difficult. YES NO

Good lighting, either from ceiling lights or from windows. No dimly lit areas where it is difficult to see. (Even if you have a vision disability, you might be able to see shapes and colours. Lighting helps you see as much as possible.) YES NO

Braille or audio available. Signs that mark the doorway to rooms have braille on them or someone is available to speak with as you enter a space. In the library, audio books are available. (You might find braille in the elevator if your school has one.) YES NO

TOTAL ___ / 5

1

2

3

4

5



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Outdoors and School Entrance

Questions:

Clear, smooth pathways.Smooth walkways or paved sidewalks that lead to the entrance and around the school. No cracks in the sidewalk. YES NO

Rails along stairs. Outdoor stairs have a rail you can hold to safely go upand down steps. YES NO

Clear signs. Signs that mark the entrance to the school are big, with strong colours and big letters. (Even if you have a vision disability, you might be able to see shapes and colours. Clear signs help you see as much as possible.) YES NO

Braille or greeter available. Signs that mark entrances to the school have braille on them, or someone is available to speak with as you enter the school. YES NO

Easy to understand layout. Getting from the parking lot to the entrance is easy and does not require long or winding pathways. Building layout is easy to remember and navigate. YES NO

TOTAL ___ / 5


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2

3

4

5


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How accessible is your school?

Notes________________________________________________________________________

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TOTAL ___ / 15



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Classroom, Hallways, and Washrooms

Questions:

Clear signs. Signs for classroom and washroom are easy to read, with big letters, numbers and/or symbols. It is easy to tell the difference between the boys and girls washrooms. YES NO

Written information available. Information about classes and school activities is posted in a central area, such as a community board. Student names are written somewhere in the classroom. YES NO

Quiet environment. No background noise that makes hearing more difficult. No echo in the hallways or washrooms. (Even if you have a hearing disability, you might be able to hear some sounds.) YES NO

Good lighting, either from ceiling lights or from windows. No dimly lit areas where it is difficult to see. (Someone with a hearing impairment may rely on visual cues, so proper lighting makes spaces more accessible.) YES NO

Visual emergency system. Fire drills use flashing lights in addition to loud noises. Maps of the building and the closest exit are posted in classrooms and hallways. YES NO

TOTAL ___ / 5

Accessibility Review for Hearing Impairment

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2

3

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5


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Questions:

Clear Signs. Signs on the outside and inside of each room are easy to read, with big letters, numbers and symbols. YES NO

Written information available. Each room has a board or space where written information and instructions are available, such as where to find different books or what’s for lunch. YES NO

Quiet environment. No background noise, such as traffic or construction, that makes hearing more difficult. No echo in the rooms. YES NO

Good lighting, either from ceiling lights or from windows. No dimly lit areas where it is difficult to see. (Someone with a hearing impairment may rely on visual cues, so proper lighting makes spaces more accessible.) YES NO

Visual emergency system. Fire drills use flashing lights in addition to loud noises. Maps of the building and the closest exit are posted in each room. YES NO

TOTAL ___ / 5

1

2

3

4

5




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Questions:

Clear signs for school. Your school is clearly marked with a sign that uses large text. YES NO

Clear directional signs. The parking lots and school grounds have signs that direct someone to the school entrance and outdoor spaces, such as a field or stadium. Signage for different parking lots is clear. YES NO

Entrance is unlocked. The main entrance to the school is unlocked. It is possible to get into the building without having to ask someone to enter. (If your school uses an intercom at the front door, this is difficult for a deaf person to use. Is all audio equipment accessible for people with a hearing impairment?) YES NO

Maps and directions available. All entrances have a map of the building close to the door or signs that direct you to the main office. YES NO

Written information available. Information about the school is available in the front reception area or main office, or a staff member knows ASL (American Sign Language). YES NO

TOTAL ___ / 5

1

2

3

4

5



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Notes________________________________________________________________________

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TOTAL ___ / 15



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Accessibility Review for Mobility Impairments


Classroom, Hallways, and Washrooms

Questions:

Enough space for a wheelchair. Doorways are wide enough for a wheelchair (914 mm, or 36”). Hallways and classrooms have space for wheelchairs to turnaround. Wheelchairs can fit under desks (710 mm, or 28”)and fit in the aisles between desks. Estimate the space available if you do not have a measuring tape. YES NO

Clear pathways with even surfaces. No objects in the way that are barriers, such as boxes, books, or backpacks. No uneven flooring, such as cracked or missing tiles, that would be difficult to wheel over. YES NO

Reserved washroom. At least one stall in each washroom is reserved for students who use a wheelchair. Grab rails are available inside the reserved stall. YES NO

Features are within reach. Sinks, water fountains, and school materials are within reach of someone using a wheelchair. YES NO

Ramps or elevators are available. All stairways have a ramp. Or, if your school has more than one floor, an elevator is available. YES NO

TOTAL ___ / 5

1

2

3

4

5


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Big Rooms (Outdoors and School Entrance)

Questions:

Power-operated doors. Doors to these rooms can be opened by pushing a button. You do not have to physically pull or push on the door to enter. YES NO

Enough space for a wheelchair. Doorways are wide enough for a wheelchair. Wheelchairs can fit under tables and through aisles. YES NO

Clear pathways with even surfaces. No objects in the way that are barriers, such as equipment, chairs, or boxes. No uneven flooring, such as cracked or missing tiles, that would be difficult to wheel over. YES NO

Equipment and furniture is moveable. Tables, chairs, and other equipment can be moved to increase the space for someone in a wheelchair. Equipment and furniture is not fixed in place. YES NO

Ramps or elevators are available. All stairways have a ramp. Or, if your school has more than one floor, there is an elevator that brings you to the exact floor of a room’s entryway. YES NO

TOTAL ___ / 5

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Questions:

Ramp to front entrance. Entrance to school does not require stairs, orthere is a ramp that leads to the front door. YES NO

Power-operated doors. Doors can be opened by pushing a button. You donot have to physically pull or push on the door to enter or exit. YES NO

Reserved parking spaces. At least one parking space close to the front entrance is reserved for persons with disabilities, is clearly marked, and is not currently used by a car without an “Accessible Parking Permit.” YES NO

Clear, paved pathways. Pathways to school and around school are free of barriers and are evenly paved. YES NO

Curb cuts. Curb cuts are in the sidewalks, so that a wheelchair can easily go from the parking lot to the sidewalk. Curb cuts look like slants in the sidewalk. YES NO

TOTAL ___ / 5

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2

3

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5



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Accessibility Review for Mobility Impairment


Notes________________________________________________________________________

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TOTAL ___ / 15



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Leading the crowd for warm-ups during the Rick Hansen 25th Anniversary Relay.

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Disability Facts and Figures

Definition of disability: According to the Rick Hansen Foundation, disability is a broad term that describes a physical, mental, sensory, or cognitive condition that may limit full participation in life due to environmental or social barriers.

Definition of disability: According to the UN, a “person with a disability” is usually defined as a person who has a long-term or recurring physical, mental, sensory, psychiatric or learning impairment.

Disability in the World Worldwide, 40% of people have a person with a disability in their immediate circle of friends and family1.

In the USA, 54 million2 people live with disabilities, and in Europe, 60 million3.

Worldwide, the number of individuals with disabilities tops 650 million4.

Disability in CanadaAs of 2006, 14.3% of the Canadian population live with some form of disability5 – with higher proportions in people above age 45. Approximately 4.4 million Canadians live with a disability.6

Disability and Employment in CanadaIn 2006, the unemployment rate for all people with disabilities aged 15 to 64 was 10.4%, which is higher than the non-disabled population at 6.8%7.

Disability and Education in CanadaEducational achievement differs between persons with a disability and without a disability8:

1 UN, as cited by Canadian Centre on Disability Studies (CCDS) in New Ways of Looking at Disability Across the Curriculum, 2012.2 Americans with Disability 2005 Census Bureau report3 European Disability Strategy 2010-20204 World Report on Disabilities, World Health Organization5 Statistics Canada. Prevalence of disability in Canada 20066 www.esdc.gc.ca/eng/disability/arc/disability_2006.shtml7 Statistics Canada (2008-07-24). Participation and Activity Limitation Survey (PALS) of

2006: Labour Force Experience of People with Disabilities in Canada.8 Galarneau, D. & Radulescu, M. (May 2009). “Employment among the disabled.” Perspectives. Stats Canada.9 Reference: Canadian Paralympic Committee, Changing Minds, Changing Lives Presentation, Source, Parent Survey Report, 201410 www.cflri.ca/pub_page/32011 Adapted Physical Activity Quarterly; Jan2000 Vol.17 Issue 1, p40: connection.ebscohost.com/c/articles/6193819/factors-influencing-physical-activity-levels-youths-physical-sensory-disabilities (fee required)


http://www.esdc.gc.ca/eng/disability/arc/disability_2006.shtml


http://www.cflri.ca/pub_page/320

http://www.paralympic.ca/findyoursport





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1 UN, as cited by Canadian Centre on Disability Studies (CCDS) in New Ways of Looking at Disability Across the Curriculum, 2012.2 Americans with Disability 2005 Census Bureau report3 European Disability Strategy 2010-20204 World Report on Disabilities, World Health Organization5 Statistics Canada. Prevalence of disability in Canada 20066 www.esdc.gc.ca/eng/disability/arc/disability_2006.shtml 7 Statistics Canada (2008-07-24). Participation and Activity Limitation Survey (PALS) of

2006: Labour Force Experience of People with Disabilities in Canada.8 Galarneau, D. & Radulescu, M. (May 2009). “Employment among the disabled.” Perspectives. Stats Canada.9 Reference: Canadian Paralympic Committee, Changing Minds, Changing Lives Presentation, Source, Parent Survey Report, 201410 www.cflri.ca/pub_page/32011 Adapted Physical Activity Quarterly; Jan2000 Vol.17 Issue 1, p40: connection.ebscohost.com/c/articles/6193819/factors-influencing-physical-activity-levels-youths-physical-sensory-disabilities (fee required)

Percentage of population with no high school diploma:

• No Disability: Men = 12%, Women = 10%• With a Disability: Men = 21%, Women =

19%

Percentage of population with a university degree:

• No Disability: Men = 23%, Women = 23%• With a Disability: Men = 14%, Women =

14%

Disability and Sports in Canada38% of Canadian children with a disability never get exercise after school.9

Among typically developing Canadian children, 75% participate in organized sport.10

Among children with disabilities, sport participation rates are as low as 26%.11

Something to think about: • Do these statistics reflect what people

with disabilities can do? • Do they reflect society’s perceptions of

people with disabilities?• What comparisons can be made between

the definition of disability from the Rick Hansen Foundation and the definition provided by the UN?

• What is the message portrayed by each definition? The UN definition prompts one to focus on the medical perspective of disability (i.e. a person’s impairment), whereas the Rick Hansen Foundation definition encourages one to also consider the social barriers a person with a disability may experience.

Disability Facts and Figures (continued)




http://www.education.paralympic.ca





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Accessibility Projects

1. Develop a Proposal (individual, group, or whole class) to submit to your principal, school board, or other appropriate body on a project that would make your school more accessible:Must include:

• Estimated cost – and potential sources of income (fundraiser, grant, etc.)• Type of change• Reasoning for change – support the logic of your proposal• Time length of project• Provide multiple solutions:

• basic necessity (i.e. signage or other inexpensive solutions)• middle ground• ideal scenario (particularly ones that require less funding, complexity)

2. Business Profile. A Business Profile is an extensive review of a facility and its accessibility. With a group of classmates, create a Business Profile of your school. Obtain permission from your Principal or teacher.

3. Create an Accessibility Project in any form you wish, on the topic of access and inclusion in your community. This will encompass gathering, analyzing, and reporting on issues, barriers, and solutions regarding access and inclusion.

You may do this individually or in groups. You may choose to focus your project on accessibility today, or on what has changed over the past 25 years through to present day.

You may approach and present this project in a variety of ways. Obtain approval of your proposed project from your teacher.

• Interview someone in the accessibility community or someone with a disability• Formal presentation (PowerPoint or Prezi)• Video or animation• Photojournalism essay• Reflective journal• Theatrical presentation• Print report or magazine article



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If students return to the classroom early, ask them to continue exploring what it would be like to have their same disability inside the classroom. Could you use a wheelchair at your desk? How would a sight and auditory impairment impact the class’s seating arrangement?

Vision 1. You are a student who is partially sighted, and you are new in school. You are in your

current class, and you need to use the washroom. Make your way to the closest washroom and back to your class. You want to be as independent as possible, but you ask your friend for help when you need it.

2. You have recently suffered an injury that resulted in complete loss of eye sight. You are familiar with your school layout, but you now must navigate it without your sight. You want to attend this week’s basketball game, but you first want to practise making your way in and out of the gym. Make your way down to the gym now. You want to be as independent as possible, but you ask your friend for help when you need it.

3. You were recently in an accident that resulted in severe loss of eye sight. You are also a new student, and you aren’t sure of the quickest way to exit the building. Make your way from your classroom to outside your school. To get outside you try to be as independent as possible, but you ask your friend for help when you need it.

Hearing4. You have a hearing impairment and there is a fire drill happening. You are a new student,

and you aren’t sure of the quickest way to exit the building. Make your way from your classroom to outside your school. As you go, note if there is visible signage showing you an exit. Do you know if the fire alarm at your school has lights or if there are maps in the hallways that show the layout of the building?

5. You are a student who is Deaf, and it is your first day at high school. You weren’t able to hear the morning announcements about the day’s lunch options. Make your way down to the cafeteria and find out what’s for lunch.

Exploring School Accessibility


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Exploring School Accessibility (continued)

6. You have a hearing impairment, and you are new at your school. You want to get involved at your new school as a way to meet people and make friends. You’ve heard there are lots of clubs to be involved with, but you couldn’t hear the morning announcements about different activities happening in the school. Go find a central source of information you can see and read as a way to find out more about your new school.

Mobility7. You have recently been injured from rough play in PE class. You are now on crutches

at school, and you have to make your way from your current classroom to the cafeteria for lunch. Make your way down to the cafeteria and a table you often sit at. You want to be as independent as possible, but you ask your friend for help when you need it.

8. You have recently been injured in a car accident that resulted in a spinal cord injury. You now use a wheelchair. Make your way from your current classroom to the parking lot. You want to be as independent as possible, but you ask your friend for help when you need it.

9. You have recently been injured in a car accident that resulted in paraplegia. You now use a wheelchair, and you need to go to the washroom between classes. Make your way from your current classroom to the washroom. You want to be as independent as possible, but you ask your friend for help when you need it.



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Thank you for using the Abilities in Motion toolkit! Our free resources help educate youth about accessibility, inclusion, and the potential of people with disabilities. These lessons and activities empower youth to become leaders and a new generation of accessibility champions.

Find out more about …

RHF AmbassadorsRHF Ambassadors help create meaningful dialogue about disability, accessibility, and inclusion by providing free presentations from a diverse group of people with mobility, vision, and hearing disabilities to schools and communities across Canada. rickhansen.com/ambassadors

Difference Maker (Grades 9-12)This toolkit supports young people’s unique vision of positive change in their communities. Lessons teach key skills such as goal-setting, analysis, teamwork, and planning and presentation skills, with a strong emphasis on collaboration and inclusive teamwork. rickhansen.com/DM-9-12

Personal Leadership Unit (Grades 9-12)This toolkit provides students with a new outlook on leadership, as something that already exists within themselves rather than outside themselves. As Rick says, “What saved me is I focused on what I could do.” Lessons focus on problem-solving, decision-making, and communications skills. rickhansen.com/PL-9-12

Register for your free resources or book an Ambassador presentation today: rickhansen.com/schools | 1.800.213.2131 | [email protected]

http://rickhansen.com/ambassadors

https://www.rickhansen.com/schools-communities/school-program/difference-maker-0

https://www.rickhansen.com/PL-9-12


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To find out more or download our resources, visit www.rickhansen.com/schools, call 1.800.213.2131 or email [email protected].

Made possible by our Co-Presenting Partners Boston Pizza Foundation Future Prospects and Scotiabank and the generous support of CGI, Brian Hesje, The Gor-don and Ruth Gooder Charitable Foundation, The Honda Canada Foundation, PIC Investment Group Inc., and The Slaight Family Foundation.

Boston Pizza, the Boston Pizza roundel and Boston Pizza Foundation are registered trademarks of Boston Pizza Royalties Limited Partnership, used under license. Future Prospects & child silhouette design is a registered trademark of Boston Pizza Foundation.

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