All Equal All Different

KS1/Early Years
Disability Equality
Resource Pack
A Guide for Practitioners
and Teachers
Published by Disability Equality in Education
& United Kingdom Disability Forum for
European Affair
April !!"
Published by Disability Equality in Education and the UK Disability
Forum for European Affairs #ith a grant from the Department of
$or% and Pensions for European &ear of Disabled People'
(opyright Disability Equality in Education &
UK Disability Forum European Affairs April !!"
Edited and (ompiled by )ichard )ieser
Than%s to parents* children and staff of +,
-illesley Primary .chool
-luebell /ursery*
(hurch 0angley Primary .chool*
(le1es Primary .chool*
(ollege Gardens /ursery .chool
(yril 2ac%son Primary .chool*
3us#ell 4ill Primary .chool*
/orth -ecton Primary .chool*
.t 2ohn5s Upper 4ollo#ay Primary and
.t 3atthias Primary .chool'
-arnsley 0EA Early &ears Team'
Than%s to member of the steering group+,
(olin Ashmore6
.usie -urro#s6
Emma (harters6
.ue (harters6
)ichard )ieser6
Anna .ulli1an6
(hristine &orston'
Photographer (arlos )eyes,3an7o
Designer (aroline Grimsha#
Game de1elopment Emma (harters
Printers+ 8mpress Printers
2
ALL EQUAL ALL DIERE!"
KS1/EARLY YEARS DISA#ILI"Y EQUALI"Y PA$K
Practitioners an% "eac&ers 'ui%e

$ontents ( )ointers on use*
9: ;ther )esouces in All Equal All Different Pac%
: ,De1eloping an 8nclusion Policy in the .etting<(lass
,Teachers/practitioners need to promote an euquality
ethos
-Being aware of harassment
-Making it Happen
-Making Reasonable Adustments
,3a%ing Friends'
=Essential reading before you start to raise disability issues'>
?: Acti1ities to raise disability in the classroom'
":4o# Do you discuss Disability #ith (hildren@
A: The representation of disability in traditional stories by
.piders $eb .tory,tellers' = 0oo%s at the #ay impairment has
been used in traditional tales from many cultures' .ynopses are
gi1en of B tales and acti1ities on ho# to retell'>
The $hite )at , France
The 4unchbac% and the .#an,.cottish tra1eller tradition
4ansel and Gretel,Germany
Tortoise and the 4are C Gree%
(uring FoD , /ati1e American
-lindman and 4unter , African
Pump%in (hild,Persian
;ne 4anded Girl,African
E: The Portrayal of Disabled People+ $or% #ith a &ear (lass
,Traditional Tales<-oo%s
,(harity Posters
,Ad1ertising
,Tele1ision
= Good eDample #ith pointers on ho# to underta%e in your class
or group'>
3
F: -oo%s #hich ha1e included disabled people in a positi1e
#ay' =)ead together in a group or indi1idually' 3a%e sure your
setting has a range of these'>
B: The history of attitudes to disabled people
=Essential reading' (an be used in themes or any historical
period'>
G: Disability H3edical model5 1s Hsocial model thin%ing
=Essential reading to understand disability as an equality
issue'>
9!: Disability .tereotypes'
=Good to read before doing #or% on portrayal' 3ore on bfi
#ebsite ###'bfi'org'u%<disablingimagery >
99: ;rigin of negati1e #ords associated #ith disability'
=Use in assembly or any time a child uses a derogatory #ord
such as spastic* dumb or idiot'>
9: (ommon barriers and solutions for Disabled People
=These sho# some of the common barriers that disable and
the access solutions'>
9?: (lass Profiling, A useful tool for equality
=4elps to organise ho# to meet di1erse needs in a class or group'>
9": (ommunicating #ith Deaf People
,Finger .pelling and -ritish .ign 0anguage
,8deas for using finger spelling and sign language in the
classroom'
,Finger spelling alphabet together and indi1idual letters
,Finger spelling numbers
,-ritish .ign 0anguage and top 9!! #ords ITo come:
,.igned songs ITo come:
9A: (ommunication #ith -lind People ITo come:
,-raille
,Acti1ities
,4o# 8(T is used for communication
9E: Good Practice in the (lassroom , A chec%list' =)eprinted
from Disability Equality in the (lassroom I9GG:>
9F: )aising Disability in the Primary (lassroom
4
=EDamples from Disability Equality in the (lassroom I9GG:'>
9B: Disability (ourtesy , good manners to#ards Disabled People
=)eprinted from Disability Equality in the (lassroom I9GG:'>


5
9' +t&er Resouces in ALL EQUAL ALL DIERE!"
Description of materials and possible uses
A'9E A? Posters in blac% and #hite #ith a and a caption shot by
(arlos 3an7o )eyes in G schools' =To go up on #alls to create an
image of inclusion' A tal%ing point during the day'>
#*Disable% )eo)le ,&o &a-e .a%e a %ifference
"A A" paper copies of /ame* Dates* PictureIs: and a short
eDplanation of their contribution' = These are but a small sample of
the millions of disabled people #ho ha1e contributed to human
history and de1elopment' This can be used to initiate a discussion
on one or se1eral of them' They can be grouped by #hen li1ed*
#hat they did* gender or ethnicity' They can be displayed as a
tal%ing point'>
$* "&e Access 'a.e a board game #ith the barriers and
solutions for different disabled people in the street and going
shopping' The ! chance cards add compleDity' This can be used
in literacy or numeracy' The game can be played by #hole class or
in groups* #ith an adult to get them started'
D* / illustrate% c&il%ren0s story books* All siD original stories
#ritten by disabled authors for children aged ?,F' All are illustrated
in a range of styles by different illustrators'
1a&ar&a an% 2"&e Place0 by )ichard )ieser* illustrated by .anti
)ieser' During a long hot summer holiday a group of children ha1e
ta%en o1er a piece of #aste ground #ith an old #all in it' They ha1e
built s#ings* a games pitch* racing trac% and s#imming pool' The
children include each other #hether blind* #heelchair user* blac%*
#hite boy or girl' They ha1e suddenly a big fight on their hands as
the (ouncil come to demolish their HPlace5' A great story that can
empo#er all children'
"&e Pillars of S)ace , #ritten and illustrated by Anthony .hubroo%
Ford' $ritten #hen he #as F Anthony a #heelchair user #ea1es a
great story of animals building a ne# farm on huge pillars abo1e
the pollution that is destroying their li1es' The animals include
1arious disabled animals and the farmer' They effecti1ely deal #ith
a giant space dumper that co1ers their farm in rubbish' A great
story #hich should inspire all children to #rite their o#n stories'
6
Scarlet0s #i3 A%-enture by 3aresa 3acKeith* 8llustrated by
-oruch .imons' .carlet and her friends and their families are
going on a camping holiday to the seaside' Tommy and his parents
use sign language and 81y uses a #heelchair' This only adds to
their fun and ad1entures' 3aresa5s story is a good eDample of
inclusion as she uses facilitated communication to #rite'
Elliot0s Story 4 Lo-e to Learn by Adele 4os%inson,(lar% and
illustrated by Terence ;53eara' Elliot is DysleDic and he tal%s
about the trouble he5s ha1ing #ith his friend -en' -en persuades
him to tal% to his teacher* 3rs Kelly' .he5s not cross and arranges
tests #hich lead to real help for Elliot' Elliot is no# proud of #ho he
is' Useful for getting all children to tal% about being different at
school'
5oya an% t&e Ele)&ant Dance by 2ulie 3c/amara 8llustrated by
-oruch .imons' 3oya is a li1ely girl of fi1e* disabled and fed up in
hospital #hile she a#aits yet another operation' .he conJures up
an Elephant #ho befriends herCFinbar' The other children gro# to
li%e 3oya and her elephant' Then one stormy night Finbar tells
them of the Elephant dance Ias a poem:'
5y Da% uses a 6&eelc&air by 3alini (hib' $ritten in the first
person* #ith simple sentences and illustrations' Going to the par%*
outings* reading and hiding from Dad in his #heelchair* but best of
all curling up #ith him'
E* $ountin3 #ook 9,9! #ith -raille and numbers in -ritish .ign
0anguage and (le1es /ursery (olour' To be used for numeracy*
grouping or Just reading'
* A#$ #ook of children in inclusi1e nurseries doing
things together' (olour #ith -raille and finger spelling'
7 E-erybo%y In De1eloping 8nclusion in Early &ears and &ear
;ne' A Good Practice Guide in the identification and 8nclusion of
Disabled (hildren and those #ith .E/' A Guide for Practitioners
and Teachers'
$ho are Disabled (hildren
$hat Does the 0a# )equire
The )ange and Type of 8mpairments
$hat to loo% for in early identification
3edical and social model thin%ing
7
The Parents perspecti1e
8nclusion (urriculum* $atching and 0earning
8nclusion+ A #hole .chool .etting Approach
Pointers to good practice
)ecommended )esources
Useful organisations'
8
' De-elo)in3 an Inclusion Policy in t&e Settin3/$lass
.usie -urro#s and Anna .ulli1an
3any young people* #ho do not find racism acceptable* still
engage in seDism* homophobia* or disabilism* by name,calling or
bullying* and some teachers ignore this' All schools need to ha1e
an ethos #here all children feel #elcome and safe' The school
should challenge racism* disabilism* seDism and all forms of
preJudice and promote equality through measures such as these+
"eac&ers/)ractitioners nee% to )ro.ote an et&os in all
classes #here children feel able to tal% about their li1es and
feelings* #here the class are encouraged to support one
another* and #or% collecti1ely' The effects of racism*
including anti,semitism* disabilism* seDism* homophobia and
preJudice can be eDplained and discussed so the children
de1elop empathy* are able to challenge discrimination and
include those #ho may feel eDcluded* supporting them
#ithin and outside the classroom' &oung children can be
taught this by dra#ing on their great sense of fairness'
#ein3 a,are of &arass.ent that can ta%e many forms*
Ifrom mo1ing slightly a#ay from a child on the carpet to
physical attac%:* is essential' e'g' not #anting to sit neDt to a
child #ho loo%s* acts or beha1es differently* #ho has a s%in
condition* or not playing #ith a child #ho cannot spea% or
has facial impairments' This can be lin%ed #ith racism e'g'
eDcluding a child because of their ethnic origins'
.eemingly minor incidents should be discussed and
brought out in the open so the 1ictim is supported and the
#hole class understands the effects' Understanding that
children ha1e different styles of learning and multiple
intelligences and need different styles of teaching and
learning in our classes' Kaluing the teaching of art* music*
drama* dance and PE as much as other subJects* and
understanding that s%ill and achie1ements in these areas*
and the consequent self,esteem* lead to greater ability to
achie1e in all subJects'
All members of staff should challenge stereotypical and
preJudiced comments used in lessons* the playground and
the surrounding en1ironment' For eDample* challenging
9
name,calling by eDplaining #hy it is hurtful* reporting it and
clearing offensi1e graffiti'
.upporting pupils #ho encounter harassment in the
community* understanding that children #ho li1e in fear
cannot learn' .upporting and campaigning for families #ho
face deportation'
Using opportunities* through assemblies* to deal #ith issues
of preJudice e'g' identifying barriers to disabled people'
Presenting life stories of disabled people and ho# negati1e
attitudes affect them'
Using opportunities to celebrate the richness and di1ersity of
different cultures e'g' celebrating in a non,patronising #ay
disabled people5s achie1ements* European Disabled
People5s Day I?
rd
December: from a rights* not charity*
perspecti1e* -lac% 4istory 3onth* )efugee $ee%* Eid Ifrom
an anti,racist perspecti1e:* being a#are that multi,cultural
education on its o#n does not challenge racism6
8nternational $omen5s Day IB
th
3arch:* ma%ing sure to
include #hite #or%ing,class children e'g' teaching about the
#riting* art and struggles for social equality that gi1e dignity
to #or%ing,class people'
Dra#ing parallels bet#een racism* seDism* disabilism and
discriminatory practices* based on social class+ to foster
solidarity bet#een boys and girls* blac% and #hite* disabled
and non,disabled* #or%ing class children'
De1elop an approach of celebrating achie1ement against
each child5s pre1ious achie1ements* rather than
standardi7ed attainment' (hallenge the use of normati1e
testing in relation to race* class* gender and disability'
EDploring opportunities throughout the curriculum to promote
inclusion e'g' circle time* circles of friends* use of the media
and film* 1isiting spea%ers from local minority ethic
communities and disabled people5s organisations'
Displaying #or% from all pupils #ith achie1ements in any
areas of the curriculum in and outside the school' Ensuring
the materials and content of lessons co1er a #ide di1ersity
of different cultures and people'
Purchasing and re1ie#ing resources* such as boo%s*
posters and 8(T soft#are to ensure they are inclusi1e'
Pro1iding accessible school structures #here pupils* parents
and staff ha1e a 1oice'
10
5akin3 it 7a))en
8n order to allo# the ethos described abo1e to de1elop*
teachers must ensure there is time and space each day
#hen children feel free and comfortable to tal% about
anything in their li1es that interests or troubles them' This
can be a starting point for discussing issues of ho# people
are treated* e'g' if a child feels able to tal% about their
personal eDperience* or e1en to eDpress bigoted 1ie#s* the
rest of the class can learn to be supporti1e or to challenge'
This leads children to feeling safe enough to eDpress their
o#n fears' The practitioner or teacher needs to teach #here
discriminatory attitudes come from* historically and currently*
so children understand that all difference in people is
acceptable and can be celebrated' This can be achie1ed
#ith young children because you can use their great sense
of fairness and you teach them all day'
8t is more effecti1e* in the long term* to bring issues into the
open and deal #ith them collecti1ely* rather than seeing
indi1iduals after the session* although this is sometimes the
best course' 8n all groups and classes* if anyone is being
offensi1e in any #ay Iho#e1er subtle: the practitioner or
teacher can stop the #hole group<class and challenge this'
The group<class can discuss the issue and the aim is to
de1elop a positi1e and supporti1e class attitude to difference'
The child #ho is being subJected to harassment* ho#e1er
seemingly minor* needs to %no# the teacher is on their side
and that the rest of the class< group %no# this' Teachers
must use their o#n professional Judgment on the best #ay to
deal #ith any incident Ibearing in mind school policy:' 8t
helps if the school has a consistent policy applied by
e1eryone'
.et up the class<setting so children are* as far as possible*
able to #or% autonomously* #ith easy access to equipment'
Ta%e a fleDible approach to carrying out the tas%s required by
the Foundation .tage and the /ational (urriculum'
.et up a range of groupings* such as indi1iduals* pairs*
#hole class<group and small groups' Ensure composition of
the groups is 1aried Ita%ing account of children5s needs: C a
miD of ability* impairment* social bac%ground* gender and
ethnicity is important'
The teacher needs to sho# that all children are 1alued by
openly praising each child5s indi1idual efforts and
11
achie1ements to the class and encouraging the class to do
li%e#ise' This should be in all areas of achie1ement C
creati1e* physical* social and academic* C sho#ing that
competition bet#een children is not acceptable' This #ill
create a strong ethos in classrooms and settings'
/-+ (hildren should not be made to sit cross legged for a long
period because it is uncomfortable* bad for their physical
de1elopment I.ee AleDander Technique Teaching: and
therefore difficult to maintain attention span' .ome children
should not be eDpected to sit cross,legged at all e'g' those
#ith Ju1enile arthritis* gross obesity and those #ith
impairments that cause them discomfort in this acti1ity' A
range of seating should al#ays be accepted C cushions*
chairs* bean bags etc'
5akin3 Reasonable A%8ust.ents
All settings and schools are under a legal duty to anticipate the
needs of disabled children in admissions* education and
associated ser1ices in their practices polices and procedures'
3a%e sure that children #ho are #heelchair users or use
#al%ing aids i'e' frames* stic%s or crutches ha1e the
space<classroom set up so they can access e1erything6
Ensure that children #ith 1isual or hearing impairments sit on
the carpet or at the table in a place #here they can fully
participate6
Ensure children #ith learning difficulties can access planned
play* free play and all teaching and learning opportunities'
Ensure that all children #ith any medical need that requires
them to eat* drin% or go to the toilet more frequently than
other children are able to do so #ithout feeling
uncomfortable6
8f a child cannot stand for long ensure that they do not queue
but are allo#ed to go to the acti1ity e'g' dinner and sit do#n
#ith at least one friend I#hich can be 1aried: .o they are not
Just alone #ith or #ith an adult6
8f children find it hard to concentrate or stay still because of
their underlying impairment such as autism or AD4D allo#
them to engage #ith the acti1ities they #ant to do e1en #hen
the rest of the group may be doing something else6
12
5akin3 rien%s
8f you ha1e de1eloped the supporti1e ethos described* children
#ill #elcome and loo% after anyone ne# to the class< group'
They can all feel responsible for ma%ing them feel #elcome and
loo%ing out for them'
8t is also desirable for one or t#o children specifically to be
chosen to befriend a ne# child for the first fe# #ee%s'
.ometimes a child #ith beha1ioural or learning difficulty can
benefit a great deal from supporting someone else'
Practitioners and teachers need to be 1ery a#are of ho#
friendship patterns are de1eloping in the class<group so they
can inter1ene #here necessary' 8f you notice some confident
children controlling the forming of friendships and ma%ing some
children feel un#anted* you need to nip it in the bud' -ecause it
can escalate and cause unhappiness' (hildren #ho are un%ind
are often unhappy themsel1es and are relie1ed #hen the
practitioner or teacher helps them beha1e differently' They also
need praise #hen they change'
Teachers and practitioners ha1e immense influence in early
years and K.9 settings and if they ma%e it clear #hat is
acceptable* children do respond* especially to praise' E1en 1ery
young children are able to ta%e on this ethos and ma%e it their
o#n'
&ou cannot force children to be close friends #ith e1eryone* but
you can teach them to be tolerant* %ind and respectful of others
feelings and to treat each other supporti1ely in and out of the
classroom< setting'
(hildren #ant a harmonious and happy en1ironment as they
spend many hours there and are relie1ed #hen the
teacher<practitioner enables this to happen' This applies to
those #ho bully as #ell' E1en children #ith difficult beha1iour
#ho are hurt or damaged by #hat has happened in their li1es
already* can flourish in a safe and supporti1e atmosphere'
13
9* Acti-ities to intro%uce %isability equality
9' Practitioners & teachers can help to introduce disability equality
issues to their group<class by in1iting a disabled adult or young
person* #ho subscribes to the social model of disability* to tal%
to them IDisability Equality in Education Tel+ !! F?AG BAA
ha1e a national net#or%:' Prepare the class by co1ering #hat
Hdisability5 and Himpairment5 mean* and discussing #ho is
disabled' All the same all different might be the theme here'
a: EDplain the difference bet#een being short,term ill or inJured
and ha1ing an impairment' 3any children ha1e eDperience of
being ill or inJuring themsel1es' Tal% about #hat this is li%e and
#hat changed in the #ay their body #or%s' As% ho# they felt'
EDplain that being disabled is something that happens to your
body #hen you don5t get better or it ta%es more than a year to
get better' 0ist the different types of impairment' Kisual* hearing*
mental* physical and #hen parts inside don5t #or% as they
should'
b: EDplain that once a person gets used to their impairment* then it
is the #ay people thin% about them and the #ay they ma%e
buses* buildings* roads* #or%* cinemas* homes* shops schools
and e1erything that stops them doing these things and ma%es
them disabled'
c: As% the disabled person to tal% from their o#n eDperience*
#hich is most po#erful' They should co1er the #ays disabled
people are discriminated against* e'g' being bullied Just
because they are disabled' (hildren need to understand that
disability discrimination is an oppression and is not an indi1idual
problem' This can be lin%ed to racism & seDism'
d: The class<group should discuss bullying because of ho#
someone loo%s* sounds* seems intellectually Ie'g' people #ith
learning difficulties: or beha1es' E1en 1ery young children
respond to this as they ha1e a great sense of fairness' The
children #ill tal% about their o#n eDperiences and about
disabled people they %no# e'g' their relati1es and friends' They
should be encouraged to tal% about ho# any eDperiences of
bullying made them feel' Any disabled children in the class
should feel empo#ered and able to tal%* including those #ith
hidden impairments Ie'g' epilepsy* diabetes* chronic asthma:'
e: The teacher can point out any aptitudes or achie1ements of the
disabled spea%er and any disabled children in the class'
14
' Use stories* songs* music* drama* role,play* art to eDplore
issues of difference'
?' Don0t $all .e na.es C Either #or%ing on the board #ith the
#hole class<group* or #or%ing in groups on flip chart paper* get
the class to list all the #ords they ha1e e1er heard to describe
disabled people' $rite these on the #hite or blac%board in one
colour' /o# as% the class or groups to identify all the #ords
that are negati1e' 4a1e a discussion about ho# they might feel
if called these names' 4a1e some cards #ith the origins of
these #ords on
I.ee $ord po#er and ;rigins of negati1e #ords associated #ith
disability':
"' Settin3/Sc&ool En-iron.ent* Get a large,scale map of the
school< setting' Di1ide it up into sections* allocated to small
groups* and 1isit all areas on the map to #or% out #hether
someone #ho uses a #heelchair could access the place and
ta%e part in acti1ities there' This can #or% best #ith a
#heelchair user or by borro#ing a #heelchair' )ecord the
outcomes on the map' /o# determine #hat #ould need to
change so the #heelchair user could access and participate
fully' For K.9 Discuss the outcomes and compose letters of
#hat you found out to the 4eadteacher and (hair of Go1ernors
of the school or head of the nursery' Discuss the issues raised
by all forms of access to mainstream settings< schools for
disabled children' IA good source of information is your school
or settings Access Plan':
A' Local En-iron.ent Ta%e the class<group on a trip around your
local shopping centre #ith a large,scale map of the area and
indi1idual units' Get them to use a pre,agreed coding system to
record the types of shop or ser1ice C food* supermar%et*
hard#are* hairdresser* ban%* restaurant* chemist etc C in gi1en
sections' Also get them to note do#n barriers to deaf or blind
people* #heelchair users and people #ith learning difficulties
#hich they identify' As% them to note any adaptations they see
that enable disabled people to use the ser1ice' ;n return to the
classroom<setting* map and graph the results and hold a
discussion on them* and #hat they thin% about #hat they ha1e
found out'
15
K.9'Arising from the discussion* groups in the class could
underta%e these different acti1ities* or do all of them
sequentially+
a: $rite a letter to the ser1ice pro1ider eDplaining #hat you
found out about access and #hat impact this may ha1e on
disabled people'
b: Design and ma%e a poster getting across the message
that access is good for e1eryone* and #hy'
c: De1ise a short play sho#ing the problems that are
presented to disabled people by lac% of access to
ser1ices'
d: 4old an assembly #here the class presents #hat they did
to the rest of the school'
L-ear in mind that The Disability Discrimination Act says that by
;ctober !!"* all ser1ice pro1iders ha1e to ma%e permanent
reasonable adJustments to their ser1ice so that disabled people
can access it and that* since ;ctober !!!* they are meant to
ha1e made temporary adJustmentsM'
E' I.a3es of %isable% )eo)le in stories: on "; an% fil.: in
.a3a<ines* 4a1e a general discussion about the portrayal of
disabled people in fairy stories and other #ell,%no#n children5s
stories' 8n groups or altogether hear a story and re,tell it to sho#
disabled characters positi1ely'
;n tele1ision and in film' Get the class to list all the portrayals they
can thin% of' Then discuss stereotypes and group the portrayals
they ha1e mentioned under the different stereotypes'
=* 7o, Do you %iscuss Disability ,it& $&il%ren>
9' Don5t shy a#ay from the #ord Hdisabled5' 8t is a term you can
use to describe the #ays in #hich people are treated by
society* rather than a description of someone5s impairment'
' Tal%ing about disability should be part of general discussions
about differences* e'g' of race* gender* religion* culture* etc'
and be part of the #or%ing 1ocabulary of adults'
?' 8nclude images of disabled people in lessons Ie'g' art*
se#ing:' 8nclude information about the history of disabled
people in history lessons' 8nclude problems in maths classes
16
that can be related to access issues Ie'g' set the children the
tas% of measuring the ratios needed for ramping the building
for #heelchair access:'
"' Don5t shut children up #hen they as% questions about
people5s impairments' As% the person concerned if they
#ant to ans#er the question' 8f they do* fine' 8f not* eDplain
to the child that the person doesn5t #ant to tal% about it right
no#' 8f you happen to %no# the ans#er yourself or are
prepared to find out* offer to let the child as% you later
pri1ately'
A' 3a%e sure that you do not tal% about disability as an affliction
as opposed to a difference' Disabled people do not
necessarily see themsel1es as being ill or in need of cure'
Disabled children need positi1e role models of disabled
adults in their li1es as #ell as a positi1e 1ocabulary to tal%
about themsel1es and their li1es'
E' Gi1e disabled children a chance to tal% about their
impairments but do not push them to do so' -e prepared to
tal% about any impairments you ha1e and ma%e it possible
for them to identify #ith you'
F' 8t is useful if you as% disabled people #hat their needs are*
rather than assuming you can figure it out by loo%ing at them'
B' Encourage an atmosphere #here children are encouraged to
eDpress their thoughts and curiosity' &ou could use a
curriculum acti1ity li%e de1ising a questionnaire to get the
#hole class in1ol1ed in as%ing questions of each other'
G' 4a1e images of disabled children around'
9!' As% children if they %no# any disabled people* in their
families* in their streets* in their communities* etc' As% them
about those people' 0et them tal% freely but interrupt
oppressi1e attitudes in the same #ay you #ould interrupt
racist or seDist attitudes'
= 8f you are not confident to carry the abo1e for#ard read and
discuss the sections on 4istory of attitudes* language and
models of disability' 4old staff training and #or% out your
setting school policy and ho# you #ill de1elop 1aluing
17
difference and raising disability issues across the curriculum'
Editor>
?* "&e re)resentation of %isability in tra%itional stories
Ghislaine $al%er & 0i7 Porter* .pider5s $eb .torytellers
Tales that ha1e been passed do#n to us as part of the oral
tradition contain many references to disabled people' 3any of
these tales #ere collected in relati1ely recent times and often
reflect the preJudices of the times and cultures in #hich they #ere
#ritten do#n'
NThese stories ha1e sur1i1ed because they ha1e connected to the
li1es of hundreds of generations' They can connect to ours too* if
the listener and the teller allo# them to do so'
NDon5t let the trappings of the story distract you' Go beyond the
trappings that seem so dated' The stories aren5t literal fact'
They5re the language of dream , symbol'O Daniel Morden, 2003.
.torytellers ha1e al#ays passed on some of their o#n opinions
#ith each retelling of a traditional tale' As #e approach these
stories today it is as important to pay attention to our o#n feelings
as it is to represent the #or% of those #ho ha1e passed the tales
on' This is a 1ery liberating eDperience and #e all ha1e the right to
change these stories' 8t is often possible to ma%e a 1ery positi1e
statement from a seemingly negati1e tale* #hile still respecting the
spirit of the original' I.ee Portrayal of Disability for ho# these
ideas ha1e been implemented in a K.9 class:
"&e role of i.)air.ent in tra%itional stories
3any traditional stories ha1e characters #hose disability is
symbolic' ;ften a 1illain #ill be gi1en an impairment as
punishment' The second sister in HThe Green Lady, K. Briggs
1965 is struc% blind because she does not do as she is as%ed'
There are so many eDamples of the PmiraculousP cure' 3any
disabled people find this really difficult to deal #ith* especially
#hen the cure is seen as some %ind of re#ard' HThe P!"#in
18
$hild is finally re1ealed as a beautiful #oman through the lo1e of
her husband'
19
8solation is often a theme in stories #here impairment occurs' 8n
the H%n&h'a&# and (he )*an both of the main characters are
lonely and they only find happiness together' 8solation is often
used as a trial' 8n many stories people are challenged not to
spea% for se1en years C H)ilen( +or )e,en -ears, .. $al,ino 19/0.
8f they fail it is usually their lo1ed ones #ho suffer' 8n the Grimm
-rothers5 tale H)e,en )*ans, e1en though the sister remains silent
for se1en years she does not complete her other tas%* lea1ing her
brother #ith a s#an5s #ing instead of an arm'

8t is important not to forget that many disabled people #ere
storytellers' 8n some of the most po#erful myths these storytellers
possessed great #isdom' Tiresias #as a blind storyteller and seer'
$e #ould not ha1e some of the most ancient teDts if it #asn5t for
these storytellers' 4omer #as also blind'
8n the neDt fe# pages 8 hope to pro1ide you #ith some suggestions
for stories you can use #ith your o#n Early &ears students' &ou
#ill also find some ideas for acti1ities that you can do #ith these
stories and references to sources of tales #hich you can use to
create your o#n retellings'
"&e 6&ite Rat 4 rance
;nce there #as a King & Queen #ho had e1erything their hearts
could desire eDcept they could not ha1e children' ;ne day they
decided to adopt the little $hite )at' .he #as beautiful* #ith #hite
fur* impeccable manners* great intelligence* a t#itchy nose and
little pin% eyes* #hich darted from right to left to centre as she tried
in 1ain to see #here she #as going' .ometimes she got it right*
sometimes she got it #rong* sometimes she needed help to get
along* but ho# e1eryone doted on her and if anyone said one #ord
against her it #as the dungeons for them'
/o#* one day a magician came to 1isit the %ing' A magician #ho it
#as said had fantastic po#ers and could change one thing into
another' The King and Queen as%ed him to transform their little
$hite )at into a real Princess' The magician said he could
change her outside* but he could not change her innermost secret
self' The King & Queen as%ed for the Princess and the magician
changed the rat into a girl before their eyes' .he had long #hite
flo#ing hair* impeccable manners* great intelligence* a little
t#itching nose and eyes #hich darted from left to right to centre as
she tried in 1ain to see #here she #as going' .ometimes she got
20
it right* sometimes she got it #rong and sometimes she needed
help to get along'
/o# se1eral years later the King told his daughter that it #as time
for her to marry' The choice #as hers and hers alone* she could
choose the most po#erful husband in the #orld' -ut the Princess
told her father that he should be the one to ma%e the choice' .o
he decided that the .un should be his daughter5s husband' $ell*
the Princess said this #asn5t good enough' The .un may be able
to scatter #hite heat and light all around but it only too% one tiny
little (loud to come into his path#ay and all that light and heat is
co1ered up* no the .un #asn5t po#erful enough for the Princess'
.o the King #ent a#ay and thought again for ? days' 4e came
bac% and told the Princess that she should marry the (loud'
-ut the colourful* clo#nful (loud #as not po#erful enough for the
Princess for it only too% the #ild and #istful $ind to blo# and that
cloud #as sent scudding across the s%y' .o the King suggested
the $ind but the $ind #asn5t po#erful enough' For he may be
able blo# do#n trees* but it only too% the magnificent 3ountain to
bloc% his path* so the King suggested to the 3ountain' &es* you
guessed it* the 3ountain #asn5t good enough for it only ta%es the
resourceful )at to scritch* scratch and nibble his #ay into the
centre of the mountain and car1e himself a palace fit for a
Princess' /o the 3ountain #as not po#erful enough for the
Princess'
$ell of course the King no# %ne# #ho the Princess #anted to
marry but first he called for the magician and as%ed him to
transform the Princess bac% into the little $hite )at' $hich he did
saying+ N;f course your 3aJesties' As you #ill remember 8 only
had the po#er to change her outside* 8 did not ha1e the po#er to
change her innermost secret self5'O .o no# the little $hite )at
appeared again still #ith lo1ely #hite fur* impeccable manners*
great intelligence* a t#itchy nose and eyes that darted from left to
right to centre as she tried in 1ain to see #here she #as going'
.ometimes she got it right* sometimes she got it #rong and
sometimes she needed help to get along' Then there #as a
#edding a fantastic party and 8 #ish you could ha1e been there'
/ot long after that there #ere grandchildren rats and some could
see* some could not see* but they all needed help to get along'
0 re(elling 'y Li1 Por(er, )"iders 2e' )(ory(ellers 2003.
21
There are many printed 1ersions of this story' A particular fa1ourite
can be found in Tales o+ 2isdo! and 2onder, %gh L"(on.
Bris(ol4 Bare+oo( Boo#s, 199/.
Su33este% acti-ity@
3a%e a story sac% for this tale' (ollect together obJects to
represent the sun* the cloud* the #ind* the mountain and the rat' 8t
is really helpful to find obJects that appeal to as many senses as
possible'
The sac% can be used in a number of #ays' .imply pass the
obJects around and describe the obJects so that the #hite rat #ould
%no# #hat is in the sac%' This could introduce a discussion on
sight and the senses' The obJects could be used by your students
to help them remember the story'
+t&er Stories@
"&e 7unc&back an% t&e S,an A Scotlan%: t&e tra-eller
tra%ition
A man is dri1en from his home by the taunts of the 1illagers' 4e
finds refuge #ith the animals in the forest and is happiest #hen
they sit around the fire each night telling stories' ;nly one
creature remains aloof* Nour lady of the la%e*O the .#an' .he does
not communicate #ith language or sound' ;ne night the man
does not Join his friends' After three nights #ithout him they begin
to #orry' The robin is sent to find out #hat has happened' 4e
sees the man lying sic% on the floor of his hut and goes to as% the
s#an for help' The robin #atches as she tal%s to the man #ith
simple mo1ements of her head and nec%' .he holds him in her
outstretched #ings and #hen she opens her #ings to fly a#ay a
second s#an emerges #ith his long nec% held up proudly and the
arch of his bac% is transformed into #ings #hich ta%e him far a#ay
from the 1illage belo#'
After a 1ersion in 5ireside Tales o+ (he (ra,eller &hildren, Dn&an
2illia!son. 6din'rgh4 $anonga(e P'lishing L(d, 19/3.
A su33este% acti-ity is to as% your students to tell this story as if
the man #as spea%ing' 4o# did he feel to be left out of the 1illage
life@ $hat #as it li%e to sit #ith his friends the animals@ 4o# did he
feel about the s#an@ &ou might li%e to as% your students ho#
many #ays there are to tell a story* and ho# many #ays there are
to communicate #ithout using your 1oice eg' teDt messaging*
22
emails* spea%ing through your hands I-.0 interpreting: dance and
communication boards' They could eDplore telling the man5s story
in different #ays'
7ansel an% 'retel A 'er.any
There are countless 1ersions of this story' 8 al#ays fa1our returning
to the Grimm5s tales and most often use )ele&(ed Tales, 7a&o'
and 2ilhel! Gri!!, (rans. Da,id L#e. London4 Pengin Boo#s,
19/2.
As #ith so many European fol%tales this includes an image of a
disabled person as the baddy' /ot only is the #itch an old #oman*
her body is t#isted and she has poor sight' -ut do #itches* giants*
d#arfs al#ays ha1e to be portrayed as ugly or #ic%ed@ Playing
around #ith ho# the #itch is portrayed brings out many layers in
the story' $hy not try ma%ing her an eDtension of the stepmother*
young and beautiful but #ith a bad heart* this resonates deeply
#ith all the media reports on child abuse and is one #ay of
broaching a 1ery difficult subJect'
A su33este% acti-ity is to eDplore the forest using all the different
senses' 8magine and describe #hat the forest and house loo%ed
li%e* #hat #ere the sounds of the forest* the smells and tastes of
the food'
"ortoise an% t&e 7are A 'reece
This fable from Aesop is so beautifully simple' There is a 1ersion at
http+<<###'storyarts'org<library<aesops<stories<tortoise'html #hich
also gi1es you access to many more fables plus lesson plans and
acti1ities'
This story could be a good starting point for a discussion around
different #ays to learn and access support that different pupils may
recei1e'
Another su33este% acti-ity follo#s the Kictorians lo1e of including
a moral' 8f you can find any old collections of Aesop5s fables either
through your local library or second hand boo%shop you #ill find
that the editors Just couldn5t resist gi1ing a moral at the end of each
tale' Get your students into groups and as% them to #rite their
o#n moral for this tale' &ou #ill be surprised by the different
responses they come up #ith' 8f this tale is already too familiar to
your group then try this #ith one of the less #ell,%no#n ones'
23
"&e $urin3 oB A A.erica
A father sets out on a Journey to sa1e his daughter #ho is
dangerously ill' Duc% Egg* the healer* has sent him in search of a
she,foD #ho is limping #ith breath coming raspy,hard' )eturning a
fe# days later the healer treats both the foD and the girl' As the
she,foD5s health returns the girl begins to reco1er'
This shaman story comes from the (ree /ation' &ou can read a
fine retelling of this in one of 4ugh 0upton5s collections+ Tales o+
2isdo! and 2onder, %gh L"(on. Bris(ol4 Bare+oo( Boo#s, 199/.
A su33este% acti-ity is to ma%e your o#n Journey up for this story'
&ou could ma%e a storyboard up and di1ide the story into sections
dra#ing pictures to tell the story' Try imagining ho# hard it #ould
be for the father ma%ing this Journey a#ay from his daughter #hen
she is so sic%'
"&e #lin% 5an ( "&e 7unter A 6est Africa
A blind man #ent out hunting #ith his brother,in,la#' 4is sister5s
husband #as a hunter #ho had no time for the blind man' The
blind man helps him #hen they encounter a lion and an elephant'
;1er night they both catch a bird in their traps* only the one in the
blind man5s trap is 1ery beautiful' The hunter s#aps the t#o birds'
They tal% on the #ay bac% to the 1illage and the hunter is filled #ith
shame* so he s#aps the birds bac%' 4e as%s+ N$hy is there so
much lo1e and %indness in this #orld@O The blind man ans#ers+
N-ecause the #orld is full of people li%e you* #ho learn by their
mista%es'O
All of the .pider5s $eb .torytellers ha1e heard the storyteller
Duncan $illiamson tell his 1ersion of this story' 4e #as also the
source that inspired 4ugh 0upton in+ Tales o+ 2isdo! and
2onder, %gh L"(on. Bris(ol4 Bare+oo( Boo#s, 199/. This is a
beautiful collection of stories* and #e aren5t on commission*
honestR
A su33este% acti-ity is to tell this story using sound and
mo1ement only , you can use percussion to help you'
24
"&e +ne47an%e% 'irl A 6est Africa
A man has t#o children* a son and daughter' ;n his deathbed he
as%s #hich #ould they ha1e* either his property or his blessing'
The son chooses the property* and the daughter* his blessing' 4is
son leads an empty life* #hilst the girl prospers' 4er little coo%ing
pot is borro#ed by the 1illage people* #ho in return gi1e her food'
The pump%in tree bears fruit* all is #ell for her* all is lost for the
boy' 4e is consumed #ith Jealousy and #hen trying to cut do#n
her tree also cuts off her hand' .he is distraught and ashamed
and hides herself in the forest' A prince finds her and ta%es her
home to marry' 4is parents aren5t happy that he marries a girl #ith
one hand but they accept the situation'
4er brother hears the ne#s and comes to the palace and tric%s the
%ing into belie1ing that the girl lost her hand because the 1illagers
thought she #as a #itch' .he is thro#n out into the #oods #ith
her little baby' The girl meets a sna%e and she helps him' 8n
return the sna%e helps her to get her hand bac%' .he is also gi1en
t#o gifts from the sna%e5s family* a ring that #ill bring riches and
ca%es that #ill %eep her from harm' .oon she has a #ealthy
lifestyle and the King and Queen #ant to find out #ho the #oman
#ith the big house is' 4er brother no# is part of the court' 4e is
#ith the King #hen he 1isits the house and hears the girl5s story'
The King as%s her if she #ants her brother to die* but she says Nno
let him be put out of the to#nO'
The full 1ersion of this tale told by Ed#ard .teere can be found in
The Gian( Boo# o+ My(hs 8 Legends, ed. Mi#e 0shley. Bris(ol4
Paragon Boo#s, 1996.
;ur su33este% acti-ity is to as% your students to thin% about their
o#n stories* about their friends and family , perhaps times #hen
there might ha1e been an argument* or something #ent #rong and
they had to find a solution to the problem* or o1ercome a difficulty'
25
"&e Pu.)kin $&il% A Persia
A #oman longs for a child' ;ne day she says that she #ouldn5t
care if the child loo%ed li%e a pump%in she #ould still lo1e it' A
baby girl is born nine months later loo%ing Just li%e a pump%in' The
#oman5s husband lea1es her' .he is ridiculed by her neighbours
but the child is lo1ed and #ants for nothing' E1entually* she is sent
to the best school and she is 1ery popular #ith her classmates'
E1ery afternoon* #hen the others ta%e a rest after lunch she rolls
out to the foot of a 1ine and stays there until the others a#a%e'
3urad* a rich merchant5s son* sees this and is curious' 4e
#atches her and sees that once e1eryone is asleep a beautiful
#oman steps out from the pump%in shell and she climbs up the
1ine to #atch #hat is happening in the #orld outside' 3urad goes
straight to her mother as%s for her hand in marriage and there is a
#edding' E1eryone in the 1illage thin%s it5s a huge Jo%e'
3urad and his pump%in #ife li1e happily together despite all the
Jeering' .he only appears as a beautiful #oman to him #hen he is
alone until one day he turns to her in the morning and finds that
she doesn5t turn bac% into a pump%in' All the many years of their
married life they %ept the pump%in shell in a corner of their house
to remind them of the days #hen 3urad had lo1ed his #ife e1en
though e1eryone else had laughed at her'
This #as passed to me 1ia an email group %no#n as .T;)&TE00*
you can find information on this at
http+<<###'t#u'edu<cope<slis<storytell'htm ' Karen (hase* an
American storyteller* #ho shared this ga1e its reference as Persian
+ol# and +airy (ales, re(old 'y 0nne )in&lair Mehde,i. 9e* -or#4
Kno"+, 1965.
A su33este% acti-ity for this is to find stories #here other people
ignored those #ho laughed at them' 8f you can5t find any yourself
then #hy not tell stories of times #hen people laughed at you'
These need not al#ays be cruel stories C laughter is a great #ay of
bringing people together'
26
References an% resources@
$ollections of Euro)ean tales@
)ele&(ed Tales, 7a&o' and 2ilhel! Gri!!, (rans. Da,id L#e.
London4 Pengin Boo#s, 19/2
.(alian 5ol#(ales, .(alo $al,ino, (rans. George Mar(in. London4
Pengin Boo#s, 19/0
5ireside Tales o+ (he (ra,eller &hildren, Dn&an 2illia!son.
6din'rgh4 $anonga(e P'lishing L(d, 19/3
5ol#(ales o+ 6ngland, ed. Ka(harine Briggs and :(h Tonge.
$hi&ago4 ;ni,ersi(y o+ $hi&ago Press, 1965
$ollections )ublis&e% for c&il%ren@
Tales o+ 2isdo! and 2onder, %gh L"(on. Bris(ol4 Bare+oo(
Boo#s, 199/
5yt&s an% fables@
5a'les o+ 0eso", 0eso". London4 Pengin $lassi&, 1963.
The Gree# My(hs, :o'er( Gra,es. London4 Pengin Boo#s, 1955
The Gian( Boo# o+ My(hs 8 Legends, ed. Mi#e 0shley. Bris(ol4
Paragon Boo#s, 1996
+t&er collections of stories@
Persian +ol# and +airy (ales, re(old 'y 0nne )in&lair Mehde,i. 9e*
-or#4 Kno"+, 1965
A %iscussion )a)er@
The Langage o+ )igns, Daniel Morden. De,on4 Dayligh( Press,
2003
Internet references@
http+<<###'t#u'edu<cope<slis<storytell'htm
http+<<###'sfs'org'u%
http+<<###'storyarts'org<library<aesops<stories<tortoise'html
.ocieties+ .ociety for .torytelling* P; -oD ?""* )eading )GE
FFG
S)i%er0s 6eb Storytellers an% our ,ork
The .pider5s $eb .torytellers is an inclusi1e organisation led by
disabled and non,disabled storytellers' Formed in !!!* #e aim to
promote inclusi1e storytelling performances* #or%shops and
e1ents'
The .pider5s $eb .torytellers can be contacted through+
Ghislaine $al%er
"E -eech $ay*T#ic%enham* 3iddD T$ A2T
!! BBGB EG?A ghislaine'#al%erStesco'net
27
/* "&e Portrayal of Disable% Peo)le* 6ork ,it& $lass
CL: "eac&er #ri%3et Lennon Princess 5ay Sc&ool*
Su..er 2DE
)ichard )ieser* disabled Ad1isory Teacher #or%ed for F #ee%s 9
morning a #ee% #ith -ridget 0ennon and class 0' This is #hat
they did'
$e read some classic children5s stories #hich included people li%e
H.no# $hite5* 4an7el and Gretel5* H)apun7el5 and H)umpelstilts%in'
$e found that all the disabled people #ere bad or sad or both'
This is not li%e real life'
8n groups #e re,#rote the stories so that the disabled people #ere
good and the heroes* for a change'

28
Ra)un<el
A lady #anted a child' .he got the baby' And #hen she didn5t
ha1e any baby food for the baby a Good $itch came and as%ed
her if she could feed the baby' The 3other said N&esO' .o the
Good $itch too% the baby to her house* to gi1e her some food'
$hen she did* the baby gre# and gre# and gre#' $hen she #as
9E years she #ent to college and #hen she #as G years married
a prince' $hen they got married they had a baby and li1ed
happily e1er after'
;5.hane* 3oses* Daniel and 4anife
Ru.)elstiltskin
;nce upon a time* there #as a little man called )umpelstilts%in
#ho ne1er gre# li%e e1eryone else' .o he #as different' 4e #as
a good man and he #as a good person' )umpelstilts%in helped
the people and ga1e the people some money' They li%ed him
because he #as %ind to them' They ga1e the little man some
good food' )umpelstilts%in spun stra# into gold and did not #ant
to ta%e the maid5s first baby'
.o they li1ed happily e1er after'
29
"&e Kin% Se-en 2D,arfs0
;ne,day se1en Hd#arfs5 #ere big and the Queen #as bad to
.no# $hite'
The Queen sa# .no# $hite and said* N.no# $hite* you can
come and li1e #ith me* in the palace' -ut the se1en Hd#arfs5
helped .no# $hite and they made a restaurant and they made
good food together' The end
"&e 7unc&back of !otre Da.e
Quasimodo li1ed on his o#n on the top of a big church'
Quasimodo #as disabled and felt bad about himself' A 0ord #ho
loo%ed after him told him* N8t is best you stay up here'O' $hen he
did come do#n from the steeple people made fun of him' ;nly
Esmeralda #as %ind to Quasimodo' 4e tal%ed to the three
Gargoyles' They said* NGo and see the King' 4e #ill sort things
out'O
$hen Quasimodo sa# him* the King said NThis is all #rong' &ou
#ill come and #or% for me at (ourt' Then the people #ill not
ma%e fun of you'O
Esmeralda and Quasimodo got married and she #as going to
ha1e a baby'
8t #as raining and Esmeralda5s tummy started to hurt' The baby
came and they li1ed happily e1er after'
$e loo%ed at some charity posters of disabled people' These are all blac%
and #hite and not in colour' They are sad and frightening' This is to
Then #e loo%ed at some charity posters of disabled people' These are all
blac% and #hite and not in colour' They are sad and frightening' This is to
ma%e you #orried and gi1e money' $e don5t thin% these posters are true to
life and gi1e people the #rong ideas about disabled people'

30
.o #e did our o#n colour posters of disabled people Joining in #ith
e1eryone else'
/eDt #e loo%ed at ad1ertisements from maga7ines and found that
although 9 in e1ery B people are disabled there #ere none in the
ad1erts' .o #e chose photocopies of disabled people doing
interesting things and stuc% them into the ad1erts' $e thin% this
impro1es them' $hat do you thin%@
31
Then #e read and loo%ed at our class reading boo%s and counted
ho# many boys and girls and blac% and #hite people* there #ere
1ery fe# disabled people' This is not fair'
$e read some boo%s #hich included disabled people and #rote
boo% re1ie#s of them' I.ee list of inclusi1e children5s boo%s:'
$e thin% boo%s and ad1ertisements should Just include disabled
people li%e e1eryone else'
Then #e tal%ed about tele1ision and thought there #ere 1ery fe#
disabled people sho#n on TK' $e decided to %eep a diary of the
TK #e #atched for a #ee% and count the number of disabled
people #e sa# and #eather they #ere good or bad'
$e noticed that the soaps #e #atch had 1ery fe# disabled people
and so #e #rote to the producers about this'
32
Dear 4ome and A#ay*
$hy don5t you ha1e disabled people in your programme@ 8 am not
saying it is not nice to ha1e this programme but 8 #ould really li%e to see
some disabled people on your sho#'
&asmyn /TT'(lass 0
Dear Producer of 4ome and A#ay*
8 li%e your programme 1ery much because it is 1ery nice* but really
tell me #hy you don5t ha1e disabled people in your sho#@
8 #ould be happy if disabled people #as in your sho# because it
#ould not ma%e it a frea% sho#' Disabled people #ill be nice in it' They
also act nicely and it #ould ma%e other disabled people feel nice about
themsel1es'
&ours sincerely
Khaema 0TT' (lass 0
33
Dear Producer of Eastenders*
8 li%e your programme but 8 don5t see disabled people in it' $hy
don5t you ha1e them in your programmes@
8 li%e to see disabled people on tele1ision because it helps me to
understand ho# they feel' 8 thin% your programmes are 1ery boring
#ithout disabled people' .o please* please thin% about putting them on
your sho#'
&our sincerely
0eanne ATT' 0
Dear Producer of Eastenders*
8 li%e your programme but can you tell me #hy you ha1e not got a
disabled person in your programme@
8n our class #e ha1e been doing some #or% on disabled people'
This is #hy 8 am #riting you a letter' $e learnt about reasons #hy
disabled people are not sho#n on tele1ision programmes or
ad1ertisements' 8f you don5t put disabled people in your programme it #ill
ma%e us 1ery sad' $hen #e see disabled people in the streets #e #ill not
laugh at them because they are different' $e #ould be used to seeing
them on tele1ision* so they #ill not loo% strange to us'
8 hope you #rite bac% because 8 #ould li%e to %no# #hat you
thin%'
)ahana -TT'' 0
Dear producer of Eastenders*
8 li%e your programme 1ery much but 8 #ould li%e to see
some disabled people and children in some of the episodes'
There are disabled people in some of the other sho#s and it
does not ma%e them a Hfrea%5 sho#* as you said in your
tele1ision inter1ie#'
;ur class ha1e been loo%ing at ad1ertisements #ith a
disabled person called )ichard' 4e told us not to ma%e fun of
people #ho are disabled'
(an you please put disabled people in all of the
programmes' 8 li%e Eastenders because it is sometimes 1ery
funny and interesting' 8 #atch it e1ery time it comes on
tele1ision'
From .andra AT''

"o %o si.ilar acti-ities ,it& your class or 3rou)@4
a: 3a%e a collection of illustrated traditional stories #ith
disabled characters e'g' 4ansel and Gretel* Pinnochio*
)apun7el* )umpelstilts%in* Treasure 8sland* Peter Pan*
4unchbac% of /otre Dame* .ecret Garden or 4eidi' These
can be read to class or group' Get them to retell the tale #ith
the disabled characters in a positi1e role'
b: (ollect colour maga7ines #ith lots of ad1erts' (ollect and
photocopy pictures of disabled people doing acti1e things
from maga7ines li%e Disability /o# and get the children to
collage them into the ad1erts'
c: (ollect ad1erts of charities for disabled people' A good
source is the .olicitor 3aga7ine (harity .upplement' 4a1e a
discussion about #hat they loo% li%e e'g' blac% and #hite
sad* happy etc' and #hy@
34
E* #ooks ,&ic& inclu%e %isable% )eo)le in a )ositi-e ,ay for
t&is a3e 3rou)*
#ooks stocke% by DEE
ARE 6E "7ERE YE"> 4 ;erna 6ilkins: illustrate% by 'eor3e
5cLeo% ( Lynne 6illey: )ub* "a.arin% #ooks* F?*GG )lus
F1*GG )osta3e
.uitable for Early &ears and Keystage 9 or beginner readers' This
picture boo% sho#s #heelchair using dad at home #ith his
children* getting into their adapted car and going to a theme par%
for the day' They share in all the acti1ities and then go home' A
good read* useful for tal%ing about difference'
#++"S +R A #RIDES5AID A ;erna 6ilkins: illustrate% by
Pa.ela ;enus: )ub*"a.arin% #ooks F?*GG )lus F1*GG )osta3e
.uitable for &ear ? C E children' /ic%y plays cric%et #ith her mates
and tal%s #ith her Aunt and 3um about her forthcoming Job as a
bridesmaid' .he #ants to #ear boots' /ic%y5s mum is a
#heelchair user but this is Just incidental and not remar%ed upon'
At school* /ic%y is bullied' /ic%y is Asian and her mum is #hite'
3um agrees to the boots and then gets on #ith ma%ing /ic%y5s
dress' 8t all ends #ith a great party'
A 1ery thoughtful read' Great for engaging young children in
discussions about respecting difference'
DAD ( 5E I! "7E 5+R!I!' A Patricia Lakin: illustrate% by
Robert '* Steele: )ub* Albert 6&it.an ( $o* F1C*GG )lus
F9*?G )osta3e*
A deaf child and his father #atch the sunrise together' A lo1ely loo%
at the closeness and communication bet#een t#o generations'
.uitable for early years and up to about 9! years old' /ice for
discussing relationships #ith parents and different #ays of
communicating #ith people you lo1e'
DA;E A!D "7E "++"7 AIRY A ;erne Allette 6ilkins:
illustrate% by Paul 7unt: )ub* "a.arin%* F=*?G )lus F1*GG
)osta3e .uitable for children around AC G years old' This is a
ne# angle on an old fa1ourite about a child5s tooth and a Tooth
Fairy' Da1id is an enterprising young man #hose best friend Just
happens to be a #heelchair user' All the characters in the boo%
are -lac%' These facts are not remar%ed upon or highlighted C Just
illustrated' A good boo% for discussing difference and some maJor
issues in a tooth,losers lifeR
35
LE"A!' A!D HULIE Iset of t&ree booksJ A #e-erley !ai%oo:
illustrate% by Petra Ro&r4Rouen%aal: )ub* Lon3.an* F1?*GG
)er set: )lus F1*?G )osta3e
Good for de1eloping reading s%ills for Key .tage 9 C * ages A,B'
These simple stories highlight e1ents in the li1es of 0etang and
2ulie and tac%le issues such as ma%ing friends* loo%ing different*
being a stranger in a ne# place* getting around #ith physical
impairments* loo%ing after the class hamster* etc' The boo%s are
beautifully illustrated' Useful for class discussions'
SEAL SURER A 5ic&ael ore.an: )ub*An%ersen Press F?*GG
)lus F1*?G )osta3e =4K years
A boy and his grandfather #atch as a baby seal is born on the
roc%s near their home* and from that day a special friendship is
created'
NAt last* an imaginati1e story by a prominent artist that T Just
includes a disabled boy' All children #ill gro# in heart and mind by
reading this beautiful boo%' The #alls of in1isibility are coming
do#n'O )ichard )ieser* Disability Equality in Education and the
3edia'
5U50S LA"E A Eli<abet& 7a,kins: illustrate% by Pa.ela
;enus: )ub* "a.arin%* F/*GG: )lus F1*GG )osta3e =4Eyrs
8t5s going home time and all the children are lea1ing* eDcept
2erome' 3um is only fi1e minutes late* but to 2erome it seems li%e
ages and he has all sorts of #ild fantasies' Nperhaps she doesn5t
#ant me anymore and she5s gone to choose a ne# little boy'O This
story sympathetically addresses one of the maJor concerns of early
years children and manages to include illustrations of a disability
and other differences' EDcellent for discussing difference #ith
young children'
5A5A 1++5S A Hane $o,en4letc&er: )ub* Sc&olastic Inc*
F1C*GG )lus F9*?G )osta3e* C4? yrs
N3ama5s got a 7ooming machine T and she 7ooms me
e1ery#here'O A small child5s pride and delight in his mother5s
#heel chair #hich can 7oom him up to the stars' A beautiful
picture boo% #ith minimal teDt for early years children* the story is
a simple one of lo1e bet#een a child and his mother and the fun
they ha1e together'
36
RIE!DS A" S$7++L* Roc&elle #unnett: P&oto3ra)&s by
5att #ro,n: )ub* Star #ri3&t #ooks: F1?*GG )lus PLP C4/ yrs
(hildren learn #hat they li1e' This boo% con1eys the importance
and #orth of children #ith many differences sharing* supporting*
lo1ing and learning form one another' $hat a rich message for all
of usR
Story #ooks in All Equal All Different Pack
1a&ara an% 2"&e Place0 by Ric&ar% Rieser: illustrate% by Santi
Rieser* 94E yrs
During a long hot summer holiday a group of children ha1e ta%en
o1er a piece of #aste ground #ith an old #all in it' They ha1e built
s#ings* a games pitch* racing trac% and s#imming pool' The
children include each other #hether blind* #heelchair user* blac%*
#hite boy or girl' They suddenly ha1e a big fight on their hands as
the (ouncil come to demolish their HPlace5' A great story that can
empo#er all children'
"&e Pillars of S)ace4 ,ritten an% illustrate% by Ant&ony
S&ubrook or%* 94E yrs
$ritten #hen he #as F Anthony a #heelchair user #ea1es a great
story of animals building a ne# farm on huge pillars abo1e the
pollution that is destroying their li1es' The animals include 1arious
disabled animals and the farmer' They effecti1ely deal #ith a giant
space dumper that co1ers their farm in rubbish' A great story #hich
should inspire all children to #rite their o#n stories*
Scarlet0s #i3 A%-enture by 5aresa 5acKeit&: Illustrate% by
#oruc& Si.ons 94E yrs
.carlet and her friends and their families are going on a camping
holiday to the seaside' Tommy and his parents use sign language
as they are deaf and 81y uses a #heelchair' This adds to their fun
and ad1entures' 3aresa story is a good eDample of inclusion as
she used facilitated communication to #rite it'
Elliot0s Story4Lo-e to Learn by A%ele 7oskinson4$lark an%
illustrate% by "erence +05eara ?4K yrs
Elliot is DysleDic and he tal%s about the trouble he5s ha1ing #ith his
friend -en' -en persuades him to tal% to his teacher* 3rs Kelly'
.he5s not cross and arranges tests #hich lead to real help for Elliot
#ho is no# proud of #ho he is' Useful for getting all children to tal%
about being different at school
37
5oya an% t&e Ele)&ant Dance by Hulie 5c!a.ara Illustrate%
by #arruc& Si.ons* 94E yrs
3oya is a li1ely girl of fi1e* disabled and fed up in hospital #hile
she a#aits yet another operation' .he conJures up an Elephant
#ho befriends herCFinbar' The other children gro# to li%e 3oya
and her elephant' Then one stormy night Finbar tells them of the
Elephant dance Ias a poem:'
5y Da% uses a 6&eelc&air by 5alini $&ib* 94? yrs*
$ritten in the first person* #ith simple sentences and illustrations'
Going to the par%* outings* reading and hiding from Dad in his
#heelchair* but best of all curling up #ith him' ?
+t&er 3oo% )icture books
Race You ranny by Emily 4earn* $omen5s Press of (anada'
'oo% 5ornin3 ranny by Emily 4earn* $omen5s Press of
(anada
ranny an% t&e 5usic 'irl by Emily 4earn* $omen5s Press of
(anada' Ad1entures of a $heelchair,using Girl' Ages ?,B'
$o.e Sit #y 5e by 3argaret 3errifield* $omen5s Press of
(anada' 48K<A8D.' Ages ",B' I0etterboD 0ibrary* Tel+ !! F"9
E!E?:'
Sac&iko 5eans 7a))iness by Kimi%o .a%ai' .achi%oPs
acceptance of her grandmother5s Al7heimers #ith #arm and gentle
illustrations' Ages ?,F' 0etterboD 0ibrary'
Learnin3 "o3et&er A#$@ A in3er4s)ellin3 Al)&abet ,it&
Si3ns for Deaf an% 7earin3 $&il%ren by Dorothy and 2ac%
Do#ling' 9B* -lac%stoc% Dri1e* .heffield .9" 9AG' Tel+ !99" E"
G9"'
5e an% 5y Electric Edited by Eli7abeth 0aird* 9GGB' Eight
disabled children #or% #ith B authors to tell semi,autobiographical
short stories' E,99 yrs'
38
K* "&e &istory of attitu%es to %isable% )eo)le
)ichard )ieser
7istorical +utline@, includes Ancient Greece and )ome* Feudal
and 3edie1al Europe* The )enaissance* The 9G
th
(entury* The
!
th
(entury* The Third )eich* !
th
(entury )ights and 3o1ements
and 9
st
(entury'
"&e.es inclu%e@4 ;lympic Games* $itches* The -ible* Fol%lore*
Entertaining the (ro#ds* Pirates* .upporters of Eugenics* .ome
famous 1ictims of Eugenics* (artoons* (haracter Assassination*
(harity* Propaganda Films* Themes Today* Disability Arts
3o1ement'
(urrent attitudes to disable people continually dra# on attitudes
and representations of disabled people from the past' These
attitudes ha1e been fossilised in myths* literature* theatre* fol%lore*
biography* history and film' 4a1ing a clear understanding of #here
thin%ing about disability has come from is important in order to see
that underlying negati1e attitudes and stereotypes ha1e been
reinforced by society and religion o1er many centuries' 8n this pac%
you can read about some of the historical attitudes to disability
#hich ha1e shaped the pre1ailing attitudes of $estern society
today' These attitudes ha1e been perpetuated in many cultures
around the #orld' Any one of the follo#ing themes or periods can
be introduced into the curriculum to gi1e children a better
understanding of the preJudice that eDists to#ards disabled people'
39
7istorical outline 7istorical outline

"&e.es "&e.es
Ancient 'reece an% Ro.e
8n the $est* ideas about the human body
ha1e been dominated by Ancient Gree%
and )oman ideas of the Pbody beautifulP'
This ideal* represented by the perfect
physique of classical sculptures* such as
the discus,thro#er* #as #idely admired*
particularly amongst the patrician Iruling:
classes'
The s(a(e o+ (he dis&s (hro*er sho*s an
idealised !ale +igre "ra&(ising s"or(.
The philosopher* Aristotle* ad1ised getting
rid of a child if it #as imperfect' Gree% la#
e1en dictated that a ne#born baby #as
not really a child until se1en days after
birth* so that an imperfect child could be
disposed of #ith a clear conscience' From
these beliefs arose the enduring idea that
PgoodP loo%ed beautiful and the deformed
and disabled #ere PbadP'

+ly.)ic 'a.es
The ;lympic Games* held in Ancient
Greece* celebrated physical pro#ess and
perfection* as they still do* today' The Gree%
gods #ere supposed to li1e on 3ount
;lympus* near Athens* and the games
honoured them'
The !odern <ly!"i&s 'egan in 1/96'
Today* a separate Paralympics is held*
#hich* although it celebrates the
achie1ements of disabled athletes* is still
segregated from the ;lympics'
6itc&es
8n medie1al times* #itchcraft became lin%ed
#ith disabled people' During the PGreat
$itch 4untsP of 9"B!,9EB!* the 3alleus
3aleficarum* a boo% also %no#n as PThe
4ammer of $itchesP* #ent to F! editions in
9" languages' 8t told ho# to identify #itches
by their impairments* by Pe1idenceP of them
creating impairments in others* or by them
gi1ing birth to a disabled child' -et#een
eight and ! million people* mainly #omen*
#ere put to death as #itches across
Europe'
A good proportion of these #ere disabled'
eu%al an% .e%ie-al Euro)e
8n feudal and medie1al Europe* most
disabled people #ere accepted as part of
the family or group* #or%ing on the land or
in small #or%shops' -ut at times of social
uphea1al* plague or pestilence* disabled
people #ere often made scapegoats as
"&e #ible
The -ible has been one of the most
influential boo%s in $estern culture and it
contains many negati1e references to
disabled people* eg+ the -oo% of 0e1iticus*
(hapter 9* says that if you are a disabled
person you canPt be a priest or ta%e
40
sinners or e1il people #ho brought the
disasters upon society'
;ne reaction to this #as that during times
of plague* thousands of people* called
flagellants* #andered around Europe
beating themsel1es to try to ma%e
themsel1es more PholyP so they didnPt get
the plague' 8t #as belie1ed that if you
#ere penitent you #ould not become ill or
disabled' This horror of becoming
disfigured or different #as eDtremely
po#erful' 8f you #ere different you #ere
someho# mar%ed and this strong
preJudice continues to the present day'
8n the 9Ath century* blac% magic and e1il
forces #ere felt to be e1er,present' 3artin
0uther* founder of Protestantism* spea%ing
of congenitally impaired children* said+
HTa%e the changeling child to the ri1er and
dro#n them5
8n 9Eth century 4olland* those #ho caught
leprosy #ere seen as sinners and had all
their #orldly goods confiscated by the
state so they had to be supported by the
alms of those #ho #ere not stric%en' 8f
these penitent sinners #ere humble
enough* it #as belie1ed their re#ard #as
hea1en after they died'
communion6 in the /e# Testament* it says
renounce sin and you can Pta%e up thy bed
and #al%P I0u%e* (hapter A:6 and disability is
seen as a punishment from God* Pbe cured if
you sin no more*P in 2ohn* (hapter G'
olklore
8deas lin%ing disability #ith e1il fill the
fol%lore of -ritain and Europe' The -rothers
Grimm collected the oral stories of northern
Europe and turned them into their Fairy
Tales' For eDample* the #itch in 4ansel and
Gretel is deformed* blind and ugly* #ith a
stic%' 8mages sho#n to us early in our li1es
are bound to affect the #ay #e see and
relate to disabled people in later years' This
story is still #idely read by young children'
3any films for children* such as The
Princess -ride I9GBF* )ob )einer* U.A:*
dra# on these tales' .ee section on
Traditional Tales'
41
"&e Renaissance
The )enaissance* based on (lassical
Gree% and )oman ideals* resurrected the
idea of the body beautiful' Thousands of
paintings sho#ed idealised human forms
#ith perfect compleDions* e1en though
many people had impairments and most
#ould ha1e been scarred by smallpoD'
;ne eDample is the Du%e of Urbino' There
are se1eral #ell,%no#n paintings of him*
all sho#ing the same profile' 8t is %no#n
that the other side of his face #as
disfigured'
The 19th century
The 9Gth century sa# greater segregation
of disabled people' The #or%force had to
be more physically uniform to perform
routine factory operations' Disabled
people #ere reJected'
They #ere 1ie#ed as P#orthy poorP* as
opposed to #or%,shy Pun#orthy poorP* and
gi1en Poor 0a# )elief Ia place in the
$or%house or money from public funds:'
Disabled people became more and more
dependent on the medical profession for
cures treatments and benefits'
8n the last part of the 9Gth century* a
gro#ing number of scientists* #riters and
politicians began to interpret Dar#inPs
theories of e1olution and natural selection
for their o#n ends'
Entertainin3 t&e cro,%s
8n Ancient )ome* the games at the
(oliseum included thro#ing disabled
children under horsesP hoo1es* blind
gladiators fighting and d#arfs fighting
#omen'
Disabled people ha1e historically been
figures of fun' (ourt Jesters* such as 4enry
K888Ps $illiam .omner* #ere often disabled*
and d#arfs feature as frea%s in many court
pictures'
8n the 9Bth and 9Gth centuries* Pships of
foolsP containing PmadP people sailed from
port to port* #here the public paid to come
and laugh at them' The PfoolsP #ere then
abandoned at the end of the tour' 8n 9Bth
century 0ondon* people 1isited P-edlamP Ithe
4ospital of .t 3ary of -ethlehem: to laugh
at the insane'
(ircuses and frea% sho#s continued the
tradition' A Frea% .ho# is still in operation
on (oney 8sland* U.A' This curiosity<fear of
the different confirms the non,disabled
1ie#er in the security of his or her o#n
PnormalityP' The highly successful horror film
genre is founded on this phenomenon'
Pirates
;riginally accepted for their part in
plundering treasure to help build empires*
by the 9Gth century pirates #ere considered
to be unacceptable robbers and raiders' At
this time* they #ere often portrayed as
disabled and e1il* #ith eye patches* #ooden
legs and hoo%s*
42
These PeugenicistsP belie1ed that they
could impro1e the quality of the human
race by selecti1e breeding' They argued
that people #ith impairments* particularly
those born #ith one Ia congenital
condition:* #ould #ea%en the gene pool of
the nation and reduce competiti1eness'
8ncreasingly* disabled people #ere shut
a#ay in single,seD institutions for life* or
sterilised' .eparate special schools and
day,centres #ere set up that denied
disabled and non,disabled people the day,
to,day eDperience of li1ing and gro#ing up
together'
Eugenicists campaigned for and #on
these measures using false science' 3ary
Dendy* an acti1e eugenicist campaigner in
the 9BG!s* in Feeble 3indedness of
(hildren of .chool Age* asserted that
children classified as mentally
handicapped should be Ndetained for the
#hole of their li1esO' This led to a )oyal
(ommission on 3ental Deficiency* #hich
#as ta%en o1er by eugenicist thin%ing'
These theories became important at a
time #hen industrialised countries* such
as Germany* France* -ritain and the U.A
#ere competing to create empires' 8t #as
important to empire builders to feel
superior to other races'
An 8nternational (ongress in 3ilan* in
9BB9* outla#ed .ign language* as it #as
feared that deaf people #ould outbreed
hearing people'
for eDample )'0' .te1ensonPs 0ong 2ohn
.il1er* or 2'3' -arriePs (aptain 4oo%' 8n fact*
pirates had a simple social security system
long before anyone else' They all had
shares in the cre#Ps common purse so* if
one #as inJured and disabled* he #as gi1en
money for his needs and #as unli%ely to go
on seafaring!
Su))orters of eu3enics
$inston (hurchill 3P #as a supporter of
the -ritish Eugenics .ociety* as #ere
.idney and -eatrice $ebb* founders of the
0abour Party* and many other influential
intellectuals of the left and right' As 4ome
.ecretary at the time the 5ental Deficiency
Act of 9G9? finally became la#* it is
recorded in 4ansard that $inston (hurchill
said Mt&at t&e feeble .in%e% constitute%
a race %an3er t&at .ust be cut of an%
seale% u) before anot&er year
)assesN*;ther eugenics supporters
included authors D'4' 0a#rence* 4'G'$ells
and Aldous 4uDley* and the economist 2ohn
3aynard'
So.e fa.ous -icti.s of eu3enics Under
the 5ental Deficiency Act* t#o of the
Queen 3otherPs cousins #ere incarcerated*
as #as the Plost princeP , the QueenPs uncle'
IThe !! --( TK film* The Los( Prin&e* by
.te1en Polia%off* told his story:' As a boy*
he #as diagnosed as an epileptic and shut
a#ay from the rest of the family until his
death'
.imilar la#s in America led to President
Kennedy5s sister being %ept in an institution
and then ha1ing a frontal lobotomy' This led
Kennedy to bring about reform during his
Presidency* allo#ing people #ith learning
difficulties to li1e in the community'

43
Early CGt& century
8n the first half of the century* eugenicist
ideas* along #ith charitable initiati1es* led
to increased institutionalisation or
sterilisation of disabled people' 8n ?F
states in the U.A* born,deaf #omen and
anyone #ith an 8Q I8ntelligence Quotient
measured on a biased test: under the age
of F! #ere sterilised in the 9G!s and
9G?!s' .e1enteen states still had these
la#s on the statute boo% in the 9GB!s'
The UK 5ental Deficency Act of 9G9?
firmly categorised disabled people* as
follo#s+
I%iots , persons in #hose case there
eDists mental defecti1eness of such a
degree that they are unable to guard
themsel1es against common physical
dangers'
I.beciles , persons in #hose case there
eDists mental defecti1eness #hich* though
not amounting to idiocy* is yet so
pronounced that they are incapable of
managing themsel1es and their affairs or*
in the case of children* of being taught to
do so'
eeble .in%e% , persons in #hose case
there eDists mental defecti1eness #hich*
though not amounting to imbecility* is yet
so pronounced that they require care*
super1ision and control for their o#n
protection or for the protection of others'
;r* in the case of children* that they
appear to be permanently incapable by
reason of such defecti1eness of recei1ing
proper benefit from the instruction in
ordinary school'
5oral %efecti-e , persons in #hose case
there eDists mental defecti1eness* coupled
#ith strong 1icious or criminal propensities
and #ho require care* super1ision and
control for the protection of others!
A!*!!! children #ith communication and
physical impairments* and more than
A!!*!!! adults #ere incarcerated in
$artoons
$ith the de1elopment of the printing press
in 9"B!* #hen most people couldnPt read*
cartoons became a popular #ay to ma%e
political and moral comments' ;1er the neDt
A!! years* personifications of e1il* moral
#ea%ness and po#erlessness #ere sho#n
as caricatured disabled people'
$&aracter assassination
At 1arious times throughout history* if people
#anted to denigrate someonePs character*
they attributed 1arious impairments to them'
An early eDample is #hen the Tudor
monarchs #anted to discredit )ichard 888*
ha1ing usurped him from the throne* and
fearing a popular uprising to restore his
heirs' Tudor historians created elaborate
propaganda of )ichard as a disabled and
1engeful mass murderer' The portrait of
)ichard that hangs in the /ational Portrait
Gallery has been U,rayed and it #as pro1ed
that his hump #as added to the picture siDty
years after his death'
$&arity
;ne of the basic precepts of the 2udaic*
(hristian and 8slamic traditions from earliest
times is charity' (harity is normally
considered to be a good thing and in some
#ays it is* but the attitudes that charity has
bred in the past ha1e led to some enduring
legacies that disabled people find offensi1e'
The idea that gi1ing charity #as a #ay of
achie1ing GodPs grace led to pitying or
patronising attitudes to#ards disabled
people* and the founding of institutions to
care for the less fortunate a#ay from society
ga1e rise to un#anted segregation' Today*
disabled people* although some still rely on
charity* demand P)ights not (harityP' 3any
of the large charities run by non,disabled
people persist in using patronising
promotional material'
44
institutions in the first half of the !th
century Imany #ere released in the
9GB!s:' (hildren #ith significant learning
difficulties #ere deemed ineducable and
those #ith less significant learning
difficulty #ent to educationally sub,normal
schools until 9GF?'
"&e "&ir% Reic&
8n Germany* during 4itlerPs Third )eich*
there #as a series of propaganda films to
sho# ho# disabled people #ere Puseless
eatersP* a burden on the state* and should
be sterilised or got rid of'
Feature films* such as .&h #lage an I.
0&&se: I9G"9* $olfgang 0iebeneiner:*
#hich #on a pri7e at the Kenice -iennale*
played a crucial role in Justifying to the
German population the concept of Pmercy
%illingP' This film #as seen by 9?'A million
Germans by 9G"A and #as 1ery
influential* though it is recorded that a
minority did not agree #ith its message'
.ee more about propaganda films in
Themes Iright:'
9"!*!!! physically and mentally disabled
adults #ere murdered in 9G?G,"! at the
hands of the doctors of the Third )eich'
The %illing of adults #as reduced by riots
in Germany* led by Archbishop Galen of
3unich in 9G"!* but continued more
clandestinely' The %illing of disabled
children #ent on until 9G"A* #ith o1er
9!!*!!! dying' These programmes #ere
led from Tiergarten* "* -erlin and so #ere
%no#n as T"'
Pro)a3an%a fil.s
4itlerPs Germany used film to great effect to
reach the masses' As #ell as feature films*
film #as used as documentary propaganda'
The )acial and Political ;ffice made fi1e
films+
)=nden der >a(er ?)ins o+ (he
5a(hers* 9G?A:
0'sei(s ,o! 2ege ?<++ (he Pa(h*
9G?A:
0lles Le'en is( Ka!"+ ?0ll Li+e is a
)(rggle* 9G?F:
2as d erer'( ?2ha( yo ha,e
inheri(ed, 9GG:
6r'#ran# ?%eredi(y* 9G?E:' This film*
intended to criminalise* degrade and
dehumanise the mentally and
physically impaired* #as silent and
shot in blac% and #hite' The 1ictims
#ere manipulated to ma%e them
appear horrific* #ith superimposed
captions of the cost of %eeping them
ali1e' Using direct inter1ie#s #ith
disabled people* cle1erly lit and
staged* filmed from belo# and cut to
ma%e them appear 1ery different from
ordinary #or%ers* it made the
audience sympathise #ith
compulsory sterilisation and* later*
mercy %illing' -y 4itlerPs order* it #as
sho#n in all German cinemas'
<"+er der >ergangehei( ?>i&(i!s o+ (he Pas(*
9G?F:* re#or%ed 6r'#ran# in a more
polished and professional style'

45
CGt& century ri3&ts .o-e.ents
From the 9BG!s* disabled people ha1e
struggled for their rights* for human dignity
and Just to be included' 8n the 9G!s and
9G?!s* there #ere hundreds of thousands
of First $orld $ar 1eterans #ith no rights
at all in the UK* campaigning for the P)ight
to $or%P through the !ational Lea3ue for
t&e #lin% an% Disable%' They formed the
first disability mo1ement in this country*
through #hich disabled people organised
collecti1ely against discrimination'
8n the 9G!s* unions of disabled #ar
1eterans #ere formed all o1er the UK'
They held sit,ins in order to get legislation
enacted to ensure their right to
employment' As a result* the go1ernment
brought in a ?V quota system #hich
forced employers to ta%e on registered,
disabled employees' This #as replaced by
the Disability Discri.ination Act in
9GGE'
8n the 9GG!s* disabled acti1ists in the U.A
campaigned against euthanasia and
assisted suicide under the slogan PT"
/e1er AgainP Isee abo1e Third )eich :'
The last ?! years ha1e seen the gro#th of
the Disability 3o1ement* arguing for an
end to segregation* and many parents
campaigning for human rights for their
disabled children' Generally* these
mo1ements for social change for disabled
peoplePs rights ha1e not been sho#n in
mainstream films and are hidden from the
public ga7e'
"&e C1st century
Disabled people are still struggling for the
right to use public transport* get into
buildings* go to school or college #ith their
friends* or to get a Job' Although ci1il rights
legislation* such as the A.ericans ,it&
Disabilities Act I9GG!: or the Disability
Discri.ination Act IUK9GGA:* ha1e
helped* disabled people still often feel that
the dominant culture sees them
"&e.es to%ay
3any of the preJudiced attitudes that still
eDist today ha1e their foundations in these
longstanding historical influences'
Karious aspects of medical treatment and
care in the UK* U.A and Europe are
causing great concern to the disability
mo1ement* eg+
(ut,bac%s in the #elfare state*
rationing health care6
PDo /ot )esuscitateP policies
Idecided by medical staff: for some
disabled people6
Gro#ing demands for 1oluntary
euthanasia #hich* in some cases*
can be misused to dispose of a
PburdensomeP disabled person6
The prospect of designer babies*
using the %no#ledge gleaned from
the Genome ProJect* further
marginalising people #ith
impairments'
A list of people in history #ho might not
ha1e eDisted if such policies had operated in
the past #ould include+
-eetho1en Ideaf:
Toulouse 0autrec Ishort stature: .tephen
4a#%ing Imotor neurone disease:
Einstein IdysleDic:
-yron Iclub foot:
F'D' )oose1elt Ipolio in both legs and
unable to #al% unaided:'
46

as different from e1eryone else because
of persisting stereotypes of disability'
Anyone can* at any time* become
disabled* or de1elop a physical or mental
impairment' Perhaps peoplePs need to
distance themsel1es from this harsh
reality ma%es it con1enient to rely on
recei1ed negati1e attitudes and historical
stereotypes of disability' These
stereotypical images are less troubling
than accepting the indi1iduality* the Joy*
the pain* the appearance* beha1iour and
the rights of disabled people' This could
eDplain #hy disability equality has been
called Pthe last ci1il rights mo1ementP'
$hat disabled people #ant more than
anything else is to be accepted for #ho
they are and to ha1e their rights
guaranteed in la# and in practice'

)oose1elt perfected #ays of disguising his
impairment* ne1er being photographed in
his #heelchair* because he belie1ed+
N The American people #ould ne1er 1ote for
a president #ho #as a crippleO
$inston (hurchill Idepression:
4elen Keller Ideaf* blind:
Tanny Grey Thompson* athlete Ispina bifida:
''' and many others'
"&e Disability Arts 5o-e.ent
This mo1ement has produced a counter,
culture o1er the last ?! years to gi1e
eDpression to the disabled peoplePs
mo1ement' A number of the short films on
the bfi DKD Disabling 8magery@ that
accompanies this site ha1e come from
disabled filmma%ers #ho #ould 1ie#
themsel1es as part of this mo1ement' As
yet* no commercially distributed feature
films ha1e been made from this perspecti1e'


47
B' Disability P3edical modelP 1s Psocial modelP thin%ing'
)ichard )ieser
0 !edie,al *ood&( o+ *i(&hes.
"&e Otra%itional .o%elO
Traditionally* in many cultures around the #orld* people #ith
physical* sensory or mental impairments #ere thought of as under
the spell of #itchcraft* possessed by demons* or as penitent
sinners* being punished by God for #rong,doing by themsel1es or
their parents'
"&e O.e%ical .o%elO
$ith the Age of Enlightenment in the 9Bth century* came a more
scientific understanding of the causes of impairment and* #ith it* a
sense of confidence in medical sciencePs ability to cure* or at least
rehabilitate* disabled people' .ome disabled people Ioften for
social or political reasons: #ere deemed incurable and placed in
long,stay institutions and special schools Ior* today* in day,care
centres:' A notion of PnormalityP #as in1ested #ith great pseudo,
scientific significance' 8t #as based on assessments of
impairments from a deficit point of 1ie# against normality+ #hat
one cannot do* instead of #hat one can do' This has been called
Pmedical modelP Ior Pindi1idual modelP: thin%ing by the Disabled
PeoplePs 3o1ement o1er the last ?! years' This is not to deny the
1ery necessary role of medical science in %eeping many disabled
people ali1e* and reducing their pain and discomfort* but it is to
argue that disabled people should not be reduced to Just their
impairments'
The Pmedical modelP sees disabled people as the problem' They
need to be adapted to fit into the #orld as it is' 8f this isnPt possible*
then they should be shut a#ay in a specialised institution or
isolated at home* #here only their most basic needs are met' The
emphasis is on dependence* bac%ed up by the stereotypes of
48
disability that bring out pity* fear and patronising attitudes' Usually*
the impairment is focused on* rather than the needs of the person'
The po#er to change disabled people seems to lie #ith the
medical and associated professions* #ith their tal% of cures*
normalisation and science' ;ften* disabled peoplePs li1es are
handed o1er to these professionals' Their decisions affect #here
disabled people go to school6 #hat support they get6 #here they
li1e6 #hat benefits they are entitled to6 #hether they can #or%6 and
e1en* at times* #hether they are born at all* or allo#ed to ha1e
children themsel1es'
8n addition* the Disability 3o1ement points out ho# the built
en1ironment imposes further limitations on disabled people'
3edical model thin%ing #ould say these problems are due to the
disabled personPs lac% of rehabilitation' The Disability 3o1ement
percei1es the difficulties disabled people eDperience as the
barriers that disable them and curtail their life chances' These
difficulties include barriers in school and higher education* in
finding #or% and suitable #or% en1ironments* accessing leisure
and entertainment facilities* using pri1ate and public transport*
obtaining suitable housing* or in their personal* family and social
life'
Po#erful and per1asi1e medical model 1ie#s are reinforced in the
media* boo%s* films* comics* art and language' 3any disabled
people internalise negati1e 1ie#s of themsel1es and de1elop
feelings of lo# self,esteem and underachie1ement* #hich reinforce
non,disabled peoplePs assessments of their #orth' The medical
model* plus the built en1ironment and social attitudes it creates*
lead to a cycle of dependency and eDclusion #hich is difficult to
brea%'
This thin%ing predominates in filmma%ing* leisure* #or% and
education' 8n schools* for instance* special educational needs are
considered the problem of the indi1idual* #ho is seen as different*
faulty and needing to be assessed and made as PnormalP as
possible'
8ncreasingly* the medical model is being reJected' 3any people feel
strongly that treating disabled people as needing to be adapted to
49
eDisting circumstances or* caring for them in specialised
institutions* is #rong'
"&e Osocial .o%elO
8n recent years* the disability mo1ement has ad1ocated a different
#ay of loo%ing at disability* #hich they call the Psocial modelP' This
starts from the standpoint of all disabled adultsP and childrenPs right
to belong to and be 1alued in their local community' Using this
model* you start by loo%ing at the strengths of the person #ith the
impairment and at the physical and social barriers that obstruct
them* #hether at school* college* home or #or%' The Psocial modelP
defines PimpairmentP and PdisabilityP as 1ery different things+
WI.)air.ent is the loss or limitation of physical* mental or
sensory function on a long term* or permanent basisW'
WDisable.ent is the loss or limitation of opportunities to ta%e
part in the normal life of the community on an equal le1el #ith
others due to physical and social barriers' W IDisabled PeoplePs
8nternational 9GB9:
8mpairment and chronic illness eDist and sometimes pose real
difficulties' .upporters of the disability mo1ement belie1e that the
discrimination against disabled people is socially created and has
little to do #ith their impairments* and that* regardless of the type
or se1erity of their impairments* disabled people are subJected to a
common oppression by the non,disabled #orld' Disabled people
are often made to feel itPs their o#n fault that they are different' 8f
some part* or parts* of your body or mind are limited in their
functioning* this is simply an impairment' 8t doesnPt ma%e you any
less human' -ut most people ha1e not been brought up to accept
all people as they are6 in other #ords* to 1alue difference' Through
fear* ignorance and preJudice* barriers and discrimination de1elop
50
#hich disable some people' These are often reinforced by images
in the media' Understanding this process allo#s disabled people to
feel good about themsel1es and empo#ers them to fight for their
human rights'
The Psocial modelP approach suggests disabled peoplePs
disad1antage is due to a compleD form of institutional
discrimination* as fundamental to society as seDism* racism or
heteroseDism' The disability mo1ement belie1es the PcureP to the
problem of disability lies in changing society' Unli%e medically,
based cures* this is an achie1able goal and benefits e1eryone'
The obsession #ith finding medically,based cures also distracts
people from loo%ing at the causes of impairment or disablement' 8n
a #orld#ide sense* most impairments are created by #ars* hunger*
lac% of clean #ater* eDploitation of labour* lac% of safety* and child
abuse and these should be addressed more robustly* rather than
Just responding to the inJuries and impairments that result from
them'
Challenging prejudice
Chart comparing the attitudes of medical model and social model
thinking.
51
.ocial model thin%ing has important implications for the education
system* and particularly primary and secondary schools'
PreJudiced attitudes to#ard disabled people and all minority
groups are not innate' They are learned through contact #ith the
preJudice and ignorance of others'
Therefore* it is appropriate that the challenge to discrimination
against disabled people should begin in schools' The fight for the
inclusion of all disabled people* ho#e1er se1ere their impairments*
in one mainstream social system* #ill not ma%e sense unless
people understand the difference bet#een the social and medical
models of disability'
The social model has no# been adopted by the $orld 4ealth
;rganisation'
6&o is %isable%>
People #ho ha1e an impairment and eDperience some form of
social eDclusion as a result are disabled people' 3any people ha1e
impairments* such as those #ho use glasses or contact lenses'
They are not usually discriminated against' $hereas* people #ho
are deaf and use hearing aids are usually discriminated against by
barriers in communication' Therefore* disabled people includes
people #ith+
Physical impairments6
.ensory impairments Ideaf people* blind people:6
(hronic illness or health issues* including 48K and A8D.6
All degrees of learning difficulties6
Emotional* mental health and beha1ioural problems'
The definition also includes people #ith hidden impairments* such
as+
Epilepsy6
Diabetes6
.ic%le cell anaemia6
.pecific learning difficulties* such as dysleDia6
.peech and language impairments6
(hildren labelled as PdelicateP6
People #ho identify as PdisfiguredP6
People of diminuti1e stature6
52
People #ith mental distress'
"rainin3 an% le3islation
Anti,discrimination legislation* such as the Disability
Discri.ination Act* 9GGA* is rights,based' 8t dra#s on social
model thin%ing and requires schools and colleges to anticipate the
needs of disabled pupils<students and ma%e reasonable
adJustments to the establishmentPs policies* practices and
procedures* so that disabled pupils<students are not placed at a
substantial disad1antage or treated less fa1ourably'
N A person has a disability if he or she has a physical or mental
impairment #hich has a substantial and long,term ad1erse effect
on his ability to carry out normal day,to,day acti1ities'O
Definition of disability under the Disability Discrimination Act* 9GGA
The Disability Ri3&ts $o..ission estimates that there are G
million people in the UK #ho come under this definition+ E'G million
of #or%ing age and 9'9 million under " years of age IA,EV:'
A range of recent statistics identify that disabled people are
discriminated against* and highlight the need proacti1ely to change
policies* practice and procedures* as #ell as to include in the
school curriculum the study of ho# society has portrayed and
treated disabled people in the past and today'
Disable% )eo)le fi3&t for equality
8n the last ?! years* disabled people ha1e campaigned for and
#on a human rights,based approach to disability' 8t is beginning to
be accepted that disability discrimination* preJudice* negati1e
attitudes and stereotypes are not acceptable' The struggles of
disabled people to gain ci1il rights ha1e led to legislation in the
U.A IThe A.ericans ,it& Disabilities Act 9GG!:6 in the UK IThe
Disability Discri.ination Act 9GGA:6 and many other countries*
including .outh Africa* 8ndia and Australia' The United /ations
adopted the U! Stan%ar% Rules on Equalisation in 9GG'
8n all these measures* the onus is on eliminating discrimination by
bringing in enforceable ci1il rights legislation* based on the idea
that adJustments need to be made to ser1ices* buildings* transport*
#or%places* en1ironments* communications and equipment to
53
allo# disabled people access' PreJudicial attitudes and practices
are outla#ed and institutional discrimination* in the form of
organisations #hich eDclude disabled people* is being challenged'
4o#e1er* negati1e attitudes* stereotypes and distorted portrayals
of disabled peoplePs li1es still predominate in commercial films'
The increasing capacity of the #orld media system to recycle
mo1ing image media means that* despite #orthy legislation*
negati1e 1ie#s are continually reinforced through film'
(hec% out the Disability )ights (ommission #ebsite for guidance
and a (ode of Practice' ###'drc,gb'org
Disability equality training for education professionals is a1ailable
from Disability Equality in Education Tel+ !! F?AG BAA'
###'diseed'org'u%
1G* Disability Stereoty)es
.tereotypes are groups of attitudes #hich ha1e little or no basis in
reality and yet persist in cultures' .tereotyping reduces the
indi1iduality and character of people to false social constructs' This
leads to name,calling and 1iolence to#ards the subJects of
stereotyping* undercutting the humanity of the 1ictims'
There are ten main stereotypes of disabled people+
Stereoty)e EBa.)le
1* Pitiable an%
)at&eticP s,eet
an% innocentP
a .iracle cure
(harity ad1erts Ieg one child in a school group
Punder the shado# of diabetesP:6 Poor Tiny Tim in
A (hristmas (arol I9G?B* Ed#in 0' 3arin* U.A:6
Da1id 3erric%* the Psaintly sageP #ith huge
gro#ths on his face and scoliosis* eDhibited as a
frea% in The Elephant 3an I9GB!* Da1id 0ynch*
UK:6
Porgy* #hom -ess reJects because he has a
physical impairment* in Gersh#inPs Porgy and
-ess I9GAG* ;tto Preminger<)ouben 3amoulian*
54
U.A:6
Pollyanna* sho#n as a s#eet and pitiable disabled
girl in Pollyanna I9G!* Paul Po#ell* U.A6 9GE!*
Da1id .#ift* U.A:6
The blind flo#er seller in (ity 0ights I9G?9* (harlie
(haplin* U.A:6
(lara* #ho uses a #heelchair* but #al%s #hen she
gets to the mountains in 4eidi I9G?F* Allan D#an*
U.A:6
(olin in The .ecret Garden I9G"G* Fred 3'
$ilcoD* U.A:'
/emo as seen by his dad 3arlin in Finding /emo
I$alt Disney !!?:
C* ;icti. or an
ob8ect of
-iolence
Deaf (hristine* cruelly decei1ed by t#o men in 8n
the (ompany of 3en I9GGF* /eil 0a-ute* U.A:6
Quasimodo in 4unchbac% of /otre Dame
$heelchair,using 3arty in .te1en KingPs .il1er
-ullet I9GBA* Dan Attias* U.A:6
$heelchair,using -lanche* 1ictimised by her sister
in $hate1er 4appened top -aby 2ane I9GE*
)obert Aldrich* U.A:6
-lind .u7y 4endriD* terrorised by drug smugglers
in $ait Until Dar% I9GEF* Terence &oung* U.A:'
9* Sinister or
e-il
.ha%espearePs hunchbac%ed and 1engeful
)ichard 888 I9GAA* 0aurence ;li1ier* UK6 and 9GGE*
)ichard 0oncraine* UK:6
Pirates #ith #ooden leg<eye patch<hoo% in
.te1ensonPs Treasure 8sland I9G!* 3aurice
55
Tourneur* U.A:6
Dr' .trangelo1e I9GE?* .tanley Kubric%* U.A:
features a mad* #heelchair,using scientist6
E1il Dr' /o* #ith his t#o false hands in the -ond
film* Dr' /o I9GE* Terence &oung* UK:6
The pirate captain in 4oo% I9GG9* .te1en
.pielberg* U.A:6 Treasure 8sland -lac% Dog* 0ong
2ohn .il1er and -lind Pe#'
Terrifying Freddy in /ightmare on Elm .treet
I9GB"* $es (ra1en* U.A:6
-itter and 1engeful 3r Glass #ith his brittle bones
in Unbrea%able I!!!* 3' /ight .hyamalan*
U.A:'
=* At.os)&ere
4 curios or
eBotica in
Ofreak s&o,sO:
an% in co.ics:
&orror .o-ies
an% science
fiction
A #hole cast of genuinely disabled people #as
used to create horror in Frea%s I9G?* Tod
-ro#ning* U.A:6
The facially disfigured Phantom* in Phantom of
the ;pera I9GA* )upert 2ulian* U.A:6
The deaf* dumb and blind %id in Tommy I9GFA*
Ken )ussell* UK:6
All the PbaddiesP #ho ha1e tics and disabilities in
Dic% Tracy I9GG!* $arren -eatty* U.A:6
(ousin 0yman* a short hunchbac% #ho causes
trouble in The -allad of the .ad (afX I9GG9*
.imon (allo#* UK<U.A:6
The one,armed man in The Fugiti1e I9GG?*
Andre# Da1is* U.A:'
?* OSu)er4cri)O/
triu.)& o-er
tra3e%y/noble
,arrior
A spinally,inJured 1eteran coming to terms #ith his
impairment in The 3en I9GA!* Fred Yinnemann*
U.A:6
Physically,impaired Douglas -ader #al%ing
56
#ithout stic%s and flying in )each for the .%y
I9GAE* 0e#is Gilbert* UK:6
A #ar 1eteran coping #ith his inJuries again in The
-est &ears of ;ur 0i1es I9G"E* $illiam $yler*
U.A:6
(hristy -ro#n #riting in 3y 0eft Foot I9GBG* 2im
.heridan* UK:6
-lind 3athe# 3urdoc% has radar,li%e senses he
uses to fight e1il in Darede1il I!!?* 3ar% .te1en
2ohnson* U.A:6
The last item on the TK ne#s* eg a blind man
climbing a mountain'
/* Lau3&able
or t&e butt of
8okes
8n many early films* such as The Automobile
Accident I9G!": or the o1er 9!! films featuring
P(rettiniP6
.ee /o E1il* 4ear /o E1il
All the men #ho are short people in Time -andits
I9GB9* Terry Gilliam* UK:6
Dumb and Dumber* featuring t#o men #ith
learning difficulties in laughable situations I9GBB*
(harles (richton* U.A:6
The lead character is a man #ith learning
difficulties in Forrest Gump9GG"* )obert
Yemec%is* U.A:6
0ee E1ans feigning cerebral palsy in TherePs
.omething About 3ary I9GGB* Peter
Farrelly<-obby Farrelly* U.A:6
3r' 3agoo* the shortsighted butt of Jo%es in
cartoons and film I!!9* $alt Disney* U.A:'
E* 7a-in3 a
c&i) on t&eir
The (la#* #ho is t#isted and e1il* in Dic% Tracy
I9G"F* 2ohn )a#lins* U.A: because he has lost a
57
s&oul%er/
a33ressi-e
a-en3er
hand6
(aptain Ahab in 3oby Dic% I9GAE* 2ohn 4uston*
U.A:6
0aura in The Glass 3enagerie I9GBF* Paul
/e#man* U.A:6
)umpelstilts%in and #ic%ed #itches in fairy tales'
(aptain 4oo%* the #ic%ed pirate in 4oo%6
The 1engeful* hoo%,using* blac% ghost in
(andyman I9GG* -ernard )ose* U.A:'
K* A bur%en/
outcast
Despised outcast* Quasimodo* in The 4unchbac%
of /otre Dame I9G?* $allace $orsley* U.A6
9GGB* $alt Disney* U.A:'
The disabled child #hose parents consider
euthanasia in A Day in the Death of 2oe Egg
I9GF9* Peter 3eda%* UK:6
The .e1en D#ar1es 8n .no# $hite and the
.e1en D#ar1es
The facially disfigured boy in 3as% I9GBA* Peter
-ogdano1ich* U.A:6
The P8n,1alidsP #ho are not of perfect genetic
design in Gattaca I9GGF* Andre# /iccol* U.A:*
The TK series -eauty and the -east* set in
subterranean /e# &or%* the 3orloc%s in the U,
3en comics or U* I!!?* -ryan .inger* U.A:* in
#hich characters #ith impairments li1e apart from
society6
D* !on4seBual
or inca)able of
a ,ort&,&ile
relations&i)
3arlon -randoPs disabled 1eteran in The 3en
(lifford (hatterley is impotent in 0ady (hatterleyPs
0o1er I9GB9* 2ust 2aec%in* UK<France< Germany:6
)on Ko1ic* disabled #ar 1eteran inborn on the
58
Fourth 2uly I9GBG* ;li1er .tone* U.A:6
Paralysed 2an in -rea%ing the $a1es I9GGE* 0ars
Kon Trier* Denmar%:'
1G* Inca)able
of fully
)artici)atin3 in
e-ery%ay life
The absence of disabled people from e1eryday
situations* and not being sho#n as integral and
producti1e members of society' $hen they are
sho#n* the focus is on their impairments+
Deaf people in (hildren of A 0esser God I9GBE*
)anda 4aines* U.A:6
The true story of the prince hidden from society
and his family in The 0ost Prince I!!* .te1en
Polia%off* --( TK:'
.am in H8 am .am5
I-ased on -i%len and -ogdana* 9GFF' Amended by )' )ieser and
3' 3ason+ Disability Equality in the (lassroom* 9GG:'
Find out more about these and many other films on the 8nternet
3o1ie Dabtabase I83Db: at ###'imdb'com

11* "&e ori3in of ne3ati-e ,or%s associate% ,it& %isability
6or% +ri3in
Afflicte% This implies that some higher being has cast a person
do#n IPaffligereP is 0atin for to %noc% do#n* to #ea%en:* or
is causing them pain or suffering'
$ri))le The #ord comes from ;ld English crypel or creopel* both
related to the 1erb Pto creepP' These* in turn* come from
59
old I3iddle: German P%rippleP meaning to be #ithout
po#er' The #ord is eDtremely offensi1e'
Du.b or Du.bo
a: /ot to be able to spea%'
b: This has come to be seen as negati1e from the days
#hen profoundly deaf people #ere thought of as stupid
because non,deaf people did not understand their
communication systems'
D,arf D#arf* through fol%lore and common usage* has negati1e
connotations' Use short people or short stature'
eeble4.in%e% The #ord feeble comes from old French meaning Plac%ing
strengthP and* before that* from 0atin flebilis* #hich meant
Pto be lamentedP' 8ts meaning #as formalised in the
3ental Deficiency Act 9G9?* indicating not an eDtremely
pronounced mental deficiency* but one still requiring
care* super1ision and control'
7an%ica))e%
4a1ing an imposed disad1antage' The #ord may ha1e
se1eral origins+
a: from horse races round the streets of 8talian (ity
.tates* such as .ienna* #here really good riders had to
ride one,handed* holding their hat in their other hand to
ma%e the race more equal'
b: by association #ith penitent sinners Ioften disabled
people: in many parts of Europe #ho #ere forced into
begging to sur1i1e and had to go up to people Pcap in
handP'
c: from a 9Fth century game called Pcap iP handP in #hich
players sho#ed they accepted or reJected a disputed
obJectPs 1aluation by bringing their hands either full or
empty out of a cap in #hich forfeit money had been
placed' This practice #as also used in the 9Bth century to
sho# #hether people agreed to a horse carrying eDtra
#eight in a race Iie deliberately gi1ing it a disad1antage:'
I%iot The #ord dates from the 9?th century and comes from
the 0atin #ord idiota* meaning Pignorant personP' Again* it
featured in the 3ental Deficiency Act 9G9? Isee Feeble,
minded:* #here it denoted someone #ho #as so mentally
deficient that they should be detained for the #hole of
their li1es'
I.becile This #ord has been around since the 9Eth century and
comes from the 0atin* imbecillus* meaning PfeebleP Iit
literally meant P#ithout supportP and #as originally used
mainly in a physical sense:' 8t #as similarly defined in the
3ental Deficiency Act* as someone incapable of
managing their o#n affairs'
60
In-ali% 0iterally means not 1alid* from 0atin Pin1alidusP' 8n the
9Fth century it came to ha1e a specific meaning* #hen
referring to people* of infirm* or disabled'
5ental or nutter or
cra<y
All these are informal Islang: and offensi1e #ords for
people #ith mental health issues' ;ne in four people
ha1e a maJor bout of mental distress or become mental
health system users' The 1ast maJority are not
dangerous'
5entally
&an%ica))e%
8n the UK o1er A!!*!!! people #ith learning difficulty
#ere loc%ed a#ay in 3ental 4andicap 4ospitals because
tests sho#ed they had lo# 8ntelligence Quotients I8Q:'
These tests ha1e since been sho#n to be culturally
biased and only to measure one small part of ho# the
brain #or%s' People #ith learning difficulties ha1e chosen
the name Npeople #ith learning difficultiesO for themsel1es
because they thin% that* through education* #hich they
ha1e largely been denied* they can impro1e their
situation'
5on3/5on3olian 0angdon Do#n #as a doctor #ho #or%ed at the 0ondon
4ospital in $hitechapel in the 9BE!s' 4e noticed that
around 9 in B!! babies #as born #ith pronounced
different features and capabilities' Their features
reminded him of the 3ongolian peoplePs' 4e postulated
that there #as a hierarchy of races Iin descending order:
, European* Asian* African and 3ongols' Each #as
genetically inferior to the group abo1e them' This #as a
racist theory' People #ith Do#nPs .yndrome find it
eDtremely offensi1e'
Peo)le ,it&
%isabilities
This phrase assumes that the "erson has the disability'
Under social model thin%ing* the person has an
impairment and is disabled by oppressi1e barriers of
attitude* structures and en1ironments in society' PDisabled
peopleP is more acceptable' Disabled people are anyone
#ith a long,term impairment #ho is oppressed and
discriminated against because of these barriers'
Ras)berry ri))le (oc%ney rhyming slang for PcrippleP* and offensi1e'
Retar% .till in common use in the U.A for people #ith learning
difficulty6 from retarded or held bac% in de1elopment ,
offensi1e'
S)a<<: s)a<<ie or
s)astic
People #ith cerebral palsy are subJect to muscle spasms
or spasticity' These offensi1e #ords are sometimes used
in reference to this' People #ith this impairment #ish to
61
be %no#n as people #ith cerebral palsy or disabled
people
"&e blin%P "&e
%eafP "&e %isable%
To call any group of people PtheP anything is to
dehumanise them' Use blind people or deaf people or
disabled people'
;icti. or sufferer Disabled people are not 1ictims of their impairment
because this implies they are consciously singled out for
punishment by God or a higher being' .imilarly* the #ord
sufferer can imply someone upon #hom something has
been imposed as a punishment by a deity'
6&eelc&air4boun% $heelchair users see their #heelchair as a means of
mobility and freedom* not something that restricts them*
apart from problems #ith lac% of access'

62
1C* $o..on #arriers an% solutions
for Disable% Peo)le
#arriers Solutions
$heelchair user
-ags of )ubbish on the
pa1ement
-ro%en pa1ing stones &
potholes
/o dropped %erbs
.tairs
Doors too narro#<hard to
open
.teep slopes
/o adJustable height
tables
(ars Par%ed on the
pa1ement
0ac% of accessible toilets
People staring
-ullying
/ame calling
/o obstructions on
pa1ement
)epaired path
Dropped %erbs
)amps and lifts
$ide doors* easy to
open
Gentle slopes and hand
rail
AdJustable height
furniture
/o par%ing on pa1ement
Accessible toilets
People accepting you
/o bullying
/o name calling
.tic% or crutch users 0ac% of seats
.lippery surfaces
/o hand rails
Queues
-ullying etc
Plenty of seats C some
labelled specifically for
disabled users
/on,slip surfaces
4and rails
Preferential treatment
/o -ullying etc
Kisually impaired
person
.mall print si7e
0ittle colour contrast
.tairs not mar%ed
/o information on tape
0arge print si7e
0ots of colour contrast
on #alls* doors etc'
.tairs yello# or #hite
lined
All information on tape
-lind People 0ac% of audio description
in cinema
0ac% of info on -raille and
tape
;bstructed footpaths
Yebra crossings Isilent:
0ac% of raised bumps on
foot#ay to #arn of danger
3oney denominations all
same
Audio description
8nfo in -raille or tape
(leared footpaths
Pelican crossing
)aised bumps on
foot#ay at crossings to
road'
3oney in different
shapes and si7es'
Deaf and hearing
impaired
0ac% of a#areness
/o communication s%ills
Deaf a#areness
Finger spelling and lip
spea%ing
63
/o -ritish .ign 0anguage
TK and Film no subtitles
3ade fun of
-ritish .ign 0anguage
as part of the /ational
(urriculum
.ubtitles on all TK
progs' and films'
Ta%en seriously
People #ith learning
difficulties
0anguage too complicated
Using Jargon or acronyms
/o time to eDplain
/o pictograms
-ullying and name calling
/o friends
0oo%ed after too much
Plain language
/o Jargon or acronyms
3a%ing time to eDplain
.igns and symbols
#idely used
/o bullying
0ots of friends
8ndependence
64
19*$lass Profilin34 A useful tool for equality
(hristine &orston
As the head teacher of an inner city primary school #here F!V of the children
spo%e English as a second language* EAV #ere eligible for free school meals
and A V #ere on the .pecial /eeds register 8 #as constantly loo%ing for
#ays to raise achie1ement' 8 belie1ed that our children had the potential to
achie1e #ell but many had se1eral barriers that had to be o1ercome before
they could begin to mo1e for#ard' As a staff #e decided that #e needed to
loo% at each child as an indi1idual and from there begin to target their needs
in an informed #ay' At this point #e began #hat #e called class profiling'
$lass )rofilin3 requires t&at sc&ools beco.e )roacti-e in 3at&erin3 %ata
,&ic& conteBtualises t&e in%i-i%ual

A class profile based on the one sho#n belo# enables teachers to ma%e
1aluable Judgements #hen determining the le1el of support required for
indi1iduals or groups of children' 8t also enables the school to target efficiently
the range of professionals often #or%ing #ithin a school
E'g' learning mentors* .E/(;* special needs assistants* EA0 teachers*
home <school liaison #or%ers* educational psychologists e't'c'
A class profile lends itself to question #hy some children may or may not be
ma%ing the eDpected le1el of progress in any one year and it also pro1ides a
good basis for setting realistic targets
"&e class )rofile enables teac&ers to c&allen3e assu.)tions'
The follo#ing ? eDtracts are eDamples only
E-a
/ame D;- D;A Ethnic
origin
9
st

lang'
.tag
e of
Eng'
.E/
.tag
e
.E/
(ode
Atten
'
&)
E 3
&) E
E 3
E1a A<GA 9<!! $hite
-ritish
English F V 9 9
Possible Questions
$hy has E1a only reached le1el 9 in English and 3aths by the end of Key
.tage 9 gi1en that she spea%s English as her first language and has had B
terms in school
Possible Reasons
Attendance monitoring not in place'
Family ha1ing difficulties #hich are affecting her learning'
/o in1ol1ement #ith outside agencies
Undetected learning difficulties
65
(urriculum not differentiated enough to match her learning potential
5ustaf
/ame D;- D;A Ethnic
origin
9
st

lang'
.tag
e of
Eng'
.E/
.tag
e
.E/
(ode
Atten
'
&)
E 3
&)
E 3
3ustaf ?< GA "<!! -lac%
African
.omali G9V # #
Possible Questions
$hy has 3ustaf only reached $ in English and 3aths at the end of Key
.tage 9 gi1en that he has had B terms in school@
Possible Reasons
$rong Judgement made on his le1el of spo%en English leading to lo#
eDpectations
/ot enough EA0 support targeted at his le1el* curriculum not
differentiated enough to meet his learning needs
3ay ha1e special needs and needs to be assessed in his home
language
!icola
/ame D;- D;A Ethnic
origin
9
st

lang'
.tag
e of
Eng'
.E/
.tag
e
.E/
(ode
Atten
'
&)
E 3
&)
E 3
/icola "<GA 9<!! $hite
-ritish
English .tate
ment
3'D
.P<0
a
G!V
Possible Questions
$hy did /icola reach the eDpected le1els in English and 3aths at the end of
Key .tage 9 gi1en that she has difficulties in communication and often has to
spend long periods of time at home #hen her (hrone5s Disease flares up'
Possible Reasons
4igh eDpectations
Parents fully in1ol1ed in /icola5s education and #or%ing closely #ith
the school
(urriculum differentiated appropriately to match /icola5s learning style
and potential
66
.pecial needs assistant fully informed of /icola5s learning needs and
planning alongside the teacher
Good multiple agency in1ol1ement' All professionals #or%ing effecti1ely to
meet targets laid do#n in 8EP' Targets re1ie#ed regularly to ensure progress'
67
9"'in3er S)ellin3 an% #ritis& Si3n Lan3ua3e
(olin Ashmore
Key elements of -ritish .ign 0anguage I-'.'0': at these le1els are
eye contact* finger, spelling* numbers and rele1ant basic signs'
-ody language* facial eDpression and the grammar of -'.'0' are
taught in other %ey stages'
Karious games and eDercises are outlined belo# but their usage
and usefulness to specific pupil groups has to be assessed by the
practitioner or teacher' These are only a fe# eDamples'
1* Eye contact
a: (lapping game
Teacher claps and ma%es eye contact #ith a child in a
circle' This child then claps and ma%es eye contact
#ith another etc'
b: The rabbit game
(hildren sit in a circle of bet#een 9! and 9A people
including one adult' The adult eDplains that he<she is
King )abbit and puts fingers either side of their head
to represent the rabbits ears' The t#o children either
side of King )abbit Just ma%e a rabbits ear on the one
side #hich is nearest to King )abbit' King )abbit then
nods to anyone in the group and they become the ne#
King )abbit #ith t#o children on either side Just as
before ma%e the one rabbit ear nearest to the King'
This eDercise can be played li%e this to impro1e eye
contact or de1eloped into a game #hereby any of the ?
ne# Hacti1e5 players i'e' King and either side do not
respond in A seconds they are eliminated and the circle
gets smaller'
C* in3er4s)ellin3
/'-' A copy of the finger spelling alphabet is included
in each HboD of tric%s5< resource pac%'
;b1iously the teacher must familiari7e themsel1es #ith
the finger spelling alphabet' Please note+
a: The palm of your hand face you
b: Use your dominant hand to H#rite5 on the non,dominant
one' 8t doesn5t matter if you are left or right handed
68
9* 'a.es an% eBercises
a: 0earn to fingerspell
b: De1elop into a game of letter bingo
c: 0earn to fingerspell your o#n (hristian name and later
surname
d: )epeat this for family* friends etc'
e: This can be eDtended to the finger spelling of many
short #ords in the classroom'
f: ;nce children are reasonably proficient they can sit in
small groups or pairs and try and read #hat the others
are finger spelling
g: This can be de1eloped further #ith older children+ in
pairs one fingerspells to the other a small #ord and
#hen they ha1e guessed the #ord they fingerspell
bac% to the partner a small #ord beginning #ith the last
letter of the pre1ious #ord etc' etc'
h: 8n the playground paper representations of the letters
of the alphabet can be safety pinned to P'E' %it and
then many eDercises can be used e'g'
9: $ho can ma%e the #ord lion* horse etc' run to the front
and stand in a ro#
: This can be eDtended to any groups of names* #ords
etc' IDepending on the #ords you use* lea1e out less
common letters and maybe add in more 1o#els:
?: As% 1arious groups of letters to stand in a line for a
relay game i'e' abcdef or a random selection etc'
= !u.bers 1 A CG
/'-' a copy of the numbers 9 C ! or 9 C GG is included
in each boD of tric%s<resource pac%' Again the teacher
must learn the numbers from 9 C ! or GG' Please
note+
a: /umbers are done on one hand' The palm of your
hand faces you
.ee 8llustration
?* !u.ber 'a.es an% eBercises
69
a: 0earn the numbers from 9 C 9! or 9 C ! or 9 C GG as
appropriate
b: De1elop into a game of bingo #ith appropriate number
of numbers
c: 3a%e up all sorts of 1erbal questions #hereby the
ans#er cannot be spo%en but must be signed e'g' 4o#
old are you@ $hat is the number of your house@ $hat
date is your birthday@ 4o# many brothers and sisters
do you ha1e@ etc'
d: 8n pairs sign a number to your partner #hich is 9! or
o1er they tell you #hat it is 1erbally and then signs
bac% to you a number starting #ith the last number of
theirs i'e' 9F then F then E etc'
e: .ums in sign as 9! Z [9 Iall in sign: #or%ing in pairs
or #ith teacher gi1ing the sum and children the ans#er
f: 8n the playground C teacher tells class to run around
and then says get into a group of " or A or E #hate1er*
signing the number' The children #ho are not in a
group of their number sit out'
?* #asic Si3ns
= To come lea1e E pages >
'a.es an% eBercises
a: 0earn .igns from illustrations
b: Again could de1elop bingo game
c: $ithout your illustrated sheet ho# many colour signs
can you remember etc'
d: Games #ith flash cards C teacher splits class into
groups and then teacher de1elops flash card games
#ith points
e: 3any action songs #ill be listed
f: The game guess #ho is eDcellent for de1eloping sign
communication i'e' 8s the person a man@ Does he ha1e
bro#n hair etc'
70
71
Resources
9' Forest -oo% .hop is the only company in the #orld that is
solely dedicated to the resourcing of .ign 0anguage' 8t5s free
catalogue can be obtained from+,
The Forest -oo% .hop*
/e# -uilding*
Ell#ood )oad*
3il%#all*
(oleford*
Gloucs* G09E F0E
Tele' !9AG" B??BAB
Email+ forestSforestboo%s'com
' (urriculum 4andboo%+
Unloc%ing the /ational (urriculum* I)eception and Key .tage
;ne:*
3usic and the Deaf*
The 3edia (entre*
F* /orthumberland .t'*
4uddesfield 4D9 9)0
Tele' !9"B"!"B?99A I1oice and minicom:
FaD' !9"B"!"B?99E
Email+ infoSmatd'org'u%
EDplore music across the curriculum
0eicestershire 3usic Publications
03Pi* "* (hurch 0ane*
Dingley*
3ar%et 4arborough*
0eicestershire 0E9E BPG
Tele' !9A?G F?E!?B
FaD' !9A?G F?E!?B
Email+ infoS03P'net9'co'u%
72
I;E $URRA!" #U!S I! A #AKER0S S7+P
Fi1e currant buns in a -a%er5s .hop'
)ound and fat #ith sugar on the top
Along came a boy #ith a penny one day
-ought a currant bun
And too% it a#ay
Four currant buns in a -a%er5s .hop
)ound and fat #ith sugar on the top
Along came a boy #ith a penny one day
-ought a currant bun
And too% it a#ay
Three currant buns in a -a%er5s .hop
)ound and fat #ith sugar on the top
Along came a boy #ith a penny one day
-ought a currant bun
And too% it a#ay
T#o currant buns in a -a%er5s .hop
)ound and fat #ith sugar on the top
Along came a boy #ith a penny one day
-ought a currant bun
And too% it a#ay
;ne currant bun in a -a%er5s .hop
)ound and fat #ith sugar on the top
Along came a boy #ith a penny one day
-ought a currant bun
And too% it a#ay
/o currant buns in a -a%er5s .hop
)ound and fat #ith sugar on the top
Along came a boy #ith a penny one day
N.orryO said the -a%er
NThere are no currant buns left todayO
73
I;E LI""LE DU$KS
Fi1e little duc%s #ent s#imming one day
;1er the hills and far a#ay
3other Duc% said Quac% Quac%* Quac% Quac%
-ut only four little duc%s came bac%
Four little duc%s #ent s#imming one day
;1er the hills and far a#ay
3other Duc% said Quac% Quac%* Quac% Quac%
-ut only three little duc%s came bac%
Three little duc%s #ent s#imming one day
;1er the hills and far a#ay
3other Duc% said Quac% Quac%* Quac% Quac%
-ut only t#o little duc%s came bac%
T#o little duc%s #ent s#imming one day
;1er the hills and far a#ay
3other Duc% said Quac% Quac%* Quac% Quac%
-ut only one little duc%s came bac%
;ne little duc% #ent s#imming one day
;1er the hills and far a#ay
3other Duc% said Quac% Quac%* Quac% Quac%
And fi1e little duc%s came s#imming bac%
74
7EAD: S7+ULDERS: K!EES A!D "+ES
4eads* shoulders* %nees and toes*
Knees and toes*
4eads* shoulders* %nees and toes*
Knees and toes*
And eyes and ears and mouth and nose
4eads* shoulders* %nees and toes*
Knees and toes*
7ERE 6E '+ R+U!D "7E 5UL#ERRY #US7
4ere #e go round the mulberry bush*
The mulberry bush* the mulberry bush
4ere #e go round the mulberry bush*
;n a cold and frosty morning'
This is the #ay #e clap our hands
(lap our hands* #e clap our hands
This is the #ay #e clap our hands
;n a cold and frosty morning
This is the #ay #e #ash our clothes
$ash our clothes* #ash our clothes
This is the #ay #e #ash our clothes
;n a cold and frosty morning
This is the #ay #e iron our clothes
8ron our clothes* iron our clothes
This is the #ay #e iron our clothes
;n a cold and frosty morning
4ere #e go round the mulberry bush*
The mulberry bush* the mulberry bush
4ere #e go round the mulberry bush*
;n a cold and frosty morning'
75
I 7A;E A #+DY
I &a-e a bo%y: a -ery busy bo%y
And it goes e1ery#here #ith me
And on that body 8 ha1e a nose*
And it goes e1ery#here #ith me'
And 8 sniff sniff here* sniff sniff there
.niff sniff sniff sniff e1ery#here
8 ha1e a body* a 1ery busy body
And it goes e1ery#here #ith me
And on that body 8 ha1e some hands
And they go e1ery#here #ith me
And 8 clap clap here
(lap clap there
(lap clap clap clap e1ery#here'
8 ha1e a body* a 1ery busy body
And 8 goes e1ery#here #ith me
And on that body 8 ha1e some feet
And they go e1ery#here #ith me
And 8 stamp stamp here
.tamp stamp there
.tamp stamp stamp stamp e1ery#here
8 ha1e a body* a 1ery busy body
And it goes e1ery#here #ith me
And on that body 8 ha1e a nose*
And it goes e1ery#here #ith me'
And 8 sniff sniff here* sniff sniff there
.niff sniff sniff sniff e1ery#here
(lap clap here clap clap there
(lap clap clap clap e1ery#here'
.tamp stamp here stamp stamp there
.tamp stamp stamp stamp e1ery#here
8 ha1e a body* a 1ery busy body
And it goes e1ery#here #ith me
76
I Y+U0RE 7APPY
8f you5re happy an you %no# it* (lap your hands
8f you5re happy and you %no# it* (lap your hands
8f you5re happy and you %no# it
Then you5ll surely #ant to sho# it
8f you5re happy an you %no# it* (lap your hands
8f you5re happy and you %no# it* /od your head
8f you5re happy and you %no# it* /od your head
8f you5re happy and you %no# it
Then you5ll surely #ant to sho# it
8f you5re happy and you %no# it* /od your head
8f you5re happy and you %no# it* .tamp your feet
8f you5re happy and you %no# it* .tamp your feet
8f you5re happy and you %no# it
Then you5ll surely #ant to sho# it
8f you5re happy and you %no# it* .tamp your feet
SI!' A RAI!#+6
)ed and yello# and pin% and green
Purple and orange and blue
8 can sing a rainbo#
.ing a rainbo#
.ing a rainbo# too
0isten #ith your eyes
0isten #ith your eyes
77
And sing e1erything you see
&ou can sing a rainbo#
.ing a rainbo#
.ing a rainbo# too
)ed and yello# and pin% and green
Purple and orange and blue
/o #e can sing a rainbo#
.ing a rainbo#
.ing a rainbo# too
"E! A" SAUSA'ES
Ten fat sausages si77ling in the pan
Ten fat sausages si77ling in the pan
;ne #ent P;P and another #ent -A/G
There #ere eight fat sausages si77ling in the pan
Eight fat sausages si77ling in the pan
Eight fat sausages si77ling in the pan
;ne #ent P;P and another #ent -A/G
There #ere siD fat sausages si77ling in the pan
.iD fat sausages si77ling in the pan
.iD fat sausages si77ling in the pan
;ne #ent P;P and another #ent -A/G
There #ere Four fat sausages si77ling in the pan
Four fat sausages si77ling in the pan
Four fat sausages si77ling in the pan
;ne #ent P;P and another #ent -A/G
There #ere T#o fat sausages si77ling in the pan
78
T#o fat sausages si77ling in the pan
T#o fat sausages si77ling in the pan
;ne #ent P;P and another #ent -A/G
There #ere /; fat sausages si77ling in the pan
"E! I! "7E #ED
There #ere ten in the bed
And the little one said
N)oll o1erR )oll o1erRO
.o they all rolled o1er and one fell out
There #ere nine in the bed
And the little one said
N)oll o1erR )oll o1erRO
.o they all rolled o1er and one fell out
There #ere eight in the bed
And the little one said
N)oll o1erR )oll o1erRO
.o they all rolled o1er and one fell out
There #ere se1en in the bed
And the little one said
N)oll o1erR )oll o1erRO
.o they all rolled o1er and one fell out
There #ere siD in the bed
And the little one said
N)oll o1erR )oll o1erRO
.o they all rolled o1er and one fell out
There #ere fi1e in the bed
And the little one said
N)oll o1erR )oll o1erRO
.o they all rolled o1er and one fell out
There #ere four in the bed
And the little one said
79
N)oll o1erR )oll o1erRO
.o they all rolled o1er and one fell out
There #ere three in the bed
And the little one said
N)oll o1erR )oll o1erRO
.o they all rolled o1er and one fell out
There #ere t#o in the bed
And the little one said
N)oll o1erR )oll o1erRO
.o they all rolled o1er and one fell out
There #ere one in the bed
And the little one said
N)oll o1erR )oll o1erRO
.o they all rolled o1er and one fell out
And this little one said
NGood nightRO
"7ESE ARE 5Y EYES
These are my eyes
These are my eyes
These are my eyes C so 8 can seeR
These are my ears
These are my ears
These are my ears C so 8 can hearR
This is my nose
This is my nose
This is my nose C so 8 can smellR
This is my tongue
This is my tongue
This is my tongue C so 8 can tasteR
80
These are my hands
These are my hands
These are my hands C so 8 can feelR
1?* $o..unication for #lin% an% ;isually I.)aire% Peo)le*
$hat is braille @
-raille is a medium #hich allo#s a non,sighted person to read teDt by
touch* is also a method for #riting tactile teDt'
The braille code is physically presented as raised dots' usually
arranged in cells of up to E dots' This is #hy braille #riting de1ices
ha1e siD main %eys, each %ey controls a dot in the braille cell'
The basic code is called grade 9 braille6 it is a direct substitution of
normal print letters for letters from the braille alphabet*
8n practice* most braille users do not employ grade 9 braille they use
grade ' Grade is a shorter form #hich ma%es reading and #riting
braille much faster'
8t can ta%e se1eral months to learn to read and #rite in grade code'
A competent #riter of braille has a speed ad1antage o1er the person
#ho #rites in con1entional teDt* #hether hand,#ritten or typed* since
braille is a faster recording medium than either of them'
$riting -raille by hand is accomplished by means of a de1ice called
a slate that consists of t#o metal plates hinged together to permit a
sheet of paper to be inserted bet#een them' .ome slates ha1e a
#ooden base or guide board onto #hich the paper is clamped' The
upper of the t#o metal plates* the guide plate* has cell,si7ed #indo#s
under each of these* in the lo#er plate* are siD slight pits in the -raille
dot pattern' A stylus is used to press the paper against the pits to
form the raised dots' A person using -raille #rites from right to left6
#hen the sheet is turned o1er* the dots face up#ard and are read
81
from left to right'

"&e Perkins #railler
-raille is also produced by special machines #ith siD %eys* one for
each dot in the -raille cell' The first -raille #riting machine* the 4all
-raille #riter* #as in1ented in 9BG by Fran% 4' 4all* superintendent
of the 8llinois .chool for the -lind' A modified form of this de1ice is
still in use today* as are later* similar de1ices' A recent inno1ation for
producing -raille is electric embossing machines similar to electric
type#riters'
8n addition to the literary -raille code* there are other codes utili7ing
the -raille cell but #ith other meanings assigned to each
configuration' The /emeth (ode of -raille 3athematics and
.cientific /otation I9GEA: pro1ides for -raille representation of the
many special symbols used in ad1anced mathematical and technical
material' There are also special -raille codes or modifications for
musical notation* shorthand* and* of course* many of the more
common languages of the #orld'

Acti-ities on #raille
1: (ollect a large number of cardboard half do7en egg boDes'
Each boD can represent one braille letter #ith the part #hich is
shaped to the egg being remo1ed #here there is no braille raised
dot' (hildren can then #or% on these to ma%e their name' ;nce
each letter has been shaped stic% therm onto a stripo of card' They
can no# be painted #ith the tips #hich are raised painted in blac%'
These can be stuc% up or children can try and #or% out using a
braille card #hose name goes #ith #ho'
: Purchase a braille tool* template and cards from )/8- shop'
82
###'rnib'org'u% ' 3a%e a braille place name for each child in the
setting' )emember to #or% right to left and re1erse the point
pattern as #or%ing bac% to front'
?: )ead the story of 0ouise -raille, Disabled People #ho ha1e
made a difference' Get the children to thin% of other #ays blind
people could get information that is in #riting or pictures' 3a%e a
list and try out different things they suggest' $hich is the best@
)emember it ta%es about three years to become a proficient braille
user' 3any adults #ho lose their sight cannot learn braille' They
use radio* telephone* tape recorders and tal%ing boo%s' .ome use
3oon #hich is a system of larger raised symbols #hich is easier to
feel* but not as efficient as braille'
A 3oon character forms part of a line based system and as such
presents a larger tactile stimulus than a -raille cell' This #as found
to be of particular benefit to the pupil #ith poorly de1eloped tactile
s%ills in learning to discriminate characters'
8n the present day 8nformation Technology is greatly helping
disabled people' The internet and e,mails can be bro#esed and
the computer using programs such as Ja#s can spea% #hat is
scanned to the blind or 1isually impaired person' ((TK can be
used to magnify type and pictures for those #ho need larger print'
Thermo,plastic printers can print raised diagrams and pictures to
be felt and TK and Film can be audio described'
1/* 'oo% Practices in t&e $lassroo.Q
by 5ic&eline 5ason
QRe)rinte% fro. Disability Equality in t&e $lassroo.@ A 7u.an Ri3&ts Issue0 Rieser
an% 5ason ILEA I1DDGJ DEE I1DDCJ ,,,*%isee%*or3*uk
Teachers #ill ha1e to modify this depending on #hich age group
they are teaching'
Good practices #ithin the classroom to#ards the issues of
disability are the maJor teaching methods that should be used'
Teaching by eDample'
83
9' The school should ha1e a #hole,school policy to#ards disability'
All the school5s practices should be eDamined #ith the assumption
that some of the staff and pupils affected by the practices #ill ha1e
impairments' This includes e1erything from fire drill to collecting
the dinner money'
' .tructures should be de1eloped #hereby all incoming staff and
students can define their o#n Nspecial needsO* e'g' all ne# pupils
could introduce themsel1es to their class by ans#ering the
follo#ing questions+
Ia: $hat5s your name@
Ib: 4o# old are you@
Ic: $hat do you li%e best about yourself@
Id: $hat do you li%e doing best@
Ie: $hat do you find difficult to do@
If: $hat things might you need some help #ith@
Ig: $hat don( you li%e people doing to you@
?' 8n addition to this a short profile of each child5s needs should be
#ritten for all the staff to refer to if this is necessary' 8f the child is
able* they should #rite their o#n profile'
"' 8f a child defines a need #hich can be acted upon straighta#ay*
then it should be done* e'g' a change of position so s<he can
see<hear better'
A' 8f physical arrangements in the classroom ha1e to be altered* or
NrulesO introduced to allo# access to someone in a #heelchair for
eDample* it #ould be better to do this #ith the presence and co,
operation of the fello# classmates #ho #ill then understand the
need behind the request* e'g' pushing chairs bac% under the tables
instead of lea1ing them bloc%ing the path#ays through the
classroom'
E' 8f a child cannot communicate on this le1el because of age or
lac% of speech<language* then in1ite an ad1ocate to attend the first
dayIs: and as% them the same questions'
F' 3a%e sure the teachers and other staff consult the parents of
any child about their needs' All people are indi1iduals and e1en the
most eDtensi1e reading into impairment #ill not gi1e you the
information you need about a particular child' /or #ill NmedicalO
information'
84
B' 8f a child5s impairment is affected by en1ironment factors* e'g'
allergy to chal% dust* then ma%e any attempts to lessen or
eliminate these factors consciously and publicly' &ou are NteachingO
that people matter'
G' 3a%e sure there are positi1e images of disabled people*
especially children in the boo%s* posters photographs and other
materials you might use' )emember to include images of blac%
and other minority groups amongst these'
9!' -e a#are of different cultures* attitudes and beliefs around
disability' This is particularly important in a school #here many
children spea% a first language that may not be understood by the
teachers' Disabled pupils !ay be being subJected to all %inds of
teasing and abuse quite #ithout the %no#ledge of the staff' Dealing
#ith this #ill ha1e to be done #ith great sensiti1ity'
99' -ring up the issue of language and disability from nursery age
up#ards' Do not allo# the names of disabilities to be used as
insults* e'g' dummy* spastic* deafy* etc* and be 1ery careful of your
o#n language as an educator' (onsider e1en the use of 1ery
common #ords, ugly* stupid* silly* daft* clumsy* naughty, #hat does
it do to label anyone #ith these negati1e Judgements@
9' /e1er confuse a person #ith their beha1iour' NThat boy is
beha1ing in a destructi1e #ayO is 1ery different to NThat boy is
destructi1eO' 8t is important that children are reassured that a good
person can beha1e in bad #ays, including themsel1es, because
once self,esteem is lost by the message N8 am badO then it #ill
automatically follo# that they #ill try to compensate by labelling
others as Nalso badO or N#orseO, usually #ea%er and less able or
more troubled persons than themsel1es' People #ith high self,
esteem do not abuse others* nor are they usually 1ictims of abuse'
4a1ing a disability is not a factor that alters this'
9?' Encourage any child #ith a disability to organise some group
acti1ities around their o#n strengths* e'g' Ncra#lingO games led by
a child #ho cannot #al%* Nguess the obJect in the blac% bag by
touchO game led by a blind child* OmimeO games led by a deaf child'
This may in1ol1e you in some careful obser1ation of #hat a child5s
strengths may be' 8t is important that you point out that if a child
#ith a disability comes out as superior at manoeu1ring their
85
#heelchair or differentiating obJects by sound or touch* for
eDample* this is only because of practice* not because of some
magicNcompensationO that NnormalO people don5t possess'
9"' .et up a structure* formal or informal* for disabled pupils to
come together to gi1e Nfeedbac%O on the school5s policy and
practice as regards to their needs' This is one #ay of fostering a
positi1e identity as a gro"* and it is important that children #ith
mild or hidden impairments are included Ichildren #ith asthma*
diabetes* etc:' Kery young children can be included in this* and it
should include such things as their relationship #ith any classroom
aides* management of medication* fatigue* feeling Nleft outO* etc' As
they get older it #ould include self,image* etc'
9A' 8n1ol1e disabled people in the school at all le1els* not as
curios* in1ited to spea% about disability* but as useful and
interesting human beings' 8f a local disabled person has an
interesting hobby* in1ite them in to tal% about it' 8f they ha1e a s%ill
to share* as% them to come and share it' 8f they ha1e time to spare*
perhaps they could come and listen to children read* or do an art
proJect* or coo%ing or photography' Perhaps a disabled person
does puppet sho#s* or li%es singing or is Just great at playing #ith
young children' The point is to allo# contact so that questions can
arise and be dealt #ith naturally* and at the same time the non,
disabled pupils are eDperiencing disabled adults as ha1ing
something to gi1e'
9E' -e a#are that the Hnon,disabled5 adult #orld mo1es at a pace
that is faster than is good for anyone' (hildren* although often
physically acti1e* are not Hdri1en5 in the #ay adults are usually' That
is #hy #e are al#ays telling them to H4urry up5' I4o# many times a
day do you say H4urry up andT5 in your classroom': People #ith
physical disabilities and people #ith learning difficulties are actually
called H.lo#5 as if there really is a correct speed to do things'
HQuic%5 is a compliment* H.lo#5 is an insult' Do #e e1er stop and
as% oursel1es #hy@
9F' At the same time as non,disabled people try to hurry us up*
#hen (hey #ant s to do something* they use their po#er to ma%e
us $A8T in almost e1ery situation #hen #e need them to do
something for us' Disabled people #ait for transport* #ait to go to
the loo* #ait for a bath* #ait to go for a #al%* #ait in hospitals, you
name it* #e #ait for it' -ut #e mustn5t get impatient because #e
86
might annoy our helpers' This is one of the dilemmas of
dependence' 8t happens to young children and older people as
#ell' $aiting is institutionalised in this country for disabled people'
;ur time* li%e our li1es* is not considered to be important' As #e
mo1e for#ard to#ards self,respect and equality* it can be eDpected
that #e #ill lose our endurance and false patience' 4o#e1er
difficult it may feel to the non,disabled* this trend should be
encouraged by our allies' Disabled people learn to use time in
different* and often much more efficient #ays than able bodied
people' $e often do less and achie1e more' This is also true of
people #ith learning difficulties' People #ho are non,disabled are
often most challenged by our different paces* feeling enormous
impatience and frustration #ith ha1ing to listen for fi1e minutes to
something they could ha1e said in ten seconds* for eDample' This
difficulty needs to be ac%no#ledged* but the problem needs to be
firmly located in the Hspeediness5 of society* not in our challenging
beha1iour'
"easin3 an% bullyin3
There is no doubt that this goes on in all schools* Hspecial5 or
mainstream' -ecause young disabled people are li%ely to already
feel Hdifferent5 in a mainstream setting* the teasing may feel #orse
if it comes from the non,disabled young people' 8t is not helpful to
tell the person that this is Hnormal5* or that they are imagining it* if
they feel that others are treating them unfairly'
Teasing and bullying should not be ignored or runa#ay from' The
most helpful role and adult can ta%e is to 08.TE/ to the person5s
feelings about the situation* help them to decide if it is something
requiring some %ind of action or not* and if it is* helping them to
#or% out a strategy to deal #ith it' This may in1ol1e setting up a
meeting bet#een the H1ictim5 and the named perpetratorIs: #here
both sides can say #hat they thin% is happening'
H$hen you do such and such a thing it ma%es me feel so,and,so*
or it ma%es me thin% so,and,so5* is an effecti1e* non,confrontational
#ay of eDchanging information #here it is assumed there has been
a misunderstanding or a mistreatment'
8t should be made clear that the school has a policy* #hich #ill not
allo# abusi1e language* or 1iolence to be used against another
87
pupil* including disabled pupils* nor #ill it allo# disabled pupils to
abuse others' $hat constitutes abusi1e language should be
stated'
Dealin3 ,it& questions
The essential issue is one of good practice' Don5t as% someone
#hat they ha1e NgotO or #hat5s N#rongO #ith them' Gi1e them a
platform from #hich they can define their needs in relation to you
Ior other pupils or staff or building* etc:' $ith a 1ery young child or
a non,communicating child* then as% their parents' The parents
can be a #onderful resource' $hen children as% N$hat5s #rong
#ith herO or some such question* they need a simple but accurate
ans#er that eDplains the EFFE(T of a condition* e'g' N.he is a
spasticO is not a good ans#er' The compleDity of the ans#er should
be related to the age<comprehension of the questioner e'g'*
Q' 5$hat5s #rong #ith 2ane@5
A' N2ane finds it difficult to ma%e her muscles do #hat she #ants
them to doO' ;r
A' N2ane has a lot of difficulty co,ordinating her mo1ements
because of damage to certain parts of her brain'O or
A' N2ane stopped breathing for a fe# minutes Just after she #as
born' This meant that oDygen didn5t get to e1ery bit of her brain
and some cells died' The part of her brain that #as damaged #as
the part that sends messages to her muscles to tell them #hen to
tighten and #hen to relaD' 8f the messages get a bit miDed up it
ma%es your muscles mo1e in #ays you didn5t intend' .ometimes it
is 1ery difficult to stop your muscles mo1ing all the time' This is
called athetoid cerebral palsy' These in1oluntary mo1ements are
Just as tiring as if you #ere doing them on purpose' 2ane uses a lot
of concentration and effort to do the things she #ants'O
88
1E* Raisin3 Disability in Pri.ary Sc&oolsQ
by Ric&ar% Rieser
\)eprinted from Disability Equality in the (lassroom+ A 4uman )ights 8ssue'
80EA 9GG! Disability Equality in Education ###'diseed'org'u% 9GG
8 #or%ed at 0aburnum Primary for half a day a #ee% for t#o terms*
starting #ith a full staff meeting on Disability' 8 then #or%ed #ith
fi1e teachers and their classes for 1arious lengths of time' The
children #ere from four to ele1en years old' The teachers #ere
(hristine &orston I" and A year olds:* .usie -urro#s IA and E year
olds:* Paula ;lurin IF year olds:* carol,Anne Errington IB and G
year olds:* 2ean -an%s I9! and 99 year olds:'
$ith e1ery age group 8 started by defining disability' Then 8
described my o#n impairment as openly as 8 could* sho#ing the
children my different si7ed arms* hands* legs and feet' -ecause 8
tal%ed personally e1en the youngest children could identify #ith
this' I$hen 8 tell young children that boys 8 taught in secondary
school used to mimic me they are shoc%ed': 8 tal%ed generally #ith
the children about all sorts of impairments and attitudes in society'
The idea of a continuum of impairment #as important' $e
discussed the impairments of children in the class* adults and
children in the school* other friends and relations* and their effects
on people5s li1es' These ranged from the hidden to the 1ery
ob1ious* children #ere able to tal% about their o#n impairments in
an atmosphere of respect'
To bring impairment and differences into the open can be a great
relief to any child #ho has tried to hide theirs* or Hcope5* or #ho has
suffered pain* teasing or #orse in silence' -y describing #hat they
may feel is unique to them* and by initiating a positi1e attitude in
the classroom they can lose their feelings of alienation and feel
1alued and good about themsel1es* maybe for the first time'
3ost of the #or% #e #ent on to do #as practical or discussion' The
dra#ings* #ritings and paintings #ere mainly done #ith their
teachers after#ards'
The practical #or% included+
.imulation #or% on being blind* using pu77les and special
games designed for blind children'
89
.imulation #or% on being physically disabled* e'g'* catching
#ith one arm* pic%ing things up #ith feet'
.ur1eys of barriers to access'
(ommunication, -raille* lip reading* finger spelling* sign
language'
0esson on inJuries to the central ner1ous system and safety'
4o# these lead to disability and ho# to a1oid them'
These ideas are in the /ational (urriculum .cience and Disability
Unit' 8 de1eloped #ith (hristine &orston from the #or% 8 did in the
school'
8t is crucial not to do such acti1ities in isolation' As #ith #or% on
anti,racism* anti,seDism and class bias* #e ha1e to help children
loo% at roots of discrimination against disabled people* counteract
it in all its forms' 8t is not about being nice to disabled people' This
cannot be done #ithout continuously challenging negati1e
language* stereotypes and images* lin%ed #ith positi1e discussion'
&ou do not ha1e to be disabled to do this' &ou Just need to ha1e an
understanding of #hat it is li%e to be disabled in this society' At
0aburnum some good #or% had already been done in all areas of
tac%ling oppression' 8 tried to build on this' As a disabled person 8
had my eDperience to dra# on* as -lac% teachers ha1e their
eDperiences #hen tac%ling racism' -ut as e1ery #hite teacher
must ta%e on the daily struggle against racism* so must e1ery Hnon,
disabled5 teacher ta%e on discrimination against disabled people'
Fortunately there are al#ays children #ith much to teach us all'
)ichard')ieser Dec 9GBG
90
"eac&ers $o..ents@
MAs a -lac% teacher #ho belie1es 1ery strongly in equal
opportunities* 8 #as recently made a#are that there #as an area
of equal opportunities that 8 had failed to ta%e on board* both as
an indi1idual and as a teacher'
This a#areness #as prompted by )ichard )ieser* #ho
presented his paper on disability at one of my school meetings'
N)ichard changed my perceptions of disability and ga1e me the
impetus to embar% on a Hdisability5 topic #ith my first year Junior
class' $e team,taught and through his o#n positi1e image and
open ability to share his eDperiences as a disabled person* the
children began their understanding of disability and treated the
subJect #ith great seriousness' A 1ast array of teaching and
boo%s and a 1ariety of acti1ities deepened their initial
understanding'
3any of the acti1ities the children undertoo% #ere of a practical
nature and therefore recording too% on a multi,media
dimension'
These included many drama acti1ities encouraging empathy6
e'g'* the crossing of the hall #ith apparatus representing a main
road* #ith a blindfold and stic%6 a PE lesson that required #or%
on the apparatus using three limbs and a great deal of thought
and care' This lesson resulted in some of the most creati1e
gymnastics #or% done all year and left the children #ith a
positi1e attitude to )achel Ia younger child in the school #ho
has one shorter arm:' $e also #ent on a 1isit to the Globe
0anguage Unit in To#er 4amlets* and on a tour of the local area
in a #heelchair noting difficulties disabled people face in the
en1ironment'
Another of the acti1ities the children enJoyed #as learning sign
language alphabet and signing for deaf people or hearing
impaired6 constructing their o#n sentences using signing6
ma%ing up long stories and loo%ing up signs in their sign
dictionaries' 8 found this #or% in1aluable as a teacher for it
succeeded in appealing to and moti1ating a ne# E.0 child in
my class #ho had hitherto been eDtremely reser1ed' E1ery
silent reading period she #ould choose one of the simple sign
boo%s and sit mouthing the #ords and signing' 8 #as able to use
this as a springboard for a great deal of language #or% #ith her'
91
The effect of this disability topic carried out in the school and
others Ialso moti1ated by )ichard5s tal%:* ha1e been eDtremely
positi1e' The #hole school attitude to impairment and disabled
people is no# a positi1e one* as demonstrated by the reception
of my classes5 contributions to assembly concerning disability*
#hich #ere recei1ed by serious interested faces'
8 thin% that it is of 1ital importance that education and schools
ma%e a positi1e contribution in challenging and changing the
discrimination that disabled people can counter in our society'
Pala <lrin La'rn! 7M De&. 19/9
Ric&ar%0s ,ork in .y sc&ool@ A Personal ;ie,
The in1itation to consider our bodies, the functioning of our
limbs* our senses* our minds, #as radical and salutary in my
school'
As #e gro# older Isome of us:, a generation of teachers are
noticing ho# our body #or%s, especially as the /ational
(urriculum ta%es its toll in stress'
The children #e teach %no# that their bodies are gro#ing' .o
they5re interested in their bodies and* li%e the rest of us* they
measure similarities and differences and are fascinated by #hat
is different or ne#'
-ut in bringing disability as an issue to $illiam Patten 8nfants5
)ichard )ieser brought to our school , in a staff meeting*
assembly and subsequent #or% #ith classes and groups of
children , a more radical message than the increased
a#areness of ho# #e do or don5t function'
Focusing on disability pro1ed to be a radical catalyst enabling
us to o#n up to our humanity* e1en to admit some frailties*
difficulties and secrets* though the children #ere better at
o#ning up than us'
The staff meeting #as* 8 thought* the best in li1ing memory
#hilst the children #ere gi1en an important moral conteDt to the
92
question as #ell as in1aluable information and it #as useful to
ha1e )ichard there as a self,critical role model* prepared to use
himself as an eDample'
The children studying , or suffering , the /ational (urriculum
are going to ha1e to loo% at ho# the body #or%s and it #ould be
criminal to present the body or body,mind as if it #ere in some
#ay perfect in its functioning , or as if some mythic perfection
#ere the norm, al#ays a danger #hen presenting the biological
and the human together'
8t #ould be e1en more criminal to a1oid teaching about the need
to impro1e the situation , #hether by children #riting to the
council* presenting careful and considered studies to the
Education Authority or demonstrating'
The children #ho #or%ed #ith )ichard are in1ol1ed in a 1ital
in1estigation that really matters and the more reality #e bring to
school the better'
For teachers there is an urgent need to o1ercome Go1ernment
policies of di1ide and rule' ;ur schools must not become little
puniti1e #ell,run feudal systems competing in the #orld of
public relations'
The collecti1e must be re,asserted against the alienation of
careerism and control and there is no better #ay of doing this
than by honestly tac%ling the question of disability' 3any than%s
to )ichard for reminding us of the dictum+ HFrom each according
to their abilityT5
Brian )i!ons
2illia! Pa((en in+an(s 19/9
93
1K* Disability courtesy4
2'oo% .anners0 to,ar%s Disable% Peo)leQ
QRe)rinte% fro. Disability Equality in t&e $lassroo.@ A 7u.an Ri3&ts Issue Rieser
an% 5ason ILEA I1DDGJ DEE I1DDCJ ,,,*%isee%*or3*uk
;ne of the best things about ha1ing relationships #ith disabled
people* is that it presents opportunities to learn lots of ne# s%ills*
most of #hich are simply a #ider understanding of HGood
3anners5'
Different %inds of conditions require specific responses* so #e are
di1iding up the s%ills into groups that relate to particular needs'
'oo% 5anners to,ar%s )eo)le ,&o are blin% or )artially
si3&te%
9' /otice #ho they are' Totally blind people are usually easy to
distinguish but partially sighted people are often eDtremely cle1er
at Hgetting by5 #ith limited eyesight* their other senses and
guess#or%' Therefore it is much easier to be una#are of their
needs'
' 8ntroduce yourself by name before starting a con1ersation H4i*
it5s Penny here' 8s it raining outside@5
?' .ay a blind person5s name #hen you are starting a
con1ersation' $ithout 1isual clues they cannot %no# #ho you are
tal%ing to unless you say'
"' .pea% before touching someone' 8t can be 1ery frightening to be
touched #ith no #arning'
A' -e ready to describe things so as to gi1e a person #ith little or
no sight the basic information about the en1ironment that a sighted
person #ill ta%e in automatically* e'g' $ho is in the room* #hat they
are doing* #here they are sitting* anything unusual or interesting
that is in the room* etc'
E' Don5t mo1e off #ithout telling the person H85m going no#5' -lind
people are often left tal%ing to thin air'
94
F' Do not a1oid the #ords see* loo%* etc'* also some totally blind
people appreciate description using colours* because e1en though
they may ne1er ha1e seen them* they may ha1e their o#n
conception of them' As%'
B' As% a blind or partially sighted person if they need help to get
some#here -EF;)E gi1ing it' 8f they do* offer your arm for them
to hold' Do not push or propel someone in front of you' 8f the
person is holding onto you* they #ill feel in control as they can let
go at any time* and they #ill be able to tell by your body
mo1ements #hether you are squee7ing past obstacles* going up or
do#n slopes or steps* going through doors* etc' $hen ha1ing to go
single,file* mo1e your arm behind your bac%* still allo#ing the
person to hold on' 8f you are a #heelchair user* you can easily
guide a blind person by allo#ing them to hold a handle of your
chair* follo#ing the same guidelines as abo1e'
G' Tell a person #here a chair or bed or #hate1er is* and put their
hand on the chair bac%' Don5t push them do#n into it'
9!' .ome blind people li%e to ha1e food arranged on a plate li%e a
cloc%' This helps them to %no# #hat they ha1e to eat and ho# they
can eat it the #ay they #ant' N &our chips are at 9 o5cloc%* your
fish is at E o5cloc% and your peas at G o5cloc%' There is tomato
sauce at ? o5cloc% if you #ant it' There is a glass of #ater on the
table in front of your plate on the right,hand side'O
99' Allo# blind people* particularly young children to touch thing
and get in a mess' This is the only #ay they can learn'
9' Allo# blind people* particularly children to touch you' This is
ho# they find out #hat you Hloo%5 li%e, ho# tall you are* ho# big*
#hether you ha1e long hair or not* etc' $hen a blind child says
H(an 8 loo% at your toy5* they usually mean* Hlet me feel it so 8 %no#
#hat it loo%s li%e5'
9?' 8n an en1ironment that a person #ith little or no sight uses
regularly* remember that order is 1ital* and that if anything has to
be changed* tell the person and sho# the person #hat change has
been made'
9"' $arn a blind person about possible dangers in a ne#
en1ironment, e'g'* 1ery hot radiators'
95
9A' )emember that blind people and people #ith little sight are
eDcluded from all information gi1en in printed form' This is not Just
the ob1ious boo%* but birthday cards* notices on the notice boards*
posters* letters* menus* instructions* photographs* maps* food
labels* catalogues* insurance policies* bill and receipts* bus stop
information* tic%ets* place names* etc'* etc' The inaccessibility of
#ritten or printed information can be one of the most Hdisabling5
factors of society for all people #ho cannot read for #hate1er
reason' -raille and taped boo%s redress only a fraction of the
balance' Also #hite stic%s and guide dogs cannot read eitherR
Technology is being de1eloped that can help* e'g'* machines #hich
Hread5 print aloud* but nothing #ill ta%e the place of a#are friends
and teachers #ho remember to Htranslate5 print into #ords* or an
accessible form of literature'
9E' Don5t pat or distract a guide dog #hile she<he has her harness
on'
9F' 3o1e out of the #ay of a person feeling their #ay along by the
use of a long cane'
9B' Don5t ma%e assumptions about #hat a blind or partially sighted
person can do* e'g'* blind children can play football* if the ball has
a bell inside it' .imilarly many acti1ities are possible #ith small
modifications or adaptations to equipment'
9G' EDplain to a blind child Ior adult: any special needs of other
children or adults #ith #hom she<he may come into contact* e'g'*
2ohnny #al%s #ith crutches and falls o1er if he5s tripped or
%noc%ed into' 4is crutches sound li%e thisT they feel li%e thisT
they are used li%e thisT $hen you hear him near you* be eDtra
careful no to #al% into him'
96
'oo% 5anners to,ar%s Deaf or Partially 7earin3 )eo)le
9' /otice #ho they are' Totally deaf people #ill probably be
ob1ious because of unusual or absent speech* and the use of
1isual language' IThey may or may not use hearing aids':
People #ho are partially deaf* ho#e1er* may Hget by5 by using
guess#or% and using 1isual clues to a great eDtent' They may
use hearing aids and ha1e a noticeable difference in speech
patterns* or they may not' 8f a person has a hearing loss* get
them to describe in detail ho# it affects them and #hat #ould
be useful in terms of support'
' Face the person #hen you are spea%ing or touch them gently to
get their attention'
?' Find out #hat form of communication the person prefers,
signing* lip,reading* etc'
"' 8f the person uses -ritish .ign 0anguage as their first language
then
Ia:learn ho# to do it and mean#hile*
Ib: ma%e sure the person has an interpreter #hene1er she<he is
eDpected to* or needs or #ants to communicate #ith non,
-.0 users'
A' 8f the person lip,reads then ma%e sure your face is in the light*
face the person and spea% normally* but clearly' Try not to change
trac% mid,sentence' Don5t shout' Don5t eDaggerate your mouth
mo1ements' Do use your facial eDpressions to emphasise your
meanings' Do add mime' Fingerspell names or people or places*
as these cannot be guessed' -e patient' -e ready to repeat
yourself if necessary' Don5t put your hands in front of your face'
Don5t smo%e and spea% at the same time' Don5t eDpect a lip,reader
to understand you if your mouth is obscured by a hairy moustache'
E' 8n any classroom or other group situation #here a deaf or
partially hearing student or teacher is participating* arrange people
in such a #ay that e1eryone can see each other5s faces , circles
rather then ro#s' 8f ro#s are una1oidable* get any spea%er to come
up front and face the audience' Get each spea%er to ma%e a 1isible
sign Ie'g'* raised hand: before spea%ing so that deaf people can
97
locate #hich face to loo% at' This in&ldes the teacher' Get people
to spea% one at a time'
F' )emember that deaf people cannot Hhear5 or Hspea%5 in the dar%*
and this includes discos* parties* camping out at night* restaurants*
nightclubs* etc'
B' Do not assume being deaf is a tragedy'
G' -ac%ground noise can ma%e it much harder for a partially
hearing person to communicate orally' 0ea1e your intimate
con1ersations for quiet surroundings* not the playground* cafeteria*
staff room or pub'
9!' 8f the person uses a hearing,aid fitted #ith a T s#itch and can
benefit from the use of induction loops* then ha1e them fitted and
use them in all halls and classrooms #here the person is eDpected
to function'
99' 8f an interpreter is being used* place the interpreter near the
main spea%er' The deaf person can then #atch the spea%er and
the interpreter'
9' Do not use the #ords Hdeaf5 or Hdumb5 or Hdummy5 to denote
lac% of interest or stupidity' This is abusi1e to deaf people'
9?' )emember that it requires a lot of energy and concentration for
a deaf person to deal #ith a hearing community' They may get
tired* frustrated and #ant to Hs#itch off5 literally' This need should
be ac%no#ledged' A deaf member of any group should be as%ed to
say #hen they need a brea%* or #hen they ha1e had enough'
.ometimes a H#riter5 sitting neDt to a deaf person #riting do#n the
main points being said can ta%e the pressure off'
9"' 8f the deaf person uses a 4earing Dog* as% before petting*
calling etc'
'oo% 5anners to,ar%s )eo)le ,it& &i%%en i.)air.ents
9' /e1er assume that e1ery person in a group is able,bodied'
3any impairments are not apparent'
98
' Use the phrase Hhidden impairment5' 8t pa1es the #ay for
identifications'
?' 8f a person identifies themsel1es as ha1ing a hidden disability
sho# an interest in the details of ho# they are affected'
"' 3a%e realistic allo#ances* and ac%no#ledge any eDtra efforts
required to do ordinary things'
A' Do not use derogatory language about peoples5 so called Hminor5
impairments or unseen chronic illnesses* or allo# people to use
such language to#ards each other' I&ou #ill not be able to stop
e1ery abusi1e #ord' $hat is more important is that you say that it
is #rong':
E' -ring things such as medicines* hospitals* doctors* special diets*
etc'* into ordinary con1ersations so that opportunities are
presented for people #ith hidden impairments to share their often
1ery isolating eDperiences'
F' Ac%no#ledge and Hallo#5 the eDpression of frustration or
disappointment' 8ntermittent conditions often bring a lot of sudden
Hchanges of plan5* cancellations and Hmissing out5 on treats for
young people' /e1er %no#ing if you are going to be #ell enough to
go on some outing* sit an eDam* meet the boyfriend* play in the
match* etc'* brings a particular distress #hich may lead to a
generalised H$hat5s the pointR5 attitude if these feelings are denied'
B' As% Hho# are you feeling5 rather than HAre you feeling better@5
IThis question is often eDperienced as ha1ing a silent H&ET5 at the
end of it':
G' -elie1e the person if they say they are in need of medication or
are feeling ill' &oung people ha1e died in both mainstream and
special schools as a direct result of staff not ta%ing a child5s
request for attention seriously enough' 8t is al#ays better to err on
the side of caution' 3ost people 38/838.E rather than 3AU838.E
their needs'
9!' Encourage staff #ith hidden impairments to tal% about them'
99
'oo% 5anners to,ar%s )eo)le ,it& P&ysical I.)air.ents
9' Find out #ho has a physical impairment* as not all are ob1ious*
as% them ho# eDactly it affects them and #hat is useful assistance'
' 0earn ho# to push a #heelchair safely'
?' /e1er push a person in a #heelchair #ithout #arning them or
as%ing them first' EDplain this Hrole5 to e1en the youngest of
children' 8t is Just the same as Hpushing5 a person #ho is not in a
#heelchair'
"' Do not fiddle #ith buttons or controls of po#ered chairs'
A' (ome do#n to head height of a person using a #heelchair if you
are in con1ersation* especially #ith children'
E' 0earn ho# lift #ithout straining your bac%'
F' 0earn to fold and store a collapsible #heelchair'
B' 3a%e sure a person #ho uses stic%s or crutches al#ays has
them #ithin their reach'
G' ;ffer to carry boo%s* etc'* for anyone #ho has a #al%ing difficulty
and ma%e sure they ha1e some#here to sit if needed'
9!' ;ffer to carry trays and drin%s #hen eating together and allo#
people to go to the top of the queue if standing is a problem'
99' -e a#are of fatigue as a real issue for many people #ith
physical conditions' Allo# the person to define their o#n needs and
limits in this area* e1en young children' Thin% of #ays to lessen the
effort in1ol1ed in e1ery day acti1ities' Don5t force a disabled person
to do e1erything they can to do as matter of false principle IHit is
better to be independent5 Hthey must not be allo#ed to get
la7y<manipulati1e<#ea%5* etc':' 8t is an essential 0ife .%ill for us
that #e ma%e our o#n decisions as to ho# #e spend our energy' 8t
is one #e ha1e to learn and practice Just li%e other s%ills'
9' -e patient' .ome of us do li%e to do things for oursel1es* but
are slo#er than a non,disabled person might be'
100
9?' Disabled people are the eDperts on our conditions and needs*
and most of us li%e to be as%ed rather than ha1e assumptions
made about us by others' 4o#e1er* sensiti1ity is needed from
adults in order to recognise that ans#ering questions about
oursel1es requires different amounts of emotional effort on our
part* depending on personality* self,confidence and the le1el of
energy a1ailable on any particular day' 8t is preferable to as% 1ery
specific questions li%e HDo you need me to open this door for you@5
rather than general questions li%e H4o# do you manage@5 8t is also
preferable to set up pre,arranged information,sharing sessions
#ith as many people as possible* rather than a disabled person
ha1ing to repeat the same information to many indi1iduals #hich*
to us* can become tedious' 8t is also polite to consider #hether you
#ould as% a similar question of a non,disabled person e'g'* H4o#
do you go to the toilet@5
9"' 8f a person as%s for help #ith a physical acti1ity* it is courteous
to do it* #ithout sighing* complaining* saying H85m busy5 or H#hat*
again@5 or %eeping the person #aiting unnecessarily' People quite
often ha1e difficulty #ith this because #ithholding assistance is
sometimes a #ay of ha1ing po#er o1er someone else' This
Hdifficulty5 may be unconscious and is usually a lefto1er beha1iour
pattern from our early childhood #hen #e all needed help all the
time and adults #ielded all sorts of po#er o1er us especially #hen
they didn5t appro1e of our plansR A teacher of a class may need to
set firm codes of conduct in this area* as #ell as being a role,
model of a #illing helper'
'oo% 5anners to,ar%s )eo)le ,&o &a-e a learnin3 %ifficulty*
There are many different forms of learning difficulty' .ome only
become rele1ant in certain circumstances' $hate1er the le1el of
learning difficulty someone is eDperiencing* your method of
response should be appropriate #ithout being patronising' The
follo#ing points #ill help you to get it right for anyone #ho has
learning difficulties'
9' 8f anyone as%s you a question* al#ays gi1e the ans#er
clearly #ithout using complicated language' 8f possible*
chec% that the ans#er #as understood'
101
' Al#ays as% before pro1iding assistance* be prepared to ha1e
your offer turned do#n'
?' /o matter #hat le1el of learning difficulty a person might
ha1e* an adult is an adult and should be treated as such'
False stereotypes of people #ith learning difficulties lead us
to belie1e they are childli%e' An adult #ho is labelled #ith a
mental age of F is nothing li%e the a1erage F year old child
and #ould probably be offended and frustrated if treated as
such'
"' 3a%e sure you %no# #hat information is already a1ailable in
plain teDt* tape<(D or pictorial formats so that you can pass it
on'
A' A1oid Jargon' Pro1ide simplified documents #ith plain teDt
and clear pictures or diagrams'
E' 8f unsure #hat to do* as% the person in question and be open
to their ans#er'
8.-/,
(opies a1ailable of #hole pac% from DEE, ]FA including P&P
102
DISA#ILI"Y EQUALI"Y I! EDU$A"I+! RRe3* $&arity !o* 1G??CKES
Unit 'L: Leroy 7ouse: =9/ EsseB Roa%: Lon%on !1 9QP
"el@ GCG E9?D CK?? aB@ GCG E9?= 99EC E4.ail@ infoSdiseed'org'u%
6ebsite ,,,*%isee%*or3*uk
103
Pro1iding Training* (onsultancy & )esources
to de1elop 8nclusi1e Education in the UK