Written by Ann Epstein and John Braman

This was the question posed by a first grader at The Columbus School for Girls. This spring, Linda Ostrander and teaching partner Susan Rollings decided to answer it. They offered a module using guest presenters with disabilities instead of texts and films. “Initially, the unit was controversial,” commented Ostrander. “Some of our faculty felt that first graders were too young to learn about people with disabilities. But we noticed that our girls were uncomfortable around people in our classroom who learned differently than they did. This led to discussions about how all people learn, even people with disabilities. They had questions. They wanted to know why some people looked different or talked or moved differently. They also wanted to know about their classmates who go to occupational therapy or who shout out unexpectedly.” Ostrander and Rollings decided it was time to explore these topics and supply some answers. “We wanted each of our girls to realize how all people learn and work and contribute to society. We wanted the girls to be comfortable with who they are and to know that everyone can be a learner.”

First they interviewed their students. “What would you like to find out about disabilities?” The girls generated over 30 questions, including: What is it like to have a disability? How do parents understand their deaf children? How do people in wheelchairs get on a plane, train, bus or car? Do blind people run or jog? And, can you be friends with someone who has a disability? Then, the pair identified members of the CSG community with disabilities. Rather than organizing activities around text-based resources, they recognized the value of providing person-to-person engagement. They invited individual faculty and students who had polio, a cleft palate and cerebral palsy to share their experiences with the first graders.

The girls were especially interested in why Mr. Frank O’Grady wobbled when he walked and hesitated with his speech. Described by Ostrander as “a very great upper school teacher who has cerebral palsy,” Mr. O’Grady talked with the girls about his disability. They wanted to know, “Why do you have CP? How did it happen?” He patiently explained that when he was born, the umbilical cord was wrapped around his neck. “How did that happen,” they asked. And at this point the girls may have learned one of life’s greatest lessons. “I don’t know exactly why. And the doctors could not explain to my mother exactly how it happened. But it did happen. And I have learned to live my life by walking and talking a little differently than most people.”

Perhaps there was a greater degree of comfort and honesty in this heartfelt discussion because Mr. O’Grady is part of the CSG community. Ostrander attributed the program’s success to direct connections with the school and the Columbus community. In addition to visits with CSG students and faculty, the girls talked with representatives from the Ohio School for the Deaf and the Ohio School for the Blind. The students particularly appreciated a visit from another six year old, a girl with spina bifida. Lauren Sampson was part of the Speakers Bureau at Easter Seals. CSG was her first public speaking experience. She explained how to use a walker (Big Red) and that she used “Pinkie,” her wheelchair, when she was too tired to walk. The girls were also treated to an inspiring performance by the Cleveland based “Dancing Wheels,” professional dancers with and without disabilities.

Ostrander pointed out the unit’s positive impact on students with siblings who have disabilities. “One of our girls said she is more comfortable having friends come over to her house and meet her brother who has developmental disabilities. In fact, now she is proud of what he can do.”

As the hallway outside their classroom filled with artwork and essays and photos conveying the students’ emerging awareness, other CSG faculty congratulated Ostrander and Rollings. The lower school science teacher recognized immediate connections to her sensory unit study. Parents shared that their daughters had become more comfortable with, more knowledgeable about, and appreciative of people with disabilities. “We tried to plant positive seeds, at this perfect young age, of how to deal with differences. It was a success!” said Ostrander. She praised her partner’s persistence, pointing out that Rollings proposed the unit five years ago. “We could not have done it without each other. It was successful because of Susan’s initial vision, and Lower School Director Joan Hill trusted our presentation to the classes.”

Following up on their students’ interests, Ostrander and Rollings invited a manufacturer of prosthetic appliances, Hanger Orthopedics, to explain how arms and legs can be molded. The girls were excited to know that a young man from a Rwandan orphanage benefited from donations made possible through their Lower School “Adopt a School Bazaar” project. The first graders followed his story in local newspapers, a story made more meaningful with their direct knowledge of disabilities and prosthetic devices.

Ostrander urged interested teachers to begin by learning who in their school communities have experiences with disabilities. “These are our neighbors, people in our community,” she noted. “And begin early. First graders want to know “why,” and if presented in an honest, sensitive manner, they are ready for the information.”

Interested in setting up a similar program? Contact Linda Ostrander or Susan Rollings at Columbus School for Girls, (614) 252-0781 for more information.

ISACS Resource Notes and Recommendations

The Council for American Private Education (CAPE) is heavily involved with the 2003 reauthorization of IDEA (the Individuals with Disabilities Education Act). They are advocating for changes in the law to secure expanded funding for parentally placed children with disabilities in independent schools. CAPE is also publishing an IDEA Toolkit, a carefully researched binder with professional development handouts addressing inclusion and clear explanations of IDEA in June. www.capenet.org

Teachervision and the Council for Exceptional Children collaborated on the publication of an extensive list of books for children about disabilities. The list is organized by grade level. Their website includes links to activities and lesson plans about the world of disabilities.www.teachervision.com/lesson-plans/lesson-5316.html.

Ldonline is a website for online resources regarding learning disabilities. They also list books by grade level for and about children with learning disabilities. www.ldonline.org/ld_store/bibliotherapy/ldbooks.html

“Best Boy” is an acclaimed 1979 documentary about a young man with disabilities available through the British Film Institute. www.bfi.org.uk

“My Hair’s Falling Out: Am I Still Pretty?" A Childhood Cancer Education Video available through Brave Kids. www.bravekids.org/cond/videos.html

“Educating Peter: Positive Portrait of a Heartwarming Success” tells the story of a third grade boy with Downs Syndrome through the eyes of this classmates and teacher, available through Aquarius Health Care videos. www.aquariusproductions.com

“Freedom Chasers” features four teens with Cerebral Palsy, Spina Bifida, Juvenile Arthritis and Down Syndrome and captures the essence of what is important to someone with disability who is growing up, also available through Aquarius Health Care videos. www.aquariusproductions.com