Disability Awareness Plan (SLD Visual Processing Deficiency)

Purpose:
To know what it may feel like to have a physical or learning disability.
Lesson Objectives:

Students will be able to: Identify their personal feelings and attitudes regarding disability.
Have a basic understanding of what it may feel like to have a physical or learning

disability.
Empathize with individuals with disabilities.

Materials Needed:

Pencil or pen
Pre-Test Survey Rationale Handout/Poster
Paper (2 sheets)
Eye sight poster
Tray with miscellaneous school supplies (Several materials)
Tray with school supplies (3-5 items)
Prescription Glasses

Pre-Lesson:
1. Have students complete Pre-Test Survey. Be sure to give each student an ID number so
tests will remain confidential. Be sure to keep a copy of the ID number so students can
use the same number for the Lesson 2 Worksheets and Lesson 5 PostTest.
2. Ask students to think about people they know who have disabilities.
3. Ask students to raise their hand if they know at least one person who has a disability.
4. Provide students with brief Rationale Handout or post Rationale Poster on the board.
Activities (20-30 minutes):
1. Have students take out two sheets of paper.

2. Have students write the name of their school (e.g. San Jacinto Valley Academy) with
their dominant hand (right hand if right-handed, left hand if left-handed) as many times
as they can in 30 seconds.
3. Give student who has written the school name the most times a prize (e.g. candy bar).
4. Have students write the name of their school backwards as many times as they can with
their dominant hand in 30 seconds.
5. Tell students this activity is intended to simulate a student with a visual learning disability
(such as when letters may appear jumbled, for example read looks like raed).
6. Have students write the name of their school with their non-dominant hand (left hand if
right-handed, right hand if left-handed) as many times as they can in 30 seconds.
7. Tell students this activity is intended to simulate a student who may have a physical
disability (such as being paralyzed, for example not being able to move part of your
body) as well as a visual processing disability. Explain not only might they not be able to
see things the same as others, but might not be able to write them like others.
8. Explain to students how assistive technology and accommodations are helpful to people
who have physical disabilities (such as having an assistant take notes for you, having
wheelchair ramps, or using a special keyboard) so they can participate with everyone
else).
9. Now take out the tray with the most miscellaneous school items on it. Explain to the
students you will be walking by (just like at a baby shower) and they need to write down
as many items as they can remember on their paper.
10. Give student who has written the most times a prize (e.g. candy bar).
11. Now pass around the tray with only 3-5 items on it, walking around with the same speed.
12. Have the students write down as many items as the can remember.
13. Explain to students that students with a visual processing disability have a difficult time
seeing and remembering items; especially several items in a short period of time. Like
recalling details from a story, or from note taking.

14. However, explain how it is easier for students with a visual processing disability to recall
details when there are less items per page, or less words per page. They are able to
recall information better, when there is not so much on the page; causing distractions.
15. Now take out the glasses and the eyesight poster.
16. Let students take turns trying on the glasses and trying to read the poster. Then have
them take off the glasses and read the poster.
17. Explain that students with visual learning disabilities often see texts as they did with the
glasses on, blurred, skewed lines, and not able to fully see/read what it says.
18. Explain again why less words on a page, or the help of a note taker and/or assistive
technology can assist these students see material better.
19. Explain to students having a learning disability does not make someone less smart than
anyone else. With appropriate help and support students with learning disabilities can be
as successful as other students.
Reflection (15 minutes):
Have students engage in discussion about the exercise they just completed. Sample
questions to ask:
1. How did it feel trying to write your name backwards? Write your name backwards with
your non-dominant hand?
2. How do you think students with disabilities feel every day at school, having those same
kind of struggles?
3. What do you think it is like to have a physical disability?
4. How do you think it feels to have a physical disability that everyone can see?
5. How do you think it feels to have a disability that no one can see (like a visual processing
disability)?
6. What do you think are some challenges students with disabilities go through every day?
7. How might you be able to help a classmate who has a physical disability? Visual
disability? Any other kind of disability?
8. What have you learned from this activity?
9. Have your feelings changed about students with disabilities?

10. Have students list 5 ways they can assist students in class or out of class who have a
visual learning disability? 5 ways they can help a student with any kind of disability.