Someone Special Just like you, by Tricia Brown

This book introduces young children to disabilities in a way that makes them so natural that the children will not think of a disability as something odd but a natural part of who each individual is.

Materials

Eyeglasses shape cut from poster board (1 per child)
Pipecleaners
Water Beads https://www.instagram.com/p/Bjara13HRlm/?utm_source=ig_embed
Pillow case
Chalk for playground

Vocabulary

Disability (a physical or mental condition that limits a person’s movements, senses, or activities)

Before reading the Story

Start a discussion with the children about how we are all different. That each of us has things that we like to do, things we are good at doing, and things we do not really like to do. Allow children to comment upon each of these thoughts. Explain to the children that it is all these different feelings that make us each special. Introduce the book.

Social & Emotional Development/Self-Concept; begins to develop and express awareness of self in terms of specific abilities, characteristics, and preferences.

Reading the Story

As you read, point out the different equipment that the children are wearing or using (See the hearing aid? It helps him to hear sounds and words). Answer any questions that the children might have about devices and equipment to help people with disabilities.

Approaches to Learning/Initiative & Curiosity; grows in eagerness to learn about and discuss a growing range of topics, ideas, and tasks. AND Language Development/Speaking & Understanding; develops increasing abilities to understand and use language to communicate information, experiences, ideas, feelings, opinions, needs, questions; and for other varied purposes.

After Reading the Story

In our story today we saw lots of children who had special equipment to help them to be able to do things that they might not otherwise be able to. Does anyone remember the names or uses for one of the pieces of equipment? (glasses, hearing aid, walker). When people have to use special equipment they sometimes might need help. For example if a person is in a wheelchair, they might need help being pushed down the hall/to a center. You can be a friend by asking them if they would like you to help, or by just asking them if they would like to play with you. Ask the children to raise their hands if they like to have fun? And people with disabilities like to have fun too. Raise your hands if you like it when others ask you to play with them? And children with disabilities like to be asked to play too. Raise your hands if you like to be treated mean? People with disabilities do not like to be treated mean either. Raise your hands if you like to be treated with kindness? People with disabilities like to be treated with kindness also. End by telling the children that just like the title of the story today, they are all special and you are so glad that they are your friends.

Social & Emotional Development/Social Relationships; progresses in responding sympathetically to peers who are in need, upset, hurt, or angry; and in expressing empathy or caring for others.

Explain that a person who is blind can not see out of their eyes. They have to learn to get around with the help of a friend or sometimes a dog that has been specially trained to help them. Tell the children that today you are going to pretend to be the dog or friend. Explain that as they move to the next activity, you are going to lead them while they close their eyes. Walk them to the line or the center. As you walk with them one at a time, ask them how it makes them feel to not be able to see out of their eyes? (scary, confused, unsure)

Science/Scientific Skills & Methods; begins to use senses and a variety of tools and simple measuring devices to gather information, investigate materials, and observe processes and relationships.

Discovery

Put the book in the center today along with any other books or pictures that show equipment to help people with disabilities. Take a moment to share with the children the names of the pieces of equipment and how they help.

Approaches to Learning/Initiative & Curiosity; grows in eagerness to learn about and discuss a growing range of topics, ideas, and tasks.

Music and Movement;

Teach the children, It’s Love That makes The World Go Round https://search.myway.com/search/video.jhtml?enc=0&n=7867896c&p2=%5ECPZ%5Exdm317%5ETTAB02%5EUS&pg=video&pn=1&ptb=A0680D34-B28C-4AA7-BB20-22002DA2EFA5&qs=&searchfor=It%27s+love%2C+it%27s+love%2Cit%27s+love+that+make+the+world+go+round-song&si=55412556653&ss=sub&st=tab&tpr=sbt&trs=wtt

It’s love, its love, it’s love that makes the world go round,

It’s love that makes the world go round.

Creative Arts/Music; participates with increasing interest and enjoyment in a variety of musical activities, including listening, singing, singer plays, games, and performances.

Blocks

If you have a set of disability people you can talk about each one and what their piece of equipment is called. Tell them that for a person in a wheelchair how it is hard for them to go up and down stairs. Ask the children if they can build a ramp to get into their block structure.

Approaches to Learning/Reasoning & Problem Solving; grows in recognizing and solving problem through active exploration, including trial and error, and interactions and discussions with peers and adults.

Art

Cut out eyeglass shapes from poster board and let the children decorate them. Use pipe cleaners to make the over the ear pieces.

Creative Arts/Art; progresses in abilities to create drawings, paintings, models, and other art creations that are more detailed, creative, or realistic.

Sand and Water

Add water beads to the center. As they swell in the water they become very sensory.

Library and Writing

Use plastic lacing letters or make letters from pieces of sand paper. Have the children lay the letters onto the table and put a piece of paper over. Use the side of a crayon to press down and make a rubbing. Can the children name the letters that they have used?

Literacy/Alphabet Knowledge; identifies at least 10 letters of the alphabet, especially those in their own name.

Dramatic Play

Add any kind of special equipment you can find so the children can understand how it feels to wear a brace or not see, etc. (Cut a box to make a brace that can be taped around a child’s leg, old sunglasses can have tape put on the lenses, ear phones can be added so the children hear through a muffled sound, and a chair can be turned into a pretend wheelchair).

Science/Scientific Knowledge; expands knowledge of and respect for their bodies and the environment.

Math and Manipulatives

Put out any puzzles that depict people with disabilities. Use the puzzles as a jumping board for a discussion on how we can help each other, ways to make people feel a part of the group (with and without special equipment), and acts of kindness in general.

Physical Health & Development/Fine Motor Skills; grows in hand-eye coordination in building with blocks, putting together puzzles, reproducing shapes and patterns, stringing beads, and using scissors.

Outdoor play

Is your playground and facilities handicap accessible? As you go to the playground, note to the children the ramps to get in and out of the building.

Physical Health & Development/Health Status & Practices; beuil;ds awareness and ability to follow basic health and safety rules such as fire safety, traffic and pedestrian safety, and responding appropriately to potentially harmful objects, substances, and activities.

Make a jumping game. On the cement, draw a large rectangle that is divided by slanted lines (see resources). The children start at one end and jump from name to name calling them out as they go. Can they identify their friends names? Can they identify the first letter of the name? You can also do this with colors, shapes, or individual letters.

Literacy?Alphabet Knowledge; increases in ability to notice the beginning letters of familiar words. AND Literacy/Early Writing; develops understanding that writing is a way of communicating for a variety of purposes.

Transitions

Use the pillowcase as a Feely Bag. Explain to the children that people who can not see with their eyes, learn to use their sense of touch to help them know what things are. Beforehand, gather a variety of objects from your various centers. Put an object one at a time into the pillow case so that the children can not see. Have the children take turns using their hands to feel the object in the pillowcase and guess what it is.

Approaches to Learning/Reasoning & Problem Solving; grows in recognizing and solving problems through active exploration, including trial and error, and interactions and discussions with peers and adults.