After careful review, submit two pages detailing how you would use the article, “Same and Different: Respect for All” with your students in your classroom, their families, and your colleagues in the school where you work:
1.) Parent Engagement Meeting
2.) Students in your Facility/Classroom
2.) Faculty in a Professional Development Meeting
Revolutionary Common Sense by Kathie Snow, www.disabilityisnatural.com
Who are you? A son or daughter, brother or sister, soccer
player or artist, doll collector or game player. You may also be
tall or short, have light or dark skin, or be the
owner of big ears, freckles, or a small nose!
Think about all the different things that make
you the one-of-a-kind person you are. But
are you only your hair color or body size or
freckles or nose? And would you like someone
to call you “Freckles” or “Skinny” or any other
name like that? What would that make you
feel like?
Now think about your friends or classmates.
Are they just like you? Some might like the
same TV shows as you, but their hair or eyes
are different. So you’re alike in some ways, but
you’re also different!
There are many ways we’re all the same and all different,
aren’t there? Do you know other people who may have differences
that are called “disabilities”? What is a disability, anyway? It’s
just a body part that works differently.
Maybe one of your grandparents wears a hearing aid or uses
a mobility device, like a cane, walker, or wheelchair. Sometimes,
we think we should feel sorry for people like this. But
would you want anyone to feel sorry for you, because of
your difference—like your big ears or small nose or hair
color or body size? And isn’t it wonderful that hearing
aids, mobility devices, and other things are available?
They allow people to do what they want to do. Think
of all the things in your life that allow
you to do what’s important to you!
Some people—like your grandparents
or others—acquire a disability through an
accident, illness, or becoming older. Others—like
my son, Benjamin—are born with a disability, just
like you were born with blue eyes or brown
hair. And people with disabilities are more like
you than different!
Benjamin uses a power wheelchair to
get around and a laptop computer to do his
schoolwork. When he was younger, he loved
Same and different: reSpect for all
Use this outline
of a head and
draw yourself.
Wheelchairs,
hearing aids,
talking machines,
and other devices
are helpful tools!
Thomas the Tank Engine, took karate lessons, and more. Today Benjamin is in
college, like you might be one day.
Are there students with disabilities in your school? Some disabilities are
visible—you can see someone’s wheelchair or a difference in their face or body,
or in the way they communicate or behave. Other disabilities are invisible—you
can’t see them —but the person might learn or understand things differently.
We may be curious about a person’s difference—and that’s okay. But the
way we show our curiosity and the words we use may feel hurtful to a person
with a disability. So here are some ideas to make sure we’re always
respectful:
—Don’t stare—that hurts. Instead, say “Hi,” and introduce
yourself. A person with a disability wants to have friends
just like you do.
—Don’t ask, “What happened to you,” or “What’s wrong
with you?” What would it feel like if someone asked
you, “What’s wrong with your ears?” Once you get to
know the person, you’ll learn more about his difference
just because you’re friends! You’ll also learn that—like
your big ears, small nose, etc.—his difference isn’t the most
important thing about him.
—If the person looks like she needs help, ask first! Don’t push her wheelchair
or help in other ways without asking first, and then provide help in the way
the person wants.
—Some people might have speech that’s difficult to understand at first. But once
you’ve become friends, you’ll learn to understand their words. Other people
may use a talking machine; be patient as they respond with the machine. And
some people may use a sign language interpreter. If so, when
you talk to the person, look at her, not the interpreter.
—Use “People First Language.” Put the person before the
disability. Just like you’re not “Big Ears,” a person with a
disability is not “Autistic” or “Crippled” or anything else.
Say, “He has autism,” or “He uses a wheelchair.” And never
use disability words as insults, like calling someone “retard,”
“lame,” “spaz,” “idiot,” “moron,” “imbecile,” or other insults.
—Focus on what the person can do, instead of what she can’t.
Just like you, people with disabilities have many strengths
and abilities!
We’re all the same and we’re all different. Treat others how
you want to be treated and you’ll be doing your part to
make the world a better place for all!
got
manners?
no Staring
pleaSe!
www.disabilityisnatural.com
©2007-16 braveHeart Press
Copyright 2006-16 Kathie Snow, All Rights Reserved. You may print and/or make copies of this article to use as a handout (non-
commercial use). Before using this article in any other way (on websites, blogs, newsletters, etc.) and to comply with copyright law,
see the Terms of Use at www.disabilityisnatural.com. While you’re there, sign up for the free Disability is Natural E-newsletter!
The “Same and Different: Respect for All” article was writ-
ten for younger children. Obviously, there’s a great difference
between a kindergartner and a sixth-grader, and I tried to find
a happy medium. The article might be a “above” kindergarten
curriculum and “below” middle-school curriculum. Thus,
an adult might need to read the article to younger children
and add appropriate explanations, but I hope that a copy can
be made for all children so they can take it home and have
further discussion with their parents. For higher grades, you
can supplement this article with the “People First Language”
article and others on my website (www.disabilityisnatural.com).
The intent of the article is to help children (1) accept differ-
ences in others—specifically the difference we call “disability,”
(2) learn the importance of using People First Language, and
(3) recognize that disability is a natural part of life (some people
are born with disabilities, others acquire them via accident,
illness, or the aging process).
I hope you will encourage children to make the “Same and
Different” article “their own,” by:
• Using the “face outline” in the article to draw themselves
(I left room for a “body” too).
• Coloring in the words in the sidebars of the article—I used
an outline font for most of that text.
Here are some other ideas:
• Pair up students and, on a separate sheet of paper, they can
draw themselves and their partner, noting their similarities
and differences. Using the theme expressed in the article
(“A disability is a body part that works differently.”), the
children can note how their body parts are different from
their partner. For example, some kids can run faster than
others, while others are more limber and can touch their
toes easier than others; some kids are better at drawing,
others at singing; some are great at talking, others are more
quiet and thoughtful; some are great at math, others at
language. Help the students recognize that we all have
different abilities in our bodies and minds.
• Facilitate a discussion about people with disabilities known
to your students: grandparents, other relatives, neighbors,
and, of course, students with disabilities in your school.
Explore “pity” and how dangerous it is. When we feel
pity, we make the person “less than” in our minds and
a patronizing (not equal) relationship exists. Encourage
children to talk about the strengths/abilities of the people
with disabilities they know.
• Widen the discussion to include other differences. There
are many categories to explore, such as religions, cultures,
family structures, sports teams (how are basketball players
different from baseball players), and the list goes on.
NOTE TO PARENTS AND TEACHERS
• Explore the use of tools as helpful devices for all people.
As noted in the “Same and Different” article, hearing aids,
mobility aids, and other devices are great tools that enable
people with disabilities to do what’s important to them.
Contrary to seeing someone who uses a wheelchair, for ex-
ample, and “feeling sorry” for them, we can feel happy that
the wheelchair was invented (and continues to improve)!
My son’s power chair gives him the freedom and mobil-
ity to take karate lessons, act in plays, go to college, and
more! Discuss the ordinary—but critically important—
tools used by your students: pencils and paper, computers,
desks, globes, maps, and so much more. What if they didn’t
have pencils and papers? Would they need to go outside
and write in the dirt with a stick? (My “Ordinary Needs”
article explores this topic in greater detail.)
• Discuss respect for differences, caring for one another, and
the harm of name-calling and other hurtful actions. Talk
about the use of “disability descriptors” as insults. One
of the most popular insults a child can hurl at another is
“Retard.” What does it say about our society that we’ve
taken medical diagnoses and turned them into insults? It
represents the marginalization and devaluation of people
with disabilities.
• If you’re a teacher, I hope your class/school includes stu-
dents with disabilities in the general ed environment. If a
student with a disability is in your general ed classroom,
he/she should be an active member of any discussions,
and should not be talked “about” as if he’s not even
present! If your school is not inclusive—if students with
disabilities are primarily segregated in special ed/resource
rooms—your job is harder, for when you discuss respect
and equality with your class, how is the segregation of
students with disabilities justified? In addition, even with
a productive discussion in your classroom, the risk is great
that your students might continue to see students with
disabilities (who are segregated and/or invisible at your
school) as “different.” I hope your school will abandon
the old ways (segregation) and embrace inclusion (which
is, essentially, mandated by Federal special ed law). My
book (Disability is Natural) and a variety of articles may
be helpful in this regard.
• On the issue of “disability awareness,” I do not recommend
the traditional methods, such as “disability simulations,”
the use of puppets (“Kids on the Block”), etc. For more
information on this, read “Disability Awareness vs. Simi-
larity Awareness” at www.disabilityisnatural.com.
I hope these ideas are helpful, and I thank you for encouraging
children to adopt new ways of thinking! I would love to hear
from you so I can share your ideas with others. Thanks for all
you do to create a more inclusive society for all! Kathie Snow,
braveheartpress@msn.com, 210-320-0678
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