Implementation of ‘Yes, you can!’. (Sol-BE-591) 

Author: Eveline De Boeck – OLVP Bornem

Introduction

By implementing the “Yes, you can” learning scenario, students broaden their view of the world. They form an idea about the concept of inclusion and learn to interact with persons with disabilities. They learn that every person is a strong person with many abilities and talents. 

Implementation context

Class coach hour 

I used this learning scenario during ‘class coach hour’ in the third year of secondary school. During these lessons we work on the goals of the ‘GLF’, the Common Fundamental Curriculum. The purpose of these lessons is that students gain insight into diversity and inclusivity. How do you view differences in society? We want students to have an open attitude in today’s society and encourage them to accept everyone as they are. Every person is unique and deserves respectful treatment. 

This series of lessons was given to 16 students aged 14-15 years. They had already heard about inclusion during various lessons such as religion, sociology and psychology, people and survival… 

Stages of implementation

Brainstorm

Nice brainstorming exercise! I used this one, but went deeper into the first questions before moving on to the ‘Olympic Games’ theme. I asked the students to write an essay about something they thought they couldn’t do but did it anyway. In the essay, they also had to incorporate their feelings. This took a class hour. 

Then I read through all the reports and I organized a group discussion. We started discussing these experiences. This was an open conversation where everyone showed vulnerability. Many pupils recognized stories, joined in or complemented the stories. The students got to know each other better. This part also lasted 50 minutes.  

Then I moved on to the ‘Olympic Games’ theme. I did it like they said in de learning scenario. I also asked what discipline they would like to pursue themselves, whether any people have or had ambitions to participate in this….This introduction lasted 15 minutes.  

Warming-up

I skipped the Jigsaw puzzle and immediately started showing the video. I gave them no instructions, but just let the students watch. 

Then I gave the students the suggested Google Forms. We went over the answers. I asked which image had stuck. The students sat down in groups of 4 and talked about what they saw in the video. They did this using an A4 sheet. On the A4 sheet, there were 4 boxes. Each student wrote their findings in ‘their’ box. Then all members went over their findings and discussed them. In the middle of the sheet was a circle. In it, students wrote their joint conclusion. Then we discussed all the conclusions in class. This again took 50 minutes. 

Intoduction

I did the introduction as follows:  

I asked students if they had heard of the Paralympics. We discussed this topic. Some students knew persons in their close circle who had even participated in this. After discussing this topic, I worked with a Padlet. Students noted down which sports disciplines they think could be covered at the Paralympics.  

Then I outlined the history of the Paralympics using the article I found on Europeana. The students listened and noted down key words to retell the story. After this explanation, we discussed this briefly. What do you think about the fact that the Paralympics getting later attention?  How do you feel about the fact that paralympics getting less attention? 

Research

This part I did differently.  

Students created teams of four and searched on the net about the categories of the paralympic sports which were established by the International Paralympic Committee. They chose one sport they found interesting. They searched for information about this discipline. The students had to use at least one image from Europeana. This was not an easy task for them. Since all information is available in English, this was a struggle for the pupils. On the other hand, for once they have an image that is not commonly used. 

Interview  

To supplement their research work, students conducted an interview with a Paralympian. In the past, I worked with children with disabilities and looked for volunteers there. The students made interview questions in class. These were checked by me. Then some volunteers came to school. During the interview, the students sounded out the participants’ experiences, their feelings and their dreams for the future. They engaged in conversation about life and their experiences. 

Presentation  

The students incorporated all the information into a presentation for the other students. Then each group did their presentation. 

Open discussion 

Finally, I asked the students what they had learned. We did a circle discussion. 

Learning outcomes

For students

Everyone is equal 

By implementing this learning scenario, students have a better image of people with disabilities. They see them as people with potential equal to themselves. They have had contact with someone with a disability and have gotten to know the person behind the disability.  

Furthermore, they have learned how to look at inclusion and that every person is a strong person with many possibilities and talents. Students made statements such as ‘I didn’t think I would have so much fun with X’. ‘Wow, what a beautiful person X is’, ‘I want to meet him again, is that possible?’… Many of the students still have contact with their interviewee. 

The interviewees also thought it was a nice activity. 

When you want to implement this learning scenario, I believe it is important to ensure that there is a safe climate in the classroom. Clear agreements are also necessary. I also started by saying that this is serious learning and that everyone should definitely keep an open mind. 

For teachers

Added value

This learning scenario gave me new ideas. In addition, Europeana also gave me a lot of new information about the history of the Paralympics. I had not read this information so thoroughly before. This is explained clearly and concisely on Europeana. I have passed this on to my colleagues in special education who prepare the students for the Paralympics. I think it’s interesting to explain the history there too. 

In addition, the students had to look for an image that matched their presentation. This had to be done via Europeana. This ensured that the students also looked at non-obvious images.  

This scenario also gave me the idea to have the students actually chat with a person with a disability. This in a safe environment, with selected volunteers. This way I could ensure that it was a pleasant experience. An advantage here was that I knew the students with disabilities, which made them feel well. It was an added value for both my students and the Paraolympians. 

Link to the learning scenario: https://teachwitheuropeana.eun.org/learning-scenarios/yes-you-can-ls-tr-710/  

Do you want to discover more stories of implementation? Click here.

CC BY 4.0: the featured image used to illustrate this article has been found on Europeana and has been provided by the Finnish Heritage Agency.