Everyone Is Special: Similarities, Differences, and Strengths
Grade/age: 1 and 6 Subject: Literature, Science/Health, Art, Cooperative Learning Time: 2 class periods
Overview: The original lesson uses A Very Special Critter to explore similarities and differences and asks students to create a “critter” from animal parts. The original disability-simulation activity has been removed. Students should learn about disability through accurate information, respectful language, and accessibility rather than temporarily pretending to have a disability.
Learning Objectives
- Grade 1: Identify ways people or animals can be alike and different without treating difference as a defect.
- Grade 6: Develop and explain categories based on observable characteristics and discuss how environments, tools, and supports can affect participation.
- Use respectful, person-centered language when discussing disability.
- Identify strengths and areas where people may need support without assigning a value to either.
Materials
Teacher-selected literature; photographs or illustrations; category cards; paper; scissors; glue; crayons or markers; optional age-appropriate disability-awareness resources from a reputable health or educational organization.
Procedure
- Read and discuss: Read the selected story. Ask students to identify similarities, differences, strengths, challenges, and ways characters solve problems.
- Build categories: Grade 1 students sort familiar objects or animals by one observable characteristic. Grade 6 students create and defend multiple classification rules.
- Learn about accessibility: Introduce examples such as ramps, captions, large-print materials, hearing supports, or adapted equipment. Emphasize that supports remove barriers; they do not make a person “less capable.”
- Create a critter: First graders select animal pictures. Sixth graders use the selected parts to design a fictional animal and explain the classification rule or characteristics used.
- Reflect: Students complete a statement such as “A strength can be _____” or “A support can help someone _____.” No student is required to discuss a personal disability or family experience.
Assessment
Grade 1: correctly identify at least two similarities and two differences. Grade 6: create categories using a clear rule and explain how an accessibility support can reduce a barrier.
Differentiation
Use picture cards, oral responses, sentence frames, pre-cut materials, and partner support. Allow students to demonstrate classification through pointing, sorting, drawing, or speaking.
Teacher Note
Avoid activities that ask students to blindfold themselves, restrict movement, block hearing, or otherwise simulate disability. Such simulations can create misleading impressions and place the emphasis on temporary discomfort rather than on the person's abilities, environment, and actual experience.