This unit includes five cross-curricular and/or integrated lessons that address curriculum expectations from three curricula: Language Arts, Mathematics, and Health and Physical Education. Using a children’s book about a student with Attention Deficit Hyperactivity Disorder (ADHD) as a spring board, students will explore concepts of empathy, self- identity, equity, inclusion, learning needs, and universal design from a strengths perspective. They will deepen their awareness of accessibility issues while practising a variety of skills, including listening, speaking, reading, writing, reflection, measurement, data management, body balance and healthy living. Activities #3, 4 and 5 provide excellent opportunities for the classroom teacher to work in partnership with colleagues responsible for Health and Physical Education, the occupational therapist or physiotherapist assigned to the school, another member of the school team or a parent or someone else from the community. Please see the Accessibility+ hub for additional information and resources related to this unit.
The following accessibility messages are addressed in the activities in this lesson:
In keeping with the inclusive nature of accessibility and best teaching practices, lessons and instruction must provide a continuum of supports for all students, including students with accessibility and/or special education needs. The front matter of all revised curriculum policy documents highlights elements to consider in planning classroom lessons and instruction, including universal design, Differentiated Instruction, Equity and Inclusive Education, the perspective of First Nation, Métis and Inuit people, meeting the needs of English Language Learners and of students with special education needs. See the Accessibility+ hub for more information about these and related topics.