Recent Posts
  • Hello world!
Recent Comments
    Archives
    • August 2024
    Categories
    • Uncategorized
    Meta
    • Log in
    • Entries feed
    • Comments feed
    • WordPress.org
    Skip to content
    • Three Pillars
      Inclusive Student Leadership Unified Sports Whole School Engagement
    • Getting Started
      Become a Unified Champion School Commitment to Inclusion After High School Fundraising
    • Resources
      All Resources Accounting Reporting
    • About UCS
      Meet our team Sign up for the Unified Schools newsletter In the News

    Whole School Engagement

    Whole School Engagement includes bullying prevention and inclusive promotion initiatives that reach entire school populations through engaging, inspiring, and optimistic events.

    Whole School Engagement programs & resources

    • Live Unified
    • Spread the Word
    • 2024 Inclusive Schools Week Challenge
    • Volunteering
    • Fundraising

    SPONSORED BY

    • Mail
    • Facebook
    • X
    • Instagram
    • TikTok
    • LinkedIn
    • YouTube

    900 2nd Ave S, Ste 300
    Minneapolis, MN 55402
    Phone: 612.333.0999
    Fax: 612.333.8782
    Email: [email protected]

    Special Olympics Minnesota is a tax exempt 501(c)3 nonprofit organization. EIN #41-1228157
    Copyright 2024 Special Olympics Minnesota | Privacy policy | Terms of use

    My Brother Charlie

    by Alan Rabinowitz
    Grade K-3

    Order A Boy and A Jaguar

     

    Description

    Just Ask!: Be Different, Be Brave, Be You

    by Sonia Sotomayor
    Grade K-3

    Order Just Ask!

     

    Description

    Supreme Court Justice Sonia Sotomayor and award-winning artist Rafael Lopez create a kind and caring book about the differences that make each of us unique. Feeling different, especially as a kid, can be tough. But in the same way that different types of plants and flowers make a garden more beautiful and enjoyable, different types of people make our world more vibrant and wonderful.

    Discussion questions

    • Why does the author call the book Just Ask!
    • Why do you think the author wrote this book? What do you think she wants you to learn from her book?
    • How might asking questions help us understand each other? Is it ever hard to ask questions?
    • Which child in the book are you most like and why?

    Classroom activities

    • Learn about Justice Sotomayor. Share your research in small groups or with the class.
    • Watch this interview with the author
    • Listen to this interview with the author and illustrator
    Itzhak: A Boy Who Loved the Violin

    by Tracy Newman
    Grade K-3

    Order Itzhak

     

    Description

    Before becoming one of the greatest violinists of all time, Itzhak Perlman was simply a boy who loved music. Raised by a poor immigrant family in a tiny Tel Aviv apartment, baby Itzhak was transformed by the sounds from his family’s kitchen radio. The rich melodies and vibrant rhythms spoke to him like magic, filling his mind with vivid rainbows of color. After surviving polio and begging his parents for a real instrument, Itzhak threw his heart and soul into playing the violin. Through dedication, perseverance, and hard work, Itzak honed his extraordinary gift. When he performed on the Ed Sullivan Show at only 13, audiences around the world were mesmerized by the warmth, joy, and passion in every note.

    Discussion questions

    • Itzak shows a lot of perseverance. What does it mean to persevere?
    • Do you think his love of music helped Itzak recover after having polio?
    • What changes do Itzak’s parents make to support him in the book?
    • What were some obstacles to Itzak becoming a professional violinist? What were some of his solutions?
    • Itzak feels a lot of different emotions when he hears music. What are some of the feelings he had in the book? What are some of the feelings you have had while listening to music? Combine this question with the listening activity below.

    Classroom activities

    • Watch this video from Sesame Street on Easy and Hard with Itzak Perlman.
    • Watch this video from Itzak’s first performance on the Ed Sullivan Show in the US.
    • Itzak sees colors when he hears music. This is called synesthesia. Watch this video and this video as a class to learn more. Be sure to use the 360 option in the second video for full effect.
    • Listen to different classical music excerpts as a class and talk about how the music makes you feel.
    It's Okay to Be Different

    by Todd Parr
    Grade PreK-1

    Order It’s Okay to Be Different

     

    Description

    This book delivers a feel-good, positive message about acceptance and understanding. The brightly colored simple pictures and repetitive text work together to call attention to superficial differences and encourage readers to focus on acceptance and individuality. The child-friendly format feature’s Todd Parr’s trademark bold, bright colors and silly illustrations. This book is a great way to start the conversation about diversity with young students.

    Discussion questions

    • Before reading the book with the class, introduce the idea of differences/similarities by asking the group to respond to several of the following statements: Stand up if you have freckles/red hair/have lost a tooth/are wearing sneakers, etc. Then ask the children to think of other ways we are different from each other and ways are we alike.
    • Read the book, stopping to ask if anyone knows someone who is like a given character. Which, if any, characters are like you?
    • Look at the last page of the book. It reads: “It’s OK to be different. You are special and important just because of being who you are.” Share one thing about yourself that you think makes you special and important.

    Classroom activities

    • Print out and color these coloring sheets as a class.
    • Make a T chart: What makes us different/What makes us the same. Brainstorm until there are several examples on each side of the chart. Save this for the next activity.
    • Review the book and the chart. Write the sentence model “It’s okay to ____” on the board. Tell the class that each student will use that model to create at least 1 page of a class It’s Okay book. Encourage students to illustrate their pages using the bright, bold colors of the book. Allow all to share their work, then compile the pages into a class book.
    It's Okay to Ask

    by Gillette Children’s Specialty Healthcare
    Grade K-3

    Order It’s Okay to Ask

     

    Description

    Written by the experts at Gillette Children’s Specialty Healthcare and illustrated by beloved Twin Cities artist Nancy Carlson, It’s Okay to Ask! introduces five children who have disabilities or complex medical conditions. They love to read, play, tell jokes, and make friends. As you get to know the characters in the book and learn that it’s okay to ask questions, you will discover that everyone is more alike than you might think and that people of all abilities can be friends.

    Discussion questions

    • Before reading:
      • Read the title of the book and look at the cover. What do you see on the cover? Who are the people pictured? What are they doing? What do you think this book might be about?
      • Talk about friendship. What does it mean to be a friend? What do you like to do with your friends?
      • Introduce the story. Have you ever been curious about people and asked them questions? In this book you will meet five new friends and some kids who are curious about them.
    • While reading:
      • Make predictions. When you meet each friend, a child asks a question. Before turning the page, ask, “What do you think will happen next? What will the friends do? Where will they go? Will they be friends?” Turn the page and read to find out. What happened? Did you guess correctly? If not, what surprised you?
      • Notice similarities and differences. How are you the same as the kids in the book? Do you also like to dance, ride bikes, read? What else? How are you different? For example: Do you spin on your toes while Maya spins on her wheels? Do you ride a two-wheeled bike while Carter rides a three-wheeled bike?
    • After reading:
      • Discover what tools help us. Kids use all kinds of tools to help them do things. Maya uses a wheelchair to dance, and Ahmed uses a tablet to talk. What kind of tools help you? Do you use a stool to reach high places? Do you wear glasses to help you see?
      • Learn about making friends. Pretend some of the kids in the book moved into your neighborhood and you want to be friends with them. What would you want to do with them? How would you invite them to play? What would you say?

    Classroom activities

    • Read the book like a play.
    • Play “I spy” in the park scene. Find and name the five friends, find the butterfly, the dog, and so on.
    • Describe the emotions expressed by each child. Think of a time you felt like that and draw a picture of that feeling.
    I Talk Like a River

    by Jordan Scott
    Grade K-3

    Order I Talk Like a River

     

    Description

    What if words got stuck in the back of your mouth whenever you tried to speak? What if they never came out the way you wanted them to? When a boy who stutters feels isolated, alone, and incapable of communicating in the way he’d like, it takes a kindly father and a walk by the river to help him find his voice. Poet Jordan Scott writes movingly in this powerful and uplifting book, based on his own experience. A book for anyone who feels lost, lonely, or unable to fit in.

    Discussion questions

    • Discuss the boy’s relationship with his father. How do the poet and the illustrator communicate this?
    • Discuss the wordless centerfold. Explain how the boy’s facial expression conveys what he is feeling. Open the fold-out pages. What is signi­ficant about the glistening river? Is this a turning point for the boy? Compare this illustration to the one on the cover of the book.
    • Sometimes the illustrator shows only the eyes of the boy, rather than his entire face. What is the boy seeing and feeling in the ­first double-page spread? Chart what the boy’s eyes reveal from the beginning of the book to the end. Look at the boy’s body language throughout the book. What does this say about the way he feels?
    • Read the author’s note at the end as a class. The author feels very connected with the movements of nature and compares them to his own. What do you think about that? Do you feel connected with nature? Why or why not?

    Classroom activities

    • The text of this book is a poem. Explore poetry as a class using some of these fun classroom activities, or by creating your own.
    • In the book, the boy finds comfort and confidence in nature. Create a book of nature inspired poetry as a class. Prepare by talking about nature, exploring nature in-person, or by looking at photos or illustrations of nature. Have each student write a poem and create a collage to illustrate their poem. Put all the poetry together into a class book of poems.
    • Invite a local poet to class to talk about their work.
    Emmanuel's Dream: The True Story of Emmanuel Ofosu Yeboah

    by Laurie Ann Thompson
    Grade K-3

    Order Emmanuel’s Dream

     

    Description

    This is the true story of Emmanuel Yeboah. Born in Ghana in 1977 with a deformed leg, he became the personification of courage, strength—mental and physical—and determination even as a child. His life, challenges and accomplishments are well-known in Ghana.

    Discussion questions

    • What is Emmanuel’s message? How is he spreading his message? What do you think of Emmanuel’s method for spreading his message?
    • How did Emmanuel overcome the prejudice and unfair treatment that he faced? How did he help other people with disabilities around the world? What do you think it would be like to ride a bike 400 miles? Do you think you could do it?
    • Have people ever judged you or been mean to you just because you’re different than they are? How did that make you feel? How did you react? With a partner, brainstorm things you could have said or done to help them realize they were treating you unfairly. Have you ever been mean to someone different than you? Why do you think you acted that way? If you met that person again today, what would you do differently? Discuss with a partner.

    Classroom activities

    • Emmanuel wanted to show people that being disabled does not mean “unable.” Create a poster featuring Emmanuel’s message.
    • Locate Ghana on a map or globe. What do students know about Ghana or West Africa? What can they tell about the climate or people based on the pictures in the book? Make a chart on the board showing what students already know or assume about Ghana. After reading, add a section to the chart showing what students learned about Ghana from the book.
    • Emmanuel wears a special shirt while riding to raise awareness for his cause. Are any issues or causes important to you? On a sheet of paper, design a T-shirt that shares a message about something important to you. If you have a plain T-shirt and fabric markers, copy your design onto a shirt and wear it to spread the word about your cause!
    The Girl Who Thought in Pictures: The Story of Temple Grandin

    by Julia Finley Mosca
    Grade K-5

    Order The Girl Who Thought in Pictures

     

    Description

    If you’ve ever felt different, if you’ve ever been low, if you don’t quite fit in, there’s a name you should know. Meet Dr. Temple Grandin. When young Temple was diagnosed with autism, no one expected her to talk, let alone become one of the most powerful voices in modern science. Yet the determined visual thinker did just that. Her unique mind allowed her to connect with animals in a special way, helping her invent groundbreaking improvements for farms around the globe.

    Discussion questions

    • How is young Temple like the other kids her age, and how is she different? How are the differences interpreted by different people in the story, i.e., doctors, teachers, her mother, kids at school, the animals on the ranch? Which thoughts and opinions are helpful and which ones are harmful?
    • Temple was kicked out of school and sent to visit her aunt on a ranch. How did this time away impact the rest of Temple’s life?
    • Temple had to deal with prejudice not only about autism, but also about her gender. How did she approach these obstacles?
    • What are some character traits that describe Temple? Use this list as a starting point and add in other ideas.
    • In a note to readers at the end of the book, Temple encourages everyone to find something they are good at and work on it. What are you good at?
    • Did you make any personal connections with Temple’s story? Have you ever experienced anything like what she experienced or felt how she describes feeling in the book?

    Classroom activities

    • Many autistic people throughout history have used their unique and individual perspectives to impact the world through art, inventions, scientific breakthrough, and more. Break into small groups and research one autistic person’s life and accomplishments, then have each group share what they learned with the class.
    • Watch this short video featuring Dr. Grandin on sensory processing and have a class discussion.
    Can I Play Too?

    by Mo Willems
    Grade K-2

    Order Can I Play Too?

     

    Description

    Piggy and Elephant are about to start a game of catch when their friend Snake asks, “Can I play, too?” Both are puzzled by the request because Snake has no arms. But the three friends try hard to find a way to include everyone in the game. After trying different solutions, poor Snake is about to give up, saying, “Well, I guess I can’t play after all.” This is a wonderful read-aloud book with very funny illustrations.

    Discussion questions

    • Why is Snake so sad? What do you think Elephant and Piggy can do? How can they solve the problem?
    • Have you ever had to think of a new way to do something so that a friend could play with you?

    Classroom activities

    • Give each student a piece of paper folded into 4 squares. In each square, students write or draw:
      1. something they observed in the book,
      2. something they wondered about,
      3. a sensory description—smell, touch, etc.,
      4. how the story is like something they did or that happened to them.

      Allow time for all to share if they choose.

    • Let small groups of children act out parts of the book for the class.
    The Black Book of Colors

    by Menena Cottin
    Grade K-5

    Order The Black Book of Colors

     

    Description

    Living with the use of one’s eyes can make imagining blindness difficult, but this innovative title invites readers to imagine living without sight through remarkable illustrations done with raised lines and descriptions of colors based on imagery. Braille letters accompany the illustrations and a full Braille alphabet offers sighted readers help reading along with their fingers. This extraordinary title gives young readers the ability to experience the world in a new way.

    Discussion questions

    • How do you understand and describe colors if you have never seen them with your eyes?
    • Discuss communication with students. As a class, list the different ways in which human beings can communicate with one another, e.g. speaking, nonverbal gestures, sign language, writing (emails, letters, text messages), signaling. How do students prefer to communicate? Face to face, via SMS? Why?
    • The Black Book of Colors uses several different methods to communicate an idea to the reader. Ask students to identify these methods.
    • Who was Louis Braille? Ask students to research Louis Braille and share their findings. Six Dots: A Story of Young Louis Braille is an excellent source. What did students find surprising or interesting about his life?

    Classroom activities

    • Create a class book of colors. Ask children to draw a picture of something that represents a color and write a sense that corresponds to their picture.
    • Using the Braille alphabet from the book, or an online translator, have students write a short acrostic poem about their favorite color.
    • Show students items such as print-Braille and large print books, Braille and large print rulers and tape measures, a Braillewriter or slate and stylus, a talking and large print calculator, a talking dictionary, a coloring screen, Braille and large print playing cards, a bell ball etc.
    • Create your own tactile book ensuring that the materials used reflect how the item would really feel.
    All the Way to the Top

    by Annette Bay Pimentel
    Grade K-4

    Order All the Way to the Top

     

    Description

    Experience the true story of lifelong activist Jennifer Keelan-Chaffins and her participation in the Capitol Crawl in this inspiring autobiographical picture book. This beautifully illustrated story includes a foreword from Jennifer and back matter detailing her life and the history of the disability rights movement.

    Jennifer Keelan was determined to make a change, but the way the world around her was built made it hard to do even simple things like go to school or eat lunch in the cafeteria. When the Americans with Disabilities Act, a law that would make public spaces much more accessible to people with disabilities, was proposed to Congress, Jennifer went to the steps of the Capitol building in Washington DC to have her voice heard.

    Discussion questions

    • Before reading the book, discuss the words “include” and “exclude” with the class. What does it mean to be included? What does it mean to be excluded? How does it feel to be included? How does it feel to be excluded? Instruct students to keep these feelings in mind as you read the book.
    • What does it mean to be an “activist?” Have any students or their families ever been part of a protest or campaigned to make a change in the world, big or small? How did it make them feel?
    • Why does her neighborhood school say that Jennifer doesn’t belong there?
    • Why does Jennifer decide to become an activist? How does taking part in a protest or demonstration make Jennifer feel?
    • Why do Jennifer and her friends crawl up the Capitol steps?
    • What is the Americans with Disabilities Act? What is the purpose of the ADA? How do Jennifer and her friends react to the passage of the ADA?
    • Discuss the idea of “empathy” with students and why is it important to understand the way someone else is feeling. Go through the book as a class and discuss how Jennifer feels about the things that happen to her. If they were in a similar situation, would students feel the same emotions? Why or why not?

    Classroom activities

    • Watch parts or all of this video documenting the historic Capitol Crawl as a class. The Crawl starts at 5:50, and at 7:50 you can see Jennifer.
    • As a class, discuss the role of the author and the role of the illustrator in creating a book. Break students into small groups, assigning each a two-page spread for closer examination. Work with students to explore the following questions: Where is their scene set? Who are the featured characters? What is happening? How do the illustrations work with the words to tell the story? Have each group present their ideas to the class.
    • Thanks to the ADA, public spaces must take people with disabilities into consideration. For example, curb cuts allow wheelchairs to cross streets more easily. Ask students to identify the accommodations they see in their day-to-day lives. Can students think of other accommodations that could make life easier? Ask students to explore their neighborhoods and take photos of the accommodations they encounter and ideas to make things even more accessible. Come together as a class and share their discoveries.
    • Jennifer is a confident child! When other students in kindergarten tell her, “You’ll never be one of us,” Jennifer knows they are wrong. She says that she thinks of herself as “just a friend waiting to happen!” What does this phrase mean? Adopt this phrase as the class motto while you are studying this book. How could this attitude change the way students see the world and other people?
    A Boy and A Jaguar

    by Alan Rabinowitz
    Grade K-3

    Order A Boy and A Jaguar

     

    Description

    A Boy and A Jaguar is a book about a little boy who loves animals and has a difficult time communicating because of stuttering. Animals help him, because he sees them as misunderstood, just as he sees himself as misunderstood.

    Discussion questions

    • How do you think the author felt at school?
    • Why do you think the author is passionate about speaking for jaguars?
    • How can you use your voice to help others?

    Classroom activities

    • Listen to this story: “Man and Beast” by Alan Rabinowitz
    • Think of ways to make sure that all students feel welcome in the classroom–that everyone matters and has a “voice.” As a class, write a pledge that describes how students will treat one another.
    • Make a paper plate jaguar mask. Search Google for ideas and directions.
    All My Stripes

    by Shaina Rudolph and Danielle Royer
    Grade K-3

    Order All My Stripes

     

    Description

    In All My Stripes, Zane worries that his “autistic stripe” is all that anyone sees. His mother points out that he is much more than that in a way that young children will understand.

    Discussion questions

    • Zane is a fictional cartoon character who has autism. Have you ever heard the word “autism” before? Encourage children to share any experiences or knowledge they have about this topic.
    • What did Zane’s mother mean when she said “I see many different stripes?” What were some of Zane’s stripes? What are some of your stripes? Do we all have the same stripes?
    • In what ways are you like Zane? In ways are you different?
    • In the book, Zane wants to talk to his classmates but doesn’t know how. If you were Zane’s classmate, how would you include him in the conversation?

    Classroom activities

    • Work in small groups to create a different, more positive school day for Zane.
    • Have each student draw a picture of their stripes. Working with a partner, identify things you have in common and ways you are different. Present these findings and your drawings to the class.
    • Research autism and share your findings as a class.