“Out of My Mind” Book Study: A Catalyst for Student Disability Awareness /Learning
VOTA School System Symposium
3/11/2017
“Out of my Mind” Book Study:
A Catalyst for Student
Disability Awareness/Learning
Susan Mapes, MA, CCC-SLP
Carole Ivey, PhD, OTR/L
Fiona Bessey-Bushnell, MA, MS, OTR/L, ATP
“OUT OF MY MIND” BOOK STUDY
A disability awareness curriculum
Through engagement in an age-appropriate
novel, students and adults will gain an
awareness of and empathy for peers with
disabilities that may result in behavioral
changes that promote inclusion within the
school setting.
“OUT OF MY MIND” CURRICULUM OBJECTIVES
1. To promote disability awareness of students and
adults in a school setting.
2. To increase awareness and understanding of
challenges and solutions in the area of
communication and activities of daily living that some
individuals with disabilities face.
3. To increase awareness and understanding of career
choices related to disabilities (Physical Therapist,
Occupational Therapist, Speech Pathologist)
4. To increase awareness of attitudes, beliefs, and
behaviors in the general population that may prevent
full inclusion of persons with disabilities
“OUT OF MY MIND” BOOK CURRICULUM KIT
Two kits were created with support from VCU’s Training
and Technical Assistance Center (T/TAC)
Teacher Resource Guide
Classroom set of books
Communication devices (Little Mack, 32 Message
Communicator, Dynavox)
Assessment worksheet
DVD of web resources
“OUT OF MY MIND” BOOK CURRICULUM KIT
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Flow of study
Lesson plans
Materials needed
Directions
Discussion questions
Relationship to SOLs
Communication
Activity – Low Tech
 Show and Tell
 User’s guide for
equipment
 Resources and
websites
 Teacher Planning
Guide At-a-Glance
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“Out of My Mind” Book Study: A Catalyst for Student Disability Awareness /Learning
EXAMPLE OF DAY 8
VOTA School System Symposium
3/11/2017
“OUT OF MY MIND” BOOK CURRICULUM KIT
Show and Tell with communication devices provided in
kit.
 Script provided for OT, SLP, or teacher
Demonstrate how each communication device in the
kits works, then allow students to have a hands-on
experience to take turns exploring and
communicating with the devices.
 Career Readiness – natural flow
 Definition of Cerebral Palsy
Discuss: How are the devices the same or different from
their vision of Melody’s “Meditalk”?
Materials: Little Mack; 32 Message Communicator;
Dynavox
WHAT IS CEREBRAL PALSY (CP)?
Cerebral = related to the brain
Palsy = meaning loss of muscle function. For people
with CP, the muscle function can include difficulty
controlling body movements, tremors, muscle
tightness or coordination.
CP is not something that you can “catch”, like the flu or
a cold. Generally, something happens to a baby before
they are born, while they are being born, or shortly after
they are born that affects their brain. Because the brain
is the central part of determining how we move, it can
result in CP.
Because CP is a general term, all children with CP are
different – just like all people are different.
WHERE DO OTS WORK?
Spastic hemiplegia
 Affects one side of body
 Can also affect muscles in the face
Spastic diplegia
 Legs are affected more than arms
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schools
hospitals
nursing homes
home health care
Spastic quadriplegia
 Affects arms, legs and body
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“Out of My Mind” Book Study: A Catalyst for Student Disability Awareness /Learning
HOW DO YOU BECOME AN OT?
 Study hard and do well in school!
 Volunteer with an OT in a variety of settings
 Go to college, then apply for OT School (currently a
master’s level program)
5.1 COMMUNICATION: SPEAKING, LISTENING, MEDIA
LITERACY - THE STUDENT WILL LISTEN, DRAW CONCLUSIONS,
AND SHARE RESPONSES IN SUBJECT-RELATED GROUP
LEARNING ACTIVITIES.
a. Participate in and contribute to discussions across
content areas.
b. Summarize information gathered in group activities.
c. Communicate new ideas to others
VOTA School System Symposium
3/11/2017
CONNECTING WITH THE CURRICULUM
 Teacher/administration buy-in
 Book provides a vehicle for addressing numerous VA
Department of Education Standards of Learning
(January 2010)
5.4 READING – THE STUDENT WILL EXPAND
VOCABULARY WHEN READING.
a. Use context to clarify meaning of unfamiliar words
and phrases.
b. Use context and sentence structure to determine
meanings and differentiate among multiple
meanings of words.
c. Use knowledge of roots, affixes, synonyms,
antonyms, and homophones.
d. Identify an author’s use of figurative language.
5.5 READING – THE STUDENT WILL READ AND
DEMONSTRATE COMPREHENSION OF FICTIONAL TEXTS,
NARRATIVE NONFICTION, AND POETRY.
5.5 READING (CONT’D)
a. Describe the relationship between text and
previously read materials.
f. Summarize supporting details from the text.
b. Describe character development.
c. Describe the development of plot and explain the
resolution of conflict(s).
e. Identify main idea.
g. Draw conclusions and make inferences from text.
h. Identify cause and effect relationships.
i. Make, confirm, or revise predictions.
d. Identify and ask questions that clarify various points
of view.
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“Out of My Mind” Book Study: A Catalyst for Student Disability Awareness /Learning
VOTA School System Symposium
3/11/2017
SAMPLE QUESTIONS
ROLE OF SLP
Chapters 1-3:
How do you think you learned words? (SOL 5.1 a,c)
How does Melody use descriptive and figurative
language to describe her understanding of words and
music? (SOL 5.4d) (e.g. tornado = fits of frustration;
music=colors)
What everyday challenges does Melody describe? (SOL
5.5h)
Script provided for SLP or teacher
Description of job
• reason someone may need speech
• across life span
• specifically relative to C.P.
• other work settings
Discussion of alternate/augmentative ways to
communicate
EXPERIENCE IT … LOW TECH
“OUT OF MY MIND” BOOK STUDY
Examine the effect of a book study lesson on knowledge,
attitudes, and perceptions toward children with disabilities.
 Do knowledge of disabilities increase after participating in
the book study?
 Do attitudes and perceptions change after participating in
the book study?
 Do teachers feel like the book study was a helpful part of
their curriculum?
 Did student enjoy participating in the book study?
METHODS
Pilot study on a
EVALUATION
5th
grade class
Prior to reading the book, students were asked to
engage in a “Gallery Walk” to share perceptions and
knowledge about disabilities and related topics.
1. What image do you have of a person with a disability? (no
picture prompt)
Teacher provided with 4 sheets of poster paper,
markers, post-it notes, four questions to ask the class,
and one laminated picture (picture prompt)
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“Out of My Mind” Book Study: A Catalyst for Student Disability Awareness /Learning
VOTA School System Symposium
3/11/2017
2. What words might you use to describe this person?
METHODS (CONT.)
3. Do you think this person would be a good friend? Why or
why not?
After the students finished reading the book, they were
asked to answer the same questions and write their
responses on a different colored post it note.
4. Would you choose this person to work in a group with
you? Explain the reasons for your answer.
Answers were then to be compared, pre-test vs posttest**
LIMITATIONS OF STUDY
 Hesitation of students to report honest feelings and
perceptions related to disabilities
 Teacher felt that some students were hesitant in reporting
honest feelings due to fear of judgment from their
classmates.
 As a result, some of the responses on the post-it notes may
not be accurately representative of the student’s feelings.
 Difficulty organizing and keeping track of the post-it notes
 Many post-it notes had either the book number or question
number, or neither of the tracking numbers written.
 As a result, we were unable to separate pre- and post-test
answers and compare
NEXT STEPS: RESEARCH STUDY
• Omit Gallery Walk
• Complete paper evaluations
• Allows for privacy in answers
• Allows for management of
evaluations
DISCUSSION
Great diversity in the perception of students with
disabilities, as well as the level of comfort around
students with disabilities
Children must be given access to information and have
exposure to interacting with children with disabilities.
IMPLICATIONS FOR PRACTICE
 Buy-in from teachers, librarians, and other personnel
 Options
 Book study for staff (professional development)
 Follow-up to book club/study (BOB)
 Curricular options
 In-depth curriculum
 One-time presentation
 AT
 Disability awareness
 Professions
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