Your third-grade science class has just finished learning about volcanoes and you want to take your class outside to demonstrate a volcanic eruption. You have two students who are wheelchair-bound and must consider their abilities when setting up this lesson. What questions should you ask yourself as you are preparing for this activity? How will you structure your science lesson so as to address these considerations?

Question

What will be an ideal response?

Answer 1

Student responses will vary. However, responses should address several of the following questions when working with a student who has a physical impairment that requires a wheelchair. One such question that could be asked is whether or not the class needs to transition between one activity and another? If so, how long will the transition take? How much time do you have to make the transition from one activity to another before the new activity is not feasible to complete? Will the students be able to make this transition between activities, in this case out to the playground, within a reasonable amount of time? Will the child be able to make the transition independently or will he need assistance? Is the child supported in his or her own plan to get from one area to another? These are all questions that the teacher should ask herself or himself when developing her or his lesson plans and activities. In this case, the teacher should make sure to map out a route to the playground that allows the students in wheelchairs to participate with the rest of the class. Make sure to take ramps and avoid stairways when taking your class outside. Next, the teacher should make sure that he or she supports the wheelchair-bound students in their plans to get from Point A to Point B. The teacher should be sure to foster independent behaviors and support the students in whatever way they choose to get themselves outside with the class. The teacher should also determine how much time the activity will take to complete. The teacher also must determine an approximate transition time for the class to get both outside to the playground and back inside after the activity is finished. These are just a few of the questions that should be addressed when planning a lesson for students who have physical impairments.