Unit 3 - Lesson 14: Your Rights as a Student with Visual Impairment Prejudice and Stereotyping Unit goal: Students will recognize their rights as a person with a visual impairment and advocate for these rights within society and educational systems. Lesson objective(s): Student will define the terms and and give specific examples of this from “prejudice” “stereotyping” his or her life. Teaching procedures/steps: Step Actions Vocabulary Inform student that you want him/her explore some objects together and share his/her thoughts. Present object that has some tactile or auditory feature, especially something that is striking/startling (heat or cold, loud such as a buzzer, vibration like from a – novelty store, some type of small snack food that is bitter or weird-tasting, jelly beans of a single flavor). Perhaps present a series of objects that have this feature. Talk about the object and the feature. Elicit the child’s Anticipatory descriptions and his/her feelings about the object: What is the physical appearance? Do they feel positive/negative/neutral? Do they feel anxious or excited when handling the object? Present the same object but with the feature removed. When button on the buzzer is pushed, it does not buzz. Note the child’s reaction: Are they surprised or confused? Have a discussion about their feelings. Prejudice - preconceived Guide the student toward understanding that previous opinion that is not experience with the object caused them to view all based on reason or Introduction objects the same way, to all the objects. This actual experience; “judge” is known is often not true and is known as harm or injury that “Pre-judging” results or may “prejudice”. result from some action or judgment. Student will be able to define the term and “prejudice” Stating the Goal describe how and why it occurs.
Unit 3 - Lesson 14: Your Rights as a Student with Visual Impairment Prejudice and Stereotyping Unit goal: Students will recognize their rights as a person with a visual impairment and advocate for these rights within society and educational systems. Lesson objective(s): Student will define the terms “prejudice” and “stereotyping” and give specific examples of this from his or her life. Teaching procedures/steps: Step Actions Vocabulary Anticipatory Inform student that you want him/her explore some objects together and share his/her thoughts. Present object that has some tactile or auditory feature, especially something that is striking/startling (heat or cold, loud such as a buzzer, vibration – like from a novelty store, some type of small snack food that is bitter or weird-tasting, jelly beans of a single flavor). Perhaps present a series of objects that have this feature. Talk about the object and the feature. Elicit the child’s descriptions and his/her feelings about the object: What is the physical appearance? Do they feel positive/negative/neutral? Do they feel anxious or excited when handling the object? Present the same object but with the feature removed. When button on the buzzer is pushed, it does not buzz. Note the child’s reaction: Are they surprised or confused? Have a discussion about their feelings. Introduction Guide the student toward understanding that previous experience with the object caused them to view all objects the same way, to “judge” all the objects. This “Pre-judging” is known is often not true and is known as “prejudice”. Prejudice - preconceived opinion that is not based on reason or actual experience; harm or injury that results or may result from some action or judgment. Stating the Goal Student will be able to define the term “prejudice” and describe how and why it occurs.
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