Books About Disability and Inclusion

Pop quiz! You're at a park with your little one and another family with a child using a walker arrives at the playground. Or, a child with a visible physical difference joins your classroom. How do you react? What do you do? How do you model welcoming, inclusive behaviour?

As the parent to a child with a diagnosis of cerebral palsy, I sometimes get asked this question, and I encourage people to think about what they do when any new kiddo comes into your world. Say hi! Share your toys. Start a conversation.

Normalizing physical difference and disability with your children is time well spent and is super important. These talks deepen compassion and empathy in kids, and reinforce that a visible physical difference doesn't define a person.

Use empowering, positive language when you're talking to your child. Consider something like, "a walker is a great tool to help them get their legs stronger and join games you like to play." Avoid language that pities or casts the child in a light of not being capable. It can be helpful to connect to an experience your child may already have....does a grandparent use a walker? Is there a family member who wears glasses? Those are tools that help those individuals with various aspects of life -- and it doesn't change the person's value and worth.

These books are some of my favourites -- and they're just a sampling of the many resources available to start these conversations, allow space for your child to ask questions, and raise an ally.

Everyone is Welcome Here

ABOUT: A group activity for 7-14 year olds, who through exploration, will learn about the importance of accessibility in a physical space.

TIME: 25-30 minutes

MATERIALS: Clipboards with paper, writing tools, poster paper, tape, Safe space to explore.

STEPS:

1. Have the group split into groups of 3-5 (If you are with younger children, ensure each group has an adult to supervise)
2. Each group receives a clipboard, paper, and writing tool Explain the meaning of the word accessibility. Have them make two columns on the paper: “Accessible Places” and “Non-Accessible Places”
3. Tell the groups they have 15 minutes to walk around and provide 3 examples for each column. If they’re having difficulty imagining scenarios, encourage them to think about what it would be like to navigate these spaces in a wheelchair of with a walker.
4. Once the groups return to the classroom/meeting area, ask them to share their results. Tape a large poster to the wall and write down the groups’ findings
5. Discuss how you can advocate with your school or community to achieve change that addresses areas of inaccessibility.

Being a disability advocate is not just the responsibility of those who have a physical difference – we can all be the change we want to see!

World CP Day - Thursday, October 6th!

• Get in the spirit of the day and become disability advocates!
• Send an email reminder to have your class wear green on Thursday October 6th
• Take a photo of your class and share on social media. Tag @wawoscanada on Facebook, Instagram and Twitter and use the hashtags #worldcpday #greenforcerebralpalsy #disabilityvisibility