4. Helen Keller
• “ Once I knew only
darkness and stillness.
My life was without
past or future. But a
little word from the
fingers of another fell
into my hand that
clutched at emptiness
and my heart leaped to
the rapture of living.”
5. Learning Statements
Group #1
• People have an inherent need to communicate, to have
a “voice”, and to share their stories
• The forms of communication vary from person to
person, and era to era
• Historic forms of communicating include art
(drawings, statues, paintings), written word (letters,
journals, poetry) and spoken word (legends, plays,
family history, song)
• Recently developed forms include, texting, emailing,
social networks sites (facebook/twitter), video
(youtube), podcasting, blogging, etc.
7. Chimamanda Adichie
The danger of the “single” story, the power of the
story teller, and the necessity of sharing the
multitude of overlapping stories to understand
our lives, our culture, and each other.
8.
9. Learning Statements
group 2
• “single stories” over simplify a confusing
complex world
• these stereotypes are easily controlled by the
storyteller
• the storyteller is often an “outsider” looking in
• I have far too many “single stories”
• “Africa” and Autism have a lot in common
• I cannot understand, relate to, or effectively teach
a student with autism if I feel pity for them
11. Amanda Baggs
• A new “voice”
sharing a new story
about autism,
communication,
and the trap that is
the “single” story.
12.
13.
14. Learning Statements
Group #3
• My understandings of language, words, and
communication are not the only understandings of
these things
• The educational systems attempts to communicate with
cognitively disabled students revolves around teaching
them our language
• Without mastery of our language, students are left
without a “voice”, limiting their power, value,
relationships, motivation, and joy
• As the teacher, and the “non-disabled” person, perhaps
I should spend more time learning student languages
16. Field Study Plan
• Use digital images and media to
have students with special needs
share their stories and perspective
• Build a class wiki to store favorite
photos and start conversations
between students, teachers, and
parents
• Bring in a media artist to help with
photography and story telling
• Look, listen, reflect, discuss, look,
listen, reflect, discuss (repeat until
the end of time)
• Attempt to interpret media, find
hidden voices, build connections
and foster communication
