Middle Gate Students Learn About Differences

By Laurie Borst

On the morning of Monday, June 12, fourth graders at Middle Gate School explored simulations of disabilities. Organized by intern Kurt Snyder, the event was designed to give the students a feel for the difficulties faced by people with physical and learning challenges. Four stations were set up: Learning Differences, Physically Impaired, Hearing Impaired, and Visually Impaired.

At the Visually Impaired station, students learned about Louis Braille who was blinded in an accident. At the age of 15, Braille developed a system of writing for the blind. Using patterns of raised dots, he established an alphabet and number system. His system is still in use today.

Books and calendars in Braille were available for the children to handle. They discussed the use of guide animals with parent volunteer Victoria Cummings. Reading for the blind and books on tape were also discussed.

The Hearing Impaired station was overseen by Stacie Mawson and Judith Dandrow from the Connecticut Commission on the Deaf and Hearing Impaired. Ms Dawson, who is deaf, demonstrated several signs. Both Ms Dawson and Ms Mawson showed the children American Sign Language alphabet. Each child practiced signing his or her name. Ms Dawson demonstrated a telephone designed for the hearing impaired.

Students tried several different activities at the Physically Impaired station. Wheelchairs and crutches were available for the children to use trying to negotiate around cones. “It’s hard to steer and hard to stop. It must be hard to do this every day,” said Rachel Cole.

Gloves and mittens were provided. The students donned gloves and tried to open puzzle and game boxes. They proceeded to try to assemble puzzles and Legos while wearing the gloves.

Omar Naeem said, “It feels pretty weird. I keep dropping things. This Tangle puzzle is the hardest!”

“I can’t get the pieces out of the base. It’s impossible to pick up these things. When I go to grab a piece, it stays there. It makes me feel frustrated,” said Ellie Ress.

The Learning Differences station seemed to really frustrate the students. The children were not allowed to ask any questions during the activities. They started by drawing with their dominant hand. Then they had to draw with the other hand. They were instructed to write their name backwards.

Then, the facilitator said, “Now, draw a picture of” and she mumbled. The children were visibly frustrated when the facilitator would not clarify the instruction. Samples of text with letters missing were giving to the students to attempt to read. Again, they reacted with frustration.

After the event, Josie Schmidt’s class discussed the experience. Many students talked of the difficulties they experienced. Some felt lucky they did not have to deal with such issues all the time. A lot of empathy was expressed by the students.