Teacher Information Booklet
Please note that the page references throughout this document refer to the
Word versions of this document and the Word versions of the other
documents cited herein. Page references in PDF and printed versions of
these documents will be different.
Bar None Community Awareness Kit for Schools
ISBN: 978 1 74200 087 9 (print version)
SCIS order number: 1417712
Full bibliographic details are available from Curriculum Corporation.
Published by Office for Disability
Department of Planning and Community Development
1 Spring Street, Melbourne, Victoria 3000
Phone: (03) 9208 3015 or 1300 880 043 (for the cost of a local call)
TTY: (03) 9208 3631 (for people who are Deaf or hearing-impaired)
Fax: (03) 9208 3633
Email: ofd@dpcd.vic.gov.au
Website: www.officefordisability.vic.gov.au
September 2009
© State Government of Victoria 2009
This publication is copyright. No part may be reproduced by any process
except in accordance with provisions of the Copyright Act 1968.
Authorised by the Victorian Government, Melbourne.
1
Ministerial foreword
The Victorian Government in collaboration with the Association of
Independent Schools of Victoria and the Catholic Education Office
has great pleasure in presenting the Bar None Community
Awareness Kit for Schools.
The Kit builds on the exceptional work of teachers and schools by
providing a number of user-friendly resources, aimed at creating
welcoming and inclusive school communities for all, including
young people with a disability.
One in five Victorians has a disability, and like the rest of the
community, strive to lead diverse and fulfilling lives. Often, due to
physical, communication and attitudinal barriers, people with a
disability do not enjoy the same opportunities as other Victorians.
The Victorian Government is committed to addressing these
issues and is working to ensure that people with a disability
actively participate in all aspects of life, including in employment,
sports and recreation, and at school, particularly in light of the UN
Convention on the Rights of Persons with Disabilities that was
ratified by Australia in 2008.
As today’s school students move into adulthood and become
employers, neighbours, friends and work colleagues, the
community will benefit from a greater awareness of diversity and
difference.
We commend the Kit to you and urge you to share the resources
with your teaching colleagues to ensure that the entire school
celebrates diversity and difference and becomes a welcoming
community for all.
Hon Lisa Neville MP, Minister for Community Services
Hon Maxine Morand MP, Minister for Children and Early
Childhood Development
Hon Bronwyn Pike MP, Minister for Education
2
Acknowledgements
With the kind permission of the Disability Services Commission,
Western Australia, components of this kit were reproduced from
the Count Us In! Curriculum Support Package (visit
www.disability.wa.gov.au/forschools.html).
Parts of these resources were based on The City of Whitehorse
Disability Awareness Resource Kit (visit
www.whitehorse.vic.gov.au/Page/Download.asp?name=DisabilityA
warenessResourceKit.pdf&size=3899183&link=../Files/DisabilityA
warenessResourceKit.pdf).
Parts of the Teacher Information Booklet are based on the Office
for Disability’s Inclusive Consultation and Communication with
People with a Disability Guide. This is an updated version of the
original guide published by the Department of Human Services in
2004 and was produced with assistance from the Communication
Aid Users Society Inc (CAUS) and Westernport Speaking Out Inc.
Visit
www.officefordisability.vic.gov.au/research_and_resources.htm to
view the complete version.
The Office for Disability appreciates the input of the following
organisations during the development of these resources:
3

Able Australia

Alpha Autism Inc

Autism Victoria

Blind Citizens Australia

Brainlink

Cerebral Palsy Education Centre Inc.

Cystic Fibrosis Victoria

Down Syndrome Association of Victoria

Epilepsy Foundation of Victoria

Fragile X Association

Independence Australia

Motor Neurone Disease Victoria

Multiple Sclerosis Australia

Muscular Dystrophy Australia

People Living with HIV/AIDS Vic

Prader-Willi Syndrome Association of Victoria

SANE Australia

Scope Victoria

Spina Bifida Foundation of Victoria

The National Organisation for Fetal Alcohol Syndrome and
Related Disorders

The Tourette Syndrome Association of Victoria

VALID

Vicdeaf

Vision Australia

Youth Disability Advocacy Service (YDAS)
Thank you to the Reference Group for their invaluable input and
feedback. The group consisted of:
4

Association for Children with a Disability

Association of Independent Schools Victoria

Australian Education Union

Catholic Education Office, Victoria

Department of Education and Early Childhood Development

Department of Human Services

Department of Planning and Community Development

Early Childhood Intervention Australia

Parents Victoria

Star Victoria

Victorian Curriculum Assessment Authority

Victorian Disability Advisory Council

Youth Disability Advocacy Service
Thank you to the young people, their families and schools who are
featured in the DVD.
Thank you to Curriculum Corporation who assisted in producing
the Bar None Community Awareness Kit for Schools.
5
Contents
Introduction
9
Overview
11
Disability statistics
11
Defining disability
12
History of disability in Australia
15
Disability legislation and policy
18
Rights and responsibilities
18
Students with a disability
20
Blueprint for Education and Early Childhood Development
22
Communication
23
Accessible and appropriate language
23
Accessible and inclusive classrooms
25
Communication devices
29
Understanding impairments
31
Acquired brain injury
31
Autism Spectrum Disorders
32
Cerebral palsy
34
Complex communication needs
36
Cystic fibrosis
37
Deafness and hearing impairment
38
Developmental delay
40
6
Down syndrome
41
Dual sensory loss (Deafblind)
43
Epilepsy
43
Fetal alcohol spectrum disorder
45
Fragile X syndrome
46
HIV/AIDS
47
Intellectual disability
48
Motor neurone disease
49
Multiple sclerosis
50
Muscular dystrophy
51
Prader-Willi syndrome
52
Psychiatric disability
53
Spina bifida
55
Spinal cord injury
56
Tourette syndrome
57
Vision impairment
58
More resources
61
Websites
61
Books
62
Films
66
7
“Sometimes people assume that people with disabilities can’t
do certain things. This is a myth! We just need to have friends
and others to help us do well at school and do whatever we
want with our future. I am a musician, actor, writer and
director, as I have learnt that my disability does not need to
stop me from doing important and exciting work.”
Jess, Steering Committee Member, YDAS.
8
Introduction
Given that young people spend so much time there, school is the
ideal forum for increasing understanding of, and celebrating,
diversity and difference.
The Bar None Community Awareness Kit for Schools has been
developed to support teachers to raise awareness of inclusion,
understanding and tolerance in their classrooms. The kit is for
teachers to use with all their students, to enhance their knowledge
and understanding of disability and provide both teachers and
students with the skills to create a welcoming, inclusive
community.
The kit is comprised of a number of components:
9

This Teacher Information Booklet provides teachers with
general information and aims for a broad-brush
understanding of some key issues related to disability.
Disability is complex and multi-layered so the information
contained is not exhaustive but rather an overview of key
statistics, definitions and some suggestions for practical
ways to create welcoming classrooms. Teachers are
encouraged to source further information by following some
of the links and contacts provided.

A series of 15 Curriculum Units mapped to the Victorian
Essential Learning Standards that include practical and
engaging classroom activities for teachers of Prep to Year 8
to incorporate into their teaching and learning programs.

A CD-ROM that contains Word and PDF versions of the
Teacher Information Booklet, the curriculum units, and the
Train the Trainer Module.

A DVD that showcases a number of young people with a
disability, and their families, teachers and principals. The
DVD, which links to the curriculum units, highlights the skills,
aspirations and contributions that all students with a disability
can make to their school and wider communities.

A Train the Trainer Module that links to the DVD and
provides teachers and schools with support regarding the
practical application of the kit in their teaching and learning
programs.
Each Victorian school has received one copy of this package, so
we suggest you visit
www.officefordisability.vic.gov.au/bar_none_kit_for_schools.htm to
download and print off further copies to use in your classrooms
and share with your teaching colleagues, to ensure the whole
school is in a position to create a welcoming community.
No doubt, your school and local community already have a number
of credible, engaging tools and resources that address similar
issues. We encourage you to use these in conjunction with this
state-wide kit.
10
Overview
Disability statistics

In Victoria, 992,300 people have a disability, ie one in every
five people or 20% of the population.

In Australia, there are 3.9 million people with a disability.

There are about 650 million people with a disability
worldwide.

Disability is strongly correlated to age. In Victoria, the
incidence of disability increases with age from 4.4% of
children to 95.9% of people aged over 90.

As a consequence of our ageing population and medical
advances, the incidence of disability in Victoria is increasing
and the proportion of people with a disability in our society is
growing. For example, in 1981, 15% of people had a
disability; in 1993, the proportion had risen to 18% and in
2003 the figure had risen to 20%.

The rate of disability among Aboriginal and Torres Strait
Islander Australians is almost twice as high as that of nonIndigenous Australians.

It is estimated that one in four people with a disability comes
from a language background other than English, or is the
child of parents from a language background other than
English.

One in three people knows someone with a disability.

About 14% of Victorians care for someone with a disability.
Australian figures taken from Australian Bureau of Statistics, Disability Ageing
and Carers: Summary of Findings, Victoria, 2003; Australian Institute of
Health and Welfare The Health and Welfare of Australia’s Aboriginal and
Torres Strait Islander Peoples 2008; National Ethnic Disability Alliance
Factsheet 1, undated. International figures are taken from www.un.org/
disabilities/index.asp.
11
Defining disability
Disability results from the interaction of three factors: medical
condition, bodily function, and the social and physical environment.
Some medical conditions affect the ability of a person to undertake
physical and cognitive activities, for example stretching or
reaching, or understanding information. This is called a functional
impairment. Disability arises when a person cannot do everyday
tasks because their social and physical environment does not
account for their impairment.
Disability can occur at any time in life. Some conditions that cause
disability are present from birth. However, the great majority of
people with a disability acquire their impairment as an adult.
There are four broad categories of impairment:
Intellectual and cognitive impairment
People with an intellectual or cognitive impairment experience
difficulty with comprehension and learning.
Physical impairment
Physical impairment affects a person’s mobility and can limit their
ability to move about, to get up and sit down, to carry things, and
to operate doorknobs, controls and levers.
Psychiatric impairment
Psychiatric impairment is a general term for illnesses that cause
symptoms such as mood changes, psychotic episodes, auditory or
visual hallucinations, or delusions.
Sensory impairment
A sensory impairment affects one or more of the five senses, most
commonly hearing and sight.
12
Some people may have more than one type of impairment. For
example, a person with a vision impairment may also have an
intellectual or cognitive impairment.
People with a disability are representative of the diversity of the
Victorian population and may belong to a number of communities.
Each person’s experience of disability is different. This is
influenced by the person’s experiences of their individual condition
and impairment, the attitudes of others towards their impairment,
how much the community values the differences between people,
and how easy it is for a person to get access to information,
services and the physical environment.
A comprehensive definition of disability appears in the Disability
Discrimination Act 1992:
Disability, in relation to a person, means:
a total or partial loss of the person’s bodily or mental functions; or
b total or partial loss of a part of the body; or
c the presence in the body of organisms causing disease or
illness; or
d the presence in the body of organisms capable of causing
disease or illness;
e the malfunction, malformation or disfigurement of a part of a the
person’s body; or
f a disorder or malfunction that results in the person learning
differently from a person without the disorder or malfunction; or
g a disorder, illness or disease that affects a person’s thought
processes, perception of reality, emotions or judgment or that
results in disturbed behaviour;
and includes a disability that:
h presently exists; or
13
i previously existed but no longer exists; or
j may exist in the future; or
k is imputed to a person.
This definition includes conditions that may occur in the future. For
example, a person who is well and healthy now may carry a gene
that may lead to the development of Huntington’s Disease (a
genetic, neurodegenerative disorder). This definition also includes
imputed disability, for example a gay man may be discriminated
against because it is believed he is HIV positive, whether or not
that is the case. The definition includes as a disability such
conditions as disfigurement, like a scar or a birthmark.
While the cause and type of medical condition that people with a
disability have varies greatly, across impairment types there are
common barriers that exclude people with a disability. For
example, information that is only available in standard print is a
barrier to people with impaired eyesight, limited hand coordination
or cognitive impairment. Entrances that only have steps are
barriers to people with a variety of conditions affecting their ability
to move and balance. Negative attitudes are a barrier to most
people with a disability, especially people with psychiatric
impairments, because of the various assumptions made about
their capacity and worth.
14
History of disability in Australia
In Australia, at the beginning of the 20th century, parents of
children with a disability were commonly advised to place their
children into care. As a result, people with a disability were
segregated and isolated from the rest of the community and were
often affected by sickness, poverty and drastically reduced life
expectancy.
Community-based organisations which developed in the 1940s
and 1950s sought to improve the life chances of people with a
disability. These formal supports were based initially on a medical
model of disability, typified by segregation and institutionalisation.
As parents increasingly rejected advice to institutionalise their
children, the 1950s and 1960s saw the emergence of parent
groups, the development of some new services and a growing
demand for more community-based support services.
During this period, and into the 1970s, people with a disability were
primarily viewed as recipients of welfare.
However, the emergence of the disability rights movement in the
1970s, led by people with a disability, began to change these
attitudes and shifted the focus towards recognising the importance
of human rights.
The United Nations declared 1981 the International Year of
Disabled Persons (IYDP). State governments around Australia
supported IYDP with numerous grants to many disability groups
run by people with a disability, as opposed to groups being run for
them. The effect of IYDP was to galvanise support, bring disability
into the public eye, and encourage some critical thinking about
traditional attitudes to disability.
Central to the new thinking was the understanding that it was not
necessarily disability itself which made life difficult. It was often the
barriers imposed by the environment or by attitudes. If these
barriers could be constructed, then they could also be
15
deconstructed, to allow people with a disability to take part in the
community. In other words, many of the problems were not about
disability but about access or attitudes. This viewpoint is known as
the social model of disability.
In 1984, the Victorian Equal Opportunity Act was amended to
make discrimination on the grounds of disability unlawful. Eight
years later, the federal Disability Discrimination Act (DDA) was
passed. By this time, people with a disability were no longer
regarded as a set of medical symptoms or as welfare recipients,
but as citizens in the community.
In August 2005, the Disability Standards for Education came into
effect. The standards came under the DDA and ensured that
students with a disability were able to access and participate in
education without experiencing discrimination.
In 2006, the Disability Act was passed in Victoria. Also in 2006 a
significant development in disability and human rights took place
when the United Nations adopted the Convention on the Rights of
Persons with Disabilities. This convention is a human rights
instrument which reaffirms that all people with a disability must
enjoy all human rights and fundamental freedoms afforded to a
nation’s citizens.
The 2006 Victorian Charter of Human Rights and Responsibilities
Act requires public authorities in Victoria to give proper
consideration to a range of civil and political rights when they make
decisions.
Australia ratified the Convention on the Rights of Persons with
Disabilities on 17 July 2008. This means that Australia is now a
signatory to a legally binding standard recognising people with a
disability as equal and active citizens.
16
“Life throws out challenges to everyone and for me, my
disability has been the biggest. Having said this, it has
inspired me to finish high school and eventually go on and do
further study...”
Mario, Steering Committee Member, YDAS
17
Disability legislation and policy
Rights and responsibilities
The increased number and inclusion of people with a disability in
the community have led to increased understanding and
acceptance.
This is reflected in the major legislative changes that have
occurred across Australia in which the rights of people with a
disability are protected and promoted to ensure they have the
same opportunities, responsibilities, choices and access to
services and facilities as the rest of the community.
Victoria
Disability Act 2006
This Act contains a set of principles that promotes the rights and
responsibilities of people with a disability.
Charter of Human Rights and Responsibilities Act 2006
This Charter ensures that people with a disability are able to enjoy
the same civil and political rights and responsibilities as all other
Victorians.
Equal Opportunity Act 1995
This Act makes it unlawful to discriminate against people with a
disability either directly or indirectly.
The Victorian Equal Opportunity and Human Rights Commission
(VEOHRC) receives more complaints about discrimination against
people with a disability than any other personal attribute, such as
race or gender. VEOHRC administers the Equal Opportunity Act
1995 and the Charter of Human Rights and Responsibilities Act
2006. Visit
www.equalopportunitycommission.vic.gov.au/home.asp.
18
The following website contains further information about all
relevant pieces of legislation:
www.officefordisability.vic.gov.au/policies_and_legislation.htm.
Commonwealth
Disability Discrimination Act 1992
The Commonwealth Disability Discrimination Act 1992 has made it
illegal to discriminate against a person with a disability, or their
carer or family, in the areas of:

education and employment

access to premises and accommodation

buying or selling of land

activities of clubs and incorporated associations

sport

administration of Commonwealth laws and programs

provision of goods and services.
International
UN Convention on the Rights of Persons with Disabilities
The UN Convention on the Rights of Persons with Disabilities and
its Optional Protocol were adopted in December 2006. Australia
ratified the Convention in July 2008. This means that Australia is
now a signatory to a legally binding standard recognising people
with a disability as equal and active citizens.
The general principles of the Convention are:
19

respect for dignity, individual autonomy including the
freedom to make one’s own choices, and independence of
persons

non-discrimination

full and effective participation and inclusion in society

respect for difference and acceptance of persons with
disabilities as part of human diversity and humanity

equality of opportunity

accessibility

equality between men and women

respect for the evolving capacities of children with disabilities
and respect for the right of children with disabilities to
preserve their identities.
Article 7 of the Convention relates to children with a disability. It
focuses on respecting the interests of children with a disability and
ensuring they are the main consideration in all actions. It mandates
that children with a disability should have the right to express their
views freely.
Article 24 of the Convention relates to education. It requires states
to recognise the right of people with a disability to an inclusive
education and lifelong learning that will enable individuals to
realise their potential.
For more information on the Convention and other UN-related
work, visit www.un.org/disabilities.
Students with a disability
Victoria
The Education and Training Reform Act 2006
This Act ensures that Victoria has a robust and modern legislative
framework for education. For further information, visit
www.education.vic.gov.au/about/directions/reviewleg.htm.
Commonwealth
Disability Standards for Education
The Disability Standards for Education 2005 clarify and make more
explicit the obligations on schools and the rights of students under
20
the Disability Discrimination Act 1992. The standards cover
enrolment, participation, curriculum development, student support
services and harassment and victimisation.
The standards are intended to give students with a disability the
same rights as students without a disability. The standards are
premised on the fundamental position that all students, including
students with a disability, should be treated with dignity and enjoy
the benefits of education and training in a supportive environment,
which values and encourages participation by all students,
including the students with a disability.
To achieve this, the standards give students and prospective
students with disabilities the right to education and training
opportunities on the same basis as students without disabilities.
This includes the right to comparable access, service and facilities,
and the right to participate in education and training unimpeded by
discrimination, including on the basis of stereotyped beliefs about
the abilities and choices of students with disabilities.
The standards apply to all Victorian schools (government,
independent and Catholic), TAFE institutes and universities.
For further information, visit
www.ag.gov.au/www/agd/agd.nsf/Page/Humanrightsandantidiscri
mination_DisabilityStandardsforEducation
For other relevant policies, guidelines and protocols, visit the
following websites:
Department of Education and Early Childhood Development
(DEECD)
For information regarding the programs for students with
disabilities, visit
www.education.vic.gov.au/healthwellbeing/wellbeing/disability/defa
ult.htm
21
Catholic Education Office of Victoria
Use the search function, type in ‘disability’; relevant programs and
requirements are listed. www.ceo.melb.catholic.edu.au
Association of Independent Schools of Victoria (AISV)
Use the search function, type in ‘disability’; relevant programs and
requirements are listed. www.ais.vic.edu.au
Blueprint for Education and Early Childhood
Development
The Blueprint encompasses both education and early childhood
services, and government and non-government schools.
It articulates a shared goal for all Victorian children and young
people and aims to provide high-quality universal learning and
development opportunities.
The vision is that ‘every young Victorian thrives, learns and grows
to enjoy a productive, rewarding and fulfilling life, while contributing
to their local and global communities’.
The vision is underpinned by a clear set of priorities, outcomes and
strategies for achieving them.
For further information, visit
www.education.vic.gov.au/about/directions/blueprint2008/
default.htm.
22
Communication
Accessible and appropriate language
Language reflects and shapes the way we view the world. How we
write and speak about people with a disability can have a profound
effect on the way people with a disability are viewed by the
community. Some words, by their very nature, degrade and
diminish people with a disability. Others perpetuate stereotypes,
removing entirely a person’s individuality.
People with a disability are individuals first, with the same variety
of desires, interests, problems, talents and faults as any other
member of the community.
Through the use of appropriate language, emphasis can be placed
on this individuality, rather than on the disability.
Communicating with and about people with a
disability
Making communication more accessible means you need to think
about how you communicate and engage with people with a
disability.
The following points will help to ensure that our communication
with and about people with a disability is positive and inclusive:
23

Put the person first, not their disability. For example, use the
term ‘a person with a disability’ rather than ‘a disabled
person’.

Avoid stereotypes or labels, such as ‘the handicapped’, ‘the
blind’ or ‘the disabled’. While many people may have the
same or similar disabilities, they are all unique individuals
who deserve to be treated with respect and dignity.

Avoid using words and phrases that can be demeaning to
people with a disability. For example, use ‘people who use a
wheelchair’ rather than words such as ‘crippled’, ‘wheelchair-
bound’, ‘incapacitated’ and ‘suffering from’. Talk about
‘people without disabilities’, rather than ‘able-bodied’ or
‘normal’ people.

Remember, people with a disability can use whatever
language they feel is appropriate to describe themselves.
Face-to-face communication
The following points will help you communicate more effectively
with people with a disability.

Remember, it’s okay to offer assistance to people with a
disability, but it’s important to ask before you ‘jump in’ to
help. Ask ‘Do you need a hand?’ or ‘Would you like
assistance?’.

If a person with a disability is accompanied by another
person, address your questions directly to the person with a
disability, rather than to the person with them.

Don’t make assumptions or have preconceptions about
people’s ability to understand. Speak to a person with a
disability as you would speak to anyone else.

In some situations, it may be useful to clarify that the person
has understood what you have said. You might do this by
asking open-ended questions, rather than questions
requiring a ‘yes’ or ‘no’ answer.

Remember that your body language is important. People
with an intellectual disability or cognitive impairment often
rely heavily on visual cues. For example, a frown or a sigh
might be interpreted as displeasure and might influence the
answers people give you.
Written communication
The following are some general points to remember:

24
Where feasible, provide information in a range of formats,
such as video, audio tape, plain English or picture versions.

Use pictures or drawings throughout your document to make
it more interesting and easier to understand.

For large documents, consider producing a summary version
of your information to make it easier to read and
comprehend.

Use a larger font size and a sans serif font, as it is easier to
read (for example, Tahoma, Arial, Courier or Helvetica in 14
or 16 point).

Be specific and direct. Avoid jargon and acronyms wherever
possible.

Consider using posters that combine graphic images and
verbal information if you need to convey a message over a
longer period of time.

Written information is generally accessible to people who are
Deaf or who have a hearing impairment. However, you
should use plain English. This is because English is
sometimes the second language of people who use Auslan
(Australian Sign Language).

People with a print disability cannot read because they have
a vision impairment or, due to a physical disability, have
difficulty holding or turning a page of a printed document.
Some people with developmental delay also have a print
disability. Digital books and talking equipment, such as
calculators and clocks, are often used by people with a print
disability.
Accessible and inclusive classrooms
Like everyone in your classroom, students with a disability will
require support to enhance their learning experience and to ensure
they are reaching their full potential.
Implementing the following steps, along with the tips in the
‘Accessible and appropriate language’ section of this booklet, and
each student’s individual learning and support program, will ensure
your classrooms are inclusive and welcoming for all. Working with
25
the student and their family regarding their individual needs and
preferred learning styles will ensure optimal outcomes.
These simple steps will not only benefit students with a disability,
but also cater for different learning styles and even young people
from language backgrounds other than English.
People who are blind or have a vision impairment

Provide enlarged worksheets.

Use a larger font size and a sans serif font, as it is easier to
read (for example, Tahoma, Arial, Courier or Helvetica in 14
or 16 point).

Use dark pencils and markers to write.

Use tactile cues to represent objects.

Supply magnified or low vision devices, if appropriate.

Use equipment with sound cues, where practical.
It is important to explain the following points to all students:
26

When you meet a student who is blind or who has a vision
impairment, always address him or her by name and
introduce yourself by name.

Make sure you are facing the student or students to whom
you are speaking.

When you enter or leave a room, say something that
indicates your presence or that you are leaving. This will
ensure the student who is blind or who has a vision
impairment will not be embarrassed by speaking to an empty
space.

Speak clearly and in a normal voice. Most people who are
blind or who have vision impairment can hear clearly. There
is no need to raise your voice.

Make sure you verbalise your thoughts and feelings. A
person who is blind or who has a vision impairment cannot
rely on the same visual cues as people who do not have
vision impairment.

When meeting a person who is blind or vision impaired, it is
important to respect physical boundaries and apply the same
courtesies as you would to anybody else. Unless a person
asks for your hand/elbow for assistance, do not assume you
can touch them.

All students should be conscious of pushing their chairs
under the desk when they are not occupied and should keep
classroom furniture in the same place.
People who are Deaf or hearing-impaired
27

Gain the student’s attention before speaking. Try a gentle tap
on the shoulder, a wave or some other visual signal to gain
attention.

Face the student directly and maintain eye contact,
positioning yourself opposite them and at the same level if
possible. Look directly at the person while speaking. Even a
slight turn of the head can make it difficult for them to read
your lips.

Make sure your mouth is visible. Speak evenly, not too fast
or slow. Don’t exaggerate your mouth movements, as this
will make it more difficult to lip-read.

Do not shout; keep your volume up but natural.

Use short sentences.

Use gestures, visual cues and facial expressions to support
what you say.

If the student does not reply or seems to be having difficulty
understanding, try to rephrase your message instead of
repeating it exactly.

If necessary, write down key words, or write down the
message in simple language. It is better to communicate in
writing than have messages misunderstood.

It is important to ensure that all Deaf students/Deaf parents
have access to an Interpreter when required.

Visual clues, such as flashing lights to notify Deaf or hearingimpaired students of key bell times and so on, are also
important.
All students should be made aware of the following points:

In written information, you may see the word ‘deaf’ with a
lower-case, or small, ‘d’ when it refers to all people who are
deaf or hearing-impaired. As a general rule, an upper-case,
or capital, ‘D’ should be used when referring to Deaf people
with a severe to profound degree of deafness (or hearing
loss) who form a community with common language, shared
cultural values, and a sense of history and continuity.

Australian Sign Language (Auslan) is a community language
used by Deaf people in Australia. It is a visual and living
language with its own signs, syntax, grammar and idioms. It
cannot be written in English word order, but skilled sign
language interpreters can translate it into English. Finger
spelling is a part of Auslan and represents letters of the
alphabet. It is usually used for names of people and places.

Not all hearing-impaired people use Auslan to communicate.
Some people have residual hearing, which means that they
have some hearing and can hear with the assistance of
hearing aids or other devices. Others may lip-read.
People who have mobility impairments and people
who use wheelchairs
28

Ensure there is clear space for the person using the mobility
aid/wheelchair to move about freely and turn. This may mean
moving the classroom furniture around.

In certain activities, particularly those that involve moving
around the classroom or group activities, ensure there is
extra time for the person to complete a task or have their
turn.

Ensure that short breaks are factored into planning for longer
classroom activities.

Ensure that stationery and other classroom items are easily
accessible.

Provide assistance, when requested.
People who have an intellectual disability or cognitive
impairment

Give clear, short instructions, one at a time.

In certain activities, ensure there is extra time for the student
to complete a task or have their turn.

In some instances, a student may need to be shown what
has to be done, and sometimes more than once.

Be prepared to use visual information. For example, people
with an intellectual disability or cognitive impairment may use
gestures or pointing to make their ideas clear.

Rephrase information, using different words, if the person
does not understand you.

Keep your questions simple and make your answers easy to
understand.

Use short sentences. However, make sure you don’t lose the
meaning of your information by using too few words.

Give clear explanations of new or complex concepts. If you
must use specialised words or concepts, make sure you
explain them.

Be specific and direct. Avoid acronyms, metaphors, puns
and colloquialisms. For example, use ‘trains, trams and
buses’ rather than ‘transport services’. Consider using
photos or drawings to support and clarify your
communication.
Communication devices
Some people with a disability use communication devices to assist
them in expressing and receiving information. Below is a list of
some of these devices. Teachers are encouraged to visit the
websites listed on pages 36-37, 40 and 60 for further information.
29
30

Audio is most useful if the information can be read from
beginning to end without needing to refer to other parts of the
document.

Braille is a system of writing used by people who are blind. In
Braille, characters are represented by patterns of raised
dots. Anything can be translated into Braille, including text,
music, mathematics and foreign languages.

A Teletypewriter (TTY) facility enables people who are Deaf
or hearing-impaired to contact you. A TTY uses the
telephone network to transmit text messages between TTYs.
The user types a message onto a keyboard or computer that
is connected to a telephone handset or modem. A TTY is not
difficult to use. It is just like communicating over the
telephone – only you type rather than speak.

Makaton is a system used by people with little or no speech,
who use key word signing to support their communication.

Pictographs are visual cues that are clear and
representational of the real thing or concept. Both adults and
children can use the pictographs in a variety of settings to
assist with overcoming communication and/or literacy
difficulties. Pictographs help bridge the gap where
communication is not occurring. The pictographs can be
used in a variety of ways, depending on the requirements of
the user. Communication can be assisted by the pictographs
in situations where the user has communication difficulties
due to physical disability, cognitive impairment or acquired
brain injury, poor literacy skills or where English is a second
language. Some common pictograph products are
Boardmaker® and Photosymbols®.
Understanding impairments
The following information provides a short overview of a number of
impairment types and the details of individual organisations to
contact for further information. The list is not exhaustive, and we
encourage teachers to follow the links provided, as well as use
authoritative sites on the internet and other resources to seek
more detailed information.
The Office for Disability website also provides a database of guest
speakers who are willing to speak at schools on a range of topics
related to disability in general or some of the specific impairment
types detailed below.
Acquired brain injury
Acquired brain injury (ABI) refers to any type of damage to the
brain at any age from birth onwards. Damage to the brain can
occur in many different ways: through illness, such as Alzheimer’s
disease, a heavy blow to the head, or by the head being forced to
move rapidly forwards and backwards, such as in a car accident.
This sort of brain injury is often accompanied by a loss of
consciousness: either short-term (less than 30 minutes) or longterm (hours, days, months), which is called coma. The effects of
brain injury can be mild or severe, temporary or permanent.
Some common causes of brain injury are:
31

car accidents and sporting assaults

falls

tumours

strokes and aneurysms

infections such as meningitis and encephalitis

alcohol or substance abuse

interruption of oxygen supply to the brain during near
drowning, heart attack or suffocation, and

neurological disorders such as dementia.
Even minor brain injury can have a lasting impact. Sometimes the
problems caused by minor brain damage are difficult to detect. For
example, a person may feel less able to concentrate; they may be
more forgetful or have more trouble making decisions.
ABI is often called ‘the hidden disability’ because it can cause
problems with a person’s cognitive functions (patterns of thinking
and behaviour). These new thought processes, habits and unusual
behaviours are not as easy to recognise as other physical
disabilities. As a result, the challenges people with brain injury face
are often misunderstood and ignored by others.
Resources
For more information, including fact sheets and booklets, visit
www.brainlink.org.au or call (03) 9845 2952, or
www.braininjuryaustralia.org.au or call (02) 8507 6555.
Events
Brain Injury Awareness Week is held annually in September.
Autism Spectrum Disorders
Autism Spectrum Disorders (ASDs) are neurodevelopmental
disorders that cause substantial impairments in social interaction
and communication and are associated with unusual behaviours
and interests. Although not officially defined in any international
medical classification code, the term ‘Autism Spectrum Disorder’ is
commonly used to encompass Autistic Disorder, Asperger’s
syndrome, and pervasive developmental disorder – not otherwise
specified, which is also know as Atypical Autism. Some people
with Autistic Disorder with an IQ in the typical range may also be
described as having high-functioning autism.
Although the cause of ASDs is unknown, it can be identified from
early childhood onwards and affects a person throughout their
whole life.
32
ASDs occur in all racial, ethnic and socioeconomic groups and are
four times more likely to occur in boys than in girls. ASDs are
described according to a spectrum, with varying degrees of
pervasive impairment that range from mild to severe. The thinking
and learning abilities of people with ASDs can vary – from gifted to
severely impaired, with about 80% having an associated
intellectual disability and 20% with intelligence within the normal
range.
Although people with these disorders exhibit impairment in social
interaction, restricted, repetitive and stereotyped patterns of
behaviour, interests and activities, and impairment in
communication, they can also present measurable and admirable
differences in perception, attention, memory and intelligence.
The core features of an ASD include impairment in three main
areas of functioning:

Social interaction – one of the key features of Autism is
differences in interpersonal relationships, such as reduced
interest in people, an appearance of aloofness and a limited
or impaired ability to relate to others.

Communication – people with Autism usually have markedly
delayed and disordered speech.

Play and behaviour – people with Autism usually have rigid
and limited play patterns with a noticeable lack of
imagination and creativity. They may repetitively line up toys,
sort by colour, or collect various objects such as pieces of
string, special stones or objects of a certain colour or shape.
Intense attachment to these objects can occur, with the child
showing great distress if these objects are taken away or
patterns disrupted.
Information from this section has been taken from the following report: Tonge,
B, Brereton, A and Bull, K (2008). Life Transition Problems: Young People
with Autism Spectrum Disorders (specifically Dr A Brereton, Monash
University, School of Psychology, Psychiatry and Psychological Medicine).
33
Resources
For further information, visit Autism Victoria at
www.autismvictoria.org.au/home or call (03) 9657 1600.
For information about the Autism State Plan, go to the Department
of Human Services website at
http://autismstateplan.dhs.vic.gov.au.
The guidelines (particularly section 3) listed on the following New
Zealand government website have some useful information:
www.moh.govt.nz/moh.nsf/indexmh/nz-asdguideline-apr08.
Events
Autism Awareness Month runs each year in May. For events in
Victoria, visit www.autismvictoria.org.au/news/media.php.
World Autism Awareness Day is held each year on 2 April. For
further information, visit
www.worldautismawarenessday.org/site/c.egLMI2ODKpF/b.39170
65/k.BE58/ Home.htm.
For other ASD-related events, visit
www.autismvictoria.org.au/events/victoria_ events.php.
Cerebral palsy
In Australia there are 20,000 people with cerebral palsy (CP).
Currently, 2.5 people per thousand live births have CP. It is
important to remember that cerebral palsy is a wide-ranging
condition and affects people in many different ways – no two
people with CP are affected in the same way.
CP is a broad term for a wide range of physical impairments
caused by damage to the parts of the brain that control movement,
coordination and posture. CP affects the messages sent between
the brain and the muscles. ‘Cerebral’ refers to the brain; ‘palsy’ can
mean weakness or paralysis or lack of muscle control.
34
The term ‘CP’ is used when the damage has occurred to the
developing brain either before or during birth or early in life. The
damage is permanent and non-progressive, but the effect of the
damage changes over times as the child grows.
People with mild CP may have difficulties with movements
requiring a greater degree of control, for example doing up buttons
or riding a bike. People with severe CP may have many difficulties
and require help with some or all aspects of daily life. Different
parts of the body may be affected in different ways. For example,
the legs may be affected more than the arms, or the right side may
be affected more than the left.
CP can result in tight muscles, poor control and coordination of the
body and limbs, uncontrollable or jerky movements, poor balance
and difficulty with speech and eating. Other disabilities or medical
conditions may also be present. These may include hearing and
vision impairments, epilepsy, difficulties in communication,
impaired intellectual ability and learning difficulties.
Difficulties in moving and speaking can affect participation in all
school activities including the student’s ability to demonstrate what
they are learning in the same way as their peers. Specialist
educators and therapists will assist school personnel in identifying
how movement problems can affect the student’s active
participation. Together with teachers they plan ways that the
student with CP can participate and learn.
Resources
CPEC runs professional development for schools that have
children with Cerebral Palsy. For further information, visit the
Cerebral Palsy Education Centre Inc. (CPEC) website at
www.cpec.com.au or call (03) 9560 0700.
Also see Scope’s website for the Scope Young Ambassador’s
Program and information and training packages for schools at
www.scopevic.org.au or call (03) 9843 3000.
35
Events
National Cerebral Palsy Awareness Week is held nationally each
year, usually in August. Visit
www.tccp.com.au/content.php?page=319 for more details.
Complex communication needs
Complex communication needs (CCN) is a term used to describe
the needs of people whose oral speech skills limit their ability to
meet all of their participation and communication needs and their
ability to participate independently in society. CCN may be
experienced by people with developmental or acquired disabilities
and may result from temporary or permanent conditions. Speech
or language difficulties may be mild, moderate or severe.
People who have CCN may use augmentative or alternative
communication (AAC) strategies and techniques to support their
communication. AAC may be used as an alternative to oral
speech, to augment oral speech and/or to support expressive
language and/or receptive language.
The person may fit into one of the following categories:

People who do not use oral speech and use AAC
predominantly to support expressive and/or receptive
language.

People who use oral speech and may use AAC to support
their receptive and/or expressive language.
Resources
The Communication Resource Centre at Scope has useful
information: visit www.scopevic.org.au/therapy_crc.html or call (03)
9843 3000.
Communication Rights Australia has some resources that will
assist teachers. Visit the ‘products’ section on the website at
www.caus.com.au or call (03) 9555 8552.
36
Other useful sites include http://aacintervention.com/index.htm and
www.agosci.org.au.
The website at
http://depts.washington.edu/enables/myths/myths_aac_purpose_
edu.htm has some videos about young people using AAC in the
classroom.
Cystic fibrosis
Cystic fibrosis (CF) is an inherited, recessive genetic condition
which mainly affects the lungs, digestive system and the sweat
glands. In Australia, a baby is born with CF every four days. The
incidence is one in every 2,500 births. There are about 3,000
people with CF in Australia, and it is most common among
Caucasians. CF is a life-shortening condition, and in the past most
children with the condition did not survive childhood. However,
today with improved treatment most people with CF are living into
their late thirties and leading normal and productive lives. At
present, there are promising research developments in a number
of areas including gene therapy.
In Australia, one in 25 people carries the gene for CF. Carriers do
not have any symptoms of the condition. For a person to be born
with CF, the gene must be passed on by both parents. CF is not
contagious.
Treatment for CF can be intensive and time-consuming. At
present, there is no cure for CF and treatment is aimed at slowing
progression of the condition. Almost all people with CF show some
symptoms. Typically, they live with mild, moderate or severe lung
disease and gastrointestinal problems. People with CF have a low
immune system. Therefore other students with respiratory illness,
gastroenteritis and chicken pox represent a significant health risk
to the person with CF. A young person with CF may have the
following symptoms: chronic coughing, sputum (phlegm)
production, shortness of breath, pale appearance and frequent
respiratory infections.
37
People with CF are usually encouraged to consume large meals
that are high in protein, fat, salt and calories, and they need daily
supplemental vitamins. Some young people need a mid-morning
or mid-afternoon snack to help maintain proper nutrition.
CF does not impair intellectual ability in any way. Most students
with CF have a good attendance record but will require time off for
clinic appointments and possible hospital admissions.
Resources
Cystic Fibrosis Victoria has developed a handbook and a number
of other useful resources for teachers. Visit www.cfv.org.au or call
1800 633 685.
Deafness and hearing impairment
Hearing loss may occur as a result of congenital or hereditary
factors, infection, trauma, ageing or exposure to excessive and
prolonged noise. Descriptions of deafness and hearing impairment
include the following:
Deaf
A medical term describing a significant hearing loss. Some people
who are Deaf view themselves as members of the Deaf community
and communicate in Auslan (Australian Sign Language). Members
of this community are often described as Deaf, not deaf. The
capitalisation of the letter denotes a linguistic and cultural
allegiance to a minority community.
Hard of hearing
A term used to describe people who have a hearing loss and
communicate predominantly orally. A person with a hearing loss
can generally respond to auditory stimuli, including speech.
38
Hearing-impaired
A generic term used to describe people with any degree of hearing
loss. Most people who are Deaf dislike the term ‘hearing-impaired’,
believing it promotes a negative image of Deaf people as defective
and needing to be fixed. People who identify themselves as ‘hard
of hearing’ may use the term ‘hearing-impaired’ interchangeably.
Conductive hearing loss
A condition arising from a problem in the external or middle ear.
Conductive hearing losses do not cause the hearing to be lost
completely, but there is a loss of volume. Sounds may be quiet but
there is no distortion. Most types of conductive hearing loss can be
treated medically or surgically. Causes include:

an accumulation of earwax

a collection of fluid in the middle ear

abnormal bone growth in the middle ear

middle-ear infections

perforation of the ear drum.
Sensorineural hearing loss
With this type of deafness, people have problems with the cochlear
or with the nerve which carries sound to the brain. Sensorineural
hearing loss cannot be rectified surgically.
The process by which a hearing loss affects language
development is complex and multidimensional. Without ageappropriate communication skills, a child will find accessing
education extremely difficult, therefore an early diagnosis of
deafness is vital to help a child develop effective communication.
Any degree of hearing loss affects a student’s ability to access
their environment and can result in reduced opportunities to:

39
learn incidentally (for example, language and speech,
general knowledge, social behaviour)

acquire accurate speech and language patterns

access information (through television, radio, tape, videos
and theatre)

communicate effectively.
Some students may have parents who are Deaf and this may
affect parent/teacher and student/parent/teacher interactions. It is
important that schools ensure full participation by organising
interpreters for events such as parent–teacher interviews.
Resources
Vicdeaf produces a Student Information Kit on Hearing Loss and
Deafness as well as a number of information sheets. Vicdeaf also
organises Deaf Awareness Training and Hearing Awareness
Training. For details, visit www.vicdeaf.com.au or call (03) 9473
1111.
The Aussie Deaf Kids website at www.aussiedeafkids.org.au
provides relevant and easy-to-access information. It has online
support and resources relating to children who are Deaf and hard
of hearing, living in Australia.
Also visit www.deafchildrenaustralia.org.au.
Developmental delay
Developmental delay refers to when a child does not reach
developmental milestones at the expected times. It is an ongoing,
major delay in the process of development that is expected to
continue indefinitely and impairs the child’s ability to function in
society. Developmental delay does not refer to a child who is
slightly or only temporarily behind.
Delay may occur in one or many areas of development:
40

gross motor – how children move

fine motor – how children manipulate objects and use their
hands

speech and language development – how children
communicate, understand and use language

cognitive or intellectual development – how children
understand, think, learn

social and emotional development – how children relate with
others and develop increasing independence.
The term ‘developmental delay’ is often used in early childhood
until the exact nature and cause of the delay is known. If the delay
in development persists, it is usually related to problems in one or
more of the following areas:

understanding and learning

moving

communication

hearing

vision.
A child with developmental delay is at risk of developmental
disability but the outcome may not always be a lifelong disability;
there are children who make good progress. Developmental delay
can have many different causes, such as genetic causes (for
example Down Syndrome), or complications of pregnancy and
birth (for example prematurity or infections). Often, however, the
specific cause is unknown. Some causes can be easily reversed if
diagnosed early enough, such as hearing loss from chronic ear
infections.
Resources
For further information, see www.rch.org.au/paed_handbook.
Down syndrome
Down syndrome is the world’s most common chromosomal
disorder and cause of intellectual disability. It is not an illness or
disease, and occurs at conception. It occurs in one of every 700 to
900 births worldwide and affects people of all ethnic and social
41
backgrounds. In Victoria, 45 to 65 babies are born each year with
Down syndrome.
The human body is made up of millions of cells, and in each cell
there are 23 pairs of chromosomes, or 46 chromosomes in each
cell. Down syndrome is caused by the presence of an extra
chromosome, chromosome 21 (Down syndrome is also known as
trisomy 21). People with Down syndrome therefore have 47
chromosomes in their cells instead of 46. This results in a range of
physical characteristics, health and development indications and
some degree of intellectual disability. Down syndrome is usually
recognisable at birth and confirmed by a blood test.
Down syndrome affects, but does not determine, development.
People with Down syndrome are unique, with their own talents,
abilities, thoughts and interests. Everyone with Down syndrome
will experience some delay in all areas of their development, and
some degree of learning disability. This will vary, however, from
individual to individual. What happens after birth will be far more
important in shaping the outlook for any individual with Down
syndrome than the presence of an extra chromosome.
Children with Down syndrome generally take longer to learn new
skills and may require a greater degree of structure in activities
than classmates in order to work independently. New skills may
need to be broken down into smaller steps, and significantly more
repetition may be required to retain learned skills. People with
Down syndrome generally have specific difficulties with short-term
memory, which affects learning spoken language, learning from
listening and abilities in reasoning and problem solving. On the
other hand, children with Down syndrome tend to show strength in
visual learning and will benefit greatly from visual aids, cues and
reinforcements.
With appropriate education and health services, people with Down
syndrome can look forward to long and fulfilling lives as valued and
contributing members of their families and the broader community.
42
Resources
Down Syndrome Association of Victoria has a range of materials
available for education professionals. For further information, visit
www.dsav.asn.au or call 1300 658 873.
Events
A world-wide Down Syndrome Day is held each year in March,
while Down Syndrome Awareness Week is held nationally in
October.
Dual sensory loss (Deafblind)
Deafblind describes a combination of vision loss and hearing loss.
A person who is Deafblind may or may not have other physical or
cognitive disabilities; each individual is different.
Many people will not be totally deaf and totally blind but may have
some remaining use of one or both senses. Others will have
additional physical and/or learning disabilities. Hearing loss causes
difficulties communicating with people using spoken language, and
vision loss causes problems using visual languages, such as sign
language. People who are Deafblind often use tactile signing,
where sign language is received by placing hands over the signing
hands.
Resources
Able Australia has recently developed a teacher’s guide as part of
a Deafblind education program that aims to raise awareness of
dual sensory loss. The resource is targeted at primary schools. For
further information, visit www.ableaustralia.org.au or call 1300 225
369.
Events
Each year, Deafblind Awareness Week is held internationally in
the last week of June. Visit the website above for further details.
43
Epilepsy
Epilepsy is defined as a tendency to have recurrent seizures, and
it is the most common serious brain disorder. A seizure occurs as
a result of a sudden, usually brief, excessive electrical discharge in
a group of brain cells.
A seizure can consist of any of the following: a blank stare, tremors
or jerks, a convulsion with a total loss of consciousness, strange
feelings and sensations, unusual tastes or smells, lip-smacking
and chewing, visual disturbances, aimless wandering or fiddling
with clothes or objects.
There are two main groups of seizures – partial and generalised.
Partial seizures begin in one part of the brain. The effect of a
partial seizure will depend on where the seizure occurs in the brain
and what function that part of the brain controls. There are two
types of partial seizures – simple partial and complex partial. There
are a number of different generalised seizures, the most common
of which is the tonic clonic seizure (formerly known as grand mal).
Absence seizures (formerly known as petit mal) commonly begin
during pre-school or primary school years. These are another
example of a generalised seizure.
People’s epilepsy circumstances vary significantly, and it is vital
that schools take an individualised approach when supporting
students with epilepsy. This process is enhanced by developing
individualised epilepsy management plans that are informed by all
relevant information about each student’s circumstances, such as
seizure type/s, triggers and first aid protocols.
Resources
For further information about epilepsy, resources and education
and management plans, visit the Epilepsy Foundation of Victoria
website at www.epinet.org.au or call 1300 852 853.
For information about planning for and supporting students with
epilepsy in schools, visit
44
www.education.vic.gov.au/management/governance/referenceguid
e/enviro/4_5.htm.
Events
The Victorian Epilepsy Awareness Week is held the week after
Mother's Day in May each year. Trivia Challenge, an epilepsy
awareness and education program linked to VELS is run each year
for primary and secondary schools. A Family Respite Camp is
also help annually. Visit www.epinet.org.au or call 1300 852 853
for information.
Fetal alcohol spectrum disorder
Fetal alcohol spectrum disorder (FASD) is a term that describes
the range of effects that can occur in an individual who was
exposed to alcohol during pregnancy. Alcohol is a neurotoxin
(poison) and a teratogen, an agent that is known to cause birth
defects and permanent brain injury to the fetus. The effects include
physical, mental, behavioural and learning disabilities, with
possible lifelong implications.
FASD is not a diagnostic term. It represents a spectrum of
disorders and includes the diagnostic terms of fetal alcohol
syndrome, alcohol-related birth defects and alcohol
neurodevelopmental disorder.
Children with diagnoses included under the general term FASD
often have:
45

brain damage

poor growth

developmental delay

difficulty learning

problems with vision

difficulty remembering

language and speech difficulties

poor judgement

birth defects

social and behavioural issues

low IQ or IQ that falls within the normal range

difficulty sleeping

high levels of activity

a short attention span

problems with abstract thinking

difficulty forming and maintaining relationships.
Resources
For further information, visit the National Organisation for Fetal
Alcohol Syndrome and Related Disorders at www.nofasard.org.au.
Some other useful websites:
www.elizabethrussell.com.au/russell-family-fetal-alcohol-disordersfoundation
www.den.org.au
http://fas-lorianhayes.tripod.com
Fragile X syndrome
Fragile X syndrome (FXS) is a genetic disorder caused by a
mutation (a change in the DNA structure) in a gene on the X
chromosome. It is the most common known cause of inherited
developmental disability. Some individuals have the full mutation
and are severely affected while others may fall into the premutation or carrier range. One in 4,000 males have the full
mutation and one in 800 males are carriers. Fewer females have
the full mutation but one in 260 are carriers.
Individuals with FXS can present very differently. However,
children may show a delay in speech, and in fine and gross motor
46
movements and coordination and experience learning difficulties.
Speech is often repetitive, and stuttering may be a problem.
Males with FXS frequently test in the mild to moderate range of
intellectual disability when they are young. However as they grow
older, they are sometimes reassessed as moderate or may even
be in the severe range.
Behavioural characteristics in males may include attention deficit
disorders, speech disturbances, hand biting, hand flapping, autistic
behaviours, poor eye contact and unusual responses to various
touches, auditory or visual stimuli. The characteristics seen in
males can also be seen in females, though females often have
milder intellectual disability and a milder presentation of the
behavioural or physical features.
Intellectual disability occurs in all males who have the full mutation.
About 60% of females who have the full mutation will have some
degree of learning difficulties, which can vary from mild to severe.
Resources
For further information visit www.fragilex.org.au or call 1300 FX
INFO.
HIV/AIDS
HIV stands for human immunodeficiency virus. It was identified in
the early 1980s and belongs to a group of viruses called
retroviruses. Recent research indicates that HIV existed as far
back as the early 20th century.
HIV prevents the body’s immune system from working properly.
Normally, the immune system would fight off an infection, but HIV
infects key cells in the body’s natural defences called CD4 cells,
which coordinate the body’s response to infection.
HIV can’t be cured but can be treated, and modern HIV treatments
mean that many people with HIV are living long and healthy lives.
However, they are still living with a chronic, life-threatening
47
condition, and there are considerable impacts on their overall
health and wellbeing.
If HIV isn’t treated, the gradual weakening of the immune system
leaves the body vulnerable to serious infections and cancers which
it would normally be able to fight off. These are called
‘opportunistic infections’ because they use the opportunity of the
body’s weakened immunity to take hold.
AIDS stands for acquired immune deficiency syndrome. If you
develop certain opportunistic infections, you are diagnosed as
having AIDS. Different people diagnosed as having AIDS may
become unwell with different illnesses, depending on the specific
opportunistic infections they develop. This is why AIDS is not
considered a disease, but a syndrome – a collection of different
signs and symptoms, all caused by the same virus, HIV.
Resources
The People Living with HIV/AIDS Victoria Inc website has some
useful information: visit www.plwhavictoria.org.au or call (03)
98656772.
Other useful sites include the following:
www.vicaids.asn.au
www.can.org.au
www.napwa.org.au
www.health.vic.gov.au/ideas/diseases/sti_hiv_questions
The Department of Education and Early Childhood Development
has a comprehensive guide to educating all school communities
on sexually transmitted illnesses, including HIV. Visit
www.education.vic.gov.au/studentlearning/teachingresources/healt
h/sexuality/about.htm.
Intellectual disability
48
Intellectual disability is a broad term used to describe any disability
that significantly affects a person’s learning ability and
development. Although the extent and nature of such disability
varies a great deal with each person, people who have intellectual
disability will have difficulties in learning, understanding, analysing
or thinking things out. Sometimes people may also have difficulty
in acquiring competence in one or more of the following areas:
language, physical or social development.
Intellectual disability is a lifelong disability that can affect many
different areas of a person’s life. More than three-quarters of
people with an intellectual disability have a mild intellectual
disability. The remainder have a range of moderate, severe or
profound intellectual disabilities and possibly some associated
physical disabilities.
An intellectual disability may become apparent early in life or may
not be diagnosed until school age or later. Many factors can cause
intellectual disability. However, in many cases, no identifiable
cause is found.
Some known causes include:

brain injury during or after birth

disorders of metabolism, growth or nutrition

genetics

chromosome anomalies

extreme prematurity

poor diet and inadequate health care, and drug misuse
during pregnancy.
Having an intellectual disability does not mean that a person is
unable to learn. With appropriate support and training, people with
an intellectual disability can develop skills which enable them to
actively participate in daily life to their individual ability level.
49
Intellectual disability is not the same as mental illness or acquired
brain injury. There are significant differences, even though in some
cases the effects may appear to be the same.
Resources
Star Victoria provides a number of relevant resources. For further
information, visit www.starvictoria.org.au or call 03 9650 2730.
Motor neurone disease
Motor neurone disease (MND) is the name given to a group of
diseases in which the nerve cells (motor neurones) controlling the
muscles are destroyed – those that enable us to move, speak,
breathe and swallow. With no nerves to activate them, the muscles
gradually weaken and waste away, resulting in a lack of mobility,
loss of speech and eventually the inability to breathe. For most
people, intellect and memory are not affected, nor are the senses
of sight, hearing, taste, smell and sensation.
Fronto-temporal cognitive changes (a type of dementia) have been
associated with MND and are prominent in 5–10% of cases.
Neuro-psychological studies also suggest that about one-third of
people with MND may have very mild changes in cognitive skills.
The cause of MND is essentially unknown. However, in 10% of
cases, MND is inherited. Early symptoms may include stumbling,
difficulty in holding objects, slurring of speech and difficulty
swallowing. MND is predominant in people over 40 years of age,
however in Australia there are cases affecting people as young as
18 years of age. The average survival time is two to five years
from being diagnosed.
At present, there is no cure, but coordinated research is being
carried out across the world, including in Australia.
Resources
Visit the MND Victoria website at www.mnd.asn.au or call (03)
9830 2122.
50
The MND Australia resource kit for parents, ‘Talking with young
people about MND for schools’, includes a booklet specially written
for schools. Visit www.mndaust.asn.au for more information.
This website at www.a1s411.ca may also be of interest.
Multiple sclerosis
Multiple sclerosis (MS) affects the central nervous system and can,
to varying degrees, interfere with the transmission of nerve
impulses throughout the brain, spinal cord and optic nerves.
A simple explanation is conveyed by the term itself. Sclerosis is a
Greek word meaning ‘hardened tissue or scars’ and multiple
means many. Recurring episodes of MS can cause many scars to
appear in the central nervous system as a result of the breakdown
of the myelin, the insulating material that covers the nerve fibres.
This can result in impairment of motor, sensory and cognitive
functions to a greater or lesser extent.
The term ‘multiple’ describes other aspects of what is often a
frustratingly unpredictable disease. Episodes can occur at varying
time intervals affecting different areas of the central nervous
system. There is no one symptom that indicates the presence of
MS. No single test can establish an accurate diagnosis.
MS can be benign – in rare cases apparently disappearing
altogether after one or two episodes, or it can progress steadily
over many years, bringing about a slow deterioration in an
individual’s capabilities. Although we do not yet understand why
some people are susceptible and others are not, we do know that
an estimated 18,000 Australians have MS.
Resources
For further information, visit www.mssociety.org.au or call (03)
9845 2700.
Events
51
The MS Readathon is a national event held annually in June. Visit
www.msreadathon.org.au for further information.
Muscular dystrophy
Muscular dystrophy is the term given to a group of hereditary,
progressive diseases that cause the breakdown of muscle fibres
leading to weak and wasted muscles. The genetic defect is
present from the time of conception, but the signs are usually not
evident until childhood, adolescence or adulthood, depending on
the type of dystrophy.
As a group, the muscular dystrophies are characterised by three
common features:

they are hereditary

they are progressive

each exhibits a characteristic, selective distribution of
weakness.
The different types of dystrophies affect different muscles and
various other body systems and progress at different rates. The
most common form of muscular dystrophy is Duchenne muscular
dystrophy (DMD), in which symptoms usually appear between the
ages of two and six. DMD is an X-linked chromosome (that is,
carried by females) disorder. Females are rarely affected. In the
population at large, the incidence of DMD in a male child is about
1:3,000 live births. As the disorder progresses, the ability to walk is
lost and most boys need to use a wheelchair by the age of 12 and
sometimes as young as 8 years old. Other effects may include
learning difficulties and problems with joints, the spine, the heart
and the respiratory system.
Resources
Visit the Muscular Dystrophy Australia website at www.mda.org.au
or call (03) 9320 9555.
Prader-Willi syndrome
52
Prader-Willi syndrome (PWS) is a complex medical condition that
affects boys and girls equally and continues to affect them
throughout their lives. PWS is a genetic disorder, and an
abnormality of chromosome 15 is seen in the majority of people
with PWS. People with PWS have an obsession with food and
eating (from about age two), poor muscle tone and balance,
learning difficulties, lack of normal sexual development, emotional
instability and lack of maturity. It has been estimated that about
one in 15,000 people from all cultural backgrounds are born with
PWS; it is not inherited in 99% of cases. The name of the
syndrome is derived from the names of the doctors who first
described the disorder in 1956.
Not every person affected by the syndrome will have all of the
characteristics. They are also seen in varying degrees. Early
diagnosis gives the child a more positive start with early
intervention and sensible eating plans.
There are two distinct clinical stages to the syndrome. The first
stage occurs from birth through to the ages of two to four. Babies
are born with extremely low muscle tone. They also sleep a lot, so
it is important that when awake they receive visual stimulation and
interaction.
The second stage of the syndrome usually occurs from around two
years, or in some cases later. Although diet remains the same,
weight will start to balloon. This may be accompanied by a
compulsion to eat and an obsession with food. If nothing is done to
manage diet, or restrict food, then serious weight gain that can
result in life threatening obesity will occur in 95% of cases.
Resources
The Prader-Willi Syndrome Association of Victoria has some
useful resources, including ‘Guidelines for the Management of
Prader-Willi Syndrome’.
Visit www.pws.asn.au or call (03) 9889 7924.
53
Psychiatric disability
Around one in five Australians experience some form of psychiatric
disability every year. Mental illness affects how people feel, think
and perceive the world around them. This, in turn, affects their
ability to carry out everyday functions, to work and study, and to
relate to other people. Mental illnesses are often highly distressing
for those affected and those close to them, but it is important to
understand that they are treatable.
Mental illness is a general term referring to a group of illnesses
which includes two broad categories:
Anxiety and depression
The most common form of mental illness is anxiety disorder.
Affecting around 14% of Australians every year, anxiety disorders
include obsessive compulsive disorder, phobias and generalised
anxiety disorder. Depression affects around 6% of Australians
every year. For most people with anxiety or depression, the most
effective form of treatment is psychotherapy, although some may
need medication for a period or longer term.
Psychosis
People with psychotic conditions such as schizophrenia commonly
experience delusions, hallucinations and difficulty organising
thoughts. Psychotic illness is far less prevalent than depression or
anxiety, affecting around 1% of the population. The most effective
form of treatment for psychotic conditions is medication, along with
other forms of support and rehabilitation.
With treatment, most people recover from a mental illness.
However, with mental illness, as with physical illness, relapses can
occur, especially during stressful periods such as exams, family
breakdown and major transitions.
54
Research indicates that most mental illness is caused by a
combination of genetic vulnerability combined with life stressors.
Studies show that mental illness is just as prevalent among
children and adolescents as among adults. They experience
comparable disturbance to feelings, behaviours or thoughts that
cause significant distress and interference with abilities to carry out
day-to-day activities.
Resources
SANE Australia produces a wide range of materials on mental
health. For further information, visit www.sane.org or call (03) 9682
5933.
Two other useful sites are www.itsallright.org (a website dedicated
to young people) and www.headspace.org.au (Australia’s National
Youth Mental Health Foundation).
Also see the Mental Illness Fellowship Victoria website at
www.mifellowship.org.
Spina bifida
Spina bifida occurs when one or more vertebrae of the spine fail to
form a complete bony arch around the spinal cord, causing the
nerves to be exposed and subject to damage. At birth, they may
protrude as a lump through the gap instead of growing down the
spinal column. The meaning of the term arises from the Latin
words spina (spine) and bifida (split or divided).
The problems caused by spina bifida vary depending on the size of
the opening between the backbone and spinal cord, its location on
the back and the amount of damage to the spinal cord and brain.
In Australia, about one baby in 1,000 is born with spina bifida. It is
one of the most common malformations with which a baby can be
born. The exact causes of spina bifida are as yet unknown. It is
thought to result from a combination of environmental and genetic
factors
55
Many children born with spina bifida have hydrocephalus.
Hydrocephalus is a fluid build up in the brain which can cause
brain damage, seizures or severe vision impairment unless treated
with a surgical procedure called ‘shunting’. Spina bifida is a
common form of neural tube defect. In some cases, children with
spina bifida may experience a variety of learning difficulties –
including not picking up on non-verbal cues. These learning
difficulties are primarily linked to hydrocephalus and may include
difficulty with paying attention, expressing or understanding
language, and with reading and maths. Some individuals with
spina bifida require assistive devices such as crutches, braces or
wheelchairs.
Depending on the degree of disability, remedial surgery, age and
the opportunity to develop, children with spina bifida are able to
lead full, active and independent lives.
Resources
For more information, visit the Spina Bifida Foundation of Victoria
website at www.sbfv.org.au or contact (03) 9663 0075.
Spinal cord injury
Spinal cord injury (SCI) is damage to the spinal cord through injury
or disease, resulting in muscle paralysis and sensory loss. Injury to
the spinal cord may occur at different levels, and this determines
the severity of the condition with higher lesions being associated
with more severe disability. The most common causes of injury are
trauma (road crashes, falls, diving) or disease (polio, spina bifida,
Friedreich’s Ataxia).
The spinal cord does not have to be severed for a loss of
functioning to occur. In fact, in most people with SCI, the spinal
cord is intact, but the damage due to compression or bruising
results in loss of functioning. SCI is very different from back
injuries such as ruptured discs, spinal stenosis or pinched nerves.
56
Injury to the spinal cord causes loss of function of the nerves,
limbs and organs below the site of the injury. The effect of the
injury depends on the nerves involved as well as the location of the
injury. The injured areas may interrupt messages from the brain to
those parts of the body below the area of damage. The higher the
damage on the spinal cord, the greater the affected area, with
varying degrees and amounts of paralysis and weakness.
Two forms of SCI are:

quadriplegia – impairment of function in the arms, torso, hips
and legs

paraplegia – impairment of function in the lower torso, hips
and legs.
Degrees of paralysis, sensations of touch and temperature vary
greatly between individuals. Some functions may return over time.
At the time of injury, the spinal cord swells. When the swelling
goes down, some functioning may return. Especially in incomplete
injuries, functioning may return as late as 18 months after the
injury. However, only a very small fraction of people with SCIs
recover all functioning. Attempts to regenerate function in the
damaged area are focusing on regrowing nerves, blocking the
mechanism that stops neurons from regrowing themselves,
inserting new cells and bypassing the damaged area.
The gender ratio for SCI is 70% males and 30% females.
Resources
Independence Australia has some useful resources, including a
DVD. For further information visit www.independenceaustralia.com
or call 1300 704 456.
Another relevant organisation is Australian Quadriplegic
Association:
visit www.aqavic.org.au or call (03) 9489 0777.
Tourette syndrome
57
Tourette syndrome (TS) is a neurological disorder which begins
between the ages of two and 21 and often lasts throughout life. TS
is a genetic or hereditary condition. In other words, it is not
uncommon to find that several other members of the one family
have features of TS.
TS was previously considered to be an emotional or psychiatric
condition, but more recent theories suggest that TS is caused by a
chemical abnormality in the brain that affects the messages that
take place between nerve cells. It seems that the most likely areas
affected in the brain are the basal ganglia, the limbic system and
their nerve connections.
It was once thought that TS was a very rare condition. This is not
true, and although different researchers have come up with
different figures, it has been estimated that as many as one person
in every hundred has TS. It is even more common in families who
have a member with TS, and the chances of having another
person with TS in such a family may be as high as one in 15.
TS is characterised by rapid, repetitive multiple movements called
tics and involuntary vocalisations. Tics are experienced as
irresistible, similar to the urge to sneeze or to scratch a mosquito
bite and must eventually be performed. Typically, tics increase as
a result of tension or stress and decrease with relaxation or
concentration on an absorbing task.
The range of TS behaviours displayed by children is wide. It varies
among individuals and sometimes from day to day. One tic may be
recurrent, for example eye blinking, head jerking or shoulder
shrugging. Others might appear and disappear unpredictably.
Attention deficit hyperactivity disorder and obsessive compulsive
disorder are often associated with TS, and other medical
conditions such as opposition defiant disorder can co-exist.
Resources
Visit the Tourette Syndrome Association of Victoria website at
www.tsavic.org.au or call (03) 9845 2700.
58
Vision impairment
Vision impairment is the reduced vision caused by eye disease,
accident or eye condition present from birth (congenital). It can be
a partial or total loss of vision. In Australia, it is estimated that
about 380,000 people are legally blind or have low vision.
About 80% who have a vision impairment have some residual
vision. This condition is referred to as low vision. Low vision is
reduced vision that is severe enough to significantly impede the
visual performance of vocational, recreational and/or social tasks.
Low vision cannot be corrected to normal vision by regular
eyeglasses or spectacles.
Legal blindness is when a person cannot see at six metres what a
sighted person can see at 60 metres (Snellen eye chart < 6/60). A
person may be legally blind, yet still retain some functional vision.
They may be able to respond to some visual stimulation like light
and dark, shadows, shapes of objects and moving objects,
providing them with some residual functional vision.
It is estimated that 80–85% of all learning is done using the visual
sense. As a result, vision impairment has the potential to affect all
areas of development, including social relationships,
communication and language, fine motor skills, play, mobility and
cognitive development.
Some children and adolescents who have a vision impairment may
be tactual learners, visual learners or auditory learners, or a
combination of these. Some may have no useful vision for learning
and will use Braille (a tactile literacy and numeracy code using a
combination of six dots) as their primary medium. Others may use
enhanced or enlarged print to participate in the regular curriculum.
Braille can also be used as a complementary method of learning in
addition to other learning methods.
A person with congenital blindness may have had difficulty forming
accurate self-perceptions and perceptions of the world. They may
misinterpret the feelings and intentions of others by relying on their
59
voices and speech rather than gestures, facial expressions and
posture.
The ability to learn and acquire skill through simple imitation of
visual cues is hindered, so there may be learning gaps and
distortions through a lack of the number and variety of
experiences.
Children and adolescents with severe vision impairment require a
range of real-life experiences to enhance their understanding of
the world around them.
Resources
Contact Blind Citizens Australia for further information: visit
www.bca.org.au or call 1800 033 660 or (03) 9654 1400.
Vision Australia has a host of useful resources, including school
texts in alternative formats (Braille, large print and audio) and an
extensive book (text and recreational reading) and equipment
resource library. These are available on loan or at a cost. For
information, visit www.visionaustralia.org.au or call 1300 84 74 66.
The Statewide Vision Resource Centre also has some useful
resources: visit www.svrc.vic.edu.au.
Events
International Guide Dog Day is held in April each year. Schools
can contact Guide Dogs Victoria for resources and information.
Visit: www.guidedogsvictoria.com.au.
World Braille Day – 4 January each year
White Cane Day – 5 October each year
World Sight Day – 16 October each year
60
More resources
Websites
You may wish to source further information and ideas from the
following websites:
61

On 3 December every year, International Day of People with
a Disability is celebrated world-wide, recognising the skills,
abilities, achievements and contributions of people with a
disability. It also acts as a way of raising awareness of
diversity. Organising a whole-school event to mark this day is
an opportunity for your school to celebrate. For further
information visit, www.idpwd.com.au.

The Disability Services Division of the Department of Human
Services has a host of material regarding disability, services,
programs and plans. Visit www.dhs.vic.gov.au/
disability/disabilityserviceshome or call 1300 650 172.

This website provides information about chronic illnesses
such as thyroid conditions and diabetes. The resource,
‘Invisible Illness’, is a particularly relevant one for teachers:
see www.chronicillness.org.au/invisible/default.htm.

Each year, Interchange, an organisation that supports
families of young people with a disability, holds an annual
event, the Great Australia Sunny Sizzle, to raise awareness
of disability and celebrate all abilities. Visit the website at
www.sunnysizzle.org.au to find out how you can organise an
event at your school.

The Education Institute at the Royal Children’s Hospital
works towards maximising learning and development
outcomes for young people being treated at the hospital.
There are some useful resources on their website at
www.rch.org.au/edinst/index.cfm?doc_id=10385.

Wheelchair Sports Victoria has a dedicated section for
schools on its website at www.wsv. org.au/schools.html.

The State Library of Victoria website at
www.openroad.net.au/access/dakit has some useful
teaching ideas.

Arts Access provides access to arts and cultural activity for
people who are disadvantaged, including people with a
disability. Visit www.artsaccess.com.au/home.

The Butterfly Kids Playground story is a series of books that
introduce and focus on disabilities to create positive and
inclusive attitudes towards those with a disability as well as
awareness and understanding. Visit
www.butterflykids.com.au/for_schools.html.

The Association for Children with a Disability provides
information and advocacy support for children with any type
of disability and their families. Call 9818 2000 or 1800 654
013 (between Monday and Friday, 10am to 4pm) or visit
www.acd.org.au, for more information.
Books
The books identified below are written about or include characters
that have a disability. The list is not intended to serve as an
endorsement of any of the materials. Teachers will need to
evaluate them individually to determine which ones are most
appropriate for their class needs. All books listed are currently
available for purchase online or through major booksellers.
The list is not exhaustive, and teachers are encouraged to identify
additional children’s literature relating to disability by:

contacting an organisation that specialises in the disability of
interest and asking what children’s books involving disability
they might recommend

conducting web searches and visiting websites of publishers
and/or major booksellers.
These books can serve as excellent tools for communicating with
children about disabilities, for providing children and young adults
62
with stories about people like themselves, and for featuring the
personalities, friendships, challenges, accomplishments and daily
lives of people with a disability.
VELS levels 1, 2 and 3
Armitage, B & Armitage, D (illust.) (2000). My Brother Sammy.
Bloomsbury.
Booth, B & Lamarche, J (1991). Mandy. New York, NY: Lothrop.
Chamberlin, K (1997). Night Search. Hollisdayburg, PA: Jason &
Nordic (also available in Braille format).
Cowen-Fletcher, J (2002). Mama Zooms. Scholastic.
Dobkin, B (1994). Just a Little Different. Danbury, CT: Children’s
Press.
Dowley, R & Donnelly, S (illust.) (2001). Top Biker. Hodder
Children’s Books.
Ducksworth, G & Crispin, M (illust.) (2000). Anna’s New Friend.
Spud Books.
Dwight, L (1992). We Can Do It! New York, NY: Checkerboard
Press, Inc.
Heelan, J R (2000). Rolling Along: The story of Taylor and his
wheelchair. Atlanta, GA: Peachtree.
Jacques, T E & Reilly, M M (2000). What’s Wrong with the New
Girl? (US only).
Katz, I, Ritvo, E & Borowitz, F (illust.) (1993). Joey and Sam. West
Hills, CA: Real Life Storybooks.
63
Lears, L (1998). Ian’s Walk: A story about Autism. Morton Grove,
IL: Albert Whitman & Company.
Lesley, E (2004). Looking After Louis. Polly Dunbar, IL: Albert
Whitman & Company.
McMahon, P (1995). Listen for the Bus: David’s story. Honesdale,
PA: Boyds Mills Press, Inc.
Martin, Jr, B, Archambault, J & Rand, T (illust.) (1995). Knots on a
Counting Rope. New York, NY: Henry Holt.
Messner, A W (1996). Captain Tommy. Stratham, NH: Potential
Unlimited Publishing.
Moran, G (1995). Imagine Me On a Sit-Ski! Morton Grove, IL:
Albert Whitman & Company.
Rickert, J E & McGahan, P (Photog.) (1999). Russ and the
Firehouse. Bethesda, MD: Woodbine House.
Ross, J W T, (2000). Susan Laughs. Henry Holt and Co.
Thomas, P (2002). Don’t Call Me Special: A first look at disability.
Hodder Wayland.
Thompson, M (1996). Andy and his Yellow Frisbee. Bethesda, MD:
Woodbine House.
Twachtman-Cullen, D (1998). Trevor Trevor. Starfish Press.
Useman, S & E, Pillo, C (illust.) (1999). Tibby Tried It. Washington,
DC: Magination Press.
VELS levels 4 and 5+
Bennett, V (2000). Monkey. Walker Books.
Bergman, T (1989). Going Places: Children living with blindness.
Milwaukee, WI: Gareth Stevens Children’s Books.
Bertanga, J (1999). Bungee Hero. Barrington Stoke.
64
Blatchford, C H (1995). Nick’s Mission. Minneapolis, MN: Lerner.
Breslin, T (2000). Whispers in the Graveyard. Mammoth.
Cross, G (2001). Calling a Dead Man. Oxford University Press.
Crew, G & Hathorn, L (2000). Dear Venny, Dear Saffron. Floris
Books.
Gay, J (2003). Wist. Tindal Street Press.
Haddon, M (2003). The Curious Incident of the Dog in the NightTime. Red Fox.
Jung, R (2002). Bambert’s Book of Missing Stories. Mammoth.
Keith, L (2000). A Different Life. Livewire.
King-Smith, D & Bailey, P (illust.) (1999). The Crow Starver. Corgi.
Koertge, R (2002). Stoner and Spaz. Walker.
Laird, E (ed.) (2000). Me and My Electric: A collection of short
stories (Mammoth reads).
Lebert, B (2001). Crazy. Puffin.
Lovegrove, J & Miller, I (illust.) (2000). Wings. Barrington Stoke.
Lowery, L (2002). Gathering Blue. Bloomsbury.
Mankell, H (2000). Secrets in the Fire. Anne Connie Stukstrud.
Mankell, H & Paterson, A (trans.) (2001). Playing with Fire. Allen &
Unwin.
Marlowe, J (2001). The Night Garden. Honno.
Ogaz, N (2003). Buster and the Amazing Daisy. Jessica Kingsley
Publishers.
Orr, W (1998). Fighting Back. Orchard Books.
Philbrick, R (2004). Freak the Mighty. Usborne.
65
Pimm, P (2002). Living With Cerebral Palsy. Hodder Wayland.
Piper, D (1996). Jake’s the Name, Sixth Grade’s the Game.
Unionville, NY: Royal Fireworks Press.
Rainsbury, J & Evans, F (illust.). Crab-boy Cranc. Pont Books.
Riordan, J (2004). The Gift. Oxford University Press.
Rushton, R (2002). Last Seen Wearing Trainers. Anderson Press.
Trueman, T (2002). Stuck in Neutral. Hodder Children’s Books.
Welton, J (2004). Can I Tell You About Asperger’s Syndrome?
Jessica Kingsley Publishers. Wescott, P (2002). Blindness. Hodder
Wayland.
Wild, M (2002). Jinx. Allen & Unwin.
Zephaniah, B (1999). Face. Bloomsbury.
Films
Below are just a few Australian and international films featuring or
about people with a disability that you may like to show in part or
full. The list is not exhaustive; nor does it act as an endorsement.
Teachers will need to assess whether or not they are suitable for
their own classrooms.
A Beautiful Mind (2001)
The Black Balloon (2008)
Edward Scissorhands (1990)
Finding Nemo (2003)
Forrest Gump (1994)
Harvey Krumpet (2003)
Heidi (1937)
66
The Hunchback of Notre Dame (animated Disney version 1996;
original silent version 1939)
The Miracle Worker (1962)
Notting Hill (1999)
Rain Man (1988)
Shine (1996)
Shrek (2001)
What’s Eating Gilbert Grape? (1993)
Yolk (2008)
Simple internet searches will assist you in sourcing some more
useful films.
There is a long tradition in the movie industry of casting actors
without a disability as characters with a disability. In many
instances, actors have won awards for their portrayal of disability.
This obviously impacts the authentic, live portrayal of a person with
a disability. This is a theme that could be worth exploring with
students in Year 7 or 8.
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
Why weren’t actors with a disability cast in the roles?

Why do you think playing a person with a disability is
interesting for a non-disabled actor?

How do you think people with a disability feel about that?