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Young children can develop negative attitudes toward people with differences, particularly people with disabilities. These attitudes can most readily be changed if countered when children remain impressionable.
The program offers classroom sessions in schools for students in Grades 3 through 6. The principal messages are that people with disabilities simply are different the same way that everyone is different; all differences are entitled to respect; and all people are the same in many ways. The program’s three-year sequential approach builds on the lessons and seed messages of prior years. As we return year after year, the work becomes collaborative with the schools. The program has been successfully adapted for students through Grade 12.
After each 90-minute session, the class receives copies of two quality, age-appropriate books on disability diversity to reinforce the messages of the program.
Survey results from over 900 educators during the period 2007-2011 overwhelmingly affirm that the program makes students more sensitive to and inclusive of classmates with disabilities (98% "yes"); and is valuable to anti-bullying efforts (98% "yes"). Fully 100% of respondents want the Center to return to their school each year. Read what educators are saying about the benefits to their students at Impact in Schools. Since 2004, the program has reached approximately 25,000 students in over 120 schools.
On a fee basis, we can travel to schools beyond our grant funded coverage area to offer our program.
Please send inquiries to: info@cromwellcenter.org
Maine Learning Results Subject Areas Covered by
the Student Disabilities Awareness Program
The Student Disabilities Awareness Program covers several Performance Indicators and Descriptors for Grades 3-5 under the 2007 Maine Learning Results.
I. Maine Learning Result: Career and Education Development
A. Learning about Self-Knowledge and Interpersonal Relationships
A1. Self-Knowledge and Self-Concept
Performance Indicator and Descriptor: Students identify and demonstrate
interests, skills, habits of mind, and experiences that build and maintain
a positive self-concept.
A3. Interpersonal Skills
Performance Indicator and Descriptor: Students identify decisions and
demonstrate behaviors that reflect positive interpersonal skills and lead
to success in school or community.
+ Getting along with others
+ Respecting diversity
+ Working as a member of a team
+ Managing conflict
+ Accepting responsibility for personal behavior
+ Demonstrating ethical behavior
+ Following established rules/etiquette for observing/listening
+ Demonstrating safe behavior
+ Dealing with peer pressure
B. Learning About and Exploring Education, Career, and Life Roles
B2. Skills for Individual/Personal Success in the 21st Century
Performance Indicator and Descriptor: Students identify and describe
skills that lead to student learning and success in the classroom, and
the achievement of schoolwork, career, and personal life goals.
+ Interpersonal skills
+ Other academic skills and knowledge
C. Learning to Make Decisions, Plan and Create Opportunities, and Make
Meaningful Contributions
C2. Decision-Making
Performance Indicator and Descriptor: Students identify behaviors and
decisions that reflect positive and negative consequences in school.
II. Maine Learning Result: Health Education and Physical Education
E. Communication and Advocacy Skills
E1. Interpersonal Communication Skills
Performance Indicator and Descriptor: Students demonstrate effective
verbal and nonverbal interpersonal communication skills to enhance health.
+ Demonstrate effective verbal and non-verbal communication skills including
assertiveness skills to enhance health
+ Demonstrate non-violent strategies to manage or resolve conflict.