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 conducts classroom sessions in schools and other educational settings, primarily for children 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 principles 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 an age-appropriate book on disability diversity to reinforce the messages of the program. 

Survey results from over 800 educators between 2007 and 2010 overwhelmingly affirm that the program makes students more sensitive to and inclusive of classmates with disabilities (98% "yes"); and is valuable to team building and anti-bullying efforts (99% "yes").  Fully 100% of respondents want the Center to return to their school each year.  For a sample of written responses, click on the Impact in Schools page.  Since 2004, the  program has reached approximately 25,000 students in over 110 schools.    

On a fee basis,  the Center can travel to schools beyond its coverage area to present the program or train school personnel in our curricula.  For instance, the program was presented in summer 2009 at Center for Talented Youth classes in Baltimore.  Like all Cromwell Center programs, the Student Disabilities Awareness Program can be implemented anywhere without modification. 

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Maine Learning Results Subject Areas Supported
by the Student Disabilities Awareness Program

Two of Maine's Learning Results contain subject areas for grades 3-6 that are supported by the Student Disabilities Awareness Program’s curricula. The principal messages of the Student Disabilities Awareness Program are that:

1. people with disabilities simply are different the same way that everyone is different;
2. all differences are entitled to respect; and
3. all people are the same in many ways. 

Each of the Program's three grade-appropriate curriculums contains lessons and exercises that cause students to become aware of their own experiences, beliefs, attitudes, and actions. Students discuss and learn about self-concepts, diversity, teamwork, getting along with others, etiquette for listening, accepting respnosibility for personal behavior, interpersonal skills, decision-making and communication skills.

The two Maine Learning Results of Career and Education Development and Health Education and Physical Education have subject areas that overlap Student Disabilities Awareness Program content.  The relevant subject areas and "Performance Indicators and Descriptors" for these Results are listed below.

Maine Learning Result: Career and Education Development

 A.  Learning about Self-Knowledge and Interpersonal Relationships

Self-Knowledge and Self-Concept: Students identify and demonstrate interests, skills, habits of mind, and experiences that build and maintain a positive self-concept.  

 Interpersonal Skills:  Students identify decisions and demonstrate behaviors that reflect positive interpersonal skills and lead to success in school or community.

a.   Getting along with others
b.   Respecting diversity
c.   Working as a member of a team
d.   Managing conflict
e.   Accepting responsibility for personal behavior
f.    Demonstrating ethical behavior
g.   Following established rules/etiquette for observing/listening
h.   Demonstrating safe behavior
i.    Dealing with peer pressure       

B.  Learning About and Exploring Education, Career, and Life Roles

Skills for Individual/Personal Success in the 21st Century:  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.

a.   Literacy skills
b.   Numeracy
c.   Critical thinking skills
d.   Information and communication technology (ICT) skills
e.   Interpersonal skills
f.    Other academic skills and knowledge   

C, Learning to Make Decisions, Plan and Create Opportunities, and Make Meaningful Contributions

Decision-Making:  Students identify behaviors and decisions that reflect positive and negative consequences in school.

Maine Learning Result: Health Education and Physical Education

E.  Communication and Advocacy Skills

Interpersonal Communication Skills: Students demonstrate effective verbal and nonverbal interpersonal communication skills to enhance health.

a.   Demonstrate appropriate listening skills to enhance health.
b.   Demonstrate effective verbal and non-verbal communication skills including
                    assertiveness skills to enhance health.
c.   Demonstrate how to ask for assistance to enhance personal health.
d.   Demonstrate refusal skills to avoid or reduce health risks.
e.   Demonstrate non-violent strategies to manage or resolve conflict.          

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