Inclusive Schools Week is an annual event sponsored by the Inclusive Schools Network (ISN)

and Stetson & Associates, Inc., which is held each year during the first full week in December.
Since its inception in 2001, Inclusive Schools Week has celebrated the progress that schools
have made in providing a supportive and quality education to an increasingly diverse student
population, including students who are marginalized due to disability, gender,
socio-economic status, cultural heritage, language preference, and other factors. The Week
also provides an important opportunity for educators, students and parents to discuss what
else needs to be done in order to ensure that their schools continue to improve their ability
to successfully educate all children.

This year, the Inclusive Schools Week’s theme is “Draw Me In!.” Join us in celebrating
Inclusive Schools Week December 4-8, 2023

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 Kids Included Together (KIT) & Changing Perspectives
worked in collaboration to bring you

The 2023 Inclusive Schools Week

Activity Guide
Inclusive Schools Week 2023: December 4-8, 2023

The following activity guide is meant to be utilized by teachers during Inclusive Schools Week 2023.
While Inclusive Schools Week is intended to provide support to all marginalized students, this guide
is focused on disability inclusion. You will find learning intentions, educator resources and activities
centered around five disability inclusive themes, one for each day of the week. We encourage
teachers to prepare in advance by promoting Inclusive Schools Week in their school and with their
students, as well as by reading and watching the Educator Resources prior to beginning.

These student activities are meant to celebrate disability inclusion, so it is imperative that students
with and without disabilities participate, together, in Inclusive Schools Week activities.

The materials included in this guide are selected resources from Kids Included Together and
Changing Perspectives or curated from trusted sources. For more information or for a catalog of
additional inclusion resources, please visit www.kit.org and www.ChangingPerspectivesNow.org.

Changing Perspectives is a national non-profit organization.

Changing Perspectives partners with schools and school
districts across the country to promote social-emotional
learning and cultivate inclusive and equitable learning
communities for all students.

Changing Perspectives supports schools in five ways:

curriculum resources, individual coaching, professional
development training, family resources, and site visits.

KIT is a national nonprofit dedicated to promoting acceptance of

differences by teaching people how to meaningfully include children with
disabilities, other complex or behavior needs. KIT also helps organizations
create and sustain inclusive environments in which all children can thrive.
In doing so, we help drive the national conversation around disability
inclusion in child and youth programs.

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 Overall Information for This Activity Guide

Overall Learning Intention

1. Schools will identify their strengths and challenges in supporting disability inclusion.

Overall Educator Learning Intentions

1. By the end of the week, teachers can accurately define disability inclusion.
2. Teachers will facilitate student activities that promote disability inclusion.

Overall Student Learning Intentions

1. By the end of the week, students can accurately define disability inclusion.
2. Students will demonstrate inclusive actions.

Daily Themes:

1. Monday: Introduction to Disability Inclusion

2. Tuesday: Exploring our Differences

3. Wednesday: Fostering Friendships

4. Thursday: Expanding Empathy

5. Friday: Take Action for Inclusion

Each day’s lesson will include:

• Daily Learning Intentions for both educators and students
• Educator Resources
• Student Activities
• Reflection Questions to assess student learning
• Spirit Day Activity – Also, here’s a link to a great list of ideas to build school-wide spirit.
• Additional Resources

OK… Now let’s get started!!

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 Monday: Introduction to Disability Inclusion
Educator Daily Learning Intentions
1. Educators develop new strategies for creating an inclusive learning environment for all students.
2. Educators articulate why an inclusive classroom is beneficial to all students.

Student Daily Learning Intentions

1. Students accurately define disability inclusion.
2. Students articulate why an inclusive classroom is beneficial to all students.
3. Students describe the importance of inclusion.

Educator Resources
● MICROLEARNING VIDEO: What Is Disability Inclusion - https://youtu.be/GWsl0T8Wb_I
Description: This short microlearning doodle video covers the foundations of disability inclusion and describes
how inclusion is different from segregation, integration, and exclusion. It also will touch on the idea of providing
“supports” or accommodations.

● WEBINAR: Disability & Diversity - https://learnonline.kit.org/catalog/courses/1102272

Description: Middle schoolers and teens can experience at least 24 mood changes in a day, so it’s no wonder
social-emotional learning is a trend in youth centers. In this webinar, you’ll learn ways to support social-emotional
learning in your program. You’ll also explore how disability is a dimension of diversity and how to make your
program truly inclusive for all.
■ Course Learning Objectives
1. To accurately summarize information about youth with disabilities considering the dimensions of diversity
2. To acknowledge the strategies that support youth disabilities, recognizing diversity and intersectionality
■ You can watch this 30-minute recorded webinar for FREE! Just click the title above or copy/paste the link
above into your browser to go to KIT Academy. You will need to create an account (if you don’t have one
already) and add the webinar to your cart. Enter coupon code “ISW2023” at checkout to view the webinar
for free. Feel free to then browse the KIT Academy store for any other online learning topics about disability
inclusion, behavior, etc.

Student Activities
● Go Orange for Inclusion Pledge
● Inclusion Skit

Spirit Day Activity

● Go Orange for Inclusion - everyone wears orange on Monday to promote inclusion

(Continued on next page)

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 Monday: Introduction to Disability Inclusion (Continued)
Reflection/Exit Ticket
The following reflection questions can be used as a formative assessment of student learning. These questions can be
used to guide a group discussion, individual student sharing, or as an “Exit Ticket” question - students write their answers
on a post-it or index card and leave with the teacher.

● What does the word inclusion mean?

● Why is inclusion important in our school?
● What is one thing you can do to make your community more inclusive for everybody?

Additional Resources
● BOOK: “Demystifying Disability - What To Know, What To Say, and How To Be An Ally” - This book is an
approachable guide to being a thoughtful, informed ally to disabled people, with actionable steps for what to say and
do (and what not to do) and how you can help make the world a more inclusive place. You can listen to an excerpt
from the book by Emily Ladau by clicking her2e.

● VIDEO: Shelley Moore - Transforming Inclusive Education - https://www.youtube.com/watch?v=RYtUlU8MjlY

Click to watch this 3-minute video where Shelley uses bowling to demonstrate the value in inclusive education.
It’s all about “changing your aim!”

● VIDEO: Judith Heumann - TEDx Talk “Our Fight For Disability Rights - And Why We’re Not Done Yet.” - Click here to
watch this 17-minute video from lifelong disability advocate and leader of the Section 504 Sit-In, Judith Heumann, tell
the stories behind the protest - and remind us that even 40 years later, there is still more work to be done.

● TIP SHEET: “Cultivate Respectful Disability Awareness” - Click here to download this KIT Tip Sheet with quick tips on
how to incorporate disability awareness into your school, class, or program. It can be used for Staff training or to spark
ideas for disability awareness activities.

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 Instructions for Go ORANGE for Inclusion

1. Print the following page and make copies as needed.

2. Discuss each item on the pledge with your students. What do they think it means?
How can they act on these ideas?

3. Students can ask themselves questions like: What does inclusion look like? What does
inclusion sound like? What does inclusion feel like?

4. Students can draw what they think an inclusive school looks like at the bottom.

5. Have students write their names on their pledges and make a mural or post
around your classroom or cafeteria.

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7
 Inclusion Skit
Students will work together to create a skit that demonstrates how to include their peers

Divide students into groups of 3-5 and explain that today, their task is to create a skit that
demonstrates how students can be inclusive of everyone. Print the skit prompts on the next page,
cut into strips, and give each group a prompt.

Teachers are also encouraged to create their own skit prompts if the ones provided are not relevant
to students' lived experiences.

Allow students time to practice and prepare, then bring the class together and have each group share
their skit.

Here are some ideas for variations for this activity:

● Rather than doing a skit in front of the class, have students make a movie using video editing
software.

● Perform the skits or show the videos at a whole-school assembly or other group gathering or
event.

● Have students pause their videos or acting performances halfway through and ask the
audience, “What would you do if you were in this situation?”

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 Inclusion Skit Prompts

Outside at recess, a group of kids are playing a game. One of their

classmates is sitting alone on a bench.

During math class, the teacher asks students to get into pairs to play a
math game. A little while later, a classmate who had been out of the room
returns and doesn’t know what is going on.

You’re playing soccer during PE and having a great time when you notice
two of your classmates sitting on the bleachers by themselves just
watching the game.

Imagine you’re on the baseball team. At practice, you’re playing catch with
a teammate. Another teammate shows up late to practice.

It’s writing time in school. Your teacher tells everyone to find a partner and
share what you’ve written. You notice one of your classmates doesn’t have
a partner.

You walk into the cafeteria and look around. A group of your friends is
sitting at a table, and look like they’re having a good time, but at the
next table, a kid from your class is sitting alone.

Your teacher has put you into a group to work on a poster project. One of
your classmates is really good at drawing, and another classmate is really
good at writing.

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 Tuesday: Exploring our Differences
Educator Daily Learning Intentions
1. Educators facilitate conversations amongst students about differences in respectful and positive ways.
2. Educators support students in self-reflection about their differences.
Student Daily Learning Intentions
1. Students reflect on their own differences.
2. Students understand the value and importance of each person’s unique differences.
3. Students compare and contrast their differences with others in the classroom.

Educator Resources
● WEBINAR: Teaching Youth to Respect Differences - https://youtu.be/h8rgaNAKcXE
Description: We all want to create welcoming environments where disabilities are viewed as a natural part of life. When
your class or program says it is “for all,” what does that mean and what does it look like? To create welcoming
programs, we first need to assess what respect for disabilities looks like. We can then explore ways that we can teach
children and youth in our programs to respect disability as a form of diversity. 40-minute webinar
● VIDEO: TEDx Talk - “We Are All Different - and THAT’S AWESOME!” - https://youtu.be/sQuM5e0QGLg
Description: Watch 10-year-old Cole Blakely teach the value of celebrating differences as he describes his beautiful
friendship with Steven, a 44-year-old man with Autism.
● TIP SHEET: “Celebrating Diversity with Teens” Tip Sheet - Click here to download a KIT Tip Sheet developed to help
educators and staff recognize and celebrate diversity in their classes or programs and create a welcoming environment.

Student Activities
● Human Bingo: Use this activity as a get-to-know-you game for students of all abilities to explore their similarities and
differences not related to disability.
● What Makes Me… ME?

Spirit Day Activity

● Silly Hat Day - to promote the acceptance of all our differences, invite students to wear silly (but school-appropriate) hats
to school. Emphasize that each hat is unique and different, just like every person.

Reflection/Exit Ticket
The following reflection questions can be used as a formative assessment of student learning. These questions can be used
to guide a group discussion, individual student sharing, or as an “Exit Ticket” question - students write their answers on a
post-it or index card and leave with the teacher.
● What are some ways that we are all different from one another?
● What can we learn about ourselves and others when we explore our differences?
● Why are differences important?
● How are some differences visible and others invisible?

Additional Resources
● VIDEO: Annie Elainey - Disability Identity and Language - https://youtu.be/SMKKze48Qbo Watch this 7-minute video
where Annie has a very respectful conversation about identity first vs. person first language.
● YOUTUBE CHANNEL: Special Books by Special Kids - https://bit.ly/2BZBqe0 This YouTube channel features
interviews with kids of all abilities and is a great way to explore our differences.

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 Human Bingo
print one for each student

Introduce yourself to your fellow group members and ask if any of the statements below apply to them. If so, have
them sign the square. Each person you meet can only sign in one square. Call out “BINGO” once you have
completed a row, column, or diagonal, then read out who has signed in each square in your Bingo.

I can speak I am the same I have visited I like playing

2 or more age as you. New York video games.
languages. City.

My name I was born in I have more I love going

starts with a the same than one to the
vowel. month as you. pet at beach.
home.

My favorite I have the

I am superhero is same color I like
left-handed. Batman. eyes as you. to draw.

I have the I wear I have been I have been

same favorite glasses or on stage on an
flavor of ice contacts. before. airplane in
cream as you. the past year.

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 What makes me…ME?
Students reflect on their strengths and challenges.

Begin the lesson by explaining to students that everyone has strengths (things they are good at or
things that are easy for them) and that everybody also has challenges (things they are trying to get
better at). Tell students that today, they are going to take some time to think about their own strengths
and challenges.

Have each student select two coloring utensils (markers, crayons, colored pencils, etc.) of two different
colors. Next, students decide which color is going to represent their strengths and which color is going
to represent their challenges. Hand out the What makes me…ME? worksheet.

On the bottom right corner of the worksheet is a key. Ask students to draw a dot of each color next to
challenges and strengths to clarify which color will represent which category.

Instruct students to fill up the body with their strengths and challenges. They can use words, pictures,
and symbols. Remind them to use one color for strengths and the other color for their challenges.
Encourage students to think about strengths and challenges both in and outside of school. Some
categories might be: academics, athletics, music, hobbies, personality traits, family relationships, etc.

Give students time to complete the activity. Upon completion, teachers can lead a discussion for
students to share their work.

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 Name:

What makes me…ME?

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 Wednesday: Fostering Friendships
Educator Daily Learning Intentions
1. Educators gain new strategies for promoting positive friendships between their students.
2. Educators facilitate positive peer-to-peer interactions.

Student Daily Learning Intentions

1. Students discover a commonality with at least one new peer by the end of the week.
2. Students explore what makes a positive friendship.
3. Students demonstrate their ability to interact in positive ways with ALL of their peers.

Educator Resources
● WEBINAR: Promoting Friendships Between All Students - https://youtu.be/Z-WzngA6yoQ
Description: "In the cookies of life, friends are the chocolate chips.” Friends are important to everyone, and
when you have trouble with the skills to make friends, it affects all the other aspects of your life. Learn the
tools to promote friendships in your program between all children. This webinar will cover the importance
of friendship and the tools to develop those lasting relationships. 30-minute webinar

● WEBINAR: Facilitating Peer Interactions - https://youtu.be/xhifHtswVT0

Description: Facilitating positive peer interactions can be tricky. It can be difficult to know when to get
involved and when to step back and allow natural, spontaneous interactions to happen. Sometimes adults
can accidentally stifle peer interactions or “take the fun out of it.” This webinar will provide an overview of
different ways to encourage and support social engagements between children and youth through
modeling, the environment, scaffolding, and collaborative problem-solving. 30-minute webinar

● TIP SHEET: “Setting The Stage for Friendships” - Click here to download a free KIT Tip Sheet developed to help
educators and staff facilitate friendships between children and youth with and without disabilities.

Student Activities
● Find a Friend Pizza Party
● Pizza party open to all students in school with the goal of encouraging students to make new friends (especially
ensuring students with and without disabilities are invited and encouraged to attend).
● Play get-to-know-you icebreakers & games
● Sit next to someone you don't know
● Kindness Rules

(Continued on next page)

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 Wednesday: Fostering Friendships (Continued)
Spirit Day Activity Ideas
● Mix-It-Up at Recess - encourage all students to play with someone new at recess or during free time.
● Pen Pals - Start a student pen pal program by pairing students with and without disabilities together to support
connection and social-emotional learning among peers. This will allow students to also find solace and comfort in
each other by sharing their thoughts.

Reflection/Exit Ticket
The following reflection questions can be used as a formative assessment of student learning. These questions can be
used to guide a group discussion, individual student sharing or as an “Exit Ticket” question - students write their
answers on a post-it or index card and leave with the teacher.

● What does it look like and sound like when we interact with a friend?
● How do we make new friends?
● What is a positive friendship? Why are positive friendships important?

Additional Resources
● VIDEO: “My Autism” by George - https://www.youtube.com/watch?v=YIK2yXfrCfw
9-year-old George shared this video with his 4th grade class to help them understand why he sometimes
behaves differently during lunch, group activities, recess, etc.

● ARTICLE: Why Some Kids Have Trouble Making Friends

Click here to read an article about why some kids have trouble making friends and some steps to help.

● BOOK: Great Group Games by The Search Institute

Click here to learn more about this best-selling book with 175 games and activities to gently disband
group-busting cliques, help newcomers feel welcome, and turn your participants into friends who can count
on each other.

● WEBSITE: Beyond Differences

Click here to explore this website all about promoting social inclusivity and inspiring students to end social
isolation.

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 Name Games
Ball Toss

Set it up: Grab a soft (foam) ball and have the group stand in a circle. Let everyone introduce themselves with their
first name.

Play: Begin tossing the ball around the circle. Before passing the ball to someone else, players must say the name of the
person they are passing to and make eye contact with that person.

ABC Adjectives

Set it up: Have your group stand in a circle. Tell the group that they will be introducing themselves along with an
adjective that describes them. The adjective must begin with the same letter that their name begins with, So for
instance, Adam would introduce himself by saying, “I’m animated Adam.”

Play: Go around the circle and introduce yourself and your adjective. If you get through this round easily and want to
add on, have everyone make up a motion to go along with their adjective. Once a person introduces themselves and
performs the action, everyone else in the circle copies the action.

Want even more of a challenge? Go around the circle again, seeing if the group can collectively remember the name,
adjective, and motion for each group member.

Groupings

Set it up: Have the whole group assemble on stage. Tell them that you’ll be giving instructions to find other people in
the group who have something in common. They need to work as quickly as possible to join a group.

Play: Call out different categories. Once groups have formed, start over with a new category. Some examples and ideas:

● Find other people who were born in the same season as you.
● Find other people with the same favorite color as you.
● Find other people with the same favorite food as you,
● Find other people with the same favorite Katy Perry song as you.
● Find other people who write with the same hand as you.
● Find other people who have the same birth month as you.
● Find other people who have the same color eyes as you.

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 “Draw” Them In
Being a Kind Friend

1. Begin the lesson by asking students to

● Think of a time when they have felt lonely or left out.
● Think of a time when they wished they had someone to talk to or hang out with.
● Think of a time when they wanted to be part of something but didn’t know how to step in or wished
someone would notice them.
2. Ask students to raise their hand if they have been in any such situations.
3. Explain to students that they will now be looking at a few scenarios (listed below under “scenarios”) that often
occur in school life.
4. Upon teacher discretion, read aloud one or more scenarios or make copies of them and provide them to
students.
5. Alternatively, teachers can create their own scenarios relevant to their student/school community.
6. Using the "Draw" Them In coloring page template, have students draw a picture of how they would act in each
situation.
7. Allow ample time to complete their drawings. Then, have the students sit in groups of two or three. Have
students share their drawings with their peers.

Scenarios:
● It's lunchtime. You are sitting with a group of friends. A student is sitting at the table, but no one is talking to
him/her/them. How would you draw them in?
● You are in the playground. A boy is trying to swing himself, but he is not able to. How would you draw him in?
● You are in math class. A girl is trying to keep up with the lesson that is being taught. She is finding it difficult to
understand the lesson and feels left out. How would you draw her in?
● You are getting ready to take the school bus home. One of your friends is trying to get on the bus. Their backpack
zipper is broken, and all the contents fall out. They are trying to put it back inside, but everyone is rushing to get
on the bus. The bus driver does not notice them and is hurrying the kids to get inside. How would you draw
them in?
● You are at recess. One of your friends is sitting in the corner of the classroom, looking sad and not wanting to
leave the room. How would you draw them in?
● A friend joins your class from Afghanistan (or a foreign country). He does not know English very well and
struggles to understand what is going on around him. How would you draw him in?
● You are in a group project. One of the students talks too much, and others seem to get annoyed. Some of them
are rude to him. This student does not realize why. How would you draw him in?
● You are walking down the hallway. A student who recently fell off the play structure sprained their ankle. They
are in a cast and not able to walk fast. They are always late to class. How would you draw them in?
● You are in class. A friend is unable to sit and listen and needs to move around. He also makes a lot of noise to
himself, and it is bothersome to many students. No one wants to sit next to him. How would you draw him in?

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 Thursday: Expanding Empathy
Educator Daily Learning Intentions
1. Educators articulate the four pillars of empathy.
2. Educators reflect on their own ability to be empathetic.
3. Educators gain new strategies to teach empathy to their students.

Student Daily Learning Intentions

1. Students define empathy.
2. Students give examples of what it looks and sounds like if you show another person empathy.
3. Students assess how they might be empathetic in a given situation.

Educator Resources:
● VIDEO: “4 Reasons SEL is So Important Right Now”
Click here to watch a short, 3-minute video explaining the intrinsic value of social-emotional learning, or SEL, and
why it’s so important post-pandemic.

● WEBINAR: “Using Small Groups to Enhance SEL Skills” - https://youtu.be/bjonxJiq9EA

Description: Developing social-emotional skills in children, youth, and teens is a vital part of their success into
adulthood. When providers are meaningfully engaged to help coach children/youth while they practice new social
skills in a safe, nurturing environment, they have a better chance of being successful in real-life events. This
webinar explores social-emotional skills through the life-span, beginning with the stages of play in early childhood
and incorporating the importance of peers in the school-age, preteen, and teen years. Also shares practical ways to
use small groups to teach and reinforce building connections with peers. 40-minute webinar

● WEBINAR: “Taking Care of Yourself” - https://youtu.be/FwQxaRcPwgc

Description: Taking care of children and youth in class or out-of-school time programs can be overwhelming. When
children have an increased level of need, educators’ stress levels can rise even higher. Research shows that
educators who practice self-efficacy experience more satisfaction and fulfillment, reducing their feelings of being
overwhelmed and stressed. This 30-minute webinar outlines practical ways that you can take care of yourself as an
educator and increase feelings of accomplishment.

Student Activities:
● Collaborate with art teacher(s) to have kids decorate their cloth masks with fabric markers with a word related to
an inclusive action.
● Sympathy vs. Empathy
● What is Empathy?

(Continued on next page)

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 Thursday: Expanding Empathy (Continued)

Spirit Day Activity

● Dress Like Your Favorite Superhero! Superheroes make the world a better place, and we each have the power to
make our school a better place every day by showing empathy. Dress like a superhero to remind everyone to be
empathetic!

Reflection/Exit Ticket
The following reflection questions can be used as a formative assessment of student learning. These questions can be
used to guide a group discussion, individual student sharing, or as an “Exit Ticket” question - students write their
answers on a post-it or index card and leave with the teacher.

● What is your definition of empathy?

● Why is empathy important?
● How does being empathetic make our community better?
● What is one example of something you have done to show another person empathy?

Additional Resources
● VIDEO: Brené Brown on Empathy - https://youtu.be/1Evwgu369Jw - a short, animated explanation of the
differences between empathy vs. sympathy.
● ARTICLE: How Empathy Affects Learning and How to Cultivate It In Your Students - by Saga Briggs on informED
● ARTICLE: Empathy is Tough to Teach, But Is One of the Most Important Life Lessons - Mind/Shift
● ARTICLE: Why Empathy Is As Important as Reading or Math - Ashoka
● ARTICLE: The Power of Empathy - by Elena Aguilar on Edutopia
● VIDEO: Elmo and Mark Ruffalo on Empathy

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 Empathy vs. Sympathy
Students will understand the difference between Empathy and Sympathy.

Begin the lesson by asking students if they know what empathy and sympathy are. Give students the
opportunity to share their thoughts, then write the following definitions on the board:
● Empathy is experiencing another’s pain or feelings, similar personal experiences, or sharing the
same emotion.
● Sympathy is acknowledging others' circumstances and/or feeling sorry for someone’s
suffering.

Provide each student with a Venn diagram worksheet.

● On one side of the diagram, ask students to write “Sympathy” and copy the definition you
wrote on the board
● On the other side, ask students to write “Empathy” and copy the definition from the board.
● Have students write down 1-2 examples of times they think they were sympathetic to someone
and 1-2 examples of times they think they were empathetic to someone.
● Then, pair students and ask them to share their examples of sympathy and empathy with each
other.
● Working with their partners, have students consider ways that sympathy and empathy are alike
and write those in the intersection of their Venn diagrams.

Bring the class back together and ask students to share what they’ve learned about the similarities and
differences between empathy and sympathy.

© Changing Perspectives 2018

21
 Name: -

Venn Diagram: Empathy vs. Sympathy

© Changing Perspectives 2018

22

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 What Is Empathy?
Students will learn what empathy is and begin to understand its
role in building positive relationships.

Begin the lesson by telling students that you are going to be talking about empathy. Ask, “By a show of
hands, who has heard of empathy? What does it mean?”

Give students the opportunity to share their definitions. Then, reinforce their ideas by sharing a
dictionary definition of empathy, such as this one from the Cambridge Dictionary: Empathy is “the
ability to share someone else’s feelings or experiences by imagining what it would be like to be in that
person’s situation.”

If you’d like, share this quote by Alfred Adler, an early 20th-century psychologist: “Empathy is seeing
with the eyes of another, listening with the ears of another, and feeling with the heart of another.”

Ask, “What’s the difference between empathy and sympathy?” Allow students to share their ideas,
then reinforce their suggestions by sharing a dictionary definition of sympathy, such as this one from
the Cambridge Dictionary: Sympathy is “an expression of understanding and care for someone
else’s suffering.”

Facilitate further discussion by asking questions, such as:

● Why is empathy important?
● When would we need empathy in understanding other people?

We all know that including people, learning about and from others, and sharing our own experiences is
really important. So, while we all have our unique qualities, we also all share common traits,
preferences, and experiences. When we learn about others, we develop new perspectives and
understanding. In that way, we can develop our empathy, which helps us connect with more people in
more meaningful ways – and that’s good for everybody.

Have students split into groups of 2-4. Give each group poster paper or poster board and drawing
supplies and tell them that they will be creating posters to promote empathy. The posters should
explain what empathy is and why you should have it toward others. Encourage students to make the
posters colorful and to draw positive pictures to go with their messages. When students are finished,
bring the class back together so groups can share their work. Hang posters around the classroom or
school.

© Changing Perspectives 2018

23 23
 Friday: Take Action for Inclusion
Educator Daily Learning Intentions
1. Educators support students in fulfilling a service-learning project to make their school/community more inclusive.
2. Educators assess the current state of inclusion in their school/community.
3. Educators support students in reflecting what inclusion means to them and their community.

Student Daily Learning Intentions

1. Students share examples of ways their school is already inclusive.
2. Students assess what areas of their school/community could be more inclusive.
3. Students create a plan of action to make their school/community more inclusive for everybody.
4. Students identify inclusive actions.

Educator Resources
• WEBINAR: “If Not You, Then Who? Real-World Advocacy” -
https://learnonline.kit.org/catalog/courses/1113387
Description: “Advocacy” might seem like something for lawmakers. But, in fact, you are an advocate for children
every day. Watch this webinar to find out more about your role as an advocate and to learn additional strategies to
support children in your lives.
• Course Learning Objectives
1. Describe how using inclusive practices is a form of advocacy for children with disabilities or forms of diversity.
2. Write a short description of a child focusing on assets and strengths instead of deficits.
You can watch this 30-minute recorded webinar for FREE! Just click the title above or copy/paste the link above into
your browser to go to KIT Academy. You will need to create an account (if you don’t have one already) and add the
webinar to your cart. Enter coupon code “INCLUSIVE-SCHOOLS” at checkout to view the webinar for free. Then
browse the KIT Academy store for any other online learning topics about disability inclusion, behavior, etc.

• WEBINAR: Debunking the Myths of Inclusion - https://youtu.be/9F07PAp9DzM

Description: Attitudes, beliefs, policies, and resources influence how inclusion is viewed and put into practice in
child and youth programs. This webinar will explore myths of inclusion that sometimes interfere with creating
welcoming and inclusive environments for all children. 30-minute webinar

• WEBINAR: Top 5 Trends in Disability Inclusion - https://youtu.be/qaP81vUQ_7Y

Description: Each year, Kids Included Together tracks trends in childhood disability inclusion to assess how far
away we are from realizing our vision of EVERY child being meaningfully welcomed and included in their school
and community. We use these emerging trends to find points of leverage to help us advance our mission of
teaching inclusive practices to anyone who serves children. This year, we have seen a growing interest in
diversity, equity & inclusion in the fields of education, business, media, and popular culture, which is making
disability inclusion more visible. 60-minute webinar

Student Activities
● Call to Action Activities

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 Friday: Take Action for Inclusion (Continued)

Spirit Day Activity

● Random Acts of Kindness - challenge each student to take action by doing one random act of kindness. Set up a
school-wide or class jar where students write down what they did and put it in the jar.
o Alternate option: school-wide/ classroom bulletin board where students do an act of kindness and add a
piece to the bulletin board or school-wide paper chain with pre-cut strips of paper, and every time someone
does an act of kindness throughout the day, they add a link to the chain. Display the chain prominently in
school.

Reflection/Exit Ticket
The following reflection questions can be used as a formative assessment of student learning. These questions can be
used to guide a group discussion, individual student sharing, or as an “Exit Ticket” question - students write their
answers on a post-it or index card and leave with the teacher.

● What is one example of a way your school is inclusive?

● How could your school be more inclusive to everyone?
● Why is it important that all schools are inclusive to all students?

Additional Resources

● TIP SHEET: Mental Health Basics – Click here to see the KIT Tip Sheet developed to help educators and staff
identify potential mental health challenges.

● VIDEO: Connecting and Redirecting Through Stressful Times – Sometimes, things don't go the way we want
them to. But how can we steer a stressful situation to achieve the outcome we want? KIT often practices
"Connect, Reflect, and Redirect" when faced with challenging behavior. Watch this "play-by-play" video as
Heather connects, reflects, and redirects her son, Myles. Click here to watch a clever play-by-play video.

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The following table offers ideas for ways in which your students, educators, and
community can take action for inclusion.
Idea Title Brief Description
Guest Speakers Invite a guest speaker to your school to share with students the
importance of inclusion and kindness. This could be done in an assembly
format or in small groups.

Volunteer with Local Have students volunteer with organizations that support people in your
Organizations community, then provide an opportunity for students to reflect on and
share their experiences volunteering with their classmates.

Movie Showing There are many movies that focus on issues around differences, such as
disability, race, gender identity, etc. Here are some suggested titles:
● Wonder
● The Mask You Live In
● Inside Out

Have students watch the movie, then have teachers lead a brief
discussion about the video.

Buddy Bench Consider having students raise money to purchase or build a buddy
bench to be used at your school or donated to another school in your
community. The idea behind the buddy bench is that it’s a place for
students to sit if they’re looking for someone to hang out with.

Mix It Up Events Organize “Mix-It-Up” events at your school to encourage students to

get to know students in other grades or classes that they may not
usually spend time with. Here are some ideas to consider:
● Mix-It-Up lunches
● Mix-It-Up advisories/homeroom activities
● Participate in a national Mix-It-Up Day program

Create an Inclusive Club Students can start their own Inclusive Club at their school to meet after
school or during a free period during the day. The clubs’ objectives
would be to assess how inclusive the school currently is and what
actions would make their school more inclusive for ALL students.

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 Idea Title Brief Description
Community Building Organize a variety of community-building activities for students at your
Activities school. The goal of the activities should be to bring students together for
a common goal. Activities might include:
● A school-wide art project with a common theme such as
inclusion, empathy, or kindness.
● Visiting a local ropes course or other outdoor education venue.
● Working with your PE teacher to do team-building games in the
gym.
Art Show Host an art show at your school that revolves around a central theme.
Themes could be inclusion, empathy, diversity, kindness, disability, etc.
Encourage all students to submit a piece of art to the show that
connects to the chosen theme. Then, host an art show evening or event
at the school for parents and community members.

Poetry Slam Host a poetry slam at your school that focuses on a central theme, such
as inclusion, empathy, diversity, kindness, and/or disability. Encourage
all students to perform a poem that connects to the theme.

Accessible Event for All Take an already scheduled event at your school, such as a football game
or dance, and make the theme for that event/game “accessibility.” Make
sure that all aspects of the event are considered and redesign aspects
that need to be modified in order for it to be accessible for everyone.

Whole School Inclusive Initiate a whole school project around inclusion. This could be a bulletin
Project board that each student contributes to, a reading challenge where all
students read books with characters that have differences (e.g.,
disability, race), a mentorship program, or an acts of kindness campaign.

Create a School-wide PSA Have students create a video or podcast of a PSA that is shared with the
entire school. The PSA should be about how students can take action to
make their school more inclusive to everyone.

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 What’s Next?
We’d love to hear from you! Was this Activity Guide helpful and easy to use? Did these
activities make your school more inclusive this week or inspire you to continue building on
your inclusive culture?

Are you interested in additional programs and support to make your school more inclusive?
Please contact us.

Changing Perspectives offers programs and curriculum for Pre-K through high school as well
as educator professional development. Find more information at
www.changingperspectivesnow.org or email [email protected].

Find additional information about Kids Included Together (KIT) by

● visiting our website at www.kit.org
● emailing us at [email protected]
● Call us at 1-844-871-2966
● Check out our free inclusion & behavior resources at https://learnonline.kit.org/store/about

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