NOTE: This unit primarily uses person-first language to refer to people with disability. The way people identify can vary significantly, so it is always best to ask a person with disability how they prefer to do so, and use this language accordingly. See the Victorian Government website for definitions of ‘person-first’ and ‘identity-first’ language.
Connecting to prior knowledge
Before you begin this unit, you might like to consult the PWDA (People With Disability Australia) Language Guide. This will be a useful guide for both you and your students in having respectful and inclusive conversations about disability, including cognitive/intellectual disability, neurodiversity, psychosocial disability, and sensory disability. The glossary on pp. 19–20 is particularly handy; you may choose to display the ‘Terminology’ and ‘What to Say’ columns, but be aware that the ‘What Not to Say’ column includes examples of ableist and offensive language, and should not be reproduced in class.
Outside the book
Display the cover of Come Over to My House by Sally Rippin and Eliza Hull, illustrated by Daniel Gray-Barnett. Read the short synopsis at the top of the book page on the publisher’s website:
A delightful picture book that explores the home lives of children and parents who are d/Deaf or disabled.
Use the see, think, wonder thinking routine to discuss the synopsis, title, and illustrations with students. Prompt them with the following questions:
- What do you see (e.g. the title Come Over to My House; some people and a dog standing in a doorway; a girl in a wheelchair)?
- What do you think (e.g. these people are all friends)?
- What do you wonder (e.g. why there are so many people in one house; who they are inviting over; why they are inviting people over)?
Return to the publisher’s website and click ‘Read More’ on the book page. Read the longer synopsis to students, stopping when you reach the short extract from the text. Pose some more questions to small groups of three to four students:
- One of the authors is described as a ‘disability advocate’. What do you think that might be?
- We are told that the characters in this book have various disabilities. What might they include? Do you know a person with disability who might be represented in this book?
- Why is this book described as ‘a must-read for all families’?
Be prepared to prompt students to get the conversation going. Remind them that they are predicting what might be in the book. It may also be worthwhile to have a short discussion about the meaning of the word ‘disability’. This will be particularly important if any students express discomfort or beliefs about ‘disability’ being a ‘bad’ or ‘rude’ word. You can find some useful talking points from the Australian Disability Network and NSW Public Service Commission.
Provide students with a blank doorway (PDF, 42KB), like the one on the front cover. Ask them to draw the family and friends they would like to invite over to their house (keep in mind that some children may live in two homes).
For a think-pair-share, ask students what information they could share about their drawing. Give them a minute to think, then have them pair up and share their work, introducing their buddy to the people in their doorway. Remind students to be active and polite listeners and commend them when they demonstrate these skills. At the end of the think-pair-share, ask students how they knew that their buddy was listening, and how they knew it was their turn to start talking.
Display students’ drawings in the classroom for future reference. This is an opportunity to open up conversations about difference, so invite further discussion as needed now or later.
Inside the book
NOTE: For the purpose of tracking page numbers, the first page of the story is considered p. 1.
Slowly turn the pages of Come Over to My House. Do not read any of the text. Ask students to look carefully at the illustrations. Allow time for them to discuss what they see with a partner, and to share any thoughts or ideas they might have. At this stage, do not proceed beyond the final double-page spread on pp. 29–30; the pages following this will form the basis of activities in the Examining section of this unit.
Pose the questions:
- What do you think this story might be about? What makes you think this?
- Did you notice any characters with disability (students may have spotted the wheelchair, use of sign language, the braille book, etc.)?
Discuss the fact that the illustrations portray differences in both people and the way they live (ensure that students understand that the story depicts several families, not just one), and that some people need specific aids or equipment to help them live comfortably and independently. Check for understanding of these two words.
Now read Come Over to My House to the class (remember not to proceed past pp. 29–30 at this point). Stop on each page to discuss the words and illustrations. Check students’ understanding of each spread by asking:
Who needs some extra help in this house, and what items do they use?
Also clarify the meaning of any new words (e.g. ‘pantry’, ‘contraption’).
Ask students if anyone they know uses a specific item to assist them with daily tasks. This should be a voluntary discussion; do not call on students to participate if they do not wish to do so. Alternatively, you can have a general discussion about aids and equipment that students may have seen in their communities. Examples include wheelchairs, scooters, hearing aids, glasses, healthcare equipment, and service animals. Monitor for turn-taking and active listening during this discussion.
(AC9E3LA01) (AC9E3LY02) (AC9E3LY05)
As a class, watch ‘Let’s Talk About Disability’ from the Australian Human Rights Commission. This short video covers a range of ideas around respect and support for people with disability. It also introduces the term ‘inclusivity’. Invite questions and discussion about what students saw in the video. Depending on their level of understanding, you may choose to play the video again later in the unit.
Exploring the text in context of our community, school, and ‘me’
Support in my family
Ask students to refer to the doorway drawings they completed earlier (see Connecting to Prior Knowledge > Outside the Book). Prompt them to make connections between their drawing and the story of Come Over to My House. What sort of things does their family do or have in their home to support each other? For example:
- a stool for Mum to reach the top of the cupboard
- a weighted blanket to help my brother fall asleep
- no TV during homework so I can concentrate
Have students think-pair-share again, encouraging them to share their drawing with a new buddy. This time they should introduce the people they have drawn, PLUS any things they do or have at home to support them. If they are struggling to come up with ideas, or do not wish to share personal information, they could also talk generally about how they might support friends, family, and other people in their community (e.g. offering someone a seat on the bus, running errands for an elderly neighbour). Monitor for turn-taking and active listening during this discussion.
Community walk
Take students for a walk around your school to find, list, and discuss any features/facilities that support different people to learn and access the places they need to go. These may include wheelchair ramps, elevators, chair lifts, quiet spaces, playgrounds for different ages, books with large print, braille and tactiles, etc.
If your school has limited accessibility features, there are several commonplace examples that you will likely be able to identify:
- handrails on stairs
- curb cuts (ramps or depressions) in pavements
- sealed/concrete footpaths or walkways
- accessible parking spots
- wide doors and corridors
- signage with large text or icons (e.g. bathrooms)
- signage with high colour contrast (e.g. black text on a white background)
Encourage students to ask questions and seek clarification as needed.
Rich assessment task
Ask students to write one or two sentences describing what they have learned so far from reading Come Over to My House. This should be accompanied by an illustration that reflects their learning. The sentences and illustration can be done on paper OR digitally (using an iPad, computer, etc.). Responses might include:
- I have learned that everyone’s house is different.
- I have learned that we need to look after everyone.
- I have learned that we have some things to help people at our school, but this might not be the case everywhere.
Save students’ work for future reference and monitor their comprehension of literal and inferred meaning.