Kindergarteners begin building on the concept that we are all alike in many ways, and we are all different in many ways too. Through stories, games, making puppets, and group sharing—we reinforce the message that each of us is special and different in our own unique way.

First Graders are introduced to a variety of tools that people with disabilities may use, such as prosthetic legs, communication boards and devices, adaptive sports equipment, and service dogs. Through guided discussion videos, hands-on activities, and thought exploration—we reduce and dispel any discomfort around these helping tools. We emphasize that people with disabilities are just people, and these helping tools and inventions are simply to help someone with a disability do everything that someone without a disability can do.

Second Graders start to understand that everybody’s brain works and processes information differently. The curriculum focuses on play and how we are all unique in the things we like to do and how we like to play together. Through a presentation video of a puppet show, Q&A video, hands-on activities, and creative problem solving—we instill a spirit of understanding and acceptance for the different ways people like to play, and how we can all find a way to play together with a little creativity.

Third Graders learn about visual and hearing disabilities, and become familiar with the tools people who are blind and deaf may use. Through a conversation with someone who is blind, a presentation on helping tools, hands-on activities, and games—we help make vision and hearing disabilities second nature to students, which builds their confidence and ability to understand and accept people who have vision and hearing differences.

Fourth Graders get to look at physical disabilities from many different angles, from sports to wheelchair etiquette to wheelchair accessibility in buildings to the history of the ADA. Through videos and hands-on activities—we help students learn how to interact and be friends with someone who uses a wheelchair and to start seeing the world from a different perspective… from the perspective of someone with a physical disability.

Fifth Graders are introduced to hidden disabilities, including ADHD, Dyslexia, Autism, and mental health challenges like Anxiety. The curriculum elevates hidden disabilities by reinforcing that each of our brains process information differently and that people with hidden disabilities also have strengths in different areas. Through videos about myths and facts, examples of famous people with hidden disabilities, an interview with someone with Dyslexia, a discussion about being self-advocates, (and more!)—we reframe hidden disabilities in a way that empowers all students to support themselves and each other in leading successful lives.

Sixth Graders are introduced to helping tools people with disabilities may use, focusing on the use of prosthetics. They will hear from a prosthetic designer who shares innovations and technologies that people (and animals!) who have limb-loss may need, and much more incredible information about prosthetics. Students then get to engage in hands-on activities in the classroom, including designing their own prosthetics.

Seventh Graders get a whole new perspective on a place where they love spending time - the playground! They learn about a variety of disabilities and differences, and what works and doesn’t work for these people on the playground. They get to wonder how someone who is blind, has sensory disorders, or uses a wheelchair may be able to engage in the current playground environment… and THEN, students get to create a user profile for a specific disability, search for inclusive playground equipment to serve their user, and design a blueprint of their inclusive playground for their user.

Eighth Graders get to look closely at how students feel about themselves and who they are. As eighth grade is often a time of great change and not wanting to share publicly about fears, anxieties, thoughts, and emotions - we create a safe, anonymous space where students share about what they are feeling that day by submitting their response anonymously and seeing others' anonymous responses using technology. Through follow up discussion and reading a story, students gain new perspectives on shared fears and insecurities, as well as get to explore feelings associated with bullying from all perspectives: the bully, the bystander, and the victim.