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What is special about disabled people? | Top |
A guidebook for volunteers at the Beijing Olympics has been criticised for its section on helping paralympic athletes and disabled spectators. It suggests that disabled people are a "special group" with "unique personalities and ways of thinking".
A campaigner at the UK Disabled People's Council told the Times newspaper he was "stunned" at the perception that disabled people are a race apart. The guidebook tells volunteers that visually disabled people are often introverted. It suggests that some physically disabled people are "isolated, unsocial, and introspective" and may be "stubborn and controlling".
Discussion ideas
> Do students think it is helpful to group disabled people together and label them in this way? Would it be reasonable to make similar generalisations about subgroups of able-bodied people - such as those from Yorkshire or people with red hair? How do students feel when people make generalisations about them? Some comments on the Times website praise the Chinese Olympic planners for saying out loud what many people think. Talk about why so many people have a negative attitude of disabled people. Is it likely to be a result of extensive knowledge or a limited experience? Talk about where prejudices come from.
> The guide is designed to help volunteers understand and welcome disabled people. Some disability experts say it represents a significant improvement in Chinese attitudes. Mike Brace of the British Paralympic Association called it "a clumsy attempt" to override years of limited awareness. "It's not ideal, but up to seven years ago, they might not have acknowledged disabled people at all." Do students think authorities should be praised for moving in the right direction, or criticised for getting some of the detail wrong?
More resources
>> The full guidebook covers more than just disability, looking at cultural stereotypes and national character. It presents a wealth of potential discussion material. Students could be invited to critique sections or write their own. Download the guidebook.
>> The social model of disability briefing will help teachers discuss this story with students.
Archbish jumps for Paras | Top |
The Archbishop of York, Dr John Sentamu, is preparing to jump from an aeroplane to raise money for a military charity. The 59-year-old cleric hopes his first parachute jump will raise £50,000 for the Afghanistan Trust, a charity that supports the families of paratroopers from 3rd Battalion, the Parachute Regiment, who have been killed or injured while serving in Afghanistan.
"The armed services and their families in this country make enormous sacrifices on our behalf," the Archbishop said. "Unfortunately many of the families who have lost loved ones in the conflict are not being given enough financial support". He said that support for those who return home as wounded heroes can be both inadequate and a long time coming.
Discussion ideas
> Discuss the sacrifices made by soldiers fighting the Taliban and working to redevelop and reconstruct Afghanistan. Do students think there is a good public understanding of how challenging the job they are doing is, and why they are doing it? Talk about the effect on serving soldiers, and their families and friends, if the courage and sacrifice is not properly recognised at home.
> Some press reports commented on the fact that the Archbishop has been a vocal opponent of war - for instance, the Iraq invasion. Do students see any contradiction in this? Is it possible to oppose military action, while still supporting soldiers and their families?
> The jump was meant to take place during the last May bank holiday. It was rescheduled to 6 June because of poor visibility. Discuss how difficult it can be to call off an event that has been planned for a long time. Have students ever taken risks rather than abandon a plan? How much would they err on the side of safety when jumping from an aeroplane two miles high?
More resources
>> You'll find a similar risk assessment in the jet ski lesson plan.
Violent teenage deaths | Top |
The death of actor Robert Knox brought to 14 the number of teenagers who have died violently in London this year. The 18 year old was stabbed outside a bar in Sidcup. During the same weekend, 17-year-old Amar Aslam was found dead in a park in Dewsbury, West Yorkshire following what police call a "sustained and brutal" assault.
As shocked friends and family grieved for those who died, a senior police officer said parents have a duty to question their teenage children about weapons. Metropolitan Police Commissioner Sir Ian Blair said parents should be clear with them that carrying a knife outside the home is likely to lead to really serious trouble and tragedy.
Discussion ideas
> Gangs and drugs are often said to be behind much teenage violence. Do students agree? Ask for reactions to the idea that knife crime is not just a problem for the police and the courts, but for everyone in the community? What proposals have students heard for reducing teenage violence? Which do they think might work, and which seem less likely? Talk about what makes some teenagers feel unsafe in their own communities.
> A 13-year-old boy in Dewsbury told reporters how he and his friend alerted police after hearing rumours about where Amar Aslam was lying. They found him and rang 999 after checking and finding he was not breathing. They were told to try CPR - so tried chest compressions by pushing on Amar's chest. Discuss this kind of first-aid response. Do students know what to do if one of their friends is not breathing? How would they check? Ask them if they would like to be trained. Would they like their friends to be trained?
More resources
>> A knife attack on board a London bus is the basis for the stabbing lesson plan.
Child abuse not reported | Top |
Children abused by peacekeepers and aid workers in emergencies around the world often feel unable to report what happened, according to a UK-based charity. Save the Children says even where allegations of abuse are made, they may not be properly responded to.
The charity says children are keeping silent about instances of verbal abuse, physical touching, sex with under-18s and rape. Its researchers say children and their families are not speaking out because of a mix of stigma, fear, ignorance and powerlessness.
Discussion ideas
> Discuss students' reaction to news of abuse of children by aid workers and soldiers. Are they shocked that it happens at all? A spokesperson for the UN, which is responsible for peacekeepers, said with up to 200,000 personnel serving around the world it is impossible to ensure "zero incidents". The important thing is how incidents are handled. Do students agree? Do they think proper investigation and punishment will make children feel safer, and more likely to report incidents? What else might help?
> The Save the Children report is called "no one to turn to". Discuss what happens when vulnerable groups have no one in authority they can trust. What other ways of looking after themselves might they have? Talk about the way that exploitative actions of a very few can affect the way large numbers of people relate to each other. Are children in the UK brought up to think of adult strangers as potential threats or as a source of help? Which do students think is more accurate and realistic?
News think! is one of a number of free educational services produced by the British Red Cross. You can find more resources at www.redcross.org.uk/education
Have you used these topics to raise discussions or plan classroom work? Let us know your experiences or thoughts by emailing us at reducation@redcross.org.uk | 
