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Camelot Elementary School
Camelot Elementary School was the first FCPS school to replicate the Floris E.S. Walk In My Shoes Program. It recently hosted its third annual Walk In My Shoes event for grades Kindergarten through Sixth grade.
They included four Walk In My Shoes activities:
- Fine Motor Skills
- Visual Impairment
- Sensory stations
The children rotated as a homeroom class with their teacher to each station like one would in field day. The teachers helped at the stations as well which made it great and cut down on how many parent-volunteers were needed.
New! Camelot adapted the visual impairment station so that instead of scratched up goggles (to simulate visual limitations), the school counselor had students wear Googly Eyes Goggles and try to draw images that were projected on a screen for the whole class to see. It was very inactive and informative!
Camelot students truly learned how to Walk in the Shoes of those with disabilities through participating in the interactive stations and the lesson at the beginning of the event. Thank you for this wonderful program and the opportunity to bring it to Camelot Elementary School. We even got to be on the Channel 7 News in DC!
Contact Person: Laura Allen at Camelot Elementary.
Floris Elementary School
Floris Elementary School has held Walk In My Shoes annually since 2015.
Inspired by local disability simulation events, the Floris version added the following elements:
- A broader scope and a new name: Walk In My Shoes.
- A comprehensive approach: Pre-teaching in the classrooms and debriefing by counselors afterwards.
- A targeted focus: Tweens, 3rd – 5th grade.
- A complete activity structure: Move beyond knowledge and attitude to providing simple ways students can use their increased understanding to help a friend.
- A focus on volunteer quality and preparation: recruiting engaging volunteers with supportive attitudes and preparing them for their crucial role prior to the event.
- A set volunteer to student ratio to ensure a high-quality interaction with volunteers.
- An activity development protocol to assure the quality and feasibility of new activities.
- A comprehensive guide and training option to encourage other schools to implement the program.
Greenbriar East Elementary School
Based on the Floris Elementary Walk In My Shoes program, Union Mill’s Autism Awareness event, and other FCPS initiatives, Greenbriar East celebrated Inclusive Schools Week with a program called "Walk in My Shoes With a Kaleidoscope of Friends." For more information contact: Donna Lynch, Special Ed Parent Liaison at firstname.lastname@example.org
- Targeted 3rd through 6th grade with the Walk In My Shoes Event.
- Held a week-long celebration of National Inclusion Week with the entire school.
- Incorporated cultural inclusivity.
Books used included:
- The Rabbit Listened by Cori Doerrfeld
- The One Day House by Julia Durango
- Be Kind by Pat Zietlow-Miller
- After the Fall (How Humpty Dumpty Got Back Up Again) by Dan Santant
- The Big Umbrella by Amy June Bates
- Albie Newton by Josh Funk
- Pie is for Sharing by Stephanie Parsley Ledyard
- Susan Laughs by Jeanne Willis
- The Bad Seed by Jory John
Laurel Ridge Elementary School
Laurel Ridge attended an FCPS SEPTA presentation about Walk In My Shoes and purchased the Implementation Guide. As our first year trial run, we selected 5 activities and offered the program to our second and third graders. We received fantastic feedback from students, teachers, and volunteers.
For more information, contact ude.spcfnull@stnuoCLM.
Lees Corner Elementary School
Lees Corner held their first Walk In My Shoes event for their 5th-grade class. They were able to use funds from their school store to purchase materials, and a mini-grant from the FCPS Special Education PTA to purchase the planning guide. They collected feedback from students as to what they liked about the program and what they would change. Here are some of their responses:
What was the best part of WIMS?
- I use to judge people in special education but now I realize what they go through every single day.
- Getting to meet some of the kids who have disabilies was really cool.
- To learn how other people feel.
- Getting to experience difficules I never knew existed.
- Being with our friends and finding out how we can help those in need.
- Being able to take on the perspecve of a disabled person.
- That I am grateful to be able to do all the kinds of things I can do.
Robinson Secondary School
Students in the Robinson Partnership class adapted the Floris E.S. Walk In My Shoes Program into a disability research project and disability simulation event for 9th graders.
How they did it:
- Met in the library and researched disabilities.
- Identified causes, challenges, and things that can help people with each disability.
- Attended a presentation by the Walk In My Shoes program developer.
- Participated in the Floris event.
- Developed adapted activity objectives, descriptions, and scripts.
- Collaborated to improve each other's activities.
- Held a disability simulation trial day where they practiced with each other in class!
Robinson Partnership is an inclusive class and club at Robinson Secondary School. The class runs as an elective for 10th-12th graders from across Robinson programs. Students work on large school events that promote inclusion while learning about disabilities and advocating, having fun, and making lasting friendships.
Walk In My Shoes provided Robinson Partnership students with a program implementation guide, scripts, an in-person presentation, and an opportunity to volunteer at a Walk In My Shoes event. Based on this information the students created a version of the Walk In My Shoes event for 170 9th-grade students and included 5 simulations.
Robinson Partnership students researched each of the challenges represented in the event. Then they adapted the Walk In My Shoes scripts and activities for 9th graders by changing some of the questions and adding higher level explanations and more activities at each station.
A unique element of this adaptation was the inclusion of students with special needs. These students participated by observing the event, handing out materials, and talking about their favorite items in the sensory room.
After the event, students came together for a follow-up discussion and to share their thoughts. Students felt invested in the process and learned a lot throughout the project. Feedback was overwhelmingly positive!