Name
Cooperation with an organisation for disabled persons
Topic
Disabilities, Marekting, Legal Matters, Charity, Medical Care
Learning time
1 hour and 40 minutes
Designed time
7 hours
Size of class
20
Description
A school cooperates with an organisation for disabled persons. The students investigates in legal matters concering financial support, medical care (therapies, etc), and integration into the community (school, working world). They research gerneral information via interviews with employees to find out how the organisation work and is financed. Afterwards they visit the organisation to get to know the families concerned. They try to find means to support the organisation and how this institution can be part of society (selling handcrafted products, getting better known by participating in community events - Christmas market ...).
Aims
- increase awareness for social responsibility for disabled persons within the community - finding was of supporting charity organisations (donations, charity events...) - practical implementation of interviews and questionnaires - social skills - group work - analysing and understanding legal texts and regulations - presentation skills
Outcomes
Application
Editor
Anja
Edit
Intoduction
170 minutes)
  • Discuss
    10
    20
    0
    The teacher informs the class about the project. A general discussion about the importance of supporting families with disabled persons is started. Then groups of 5 people each are formed. Each groups gets a different task, which they have to work on over a weeks' time, to be able to present their findings afterwards.
  • Investigate
    40
    5
    0
    Group 1: Data collection This groups designs interview questions about for the employees of the organisation: What are their aims? How do they raise money? How is the work with disabled persons organised? How do they support the families? ... Students should find their own ideas and questions, so this is just a collection of ideas. The interviews will be done with the different employees of the organisation (board members, medical staff, organisational staff). Appointments for interviews, etc. need to be organised by students themselves. While interviewing the students take notes and afterwards include the most important points in their presentations. Students also analyse the data and create some statistics on the matter, which will finally be presented in the follow-up lesson.
  • Practice
    40
    5
    0
    Group 3: Supporting the organisation This group finds out about ways to raise money and awareness for charity organisations. Then they try to find a way of supporting the organisation for disabled persons for real. As time is limited, the teacher could suggest collecting money via selling cakes and snacks at school, for example. They could also organise a give-away sale at school, or charity collection in town. It needs to be something small, but should students that even small things can help. In the presentation they will then inform their colleagues about their experiences.
  • Investigate
    40
    5
    0
    Group 3: Legal Matters and Finacial Support This groups needs to collect information about the situation of families with disabled persons in Austria. What kind of financial and medical support is offered by the state? Which organisations offer help? What do they cost? Who decides on the level of disability, i.e. how money support do they get? The data collection is mainly done via internet, but could also include contacting officials. All the results must then be shown in an informative presentation.
  • Collaborate
    40
    5
    0
    Group 4: The organisation and the community Group 4 is responsible for involving the community. With the help of a questionnaire they should find out how well the town/region is informed about the organisation. The questionnaires should be distributed to locals in town. The group then analyses the data, create statistics and find ways of improving cooperation between the ogranisation and the community. These results are part of their presentation, but should also be shared with the organisation itself.
Notes:
Resources linked: 0
Individual Working Phase
200 minutes)
  • Produce
    200
    5
    0
    All the groups work on their tasks individually after school. They have to train a variety of skills, such as organising meetings, distributing tasks, working in groups, getting into contact with the outside world, preparing material (questionaires, statistics,...) ... This enables them to use each student's strengths, rather than their weaknesses and takes them out of their comfort zone. The teacher is not always present during this stage, which is in fact an advantage as it increases self-responsibility.
Notes:
Resources linked: 0
Presentation
50 minutes)
  • Discuss
    50
    20
    0
    n the final stage of the project, students present their group work, as described in the introduction phase. Each group gets about 5-7 minutes to present and a short phase of evaluation afterwards. A final discussion can be done at the end - especially discussing further ideas for cooperations and/or financial support (see group 1 and 4). If considered useful and practical follow-up lessons or another project are possible.
Notes:
Resources linked: 0

Learning Experience

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Social learning graph will not display correctly, because one or more learning types do not have group size set.