A school project has helped Crofton Elementary School students to uncover facts and overcome the fear of the unknown for themselves and others.
Division 1 and 2 students learned about various invisible disabilities and body systems as a part of a large science unit. Under the umbrella term of invisible disabilities, the whole spectrum of hidden disabilities or challenges primarily neurological in nature were covered.
Student projects that summarized their learning were on display at the school gymnasium last Wednesday, March 9 during a showcase for the school community, families and friends. The students were also there to speak about their topics. Some from teacher Cassie Ward or Jody Fairweather鈥檚 classes worked in pairs and others individually on their projects.
It鈥檚 an assignment near and dear to Ward鈥檚 heart.
鈥淚 have two kids with neurodiversity who attend the school,鈥� she said. 鈥淚t was part of it.
鈥淟ast year was our first year. We plan on doing it every year. They鈥檙e very eager to learn about invisible disabilities and taking that knowledge forward and sharing it with others.鈥�
鈥淚 think it鈥檚 an amazing thing,鈥� added Fairweather. 鈥淭he kids learn how these body systems are interconnected, bringing more awareness to the invisible disability rather than the physical ones.鈥�
Div. 1 students Thea Vanham and Samara Darwin teamed up for a project on Fragile X Syndrome.
鈥淲e didn鈥檛 know anything about it,鈥� said Vanham.
Darwin said they worked on the project for nearly two weeks.
鈥淲e found one page and we got information about that,鈥� she added.
Through their research, they found out many things about the condition, including that it鈥檚 a genetic disorder.
鈥淢ales are most affected,鈥� noted Vanham. 鈥淔emales can also get it, but it鈥檚 not as severe.鈥�
Div. 2 students Savannah Bruneau and Emma Cooper did their assignment on anxiety.
鈥淲e both have anxiety disorder,鈥� said Bruneau. 鈥淲e wanted to do something we both are familiar with. That鈥檚 why we are partners.鈥�
鈥淲e only had a month. A month is really not that long, especially for all this to be done.We just finished it literally last minute.鈥�
The girls made up a series of cue cards to address and answer questions about anxiety.
For example, one question was about how anxiety and body systems are interrelated.
鈥淎nxiety disorder can cause rapid heart rate, palpitations and chest pain,鈥� said Cooper. 鈥淵ou may also be at an increased risk of high blood pressure and heart disease.鈥�
In response to another question about what disadvantages a person has with anxiety disorder, 鈥渉eart palpitations and a rapid breathing pattern are commonly experienced during a bout of anxiety,鈥� Cooper added.
Grade 5 students Natalie Potter and Jocelyn Price worked together on a project about intellectual disorder.
鈥淚t鈥檚 a brain disorder,鈥� said Potter. 鈥淯sually, it can be managed.鈥�
鈥淚ntellectual disorder is actually quite similar to autism and it can sometimes be mixed up,鈥� pointed out Price.
There were many more interesting projects and the students enjoyed the opportunity to speak to people about what they learned.
don.bodger@chemainusvalleycourier.ca
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