Diversity Project

SPECIFIC GUIDELINES FOR DIVERSITY PROJECT PART 2

Each student will analyze 2 hours of television programming marketed to young children and adolescents (approximately 7- 14 years of age), critiquing its level of inclusiveness of individual with disabilities, and the presence of material that promotes or counters stereotypes and bias regarding individuals who have disabilities. Students will consider and address how media portrayals of individuals with disabilities may impact individual development as well as interactions and relationships within the classroom. Students will also identify strategies for countering bias and promoting classroom community.

Directions:

1. You will analyze two hours of television programming marketed to young children and adolescents (approximately 7- 14 years of age). This can be done by watching two, one-hour episodes of a show, by watching four, thirty minute episodes or any combination of the indicated options.

2. You will need to save, and complete the attached worksheet “DIVERSITY PROJECT-part 2”

3. On the worksheet, you will provide the show’s name, the length of the show, and the network on which the show was viewed, and if applicable, the rating of the show (i.e Y-7 or Y-14).

4. Also, included on the worksheet is a chart. Every 15 minutes, you will notate, by tally marks, the number of times in which the show’s content depicted 1) stereotypes and bias and whether they were promoting or countering the stereotypes and 2) inclusive of characters/content involving individuals with disabilities. (do include commercials)

5. In addition, you will provide a brief overall reaction to each show as well as indicate its level of inclusiveness of individuals with disabilities as well as the disability category that was presented in the show.

6. Upon conclusion of each show, you will need to post your reaction to the show in the discussion board forum entitled “Diversity Project Part 2.” In your reaction you will: 1) address how the media portrayed individuals with disabilities in the show(s) that you watched; 2) discuss how these portrayals may impact individual development as well as interactions and relationships within the classroom; 3) identify strategies for countering any bias presented within these viewed shows and promoting classroom community, and the appropriateness of the show for the age group it was intended based on its rating (i.e. Y-7 or Y-14).