TASK Students Champion Accessible Movement

Submitted by Hannah Sanvido (She/Her)

I have always believed that learners have as much to teach us as we have to teach them. But how do you incorporate that into classroom learning? Especially in a program that serves students with disabilities whose voices may not always be heard. In the TASK program, we sought to flip the script. I partnered with Alison Pritchard Orr to give an opportunity to the Workplace Training in Attitude, Skills and Knowledge (TASK) students to share their expertise with Kinesiology students and the greater community.

This project was designed to create multi-layered opportunities. What started with an interest in meaningful movement for all people, ended in a now annual project putting TASK students in leadership roles, connecting multiple communities and providing tangible celebrations that highlight student creativity.

First, there was an opportunity for TASK students to share their lived experiences with Kinesiology students. UFV students created health and wellness stations for students with and without disabilities at Stitó:s Lá:lém Totí:lt Elementary / Middle School. TASK students have diagnosed or undiagnosed disabilities making them uniquely suited to plan these holistic stations and work with younger students that may need additional support. Students at Stitó:s also got to see TASK students as leaders and role models during this event.

Second, the event provided the opportunity for collaboration and community. TASK students engaged with Kinesiology students to co-create the health and wellness stations designed to be accessible and engaging. When we first met the Kinesiology class, there were some very excited TASK students and some very nervous TASK students. By the end of the session, students were brainstorming, laughing, conversing and connecting with their peers. Community was built within UFV and we were able to extend that to the Stitó:s community. During our event, Stitó:s children, alongside UFV leaders, participated in games, practiced mindfulness, danced with scarfs, raced around on scooter boards and more.

Third, and my personal favourite, was an opportunity to showcase TASK student creativity and celebrate the community that we built. For two years in a row, this project has used Teaching Inquiries into Pedagogical Practices (TIPP) funding to commemorate this event with a keychain design contest to illustrate our collaboration. The best design was printed on a 3D keychain and distributed to the 65 UFV students, faculty and staff who participated in this event, linking our two classes.

This project is a culmination of everything that the TASK program stands for. Everyone should have access to meaningful learning and movement. Leaders should be flexible, get to know their students, make the content relevant and be invested in the learning process. Learning should be fun, engaging, enjoyable, challenging and filled with smiles. Community should be sought out, understood and strengthened. Student voices should be listened to, championed and celebrated.

“Many TASK students are different and yes they all are, definitely, but for what I have mostly learned from them is how brilliant some can be.”

– Nick Longshore