Youth Disability Representations

Overview

Lesson 13 of 24 in Representations of Australian Youth. Students analyse how Paralympics Australia campaign videos represent young people with disability, focusing on inclusivity, audience, purpose and the evidence used to support an evaluation.

Learning intentions

• WALT explore representations of young people with disability in multimodal texts.
• WALT identify language and visual features that shape an inclusivity message.
• WALT use evidence from a campaign to support an evaluation.
• WALT discuss how representations can influence audience attitudes.

Success criteria

• I can identify the purpose and target audience of a campaign.
• I can explain how words, images, sound and editing create an inclusivity message.
• I can use specific evidence from the campaign to support my opinion.
• I can discuss representations respectfully and avoid making assumptions about people with disability.

Curriculum links

• Evaluative language and substantiating judgements about visual and multimodal texts.
• Analysis of how language features shape meaning for different audiences and purposes.
• Comprehension strategies including predicting, questioning, connecting, inferring and summarising.
• Exploration of points of view, issues and representations in Australian literary and multimodal texts.
• Cohesion and structural features that guide audiences through a text.

Lesson structure (60 minutes)

1. 0–5 min · Respectful hook. Open with the provocative opening question and campaign image: “What makes a representation of young people with disability inclusive rather than merely inspirational?” Establish that the class will analyse media choices, not judge or speak for individuals. Students write a first response, then share with a partner.

2. 5–15 min · Vocabulary and prediction. Display the visual vocabulary slides and pre-teach representation, inclusion, accessibility, stereotype, agency, audience, purpose, evaluative, and evidence. Pair each word with an icon, brief definition and example. Students complete a quick match-and-say routine, then predict the campaign’s message, intended audience and likely emotional effect from its still image, title and opening frame.

3. 15–25 min · First viewing: meaning. Explain that students will view a suitable Paralympics Australia campaign excerpt twice and should focus first on overall meaning. Play the video without pausing using the first-viewing focus questions. Students record the campaign’s key message, intended audience and one emotional response on the campaign analysis worksheet. Invite several responses and distinguish personal reaction from an interpretation supported by the text.

4. 25–38 min · Second viewing: evidence hunt. Before replaying, model one example: “The close-up of the athlete speaking directly to camera creates a sense of agency because it positions the person as the storyteller.” Replay selected sections, pausing for students to note spoken language, images, music, camera shots, colour, captions, pacing and sequencing. Students complete the evidence table on the campaign analysis worksheet, identifying a feature, its effect and the inclusivity message it supports.

5. 38–50 min · Collaborative evaluation. Place students in groups of four. Provide the discussion sentence stem desk mats to support turn-taking and precise discussion. Display the group analysis prompts. Groups develop a two-sentence evaluation: “The campaign is/is not effective in communicating inclusivity because…” followed by two specific pieces of evidence. Require students to use at least one evaluative word, such as powerful, respectful, authentic, accessible, limited or effective. Each group shares one claim; classmates identify whether the evidence genuinely supports it.

6. 50–57 min · Independent written response. Students answer the final worksheet prompt: “How does the campaign challenge a stereotype or broaden the way young people with disability are represented?” They must refer to two different modes, such as spoken words and visuals, and explain the effect on the audience. Students who need support may use the sentence frame on the slides; confident writers should comment on a possible limitation or missing perspective.

7. 57–60 min · Exit check and preview. Display the plenary and exit-question slide. Students complete a verbal or written exit response: “One campaign choice that communicates inclusivity is… This is effective because…” Collect responses to identify whether students can connect a feature with its meaning and audience effect. Preview that the next lesson will compare representations across two campaigns.

Resources

• Projector, speakers and teacher-selected age-appropriate Paralympics Australia campaign video excerpt
• the visual analysis and discussion slide deck
• the multimodal campaign analysis worksheet
• the discussion sentence stem desk mats
• Whiteboard and markers
• Vocabulary icons or projected visual glossary
• Headphones or a transcript for students who need reduced audio load
• Timer

Assessment

• Listen during prediction and group discussion for accurate use of vocabulary and respectful interpretation of representation.
• Check worksheet evidence tables for specific references to words, images, sound or editing, rather than unsupported opinions.
• Use exit responses to assess whether students can explain how a campaign feature shapes meaning for its audience.

Differentiation

• Provide the video with captions, a transcript and replayed short sections; allow students to respond through typed, handwritten or recorded answers.
• Use dyslexia-friendly worksheet formatting: sans-serif font, larger text, generous spacing, short instructions, uncluttered tables and highlighted key words. Read the passage and questions aloud where helpful.
• Support learners with visual vocabulary cards, a completed model row, sentence starters and a choice of two campaign features to analyse. Pair strategically and assign clear discussion roles.
• Extend capable students by evaluating whether the campaign risks tokenism, comparing whose voice is centred, or explaining how a different audience might interpret the same choices.