Chapter 5 The Tool Box (Sample tools and alternative adaptations)

pATHS TO INCLUSION

TOOLKIT

On this page you can find a complete manual on activities for multi-capacity groups. In addition, you can download the complete manual as well as the chapters with the activities in PDF format. Each activity has several adaptations.

Table of contents

Chapter 5   The Tool Box (Sample tools and alternative adaptations)

5.1 Getting to know games

Getting-to-know games or introduction games help participants begin conversation, become more acquainted with each other, their names, interests, experiences, memories, and so on. They help participants to be more alert and active. Besides they help facilitators to create a positive and interactive learning environment, the results are often humorous, interesting and fascinating.

 

 

What’s my name?

TYPE OF THE METHOD

Name game

OBJECTIVES

– to introduce participants to each other and help them learn each other’s names

– to relax and start to get to know each other

– to create a positive and comfortable atmosphere

– to boost the attention and concentration of the participants

– to practice quick learning skills

– to prepare the participants for their upcoming learning process

MATERIALS NEEDED

None

SPACE NEEDED

A large room where all participants can stand in a circle.

TIMING

30-50 min, depending on the number of the participants.

TARGET GROUP PROFILE

It can be implemented with any national or international groups on the first day of the project or activity, with a group not knowing each other before the activity

GROUP SIZE

10-30 pax, if the group is bigger it’s better to split up into two groups to play the game

STEP BY STEP IMPLEMENTATION

The whole group stays in a circle and they say their names one by one, marking it with an expression/movement. The next person has to say the name and to replicate the movement of the person/people before them and introduce themselves and their movement afterwards. The exercise finishes when the last person of the circle repeats all the names and moves and introduces her/himself.

NOTE TO FACILITATOR

It’s always more engaging and encouraging if the facilitator picks a funny movement for herself/himself while explaining the game

ADAPTATION

 

Mixed ability groups with Deaf  and hearing participants

When there are Deaf participants in the group it’s always good to acknowledge and value their sign language from the very beginning. Accordingly, probably the most commonly used name game in youth projects can be adapted as follows;

Facilitator asks everyone to stand in a circle and after telling about the rules and ensuring that all participants are on the same page. Facilitator starts the game first by teaching the Sign Language Alphabet to the group. In the first part speaking is allowed. Then everybody has to keep silent and only use their hands. First facilitator signs her/his name by using the sign language letters of the name. When the first person is done, the entire group signs the name themselves. Then, the second person introduces him/herself by signing his/her name. The entire group repeats it. This continues until each person has signed their name and the group has repeated everyone’s name in sign language.

To make the game more fun, at the end you may ask the group whether anyone remembers and would like to try to sign at least 10 person’s name in the group. There are always volunteers to do that.

NOTE TO FACILITATOR

-It’s recommended to run this activity together with a Deaf participant, for instance giving the responsibility of teaching the sign language alphabet to the group and helping the facilitator to check whether everybody’s doing the signs right.

-If the group is international it’s better to use International Sign. If the group is national, it’s better to use the national sign language of the country.

-It is a good opportunity for the hearing participants to learn the basics of sign language.

-Sign language could be very new to most of the hearing participants in the group, therefore not every participant’s pace to learn and remember would be the same. It’s better to make sure you provide enough time to learn and sign it correctly. In this case receiving support from the Deaf participants would be very useful.

 

 

MY BFF (My Best Friend Forever)

TYPE OF THE METHOD

Getting to know, bonding activity

OBJECTIVES

-Getting to know each other better

-Create bonding, solidarity, safe and friendly atmosphere from the first day (especially in mixed ability groups it helps to create instant warm connections between participants and help them feel more involved)

-To exercise being more aware of each other’s needs

MATERIALS NEEDED

None

SPACE NEEDED

Relatively large space to be able to work in pairs

TIMING

30-60 min, depending on the number of the participants.

TARGET GROUP PROFILE

It can be implemented with any national or international groups, preferably with a group not knowing each other well before the activity

GROUP SIZE

10-30 pax

STEP BY STEP IMPLEMENTATION

After playing a few name games, participants are asked to go around and pair up with a person that they know about least and had little or no contact with since they arrived at the project venue. A short explanation about the context of what it means being BFF throughout the project, starting from the first day, responsibilities (e.g. to be aware of the needs of all pax in the group but their BFF a bit more, and be there for them when needed, assisting them in case of need, cheering them up anytime they feel low..etc)

Then the BFFs are expected to get to know some particular things about each other by mainly asking some guideline questions provided;

These questions could be;

-what’s your biggest achievement in life

-tell me about a funny/embarrassing moment of yours

-what is one thing that you do much better than everyone?

-do you have a nickname?

-who is the person you made very happy recently?

-what’s your biggest dream?

-which superpower do you have/or you would like to have?

-what’s your favorite book/movie/song?

-find one commonality with your BFF

In order to use the time wisely, generally 4-5 questions are enough. You can pick the questions according to the profile of your group.

You can alternatively ask them to create a hand greeting special to them.

Then all pax are invited to the big group and sit in a circle, preferably next to their BFFs. They are asked to introduce their BFFs to the group.

NOTE TO FACILITATOR

●      In case the number of the participants is an odd number  (e.g. 17 or 23) the trainer/facilitator may join the game and pair up with a participant.

●      If the trainer/facilitator does not want to join the game, that’s also fine and alternatively one BFF group may be formed with 3 participants. The rules will be the same but in that case each BFF will be responsible for the other 2 in the group, instead of only one.

●      Some participants may take too long to introduce their BFFs. This can lead the audience to get bored after a couple of presentations. In order to keep the excitement and attention alive and avoid overrunning the time, it is recommended to give max 1 min to each participant to present their BFF. Using a timer could make it more fun for the group, develop their skills to express themselves better in a limited time and help you to finish the activity on time.

ADAPTATION

 

Mixed ability groups with participants having visual impairments

In the original version participants are asked to pick their BFF. Asking the participants to pair up at the same time could sometimes be confusing for the blind, since mostly the sighted participants pair up quickly through eye contact with the other sighted participants. And it may be difficult to follow who has been paired up or not. Generally the blind participants are passively selected by the sighted participants and do not get the chance to select. In order to avoid this, you can divide the group into two and ask them to stay in two lines facing each other. There will be blind and sighted participants in each group and participants will be paired with the ones across them.

Alternatively you can prepare small tactile papers according to the number of the pairs, 2 per each pair. (e.g triangle shape, square, flower..etc) and ask participants to randomly pick one paper and find the other person with the same shape.

NOTE TO FACILITATOR

This game has the purpose of getting to know each other and start a bonding process on the very first day. In the other versions of this game, it has been used mainly as a getting to know game, pairing up participants only for the session and not continuing throughout the project.

But this version has been adapted specially for the mixed ability groups from the assessed need to have a continuous solidarity element between the participants with and without disabilities to enable them to feel the responsibility for each other’s well being and participation. It is not only aiming to provide a friendly support whenever needed (e.g. to find your lost white cane in the meeting room, to wake up in the morning not to be late for the session when you oversleep, to know about your dietary needs and inform the waiter..etc), also a great opportunity for the mixed ability pairs to get to know about the disability directly from a person with a disability. Briefly it is a very multifunctional and resourceful activity.

 

2 Truths and a Lie

TYPE OF THE METHOD

Getting to know, ice breaker game

OBJECTIVES

-Getting to know each other better

-Create a safe, friendly and fun atmosphere

MATERIALS NEEDED

Coloured sticky papers and markers, optionally a soft background music and refreshments to create a cocktail atmosphere

SPACE NEEDED

Medium to large space

TIMING

30-60 min, depending on the number of the participants.

TARGET GROUP PROFILE

It can be implemented with any national or international groups, preferably with a group not knowing each other well before the activity

GROUP SIZE

10-30 pax

STEP BY STEP IMPLEMENTATION

To begin with, each participant is asked to think of three statements about themselves. The trick is; all of the statements won’t be true, only two of the statements given should be correct and one should be a lie. These three statements are asked to be written on a sticky note and posted visibly on the chest of the participant. The statements should not be too obvious (e.g. I am a human, I am blonde..etc.). Facilitator can give a few examples such as “I have two cats, I can not ride a bicycle etc.)

After all participants finish to do so, they are asked to go around the room and meet other participants one by one to read and guess which statements are true about each person and which one is made up.

NOTE TO FACILITATOR

●      It is necessary to ask the participants to keep it a bit quiet so as not to be heard by the others while revealing the lie among the statements to keep the game still fun for other participants who did not have the chance to guess yet.

●      This game can be played in the welcoming evening of the projects before officially getting to know the names of the participants. This could make the game even more interesting by trying to guess things about other people with a very limited or no prior knowledge.

●      A soft music at the background which will not prevent them to hear each other and some treats and refreshments can create a nicer atmosphere to share things about themselves

ADAPTATION

 

Mixed ability groups with participants having visual impairments

In the original version participants are asked to write down the statements on a sticky note to be also seen by the other participants. In case you have participants with visual impairments you can either skip writing the statements on the post-its and instead ask the participants to tell it aloud when they meet each participant. Alternatively you can ask them to write and tell it loud at the same time.

NOTE TO FACILITATOR

●      It’s better not to put any background music or if you choose to use music it’s better to keep it very low not to distract and prevent participants with visual impairments from hearing and understanding what is being said.

 

 

5.2 Icebreakers/Energizers

Whether it’s due to an early morning start or after a carb-loaded lunch, it’s natural for a group to lose steam and for the brain to feel overworked and bored. Energizers are short activities that last between 5-15 minutes that increase the energy level of a group and help the brain access its imaginative side. Depending on the activity programme, it makes sense to plan for an energising activity to start, another after the group returns from any breaks including lunch break, and perhaps a final activity to end on a high note. Additionally, it will be useful to plan a few “back-up” energizers in case the participants may need it at any point. Always better to keep in mind the comfort zone and cultural sensitivities of the group to be sure the energizer won’t make anyone uncomfortable.

 

 

Pulse Race

TYPE OF THE METHOD

Energizer / Team building

OBJECTIVES

-help participants to feel more comfortable with each other by sharing an experience and accomplishing together

-experience cooperation and coordination

-boost the good vibes among the group

-create a positive atmosphere

MATERIALS NEEDED

line of chairs, an easy to grab object (a plastic bottle, a ball etc.)

SPACE NEEDED

A medium size meeting room in which participants can stay in line

TIMING

10-15 min

TARGET GROUP PROFILE

It can be implemented with any national or international groups, preferably not on the first day of the project

GROUP SIZE

20-30 pax

STEP BY STEP IMPLEMENTATION

The group is divided into two even-numbered teams with one person to be left as the “starter”. Teams sitting on chairs next to each other should be facing the other team. Each participant links/holds hands with the person on either side of them. At one end of the two lines a chair is positioned with an object placed on it. At the other end of the two lines a “starter” who holds the hands of the end team members is positioned.

The starter simultaneously squeezes the hands of the people she/he is in contact with. They then pass the squeeze (signal) along the line until the last member of the team. The last member of the team has to try grabbing the object off the chair before the other team.

Game can be played to a certain score decided by the facilitator according to the timing.

NOTE TO FACILITATOR

●      Since the game requires physical contact, it is important to use this activity with a group that you know well that there is no sensitivity against physical contact such as holding hands.

●      Creating a little bit of competitive spirit is useful to boost the synergy within the group and makes everybody enjoy more, however the facilitator should balance it well to avoid possible conflicts or frustrations caused by being too much result oriented instead of enjoying the process.

ADAPTATION

 

Mixed ability groups with Deaf, blind and wheelchair user participants

The game is already applicable with the wheelchair user participants since everybody is required to sit on the chairs. Wheelchair users can be the “starter”, the team member and the grabber.

With the help of a sign language interpreter to explain the instructions, Deaf participants can easily play the game. There is no barrier for them to be the “starter”, the team member and the grabber.

Since the game is about hand contact and feeling the squeeze, participants with visual impairments can easily take part equally with the other participants. There is no barrier for them to be the “starter” and the team member. With a good visual description (describing where exactly the object to grab) they can also be grabbers just like the others.

NOTE TO FACILITATOR

●      It is important to have a quick debriefing of the game to let participants share how they have felt and how far the objectives were reached.

 

 

Roller Coaster

TYPE OF THE METHOD

Energizer

OBJECTIVES

-to energize the participants before the main activities, which requires less physical actions and more concentration

-to create a positive, comfortable and funny atmosphere

-to break the ices within the group

-to boost the attention and concentration of the participants

-to prepare the participants for their upcoming learning process

-to develop imitation and facial expression skills of the participants

-to have fun

MATERIALS NEEDED

line of chairs, an easy to grab object (a plastic bottle, a ball etc.)

SPACE NEEDED

A medium size meeting room in which participants can sit on chairs next to each other in a conference type sitting order (3-4 chairs in a row)

TIMING

5-10 min

TARGET GROUP PROFILE

It can be implemented with any national or international groups

GROUP SIZE

20-30 pax

STEP BY STEP IMPLEMENTATION

The facilitator arranges the room with the chairs in a row just like a roller coaster in an amusement park. In each line there are 3-4 chairs next to each other. Participants are invited to have a seat and asked whether they are ready for a thrilling ride with the roller coaster. They are asked to imagine themselves in an amusement park and just bought tickets for a crazy ride with the roller coaster.

The main rule is to watch and follow the facilitator carefully during the ride and do exactly whatever he/she does. If the facilitator jumps, they jump, if the facilitator screams they do the same. Whenever the facilitator bends to the left, they bend to the left too.

The facilitator starts the game by buckling up the seatbelt for safety. The group does the same. They slowly start to ride and the facilitator leads the group. During the ride the facilitator has the group experience a lot of movements as described above including the scared faces, happy faces, shocked faces..etc.

The game is finished as soon as the facilitator decides the group is energized enough for the next session.

NOTE TO FACILITATOR

●      The facilitator should stimulate the participants’ imagination with an entertaining and positive attitude.

ADAPTATION

 

Mixed ability groups with Deaf, blind and wheelchair user participants

●      The game is inclusive for the wheelchair user participants since everybody is required to sit on the chairs. However, the facilitator needs to leave empty spaces in different lines, to give the right to choose where to sit like other participants.

●      It’s better to know the physical conditions and capabilities of the participants with physical disabilities, to what extent they could do the physical movements shown by the facilitator. It’s important not to force everyone to do the movements exactly the same even though the purpose of the game is to synchronize as a big group. Everyone should make the movements as they can. If some participants are not able to raise the arms up in the air, alternatively they can move their head a little up.

●      With the help of a sign language interpreter standing next to the facilitator to explain the instructions, Deaf participants can also easily join the game.

●      For the inclusion of visually impaired participants, the facilitator needs to describe and demonstrate the commands to be given before the game begins in order to make the instructions clear for everyone (e.g shaking, bending to both sides, shouting when it gets faster..etc.)

NOTE TO FACILITATOR

●      If there is a sign language interpreter, the facilitator should make sure that the interpreter clearly understands the rules of the game before the game starts.

 

 

Mazinga!

TYPE OF THE METHOD

Energizer

OBJECTIVES

Create energy within the group before starting a session

MATERIALS NEEDED

No material is needed

SPACE NEEDED

A place where people can stand in a circle shoulder to shoulder

TIMING

10 min (8 min to explain and practise – 2 min to exercise)

TARGET GROUP PROFILE

It can be implemented with any national or international groups

GROUP SIZE

Minimum 12 – no maximum size

STEP BY STEP IMPLEMENTATION

Everybody is going to stand in a nice shaped circle. Then you come close to each other by stepping a step forward, and continue this till the group is standing shoulder to shoulder.

Background to tell: 

The MAZINGA is a way of asking the gods for energy to come down from the sky within the group.  It is a technique coming from the Native Americans who worshipped nature and the gods from nature.

-MAZINGA exists out of 2 parts : “MA” and “ZINGA”.  Those are the words we’re going to yell out.

-Step 1 : the exercises goes one by one.  So the facilitator will start with the first movement.

-Everybody will follow the movement as the person on the right side is starting.

-We do the movements clockwise.

-Step 2 – First movement started by the facilitator

-The first person bends a little bit through his knees.   He stretches out his hand with 2 fists, and when he is doing this, he yells very loud “MA”.  He continues to yell the word “MAaaaaaaaa……”.

-As soon as he/she starts to yell “MA”, the person on his left side is doing the same.

 In this way, we go around clockwise.

-You need to practise this, because when you do it for the first time, it can be that after half of the group, the facilitator and the first persons in the group don’t have air anymore and they need to stop yelling “MA”.

-When the last person in the line yells “MA” (so the facilitator is standing on his left side, on the sign of the facilitator, we do the 2nd movement.

-The 2nd movement is that you put your hands with fists towards your body and you yell very loud “ZINGA”.

-IMPORTANT here is to not that the 2nd part (so yelling “ZINGA”) is not one by one, BUT ALL TOGETHER.

-The group has to look carefully to the facilitator when he starts the 2nd move, since everybody has to follow now at once.

-Practise this 2-3 times, louder and louder. FEEL THE ENERGY!

NOTE TO FACILITATOR

●      You need to practise this a few times, so that everybody in the group understands that it has to go fast, and the 2nd part “ZINGA” has to go all together at the same time!

●      With some practice, this exercise can be done with more than 150 people!

ADAPTATION

 

Mixed ability groups with Deaf, blind and wheelchair user participants

●      Since the performances are based on visual and audio elements, participants should be reminded to make necessary visual descriptions for the audience before and throughout the performance

●      Visual descriptions and clear orientation is also crucial for the blind performers in the groups (e.g. position with bending through the knees a bit, putting hands and fists out, and for the 2nd part, bringing your hands and fists towards your body).

●      It is good when the person standing on the left side of a blind person, can use his elbow to touch the blind person as a sign for doing the first movement “MA”.

●      If there are Deaf participants in the group, you can show them the word MA ZINGA on a paper and ask language interpreters to communicate the instructions to the group. 

●      When you have people within the group who are hearing sensitive, you also can do the exercise outside into nature, where sounds are disappearing faster than the noise within  a meeting room.

NOTE TO FACILITATOR

●      When you have blind persons within your group, you can ask somebody to stand next to the blind person to make a sign (example, touching with his elbow the blind person’s elbow) when the first part of the exercise (yelling “MA” is approaching the blind person, so he can follow in the right time.

 

 

 

 

Horses

TYPE OF THE METHOD

Energizer/Icebreaker

OBJECTIVES

–       Ice-breaking

–       Fun and positive vibe sharing

–       Cultural traditions sharing

MATERIALS NEEDED

Just music

SPACE NEEDED

Both outdoor and indoor

TIMING

5-20 min

TARGET GROUP PROFILE

It can be implemented with any national or international groups

GROUP SIZE

Minimum 10 participants

STEP BY STEP IMPLEMENTATION

Settling of the activity

  1. Participants are standing in a circle or line holding hands.
  2. Facilitator chooses two people who make something like an arc (or “gate”) above this circle, holding hands (it’s something like “traps”) under which the circle of participants need to pass.

Activity itself

  1. While everyone is singing a song (or while music is playing), participants run below the arc.
  2. When the song ends, the participants doing the arc lower their hands and someone gets into this “trap”.
  3. Those participants who get into the trap make another arc, standing next to the first two people

Dynamic of the activity

  1. So the arc becomes bigger, and the trap grows.
  2. The whole game goes to another level of difficulty, because the main goal of the game is not to fall into the trap.

NOTE TO FACILITATOR

●      You need to practise this a few times, so that everybody in the group understands that it has to go fast, and the 2nd part “ZINGA” has to go all together at the same time!

●      With some practice, this exercise can be done with more than 150 people!

ADAPTATION

 

Mixed ability groups with visually impaired participants

●      Holding hands is very important, and the people from the arc should be singing so the visually impaired people can recognize where they are.

Mixed ability groups with hearing impaired participants

●      An Interpreter and some light or visual sign will be needed

●      Participants may clap their hands instead of (or while) singing, so there is a precise timing easy to follow. Then when the song finishes they can receive a visual sign such as lights turning off of someone raising a sign.

Mixed ability groups with participants having reduced mobility

●      Some sticks to hold a robe at a comfortable high will be needed so people can pass under the arc.

●      The arc can replace the arms of participants from above, so there is more space between each other, and people can pass under it without having to avoid the robe with the head.

 

5.3 Team-building games

Team building games are constructive and fun ways to help a group of people to know each other, build trust, communicate comfortably, develop relationships and most importantly, learn to work together to accomplish a goal. Besides team building activities also help participants develop their communication, creativity, motivation, sense of belonging, loyalty, leadership and problem-solving skills. They aim to evoke the best from each participant because combining fun with learning is one of the most effective ways to improve performance, break down barriers, and tap into hidden potential.

 

Mission is Possible!

TYPE OF THE METHOD

Team building

OBJECTIVES

-to energize the participants before the main activities, which requires less physical actions and more concentration

-to boost team work, collaboration and effective communication among the group

-to create a working and learning together environment

-to boost patience and tolerance among the participants

-to learn how to manage time

-to realize everyone has different abilities and how to use them efficiently to accomplish any given task

-to create a positive, comfortable and funny atmosphere

-to break the ices within the group, engage rather shy and introvert participants with the others

-to boost the attention and concentration of the participants

-to prepare the participants for their upcoming learning process

-to have fun while learning to work together

MATERIALS NEEDED

Basic stationary, projector, computer, colored papers, carton-papers, flipcharts, colored pens, tape, stickers, scissors, chronometer, printed out handouts with the list of the tasks, some funny objects

SPACE NEEDED

A medium to large size space where participants can spread and work on the tasks individually or as a whole  group

TIMING

60 min (5 min to explain the game and the rules, 25 min for the group work, 30 min for performances and debriefing)

The timing could be changed according to the group size, venue, general flow of the programme and the number of the tasks to be completed.

TARGET GROUP PROFILE

It can be implemented with any national or international groups

GROUP SIZE

10-30 pax

STEP BY STEP IMPLEMENTATION

The facilitator enters the room with a mysterious and suspicious attitude of a secret agent (preferably with black sunglasses) and starts to read the message letter. The letter is projected on the big screen so that the participants can follow. The letter starts with introducing a covert mission and delegates the whole group to accomplish the tasks strictly within 50 minutes. The facilitator makes sure the participants are clear with the purpose of the team building game and they understand the given instructions. This is a mission they as a whole group have to accomplish without the help of the facilitator. The list of the tasks can be printed in 3-4 copies, preferably not more than that. The participants are allowed to have these copies.

The set of tasks given below in this toolkit is a sample. Facilitator is free to change the tasks, remove or add tasks according to the group profile and the venue. Each task has a particular purpose and helps participants to discover their different abilities.

When the given time is up, the facilitator calls back the participants to the big circle and checks each task one by one whether they are accomplished or not.

Team building activities are certainly entertaining and interactive, but they only become worthwhile and impactful if they are followed by debriefing questions. For concluding the activity the facilitator may use the following questions to guide the debriefing:

– How do you feel after the experience?

– Describe your experience, what happened?

– Why were you successful as a team (or not)?

– Did you work as a team during the activity?

– How well do you think the team listened to each other’s views and opinions?

– Could you use your time efficiently?

– What is the number one take-away from this experience?

– What did you discover about yourself during the activity?

– Has everyone been equally included during the activity?

– Have you recognized anyone excluded?

– How well do you feel you contributed to the team?

– Who came up with the ideas? Who took the lead?

– What does this activity suggest about our daily actions?

– What would you do differently if you had a chance to play it again?

NOTE TO FACILITATOR

●      It is recommended to create an online group such as a closed Facebook or whatsapp group to share the information, pictures and videos produced during the activity

●      It is recommended to implement the activity after providing the participants some time for getting to know each other.

●      Participants may address a lot of questions to the facilitator, such as “Will only 50 minutes be enough to finish all of the tasks?”, “How are we supposed to do the tasks?”, “Are we expected to do all tasks altogether or can we delegate people and share the tasks?, “Who will be delegating the tasks?”..etc. The facilitator should answer all questions before starting the chronometer, but it’s better not to over inform the participants and better to avoid directly leading them.

Instructions and list of tasks:

Good morning special agents,

We got the super confidential information that you are composed of very skillful people full of motivation and willing to work together the whole day.

Your secret mission today as a group – if you choose to accept it – is to accomplish all of the following tasks in 50 minutes.

Feel free to use all the space and human resources. Push your limits, be INCLUSIVE and have fun!

PS: All the videos, documents, pictures, photos should be uploaded on the facebook group before you start presenting them to the facilitator!

TASKS:

1.     -Create a colorful and artistic welcome poster for the workshop

2.     -Compose a group anthem for the project.

3.     -Pretend to be a group of monkeys, chickens and elephants for 1 minute as whole group, with the movements

4.     -List 10 creative & inclusive punishments for the late comers to the sessions

5.     -Organize yourself as a whole group in a line according to your birthdays, from left to right, starting from January on the one end and December on the other end. Do it in front of the facilitator

6.     -Take at least 3 different photographs of the group, including all participants in your group; in one of them all participants must act as they just saw an alien, in the second one it should be visible that you are in Egypt and on the third one at least 2 people out of the group should be in the photo!

7.     -List 10 reasons of why it is better to be here today/this week rather than being at home

8.     -Form a human rights statue (sculpture) only using your own bodies, at least with 5 people in the group. This body sculpture must represent human rights, freedom and equality

9.     -Take a nap for 3 min in front of the facilitator (at least 8 people in the group).

10.  -Find 3 locals outside and teach them to say “I love you”, “ I have to learn sign language as soon as possible”, “Do you know your rights?”, “ I missed my friends and family” in sign language. We want videos! :).

11.  -Go find 3 hotel staff and give them free hugs – document the process – we want pictures! 😉

12.  -Go find a local shop and learn the price of 1 bottle of milk, 1 bar of chocolate and a pack of chips. Ask the shop owner to take a picture with you holding these items

If you or any of your group members are caught on mission,  C.I.A ( Crazy Inclusion Agency) will deny involvement in any covert operations by its agents. This message will not self-destruct in five seconds, but you have only 50 minutes to accomplish all of these tasks to show us how to be a real team.

Good luck agents;)

ADAPTATION

 

Mixed ability groups with Deaf, blind and wheelchair user participants

●      This activity can be implemented with groups with various profiles, including the mixed ability groups. However with all groups, above all with mixed ability groups, it could be too chaotic, if the instructions and the objectives are not clearly provided by the facilitator and the participants could lose the point,  get easily bored or frustrated. So it’s better not to start the chronometer before everybody understands the general purpose and the task of the game.

●      Giving enough time for the sign language interpretation is very important

●      While preparing the list of the missions, it’s important to pick the tasks doable by all participants. However it’s strongly recommended to also put some missions that participants without disabilities would need the support of the participants with disabilities, otherwise they could not accomplish easily. This would boost the collaborative spirit among the group . (e.g. a mission to write the names of all participants with Braille alphabet, decode a secret message written with Braille or teaching the whole group to tell particular sentences in Sign language..etc.)

●      Long handwritten or printed texts, in this case the list of the missions, can be hard to follow and remember for blind participants only by listening to, therefore do not hesitate to use digital tools and write the written things on the papers or flipcharts on mobile phone, whatsapp, google documents, SMS, etc. and share it with the blind participants at the same time they are presented to the whole group and give them enough time to read.

NOTE TO FACILITATOR

●      The missions should not be too hard or too easy to accomplish.

●      In this game, the facilitators are there just to observe the process and monitor whether they follow the rules of the game or not. They are not supposed to intervene, remind the remaining time or do the tasks for the group even though it’s a mixed ability group. As a facilitator, if you find yourself in the need of intervening or assisting the participants with disabilities during the game, you should revise the tasks you have chosen in the first place.

●      During the debriefing, it’s recommended to put special focus on how inclusive the group was.

●      As safety is the priority, it’s better not to pick missions that would create any kind of danger for the participants, especially while putting some outdoor missions.

 

1 hour game

TYPE OF THE METHOD

Teambuilding

OBJECTIVES

Create a group and have fun

MATERIALS NEEDED

A clock/chronometer, a music box, whatever material you need to make the exercises

SPACE NEEDED

A big room inside

A square outside in the shadow

TIMING

15 min to explain, 1 hour to play exactly when the clock start, 15 minutes to debrief

TARGET GROUP PROFILE

It can be implemented with any national or international groups

GROUP SIZE

It can be done with small and large groups.  Size doesn’t matter!

STEP BY STEP IMPLEMENTATION

-Everybody gets a paper with exercises/tasks they have to do at a certain time during one hour.  Below you have an example of tasks.

-There are 60 minutes in an hour – so also 60 tasks to do!

-Every minute that passes, you need to go to the next task and fulfil it.

-They cannot tell the others what their tasks are.  They have to keep it for themselves – so it is a secret for the others. This is the only explanation you give to the participants.

-You start the clock and people start to play.   You let the game as it goes! And just start playing!

DEBRIEFING & EVALUATION

-How did you feel during the game?

-Could you understand all the tasks that had to be done?

-Did you feel frustrated?

-Did you feel at a certain time left out?

-Could you take initiative within the group?

NOTE TO FACILITATOR

●      Don’t give too much information about the game.

●       The game takes a lot of preparation in making all the different tasks for every participant. 

●      Make sure all the materials you need are somewhere in the space where you play the game. So people don’t have to go to search in the building or in other rooms/spaces.

●      The game is very structured and at the same time very chaotic.

ADAPTATION

 

Mixed ability groups with Deaf, blind and wheelchair user participants

●      Instead of giving the tasks on paper, for visually impaired people, send it to their smartphone.  Whatsapp is a good example.  They can read it. 

●      Make sure all the exercises can be done by ability.  If you know the special needs before the group arrives, you can take this into account already.

●      Don’t make the tasks too easy!   Let it be a challenge for everybody. 

●      Don’t be afraid if a task is not finished or is not done by a person. Let the game speak for itself

NOTE TO FACILITATOR

●      Make sure the visually impaired people have their tasks/instructions in advance, so they can listen to their tasks  before the game starts.  If they have some questions, give clarifications individually.

●      Make sure hearing impaired people can read the tasks.  If not, the interpreter also has to make sure it is already done beforehand and during the game the interpreter can repeat it.  It is not a problem that the task starts a little later.

●      Make sure the clock/chronometer is visible for the Deaf people.

●      Think about noisy tasks beforehand, and foresee an appropriate alternative if you have hearing impaired persons.

Example of tasks for a 1 hour game:

1          Walk around and say hello to everybody.

2          Don’t move

3          Don’t move

4          Mark a table with number one

5          Go to table 1

6          Move the table to the middle of the playing field

7          Lift the table

8          Bring the table to corner 1 of the playing field

9          Take of your shoes

10        Play a dog who is searching for his boss.

11        Be silent, stand still and look at person X (of the group)

12        Tell person Y (of the group) it is just a game and that he doesn’t have to worry.

13        Follow somebody

14        Follow somebody else

15        Stand in one line.

              The youngest first, the oldest last.

16        Be silent stand still and look at Raffa

17        Play petanque with your shoes

18        Play petanque with your shoes

19        Play petanque with your shoes

20        Make a circle.  According to shoe size.

21        Be silent, stand still and look at Elif

22        Pretend somebody farted very loud and very stinky.

23        Imitate an animal

24        Make a drawing for the kids.

25        Make a drawing for the kids.

26        Be silent and try not to laugh

27        Look at the ball like you have never seen a ball before

28        Ask for the ball

29        Play netball

30        Play netball

31        Play netball

32        Play netball

33        Greet all the fans who cheered for you

34        Take your silver medal and be very grateful

35        Take your golden medal and be very grateful

36        Be silent and listen

37        Switch one piece of clothing with someone

38        Gather around per country for a nice country group picture

39        And now a few pictures with the whole group.

40        Some more picture with a happy face, an angry face and a funny face

41        Be silent, stand still and look at Elif

42        Dance and celebrate!

43        Dance and celebrate!

44        Dance and celebrate!

45        Take your time to relax and prepare for the last 15 minutes.

46        Be silent.

47        Follow the yoga session.

48        Follow the yoga session.

49        Pretend you are at the railway station waiting for a train that is not coming.

50        Ooh, there is the train.  Get in one by one.

51        Be silent, stand still and look at Miranda.

52        Play the game somebody suggests.

53        Continue playing.

54        Continue playing.

55        Continue playing.

56        Be silent, stand still and look at Raffa.

57        Motivate each other with a slogan.  Three minutes to go.  Come on everybody.

58        Take on your shoes again.

59        Clean the playing field.

60        Give everybody a hug and tell the facilitator it was the best hour ever of your entire life.

 

Potato Rally

TYPE OF THE METHOD

Team building

OBJECTIVES

-Learning to communicate

-Discussing with people

-Creating a social link

MATERIALS NEEDED

A potato per team and a map of the area for each team

SPACE NEEDED

There is one version to be made outside (with the local community) and one version for inside (only among the participants).

TIMING

2 hours

TARGET GROUP PROFILE

It can be implemented with any national or international groups

GROUP SIZE

30 participants. 5 teams with 6 members each.

STEP BY STEP IMPLEMENTATION

Version for the Outside:

  1. Each team receives a potato.
  2. The goal is to exchange it with an object that has more value with the local community. Participants can exchange the object as many times they want.
  3. They have to find people, visit shops, and ask people if they can exchange their object to another. They can also get to know the city, learn new words, anecdotes and meet local inhabitants.
  4. In the end, each team presents its object and the most valuable wins.

Version for the Inside:

  1. Each team receives 5 different items. Not every group receives the same 5 different items. But they receive different materials.
  2. As for the local community, they need to bargain but this time among the groups.
  3. In the end, as for the version made outside, the winning group is the one that got the most valuable result.

Aim of the game:

None of the teams can actually win, since the aim is to reflect that there is no parameter that can measure and compare the difference between value imaginary given to objects.

DEBRIEFING & EVALUATION

–        What does value mean for you?

–        How can you measure and compare it?

–        How did you feel when the objective of the activity turned out to be unreal?

–        How did you feel about the value of the items that other people had?

–        Has it been easy to agree with the members from your own group about the value of the things you had? And what about the members of the other groups?

–        Could you apply this situation to some conflicts in the society you are aware of?

–        How was it to ask the people to change the potato?

NOTE TO FACILITATOR

●      The items should be different but with no big economical differences, like: a rubber, a pencil, a scissors, a tape….

●      This is a totally inclusive game as long as the facilitator creates really mixed in terms of different abilities.

 

PACMAN

TYPE OF THE METHOD

Outdoor, Teambuilding

OBJECTIVES

●       Catch the Pacman

●      Teambuilding, communication and cooperation

●      Having fun

MATERIALS NEEDED

Blindfolds (at least 2 – as much as you have teams), a long rope to construct the maze/labyrinth between trees or poles.

SPACE NEEDED

A spot with trees or poles to set up a big maze. The maze has to be big enough, so that people can move trough the maze while holding the rope between their hand(s).  The maze itself can cross each other. The maze has to be constructed so that the rope is hanging about 1.5 from the ground level. Be aware that the ground level should be flat.

TIMING

30 min to set up the maze before the activity starts. The PACMAN games take about 20 min.

TARGET GROUP PROFILE

It can be implemented with any national or international groups

GROUP SIZE

A minimum of 5 people is required

STEP BY STEP IMPLEMENTATION

●      One person (who has no blindfold and can see) is standing in the middle of the maze/labyrinth.

●      The rest is divided into 2 or more teams.

●      Each time starts in one corner of the maze/labyrinth. 

●      From each team, one person is blindfolded and grabs the rope of the maze in the corner.  This person needs to hold the rope of the maze/labyrinth at all times.  Even when he moves around the maze.

●      The rest of his team gets the instruction to guide the person around from a distance, only  by voice instructions.

●      Only the following instructions can be used

○      The Name of the team mate

○      LEFT & RIGHT

○      GO BACK & GO FORWARD

○      GO FASTER & GO SLOWER

○      STOP & GO

●      When the game starts the teams can only use the above words to communicate to their blindfolded teammate.

●      When playing the PACMAN in the middle, can move around the maze freely, only holding his hand(s) on the rope.

●      The game ends when one of the blindfolded team members can catch Pacman.

DEBRIEFING & EVALUATION

●      How is it to receive instructions only by communication when you’re  blindfolded?

●      How was it to move around the maze blind folded?

●      How did you communicate?

●      Did you establish a communication strategy among your team?

NOTE TO FACILITATOR

●      Be aware of the safety when working with blindfolds.

●      Make sure that the space where you set up the maze/labyrinth is flat and stone free, so that nobody can stumble.

ADAPTATION

 

Mixed ability groups with Deaf, blind and wheelchair user participants

●      When you have visually impaired people within your group, they can operate as the pacman (guided by somebody who is not in a team) or as a hunter guided by one of his teammates.

●      If you have somebody in a wheelchair, you can also construct the maze at 1m high instead of 1.5m, so that he can also hold the line.

●      When you have hearing impaired people in your group, the team can find out visual signs

NOTE TO FACILITATOR

Take safety seriously into account.  Don’t force people to play, but always check if people feel comfortable enough to participate.

 

5.4 Small Group Work

Group works are essential to involve participants in their own learning, to make the discussed topics come alive, to deepen learners’ knowledge about a topic, increase the interaction between the participants and to develop particular skills. Working in small groups gives the young people a chance to practice the higher-order thinking skills and they generally learn more of the material and retain their knowledge longer. The participants who are not comfortable expressing their opinions in the big group are generally more comfortably and actively participating in the small group discussions. There are several funny games to make small groups. If there is not much time to play a game to make groups the facilitator can use the counting method to divide the group into smaller groups either using the numbers or some other characteristics such as colours, countries, seasons, days, cartoon characters or superheroes.

 

 

My Imaginary Island

TYPE OF THE METHOD

Small group work

OBJECTIVES

-to boost collaboration and effective communication among the group

-to create a working and learning together environment

-to boost patience and tolerance among the participants

-to learn that everyone has different ideas and opinions and no matter we agree or not we should respect and listen

-to question and reflect on the existing systems and the human rights violations

-to create a positive, comfortable atmosphere

-to boost the attention and concentration of the participants

-to have fun while learning to work together

MATERIALS NEEDED

Flipcharts, coloured pens, boardmarkers

SPACE NEEDED

A medium to large size space where participants can work separately in small groups without distracting each other

TIMING

60 min (5 min to explain the game and the rules, 25 min for the group work, 30 min for presentations and debriefing)

TARGET GROUP PROFILE

It can be implemented with any national or international groups, preferably having basic interest in human rights

GROUP SIZE

10-30 pax

STEP BY STEP IMPLEMENTATION

The facilitator starts the activity with a short story telling. The story is about a group of travellers who have been travelling all around the world together. One day they have discovered a beautiful island which does not belong to anyone or any other country. It is totally unexplored territory. These travellers are the first owners and inhabitants of this island.

The facilitator then divides the group into 4-5 smaller groups (max 5-6 people in each group) and asks each group to imagine that they are these travellers who discovered a new island. The groups are supposed to decide the name and the common values of the island and design a flag which represents their values. Then they are instructed to draft a constitution consisting of 10 fundamental rights and rules they would like to have. The groups are free to decide and there are no limitations except their own imaginations. The facilitator gives flipchart papers and board markers to each group to write down.

The groups are expected to present their imaginary islands to the rest of the group and get their feedback. After each group makes their presentations the facilitator asks some questions to the audience. “Did you like their island?” “Would you like to live on that island and why?” “Do you think their rights and laws are appropriate and/or realistic?” “Which right or rule did you like the most?” “Which right or rule would you like to remove from the constitution and why?”

After allowing 1-2 participants to answer each question, then the facilitator asks the presenting group about their reflections on establishing a new country on an island and a constitution.

The session ends with a debriefing.

NOTE TO FACILITATOR

●      The facilitator should mention clearly that the small group works are not competitions

●      It is important to highlight the importance of the discussion more than the result, therefore it should be reminded that they give enough time for everyone to express themselves

ADAPTATION

 

Mixed ability groups with Deaf and blind participants

●      If there are more than one Deaf participant in the group and not enough sign language interpreters, you may need to form small groups according to this. If there is only one interpreter per country, you should put all Deaf participants from the same country in the same group to facilitate the communication smoothly within the group.

●      Giving enough time for the sign language interpretation is important

●      There are visual elements to be prepared in this activity (flag) and it’s totally ok to ask the groups to create the flag. Here, the important thing is making sure that everybody is involved in the whole process and not assuming that blind participants can not contribute to the visual creation processes. You can tell the groups that they do not have to draw the flag but alternatively they can create a tactile one by using any other materials such as canvas, cardboards, cotton etc. Make sure these materials are prepared and provided.

●      Long handwritten texts can be hard to follow and remember for blind participants only by hearing, therefore do not hesitate to use digital tools and write the written things on the papers or flipcharts on mobile phone, whatsapp, google documents, SMS, etc. and share it simultaneously with the blind participants, before the presentations are made.

NOTE TO FACILITATOR

●      If there are more than one facilitator, the storytelling at the beginning of the exercise can be demonstrated as well. The Deaf participants give better reactions to the demonstrations with the drama technique and by this way it is easier and faster for them to process the information and the instructions. Alternatively some visuals of islands could be used.

●      While asking the groups to come up with a constitution, it is recommended to ask participants to add at least one inclusion element in the articles of the constitution.

 

 

Crushing Stereotypes

TYPE OF THE METHOD

Small group discussion

OBJECTIVES

-Finding out different stereotypes about different disabilities and “crushing” them

-Realisation whether they are true or not, and why.

-Realising we are all different, no matter the disability.

MATERIALS NEEDED

Paper, pen, flip chart

SPACE NEEDED

A medium to large size space where participants can discuss separately in small groups without distracting each other and then come back to share and discuss further in a big group

TIMING

About 60 min

TARGET GROUP PROFILE

It can be implemented with any national or international groups

GROUP SIZE

10-30 pax (3-4 groups)

STEP BY STEP IMPLEMENTATION

-We divide people into 3-4 groups with the same number of people.

-Each group writes down as many stereotypes as they can think of; 1 group for wheelchair users, 1 for the hard of hearing, 1 for the visually impaired. Maybe another group for the people with learning and other mental disabilities.

-In about 15 minutes they should have at least 3 stereotypes for their assigned disability written down.

-Their notes are then mixed together, and given to groups (the one who wrote stereotypes about wheelchair users, gets the paper with stereotypes on the visually impaired, etc.). They then firstly reflect this, think about it, and then write down the correct statements (for example – all wheelchair users are poor and we should pity them – all wc users are strong and independent people with their own will, we shouldn’t feel bad for them).

-At the end they all present the statements they wrote.

NOTE TO FACILITATOR

●      Some general feedback and reflecting can be done during their reports. Once they are done, we go through the most general ones, ask them:

–   why they think those are the most typical stereotypes,

–   how did those stereotypes occur in a society,

–   how (when) will the society break them,

–   for which stereotypes they heard for the first time,

–   which stereotypes they believed and now know that it’s not correct.

●      NEVER ASSUME, always ask! Each individual is unique, and no general ideas, beliefs, work, etc., apply to different kinds of (dis)ability.

ADAPTATION

 

Mixed ability groups with Deaf, blind and wheelchair user participants

This tool is already inclusive for a mixed ability group.

NOTE TO FACILITATOR

●      Try to put disabled participants in groups working with other disabilities than theirs.

●      If the group can’t think of any stereotypes, guide them (what kind of sports do you think they all play, other sport stereotypes; free time – what do they do, how they do it; work – what kind of jobs they all do, how they do it; what is general people perception on different kinds of disability). If they still don’t have any ideas, include the disabled, and let them help the group, tell them about some personal experience.

5.5 Role-playing

Role play involves participants taking on the role of a character different from themselves and helps participants stepping into roles that creates a space for them to take on multiple perspectives outside of their own. It is important to consider a participant’s prior knowledge before doing role work. They need to have enough information about the role you are asking them to play or create their own roles with deciding the characteristics of the role in order for rigorous learning to occur during role play or the drama activity. Often an active discussion is better as a starter or game as a metaphor to help participants begin to think about the topic and explore/express their own ideas about it.

 

 

“OOPS, I DID IT AGAIN!”

TYPE OF THE METHOD

Role-playing

OBJECTIVES

-To support the experiential learning of the participants through  creativity, artistic skills, teamwork and empathy to be able to develop  right attitudes towards people with disabilities

-to evoke creative minds by using theatre and drama skills

-to raise awareness on the daily basis common communicational and/or  attitudinal mistakes made and come up with realistic solutions 

-to promote equality, diversity and tolerance

-to increase self confidence

-to develop a sense of responsibility and an awareness of human dignity

-to have fun while learning to work together

MATERIALS NEEDED

Basic stationary, in case needed, printed out handouts, some funny objects, wigs, glasses, etc. could be nice to provide to make the performances more colorful

SPACE NEEDED

A medium to large size space where participants can discuss and rehearse separately in small groups without distracting each other

TIMING

60 min (5 min to explain the game and the rules, 25 min for the group work, 30 min for performances and debriefing)

TARGET GROUP PROFILE

It can be implemented with any national or international groups

GROUP SIZE

10-30 pax

STEP BY STEP IMPLEMENTATION

The facilitator divides the group into smaller groups (5-6 people in each group) with any grouping game and gives the hand-outs. The groups are first asked to come together, start to discuss the wrong attitudes and communication related mistakes made on a daily basis towards one of the disability groups (Hearing impairments, visual impairments, physical disabilities and mental & learning disabilities) and take notes of the most common ones.

They are expected to create realistic problematic situations in which 3 different common mistakes are hidden in the role-playing performance. The mistakes can not be so obvious to detect such as acts of physical violence. The role-play performance should be maximum 3 minutes to show the problematic situation and all group members should have an active role in the play. The groups are not supposed to create solutions. After each group is ready, the facilitator calls back everyone to the big circle and the groups start to perform one by one. After each group performs the scene they have created, the facilitator asks the audience “How would you solve or prevent the situation, or make it right?” The facilitator allows the audience to express their realistic solution ideas and discuss how often we make these kinds of mistakes in daily life and how these affect the lives of Deaf and hard of hearing people.

Hand out with the instructions:

-Discuss with your group members about the wrong attitudes and  communication related mistakes made on a daily basis towards  People with visual impairments/hearing impairments/physical disabilities/mental-learning disabilities and take note of the most common  ones.  

-At least 3 different common mistakes should be hidden in your role-playing  performance. They should be realistic.

-The mistakes should not be so obvious to be detected by the audience, such as acts of physical violence. The mistakes can be intentional or  unintentional.

-The role-play performance should be maximum 3 min to show the  problematic situation. 

-All group members should have an active role in the play

-You are not supposed to create solutions. The audience will try to find the  mistakes, then we will discuss the right attitudes in the big group.

-Be inclusive while performing!

NOTE TO FACILITATOR

●      In order to create a comfortable atmosphere the facilitator can mention that no extraordinary acting skills are required to take part in the activity. Active contribution and participation are what really matters for this session.

●      The facilitator should mention clearly that the small group works are not competitions

●      It is important to highlight the importance of the discussion more than the result, therefore it should be reminded that they give enough time for everyone to express themselves

ADAPTATION

 

Mixed ability groups with Deaf, blind and wheelchair user participants

●      Since the performances are based on visual and audio elements, participants should be reminded to make necessary visual descriptions for the audience before and throughout the performance (e.g. there is a teacher standing and 4 students sitting on the stage in a classroom setting)

●      Visual descriptions and clear orientation is also crucial for the blind performers in the groups (e.g. position of the stage and the audience)

●      If there are more than one Deaf participant in the group and not enough sign language interpreters, you may need to form small groups according to this. If there is only one interpreter per country, you should put all Deaf participants from the same country in the same group to facilitate the communication smoothly within the group.

●      Performances should not be at a fast pace in order to let the sign language interpreter keep up. Giving enough time for the sign language interpretation in general is important

NOTE TO FACILITATOR

●      It’s better to mix the groups well so that a wheelchair user participant can have the chance to work on the wrong attitudes towards blind people or a blind participant can work on the wrong attitudes towards Deaf people.

●      It’s better to go and check the discussion and preparation processes of the groups and see whether any clarification or support is needed for the task.

 

 

Power Walk

TYPE OF THE METHOD

Role-playing, simulation, discussion (by Els Van Mourik)

OBJECTIVES

●      To develop participants imagination and critical thinking skills about how people’s different backgrounds and opportunities can result in different levels of power

●      To raise awareness on inequality of the opportunities, power dynamics that exist within and between communities and individuals

●      To develop empathy with others who have less opportunities than others on different aspects of life

MATERIALS NEEDED

Printed out role cards that the characters are written, a box or a hat to distribute the roles, soft background music

SPACE NEEDED

A large space where participants can stand in a line next to each other and can move forward for about 5-8 meters

TIMING

60 min

TARGET GROUP PROFILE

It can be implemented with any national or international groups

GROUP SIZE

10-30 pax

STEP BY STEP IMPLEMENTATION

-Prepare role cards (see examples below) that represent different types of people in the community, including the most vulnerable and the most advantaged. Identify an open area where participants will have space to line up horizontally and walk forwards 5 to 8 meters.

-Introduce the exercise by explaining that it is a way for everyone to reflect on the different kinds of people in the community, including ourselves, and how our different backgrounds, opportunities and barriers affect our power and “place” in society.

-Ask the participants to stand in a row. Randomly pass out the role cards so that every participant has one (you can use the hat to distribute the role cards).

-After everybody picks randomly one character, it’s important that they are not allowed to tell anyone until you tell them so. Some participants generally may intend to look at others. Important that everybody understands what’s written on the role cards. Let them ask you secretly, if there’s anything they did not understand.

-They can be given a couple of minutes to imagine the character in their minds by themselves, the task is to empathize with that character for a little while. That’s necessary for them to be able to answer the questions on behalf of their characters. Because in the character descriptions it’s very limited information and they are allowed to build that character further based on that. You can assist them to build up their character with some guiding questions (starting from their childhood) to make it easier to go inside the character by asking these questions one by one and give them a few moments to think about: 

-What was your childhood like?

-What sort of house did you live in?

-What kind of games were you playing?

-What sort of work did your parents do?

-What is your everyday life like now?

-Where do you socialize?

-What sort of lifestyle do you have?

-Where do you live?

-How much money do you earn each month?

-What do you do in your leisure time?

-What excites you and what are you afraid of?

-It is also useful to put slow-paced instrumental music and ask them to close their eyes if they feel comfortable. If not that’s ok to imagine without closing their eyes.

-Then after having a proper image of their character in their mind a list of statements are told and they are asked to move 1 step forward if they say “yes” to the statement and stay still if they say “no”.

-When you finish the statements, ask participants to remain where they are standing. Ask the following questions, being sure participants recite their role before they respond:

●      What do we see?

●      How did it feel to move forward? Stay behind?

●      How does it feel to be standing where you are? (those in the front, middle and back)

-Then you can tell them to come out of the role and be themselves again and start the debriefing part with the following questions;

●      What does this activity make you think about?

●      How have we experienced power or lack of power in our lives or the work that we do?

●      What happens when we do not think about power, the power we have, the power others have?

●      How does this activity relate to our work with communities? How do we pay attention to power dynamics in the communities where we are working?

-You can also ask about how they felt during the exercise while stepping forward or staying still, whether it was easy to put on another person’s shoes or not, whether they have guessed who might be the person who went further and the one who stayed behind and also the ones in the middle, is there anyone they know that they can associate with that character, etc. That starts a good discussion on the perceptions on privileges and power dynamics.

NOTE TO FACILITATOR

●      During imagining the character phase, it is possible that some participants may say that they know little about the life of the person. You can tell them, it’s totally ok and they just should use their imagination and to do it as best they can.

●      During the debriefing and evaluation it is important to explore how participants knew about the character whose role they had to play. Was it through personal experience or through other sources of information (news, books, and jokes?) Are they sure the information and the images they have of the characters are reliable? In this way you can introduce how stereotypes and prejudice work.

●      Sometimes things can get emotional during this game, it’s normal that some people may feel sad about the situation of these people when they go into the character but you can mention that the point of this game is not to feel sad but be more aware,  these people exist, we live in the same society and we should reflect on what we can do to provide equal opportunities for all.

ADAPTATION

 

Mixed ability groups with Deaf, blind and wheelchair user participants

●      If you do this activity outdoors, make sure that the participants can hear you well, you might need to speak loud for everyone and repeat the statements a few more times. Make sure the Deaf participants can follow you through the sign language interpreter. It’s better to provide the interpreters with some guiding information about the game beforehand.

●      If you have Deaf participants, better not to ask them to close their eyes during the character imagination phase. You still can use the music for the other participants, nothing’s wrong with that.

●      Braille versions could be written as well on each role card to make it inclusive for the blind Braille reader participants.

●      Make sure that the blind participants have a clear understanding of the changing positions of each person even while you’re reading the situations. Because all other sighted participants will get the chance to follow the progress, but not the blind. They can make a clap sound or loudly say (I move forward) when they’re moving to let them follow who’s where? At the end they all can say how many steps they have taken aloud and remind again when they’re revealing their characters in the discussion part.

●      Alternatively this game can be played with a sitting in a circle version. In that case along with the role cards you should distribute the same number of candies or small sticks (eg. 20) to each participant (representing that they all start from the same point). Participants will throw one candy in the middle of the circle if they say “no” to each statement. At the end everybody will count how many candies are left. Some (more privileged ones) will still have a lot of candies, because they answered a lot of statements with “yes”. Even though the original version is very powerful with the step metaphor, with a mixed ability group this version makes the process easier, more inclusive and less tiring to follow.

ROLE CARDS:

 

You are the owner of a successful import-export company.

 

 

You are a high school graduate, soldier in the army, doing compulsory military service.

 

You are an HIV positive, middle-aged prostitute.

 

 

You are a 24-year-old refugee from Afghanistan.

 

You are a girl with autism living in a poor village

 

 

You are an unemployed, transsexual male, aged 30

 

 

You are a female, aged 40, head of an international NGO

 

You are a mother, unemployed, aged 40, looking after her son in a wheelchair

 

 

You are a female, aged 30, who is deaf, and has no support and no income

 

 

You are a male, aged 72, in a wheelchair, who receives support

 

You are a male who is blind, aged 65, with independent income

You are an unemployed, deaf male, aged 40

 

 

You are a male, aged 25, unemployed, with Down’s syndrome who has HIV

 

 

You are a male, Minister of Social Affairs, aged 45

 

 

You are a girl, beggar, aged 12, with a physical and psychosocial disability

 

 

You are a female, aged 30, university graduate, with a physical disability

 

 

You are a male, aged 45, parliamentarian who is blind

 

 

Male running a small business, aged 40

 

You are a HIV positive male teenager

 

You are a widow, aged 65 with a psychosocial disability and no independent income

 

 

You are a homeless young man, 27 years old.

 

 

You are an illegal male immigrant from Mali.

 

 

You are the 19-year-old son of a farmer in a remote village in the mountains.

 

 

You are the daughter of a Chinese immigrant who runs a successful fast food business.

 

 

You are the daughter of the American ambassador to the country where you are currently living.

 

 

You are an Arab Muslim girl living with your parents who

are devoutly religious people.

 

 

You are the president of a party-political youth organisation

(whose “mother” party is now in power).

 

 

You are an unemployed single father

 

You are a hard of hearing university student in a state university

 

You are a female wheelchair user , human rights activist

 

You are a blind lawyer

 

You are a male student with cerebral palsy condition, studying journalism in university

 

You are a 26 year old female, with a chronic kidney disease

 

You are a 45 year old single mother having 3 kids (one of them was born with a mental impairment)

 

You are the son of a local bank manager. You study

economics at university

 

 

You are a 29 year old male, commited a conventional crime 3 years ago and just released from prison.

 

You are a female wheelchair user , human rights activist

 

 

You are an unemployed, deaf male, aged 40

 

STATEMENTS:

  1. I can move freely in the community (in the streets)
  2. I can buy and sell property on my own
  3. I have access to mainstream education
  4. I can vote without assistance
  5. I have access to microcredit
  6. I do not live in fear of violence or sexual abuse
  7. I have access to affordable medical treatments of my choice
  8. I can work anywhere I am qualified
  9. I am consulted on policy issues of concern to the community
  10. I have access to vocational and continuing training, including attending seminars
  11. My rights are recognized in laws
  12. I do not fear verbal abuse
  13. I can choose freely whether I want to have children and how many
  14. I can leave my home on my own
  15. I can own a business
  16. I am paid a minimum wage or more
  17. I can support myself in times of unemployment
  18. I have access to or can afford a lawyer if needed
  19. I have access to information in formats I can easily read and understand
  20. The media generally present positive images of me
  21. I do not worry about social support in old age.
  22. I have never encountered any serious financial difficulty.
  23. I have decent housing with a telephone line and television.
  24. I feel my language, religion and culture are respected in the society where you live.
  25. I feel that my opinion on social and political issues matters, and my views are listened to.
  26. Other people consult me about different issues.
  27. I am not afraid of being stopped by the police.
  28. I know where to turn for advice and help if I need it.
  29. I have never felt discriminated.
  30. I can own my own car.
  31. I have adequate social and medical protection for my needs.
  32. I can go on holiday once a year.
  33. I can invite friends for dinner at home.
  34. I have an interesting and joyful life and I feel positive about my future.
  35. I studied or I feel I can study and follow the profession of my very own choice.
  36. I am not afraid of being harassed or attacked in the streets, or in the media.
  37. I can vote in national and local elections.
  38. I can celebrate the most important religious festivals with my relatives and close friends.
  39. I can participate in an international seminar abroad.
  40. I can go to the cinema or the theatre at least once a week.
  41. I am not afraid for the future of my children.
  42. I can buy new clothes at least once every two months.
  43. I can fall in love with the person of my own choice.
  44. I feel that my competence is appreciated and respected in the society.
  45. I can use and benefit from the Internet.

 

5.6 Discussions/debates

Discussions are a variety of forums for open-ended, collaborative exchange of ideas among a group  of participants for the purpose of furthering their thinking, learning, problem solving, understanding, or literary appreciation. Participants present multiple points of view, respond to the ideas of others, and reflect on their own ideas in an effort to build their knowledge, understanding, or interpretation of the matter at hand.

 

 

Rabbit’s Rights

TYPE OF THE METHOD

Discussion (adapted from Compasito)

OBJECTIVES

-To introduce the Human Rights

-To show to the participants that they are instinctively aware of human’s rights

-To connect human needs with human rights

MATERIALS NEEDED

Flipchart paper and markers, a copy of the HR Declaration (UDHR) or UNCRPD depending on the adaptation)

SPACE NEEDED

A medium to large size space where participants can discuss separately in small groups without distracting each other and then come back to share and discuss further in a big group

TIMING

40 min

TARGET GROUP PROFILE

It can be implemented with any national or international groups (preferably with young participants who would like to reflect on Human Rights)

GROUP SIZE

5-20 pax

STEP BY STEP IMPLEMENTATION

-Ask the participants to imagine that they have a pet rabbit to care for, and to give a name to it. They need to think about all the things it needs to be happy, safe and healthy. Ask, “What are all the things the rabbit will need?” They may suggest things such as a hutch, straw, food, water, exercise, attention, love or perhaps another rabbit for company. Write ‘RABBIT’ (or the given name) at the top of the left-hand column on a chart such as the one below, and record the participants’ responses.

-Then ask, “Who is responsible for ensuring that the rabbit gets all the things that it needs?” Note down the participants’ responses, which may be that they or whoever owns the rabbit is responsible.

-Confirm the things the rabbit needs to survive and develop, such as food, water, and a hutch. Then ask questions such as these:

    • If the rabbit really needs these things to survive, then should the rabbit have a right to them?
    • Who is responsible for ensuring that the rabbit’s rights to these things are met?

-Then write ‘PARTICIPANTS’ at the top of the right-hand column and ask the group to brainstorm:

“What are the things that participants need to develop and have for a happy, safe and healthy life?” List the participants’s responses, helping to elicit such things as home, food, water, family, friends, toys, education, love and attention.

-Ask, “Who is responsible for ensuring that participants get all the things they need to be happy, safe and healthy?” Encourage answers such as adults, parents, family, and caregivers.

-Ask questions such as these to expand the focus of participants’s rights, adding additional needs to the chart:

    • What do participants need to be protected, to survive, to develop and to participate?
    • If participants need these things, then should participants have a right to them?
    • Who is responsible for ensuring that participants have these rights?

-Ask the group if they have ever heard of the human rights declaration/conventions. Give them copies of the universal declaration of human rights.

-Invite participants to compare their list on the chart with those in the declaration. Point out that they have created a list of human’s rights.

Ask questions such as these:

– What needs did you name that are also in the HR/ UNCRPD?

Mark these on the chart with a star.

– Why do you think you were able to think of so many

of the rights by yourself?

NOTE TO FACILITATOR

This method can be very useful to start a reflection on the topic of HR or Inclusion, and can be used to break the ice with the participants on the topic.

ADAPTATION

 

Mixed ability groups with visually impaired participants

A digital version of the Human Right list or other informational material that is needed.

NOTE TO FACILITATOR

Please read the chapter “tips for better including and engaging Youth Participants with different abilities” of this Toolkit to learn general communication rules with the visually impaired participants.

Mixed ability groups with hearing impaired participants

Sign language interpretation should be used

NOTE TO FACILITATOR

Please read the chapter “tips for better including and engaging Youth Participants with different abilities” of this Toolkit to learn general communication rules

 

 

The Court

TYPE OF THE METHOD

Debate, simulation (adapted from Compass)

OBJECTIVES

-Increasing confidence in public speaking

-Improving the ability for the youngsters to express themselves

-Critical reflection on social phenomenal

-Gaining empathy for others different perspectives

-Raising awareness for global/local problems and diversity

-Youth emancipation

MATERIALS NEEDED

1 chair per pax, tables, papers and pens, timer, one laptop (for the journalist), ropes, “handcuffs”, if possible police/judge costume. Instructions and roles for all participants (below given)

SPACE NEEDED

A medium to large room with chairs and tables

TIMING

2,5 hours

TARGET GROUP PROFILE

It can be implemented with any national or international groups

GROUP SIZE

15-30 pax

STEP BY STEP IMPLEMENTATION

Beginning of the game:

1. One by one, participants take a paper, so they can know their

role (Judge, Policeman, Accused, Council of Prosecution – CP,

Council of Defence – CD, Journalist and Jury)

2. The facilitator read to the defendant, the accused reason.

“You are guilty of … … …”

3. Both Councils prepare the debate (15 minutes)

Tribunal Scenario

1. Police enters with the accused, handcuffed

2. Judge opens sessions

3. CP starts with first argument debates (total time: 12 minutes,

6 minutes for each Council, 1 minute per argument)

4. CD enters the debate

Debate continues with sides argumentations. During the debate,

the CP and CD have the option to call for witnesses.

During the councils debate the jury prepares some question

First debate ends

1. Jury asks questions (3 minutes)

2. CP and CD prepare answers with an internal debate (3

minutes)

3. CD presents the answer (3 minutes)

4. CP presents the answer (3 minutes)

5. Jury reunites and prepares the final verdict in a written

document (5 minutes)

6. Judge reads the final verdict

Sentence Options

a. Policeman frees the accused and takes the handcuffs

b. Policeman grabs the unsatisfied accused back to arrest

INSTRUCTIONS:

‣ Game components: Role cards ( 1 x judge, 1 x policemen, 2 x journalists, 4 x juries, 6 x council for defence, 6 x council for persecution, 2 x lawyers, 2 x witnesses).

‣ Goal of the game: To win the cause with a powerful argue.

‣ Set up/ room arrangement:

– One chair for each participant;

– Table;

– Paper + writing materials, a laptop for the journalist

– Handcuffs ( e.g. rope)*

– Costume (e.g. Judge costume, police costume etc..)*= Optional

‣ Game play: Game is about exchanging arguments in court and defending your role.

‣ Played by two teams, within each player has the right to speak and play according to his/her role.

_______________________________________________________________________________

E.G. OF CASES:

N.1

You are guilty of not participating in last elections.

– Local elections.

– European elections.

N.2

You are a head of online newspaper, you are accused to have posted a several fake news.

ROLES

The judge

You will enter the court with majesty and will introduce the business of the court, which is to put the vote of youth on trial. You will maintain order throughout the hearing, give permission to speak and act as timekeeper. After reading the verdict of the jury, you will pronounce the penalty or discharge the accused.

The jury

You will ask questions to the defense counsel and prosecution counsel after they have introduced their arguments.

You will discuss the arguments put forward by both sides and will prepare the verdict to be read by the judge before the court: you must designate the accused as “guilty” or not guilty and give your reasons.

The counsel for the prosecution

Before the judge open the session, you will prepare together the arguments that you will present in court to

demonstrate that the accused is guilty. During the debate, each participants of the counsel will have the task

to present one argument of the set of formulated arguments You may choose 1 or 2 witnesses from among

the general public (or among the counsels) whom you will call upon during the trial.

The counsel for the Defense

Before the judge open the session, you will prepare together the arguments that you will present in court to

demonstrate that the accused is nor guilty. During the debate, each participants of the counsel will have the

task to present one argument of the set of formulated arguments. You may choose 1 or 2 witnesses from among the general public (or among the counsels) whom you will call upon during the trial.

The accused

You will be accompanied by the policemen to the accused place. Don’t hesitate to speak out in order to refute the accusation made against you, even though you should normally do only after the judge has given her permission.

When the verdict is pronounced, you should let the whole court know your feelings.

The policemen

Your will accompany the accused in the court and will accompany out or free him/her when the verdict has

been pronounced. You will ensure that the participants in the trial in general and the accused in particular behave correctly.

The journalist/s

You help to fill up the empty time while the councils and the jury will be deliberating, by interviewing those

present in court – the public, the accused, counsels’ participants. You will prepare the front page of tomorrow newspaper, with photos included if possible, and present it at the end of the game.

The facilitator

You must have a good understanding of the progression of the game and ensure the smooth transition from

one part to the other if needed. You are responsible for the evaluation

Witnesses

You will answer in front of the court the question raised by the Counsel which will have called you upon.

DEBRIEFING

Debriefing questions:

-How did you feel during the simulation?

-What do you think about the process?

-Were there moments where you felt insecure or not respected?

-Can you see a link between this simulation and reality?

-What can we learn from this simulation?

NOTE TO FACILITATOR

●      Focus on facts, feelings, interpretations, put result on a flipchart

●      Take into consideration that the players are not discriminated or excluded.

●      Diminish the possibility that any player would feel affected by exercise or its outcome.

ADAPTATION

 

Mixed ability groups with visually impaired participants

●      Digital Instructions and roles cards.

●      Device for those who need it to take note.

NOTE TO FACILITATOR

●      Be careful that the speech order is respected and avoid too much chaos during the simulation; otherwise the blind participants will have difficulty following the simulation.

●      It is important to give to the blind participants a clue of how to set up the space of the activities room. Maybe a little tour of the room to show them where the court is, hear the audience ecc…. and tell him/her, you will stay here, so on your right there is… in front of you there is… etc.

●      It is also very important to ask the participant to name herself before speaking (eg: the Judge is speaking … .. )

Mixed ability groups with hearing impaired participants

Sign language interpretation should be used

NOTE TO FACILITATOR

Be careful that the speech order is respected and avoid too much chaos during the simulation; otherwise the interpreter will have difficulty to follow the simulation

 

5.7 Outdoor exercises

Outdoor exercises are a great way for youth workers to engage young people in activities that promote physical, mental, and social wellbeing. Outdoor exercise can take many forms, from nature walks and scavenger hunts to outdoor sports and cooperative games. Outdoor exercise can provide a great way to get young people up and moving, while also providing an opportunity for youth workers to connect with their charges on a deeper level. Outdoor activities can also be used to teach young people important life skills such as problem-solving, communication, and teamwork.

 

Skipper, can I cross the river?

TYPE OF THE METHOD

Outdoor exercises, group dynamics

OBJECTIVES

-To cross the river with permission of the skipper.

-You can cross the river when you do the task the skipper says.  If not the skipper can catch and then you will work for him.

-If you do the task well, or if the skipper doesn’t catch you can ask to cross the river again.

-The game lasts until only one person is left over to cross the river and the others are all shippers

MATERIALS NEEDED

No materials needed

SPACE NEEDED

A big space outside (preferably on  a grass field)

TIMING

30 minutes,  until only 1 person left who is not yet caught by the skippers

TARGET GROUP PROFILE

Can be any group – national or international. 

GROUP SIZE

It can be implemented with any national or international groups

STEP BY STEP IMPLEMENTATION

-First start with explaining the game.

-Don’t forget to say how large the field is, especially between which lines players have to stay.

-The skipper can choose whatever task they have to do to cross the river.

NOTE TO FACILITATOR

Make sure you also play the game.  It is important to be in the group for such a game.  Don’t stand outside!

ADAPTATION

 

Mixed ability groups with Deaf, blind and wheelchair user participants

●      Make small groups with mixed abilities

●      They still have to cross the river and do tasks.

●      Each group gets 10 coins to pay if they don’t succeed in the task.

●      You as a facilitator are the skipper.

●      You already made 20 tasks in advance, which everybody can do.

●      Instead of chasing, catching a group you put a time limit on the tasks.  30 seconds.

●      If the group succeeds in the task they can cross the river.  If not, they have to pay a coin to the shipper before crossing.

●      The playground doesn’t have to be grass for the wheelchairs

●      Keep the tasks as varied as possible.

●      The game is finished when all the tasks are done.

●      The group with the most coins left wins the game.

NOTE TO FACILITATOR

Keep safety always as a key element high! As facilitator you also can act as a support person, without interfering in the group process to find a solution. 

 

Tree hugging

TYPE OF THE METHOD

Outdoor

OBJECTIVES

·         Find back your tree in a forest or a lane full with trees

·         Get in contact with your senses (feeling, touching, ….)

MATERIALS NEEDED

Blindfolds for every person

SPACE NEEDED

Forest or parc or lane with trees

TIMING

30-45 min

TARGET GROUP PROFILE

Can be any group – national or international

GROUP SIZE

Up to 30

STEP BY STEP IMPLEMENTATION

●      Go and stand in couples

●      1 person is blindfolded.  The other person disorientate the person who was blindfolded for 30 sec. (can be by walking around for a few seconds, but also turning him around on his axe for 10 times)

●      The person who can see guides the person towards a tree that he/she thinks is suitable for him/her.  He/she gives the tree to the person with the blindfold.

●      Now the blindfolded person has as much time as he/she wants to discover the tree, to feel the tree, to smell the tree …. towards a point that the person thinks he/she knows his tree. 

●      As soon as he says this, the person is guided away again to the beginning spot where they started.

●      The person now can take off his blindfold.

●      The task is now to go and find back your tree.

●      When the tree has been found, the roles are changing.  So everybody is going through the same experience.

DEBRIEFING & EVALUATION

●      Did you find your tree?

●      How was it to be blindfolded and guided around towards a tree?

●      Did you feel safe with your partner?

●      How was it to discover your tree? 

●      Where their special attention point to recognise your tree back?

NOTE TO FACILITATOR

When there are a lot of trees, the person who guides, can also give a direction with wide arms, so in which the tree of the person is standing.

Normally 90% of all people find his tree back.

ADAPTATION

 

Mixed ability groups with Deaf, blind and wheelchair user participants

●      When you have blind people, you make couples with somebody who can see.

●      For wheelchair users, you can choose to work in parc, or a  land/avenue floated with trees on both sides

●      An accessible park can also fit!

NOTE TO FACILITATOR

When you’re looking for a suitable place, the ideal is to have a space with similar looking trees (oak, beech, plane tree, …).  The more similar they look, the more senses are triggered within somebody to look for recognition points. 

 

Electric fence

TYPE OF THE METHOD

Outdoor exercise, group dynamics

OBJECTIVES

To cross the fence with the whole group while holding hands together and without touching the rope

MATERIALS NEEDED

2 trees where you attach a rope at around 1 m height.

SPACE NEEDED

Forest or park with 2 trees approximately 5 m from each other

TIMING

45 min – 60 min

TARGET GROUP PROFILE

Can be any group – national or international.

GROUP SIZE

10-15 (bigger groups can be split up to this size)

STEP BY STEP IMPLEMENTATION

-A rope is hanging in between 2 trees at around 1 m high.

-The group is standing next to the rope on one side.

-The task is to go over the rope with the whole group without touching the rope and the trees on both sizes.

-If the group (or somebody) touches the rope, the whole group starts again on 1 side and the exercises continue.

DEBRIEFING & EVALUATION

– What went wrong?

– How was the communication between them?

– Did people listen to each other?

– Were there any frustrations?

– What do we learn from this?

NOTE TO FACILITATOR

●      Keep attention for safety and support.  Whenever something dangerous is happening, stop the group, explain why and let them restart.

●      If the group is too assertive in communication, you can put on 1 – 2 – 3 persons a blindfold.  This is an extra challenge for the group.

ADAPTATION

 

Mixed ability groups with Deaf, blind and wheelchair user participants

●      Be careful when you have participants within the group in a wheelchair(s).  Make clear to the group that special attention has to be given towards them, when lifting people over the fence. 

●      Whenever people don’t feel safe or secure enough, don’t push them.

NOTE TO FACILITATOR

Keep safety always as a key element high!  As facilitator you also can act as a support person, without interfering in the group process to find a solution.