ANNEX 1 Practical Part

Why to choose role play game

Role play games are considered as a flexible and enjoyable method for learning that allows ultimate involvement of the participants. Using of role play games allows them to learn through experiencing which is substantial for ultimate utilization of learning content and its long-term use.

Role play games complement the information provided within Module 1 and help learners to better figure out specific terms and conditions related to the content. They reveal the nature of different disabilities and help learners to raise their awareness towards people with disabilities themselves and challenges they may face in their daily routines and while searching for a job. 

Role play game 1 “People with disabilities – how do they feel?”

This game is suitable for a group activity and requires collaboration among the group members. The role of the learning facilitator is to give instructions and to explain the game scenario as well as to observe and analyse the results.

The participants are placed in compact circle. One volunteer stays outside of the circle. S/he has an objective to enter the circle without forcing people from the circle. The volunteer may use verbal and non-verbal approaches (e.g. words, movements, gestures, facial expression etc.) to convince the people to allow to get in. S/he has one minute to achieve the goal. At the end the learning facilitator asks the volunteer how s/he feels like no matter if s/he successfully entered the circle or stayed out of it.

The outcome of the game is that the volunteer represents the position of a person with disability isolated by the society which in our case is represented through the compact circle. Since the time is progressing (1 min) the person could become more aggressive, confused, impassionate, less tolerant etc.  

This game could be used as an ice breaking activity at the very beginning of the session.

Role play game 2 “Easy to understand”

This game is suitable for a group activity and requires collaboration among the group members. The role of the learning facilitator is to give instructions and to explain the game scenario as well as to observe and analyse the results. 

One of your clients is with learning difficulty. This person has a problem to understand quite complicated text.

The participants are divided into groups and each of them receives a text that should be explained in a way that is easy to understand for a person with learning difficulty. As an example of such text used you may use an announcement about a job vacancy that contains descriptions of job obligations and requirements, the other is terms and conditions to apply for social benefits. The participants have 10 min. to finish the task. Afterwards the easy to understand texts should be presented. The learning facilitator encourages the participants to comment and shows the most interesting and best ideas and points out the inappropriate ones if any. The duration of the game is approx. 30 min.  

Role play game 3 “Assist a wheelchair user”

This game is suitable for a group activity and requires collaboration among the group members. The role of the learning facilitator is to give instructions and to explain the game scenario as well as to observe and analyse the results. 

The group chooses two volunteers who have two different roles. One of them should play the role of a wheelchair user and the other one should play the role of his assistant. If you do not have available wheelchair, you can use an office chair. For the purpose of the game the wheelchair user’s route should include leaving the room, passing over the corridor, and reaching a vending machine. The assistant should support the wheelchair user in compliance with the rules and recommendations listed in Module 1. After the completion of the game scenario the group discusses the right and the wrong steps made by the two volunteers. The duration of the game is approx. 20 min.  

Role play game 3 “Use of correct and incorrect words”

This game is suitable for a group activity and requires collaboration among the group members. The role of the learning facilitator is to give instructions and to explain the game scenario as well as to observe and analyse the results.  

Each participant receives piece of paper with one of the following terms:

  1. Person with disability
  2. Person without disability
  3. Blind
  4. Partially sighted
  5. Deaf or hard of hearing
  6. Intellectual (learning) difficulties
  7. Mental health difficulties
  8. Wheelchair users
  9. Specific learning difficulties
  10. Handicapped people
  11. the epileptic
  12. A victim of...
  13. Suffering from...
  14. Spastic
  15. Deformed
  16. Invalid
  17. Retarded
  18. Dumb
  19. Cripples
  20. Wheelchair bound

Then they should place the received papers in the right column for correct and incorrect terms respectively – duration 30 seconds. The idea is to practice the knowledge related to proper communication and disability etiquette. The learning facilitator could make conclusions on the performance of the trainees.

Role play game 4 “People using hearing aid – how do the feel?”

This game is suitable for a group activity and requires collaboration among the group members. The role of the learning facilitator is to give instructions and to explain the game scenario as well as to observe and analyse the results.

Two volunteers have to participate in a face to face conversation until the rest of the group is making noise (clapping hands, clattering with legs, louder speaking etc.). The task of the two volunteers is to make an appointment for massage (one is the messieurs while the other is a hearing impairment client) – duration 1 minute.

At the end the volunteers share how they felt trying to agree on something in noisy environment. The learning facilitator should explain what the challenges of people using hearing aids without option for removing background noise are.  

Role play game 5 “Lip-reading”

This game is suitable for a group activity and requires collaboration among the group members. The role of the learning facilitator is to give instructions and to explain the game scenario as well as to observe and analyse the results.

Divide the group into pairs. One of each pair is A, and the other B. Give them the relevant instructions and briefly explain the game. They should not see each other’s instructions. Have them take turns in lip-reading, while their partner “reads” (moving their lips but making no sounds) a list of words or sentences.

In their pairs, they should:

  • “say” each word or phrase once only;
  • go through the whole exercise before they tell each other the answers;
  • when they finish discuss what they learned about lip-reading;

Allow 15 minutes for the exercise in pairs, and then form the main group again.

Role play game 6 “Say the word. Understand how client with learning difficulty feels”

This game is suitable for a group activity and requires collaboration among the group members. The role of the learning facilitator is to give instructions and to explain the game scenario as well as to observe and analyse the results.

Transfer the next figure onto an overhead transparency. Have the class read it out loud. Each participant should read the COLOR the word is written in, not the word itself. Afterward, discuss how your brain wants to read the actual word. Even when you can make yourself do it correctly, you have to read much slower than normal. This is an example of how difficult it is for a client with learning disabilities to get through the day. Their brain understands what needs to be done, but they have to struggle to make it come out right.

Not being able to do this activity correctly does not mean you are not smart. It just means that your brain wants to do something different.

 

Figure 4 Colour words

 

Role play game 7 „Find alternative way for hand shaking”

This game is suitable for a group activity and requires collaboration among the group members. The role of the learning facilitator is to give instructions and to explain the game scenario as well as to observe and analyse the results.

The group is split into pairs. One volunteer is taking the role of a person with upper limb disability – putting his/her right hand on his back so that s/he couldn’t use it. The other volunteer in the pair should find an alternative for hand shaking. S/he should stick to the following principles. The learning facilitator should encourage the creativity by the participants and should guide them to find discreet and polite manners.  

Role play game 7 „People with visual impairments – how do they feel?”

This game is suitable for a group activity and requires collaboration among the group members. The role of the learning facilitator is to give instructions and to explain the game scenario as well as to observe and analyse the results.

The group is split into pairs. Each pair consists of a volunteer who plays the role of a blind person and another one who plays the role of a guide. For the role of the blind person you can use a scarf or something similar. Each pair has the task to pass through a predefined route with some obstacles and when the final point is reached the participants change their roles on their way back. After the completion of the scenario the participants are invited to share their experience and feelings. The learning facilitator asks the group which role was more difficult and how they felt. The duration of the game is about 30 minutes.