| The golden rule is a guide to most situations in life, "do | | | | things as everyone else. If playing is not possible for |
| unto others as you would have them do unto you." It is | | | | the person on their own, create a way for them to be |
| not always easy to put ourselves in another person's | | | | involved. Involvement may not be actually playing, but |
| shoes and try to understand how we would feel if we | | | | setting up or sorting pieces. Sometimes it is enough |
| were them. However, it is important to do in order to | | | | just to have something to do with everyone else. |
| be able to adapt activities to allow for our friends or | | | | Puzzles |
| family with disabilities to participate with us. Naturally | | | | 1) Give options of puzzles to put together and let them |
| humans are social beings, regardless of physical | | | | choose. |
| limitation, and even many mental disabilities. Because it | | | | 2) Set up two puzzles of different levels on tables |
| can be difficult for others to know how to effectively | | | | next to each other. If they are not able to do a simple |
| involve those who have disabilities into regular activities, | | | | puzzle by them self, have someone work with them. |
| here are some tips to help get started. | | | | 3) Ask them to find all the puzzle pieces with a certain |
| Adapting the game | | | | color on them, or with a straight edge. |
| At first evaluation it may not seem that someone can | | | | Scrabble |
| participate in the activity who has a mental or physical | | | | 1) Partner up and have them pick letters out of the |
| disability. All it takes is a little creativity and a willingness | | | | bag and place the letters on the board. |
| to help adapt the game or puzzle to fit the needs of | | | | 2) Change the rules for them, such as two letter |
| individuals playing. One of the first things to do is think | | | | words and proper words being allowed. |
| of ways to simplify or change an aspect of the | | | | 3) Help form words and then give a choice of what |
| activity according to the needs of the individual you are | | | | word to lay down. |
| trying to involve. There are so many different | | | | Ask Questions |
| disabilities and levels of impairment, that individual | | | | Most people like for others to ask them what they |
| circumstances and status will need to be evaluated for | | | | want instead of assuming. When a situation is new or |
| the game or activity to be chosen and then adapted | | | | unfamiliar, it may be uncomfortable to know what to |
| accordingly. | | | | do or how to act appropriately. Because a person |
| Trivia | | | | feels awkward they try to avoid asking the person |
| 1) If there are different level questions, allow for | | | | with disabilities questions. Asking questions is often the |
| someone mentally disabled to have the easier level | | | | best way to meet a person's needs and help them |
| each time, instead of it changing throughout the game. | | | | find their interests and be involved. Appropriate |
| 2) If multiple answers are not given, offer them when | | | | questions that's purpose is to understand and assist will |
| questions are read (make it fun and even give silly | | | | not make the person feel belittled or embarrassed. |
| options so the answer is clear), | | | | Instead, they will allow for them to comfortably |
| 3) Make up questions unrelated to the game that are | | | | express their likes, interests and opinions. Talk to the |
| of the person's interest, but still move them or score | | | | individual directly and ask questions, not their parent or |
| when they get it right as others in the game are | | | | caretaker. If they have trouble understanding or |
| scored. For example, ask questions about a family | | | | communicating the person assisting them will help. |
| members favorite color, a multiple choice about their | | | | When doing an activity ask specific questions to |
| favorite meal, what they do before they go to bed, | | | | discover what they like and what they want. |
| etc. Daily interest and activities are great things to | | | | There are so many different types and levels of |
| make questions about. If a person has a physical | | | | disabilities that these suggestions do not cover them all, |
| disability, such as not having the use of their arms, | | | | but are meant to start the thought process toward |
| make another way for them to point to puzzle pieces, | | | | thinking of ways to incorporate those with disabilities |
| such as a stick they hold between their teeth to point | | | | into the activity. This will take more time and patience, |
| to the piece they want picked up. Whomever you are | | | | but the efforts will be well worth it. Remember to |
| trying to help participate, simply look for ways to | | | | consider the individual and adapt specifically for them. |
| change the game or make it possible for them to play. | | | | By thinking of what you would want someone to do |
| Involving | | | | for you, it will be easier to think of what you can do for |
| Although disabilities may cause many limitations, they | | | | them. |
| do not prevent people from being able to do the same | | | | |