Tanis,
While I am in full agreement with activities that pretend to simulate a
particular disability, I have used simulation glasses for many years now to
simulate VISUALLY CHALLENGING TASKS. The teachers, parents etc would like to
understand the vision of the child they know. However, when reminded of the
essential difference of having an impairment and a momentary experience of A
type of low vision, they move on to compare and contrast visually
challenging and easy tasks. In this way, they do learn to minimise problems,
maximise the visual ease of tasks and anticipate potential difficulties of
their child or pupil. In addition, they also empathise with the emotional
components of visual impairment:
frustration
tiredness
going at a slower pace than EVERYONE ELSE
the tension between independence and dependence.
I am interested in the games you mention, could you send me details?
Tom
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Tom Lowe (Senior Psychologist)
North Lanarkshire Council
----------
>From: "Tanis M. Doe" <[log in to unmask]>
>To: Kirsteen Coupar <[log in to unmask]>
>Cc: [log in to unmask]
>Subject: Re: Training
>Date: Tue, Nov 21, 2000, 9:32 pm
>
> I have been drafting an article on the use/abuse of simulations in
> training and have not yet published it, but have generally found that
> there are BETTER options to teaching people about disability than the use
> of simulations. Training awareness games that might be useful include BAFA
> BAFA which is a cross cultural game, BARNGA a game of cards where people
> try to play based on different instructions *and then have conflicts) and
> other such games. There is a journal- i think it is also on line- called
> Simulation and Gaming which has many ideas.
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