| Aim | This is a team building activity that promotes collaboration, trust and empathy. The aim of the activity is to give a “physical” sense of being different than usual and to create conditions for a discussion about equality, equal opportunities for everyone, yet also to remind that all of us can face unexpected situations, we all have our own needs and approaches, but all together we build a team. |
| Trainee profile | Any. People with special needs can participate as long as they are able to express themselves. |
| Learning Objectives | To create a common class life in terms of equality
To break down barriers To experience being “Different” To experience different situations and analyses what it is like when we are dependent on someone; how supportive, tolerant we are of others To Get to know each other To Develop the skills of work and cooperation |
| n° participants | Up to 20 people |
| Duration | 40 minutes |
| Materials | Blindfolds
Items to place around the room to sweep off the floor (scissors, candies, tennis balls, cones, etc.) Chairs |
| Implementation | 1. Divide the group into smaller groups of 3 participants. The groups need to stay as far away as possible from each other.
2. For each group, give one participant a blindfold (becoming the “blind”) and another participant a chair (becoming the “lame”). The third participant will be the “dumb”. 3. The “lame” sits on the chair with his/her back to the “blind”. The “lame” therefore does not see the “blind” but only the “dumb”. The latter is facing the “lame” and can see both the “blind” and the “lame”. 4. When all groups are set, place a number of items on the ground around or in front of the “blind” in each group. 5. Explain the rules: the “dumb” can show something to the “lame” but is not able to talk; the “lame” can speak and explain to the “blind” where and how to go after the placed items but must not turn his/her back and look at the “blind”. The “blind” listens to the “lame” and tries to find the items placed on the floor and is able to talk to ask better directions. 6. Give the start. The “blind” in each group must find and lift up all items placed on the ground. 7. When everyone has completed the task, the roles in the same groups change so that everyone tries all three roles. |
| Debriefing | Have all participants gather up and allow them to speak, think, comment, come to their own thoughts and insights.
Ask the following questions: Which “role” did you feel most comfortable in? Why? Which role did you dislike? Why? Who helped you? Was there something bothering you? Which role was harder to trust? Why? Have you ever met in your life a blind person or a person with a movement disorder? How did you feel? Did they need help? Did you help? What did you think of him/her? What did you think of yourself? If there was a person with special needs in our class, how would you feel? Does he/she need help? Would you help? Why? Are these people eligible to learn in the same contexts as a fully able-bodied person? |
| Tips and hints | All the teams should have the same number of items to lift and equal distances.
Teams are not allowed to pick up items in other team areas. Also, make sure that there are no other objects on the way to avoid danger for the “blind”. |
| Safety measures | Provide enough space between items so that each team can perform easily. |
| Added value | Building skills of collaboration, trust and empathy may trigger in us the recognition that all of us face unexpected situations and may go through difficult periods in life. What matters is to understand, embrace diversity, and always show respect. |