romfast/game-library
1
0
Fork 0
Code Issues Pull Requests Actions Packages Projects Releases Wiki Activity

Refactor extraction system and reorganize project structure

Browse Source 
- Remove obsolete documentation files (DEPLOYMENT.md, PLAN_IMPLEMENTARE_S8_DETALIAT.md, README.md)
- Add comprehensive extraction pipeline with multiple format support (PDF, HTML, text)
- Implement Claude-based activity extraction with structured templates
- Update dependencies and Docker configuration
- Reorganize scripts directory with modular extraction components
- Move example documentation to appropriate location

🤖 Generated with [Claude Code](https://claude.ai/code)

Co-Authored-By: Claude <noreply@anthropic.com>
This commit is contained in:
Marius Mutu
2025-09-11 23:32:37 +03:00
parent 1b6b7e06ad
commit a19ddf0b71
119 changed files with 91074 additions and 1859 deletions
Download Patch File Download Diff File Expand all files Collapse all files

814
data/sources/Special Needs Part 3.txt Normal file
View File

@@ -0,0 +1,814 @@
SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/dragon.sleepdeprived.ca/program/teambuilding/Special Needs Part 3.pdf
CONVERTED: 2025-01-11
==================================================
--- PAGE 1 ---
Special Issue #228 - Girl Scouts with Special Needs - Part 3 of 3
Scouting Links Newsletter - September 19, 2003
* * * VISUAL IMPAIRMENTS * * *
>> Submitted by Rosie, mailto:rosie_0801@yahoo.com
You know that phase kids go through, when they around 7 or 8? That phase
where everything must be fair? I don't mean the whining "It's not
faaaiiiirrr" in regards to lack of junk food etc. I mean that period
where their minds develop a deep sense of justice, and are unable to
comprehend anything that won't fit into it. My girls were in that
phase, and persisted in hollering at "Keesha" for not "staying in the
lines" at poison ball (ie dodge ball in the US). "Keesha" couldn't see
anything clearly, if more than about 5cm from her face. The girls were
not being nasty, they just had nowhere to file the fact that "Keesha"
couldn't see the lines, no matter how many "little chats" we had about
it. The solution?
I invited a blind teenager along. She brought her Braille typewriter to
show the girls, a kids book translated into Braille, and a few other
bibs and bobs. Her coin holder, and 'thing to put over the side of a cup
so you don't overfill.' The girls were most interested and asked lots of
questions. When they began to get a bit fidgety, I suggested some games.
I gave each girl a blindfold, just some fabric scraps I had. They could
see just enough to ensure they wouldn't crash into anyone/anything, but
not enough to be able to see the lines in poison ball! It is really
important to keep everyone on equal footings (leaders excluded.) Don't
let any girl take off her blindfold until the activity is finished. If
her eyes are itchy, or any other catastrophe, take her out of the
activity are, to let her rub them, then the blindfold goes back on, and
she can return to the activity. Nothing worse than knowing someone can
see you, and you can't see them. After playing blindfolded poison ball,
I was assured that they would "NEVER tell anyone off for going outside
the lines EVER AGAIN!" Mission accomplished!
To provide an idea of what it would be like to be fully blind. I used an
activity I remembered from my brownie days. I figured if it has stayed
in my memory for 15 years, it will make an impression on them too. One
leader should arrange enough table space in the middle of the room for
the girls to fit around comfortably, and double over their blindfolds,
so they can't see at all. Another leader should be in the kitchen
preparing 2 plates with some margarine on them, and 2 with jam.
(Depending on how many girls you have. Just make sure there is not
nearly enough to go around.) When the girls are blindfolded, deliver the
plates to the table. Give each girl a plate, slice of bread, and a
butter knife. Explain to them that this is an activity to pretend to be
fully blind, rather than vision impaired as they were earlier. All they
--- PAGE 2 ---
have to do is butter, then jam the bread, which, as they all know, is
easy. Again, all blindfolds stay on until the activity is finished,
which is when everyone is finished. After that, it's up to them, and
sure, they can eat it when they finish, though I bet they won't want to!
DO NOT help them, if they can't reach they'll have to ask one of the
other girls. We all love our girls, but DON'T give in, even to the
little ones. 5 minutes of discomfort won't kill them.
While this might all sound like torture, we actually used it as a
bring-a-friend night, and they all had a ball! Best of all, it all fits
into an hour, and we've broken through the mindset, and my girls have
been much better ever since. I used this with my 5-8 year olds, and I
think it would work just as well with any other age group. Perhaps even
teenagers, if they were in the mood?
* * Crafts for Girl Scouts with Visual Impairments * *
>>Submitted by Heather of the Fowler Center,
mailto:programs@thefowlercenter.org
I think that Mask Making would be a great activity. All you need is
vaseline, plaster of paris strips (it comes in a round tube and you can
cut it into strips), and water. You put vaseline on the area that is
going to be 'molded.' Then wet the strips in water and place over the
area. Let it set for a little while until it is dry and then it will
come off in the shape of whatever was 'molded.' It really does a good
job of picking up the different features on faces or hands and it feels
neat when it is all done.
Also, you can do a sensory activity (I know this isn't really arts and
crafts, but it is fun) where you take film canisters and put different
powders or pieces of things that have a definite odor. I usually use
things like cinnamon, licorice, spices, candy, etc. You put each smell
into two canisters and then give each participant one canister. Then
they have to find their partner (the one who has a canister that smells
the same as theirs). You can also do this to put people into groups -
just use each scent the number of times that will correlate with the
size of the groups that you want.
Fairy garden houses: building a house using sticks and green moss, and
carpenters glue. You can also have them plant something that grows
quickly in a styrofoam cup (just poke a hole in the bottom of it with a
pencil). They would just need to water it when the soil started to feel
to dry, and then would be able to feel when the plant started growing.
Beans and peppers are great for this. I strongly suggest you building a
house prior to asking them to do it, that way you can find out what will
work best for your group.
--- PAGE 3 ---
>>Submitted by JoMarie of JoMarie's Creative Braille, Inc,
mailto:ken@creativebraille.com
1. Tactile cards, Using different things such as sand paper, cotton,
wildflowers and etc.
2. Leather lacing
3. Painting Ceramics in which they use only one color that can be fired.
4. Glass painting in which a sighted person will put the pattern on the
glass with liquid lead then after that dries they can feel that and
paint in the different area's.
5. Weaving with cloth or yarn and etc.
The girls who are blind mainly need it to be tactile so that we can be
able to feel what we are doing in place of being able to see it. So if
you keep that in mind the blind can do everything a sighted person can
do except drive.
>>Submitted by Lisa, mailto:emyers@gte.net
Sculpting is very therapeutic for children who are blind. In the context
of a meeting, making bead jewelry from sculpy is fun. They can squish
bits of clay in any shape and then string them onto a nail or wire to
make the hole, and then bake. The child will enjoy feeling the beads she
has made and your non-sight impaired children will enjoy the bead making
as well.
>>Visual Impairment Websites:
http://www.comeunity.com/disability/vision/index.html
http://www.afb.org/
>>Other Resources
Books for the Blind, Inc.
2123 E. 38th Street
Brooklyn NY 11234
Telephone - 718-951-9081
Unfortunately, they do not have an available website, so you would have
to call them for any information and inquiries, but they do have the
Girl Scout books.
* * * HEARING IMPAIRMENTS * * *
>>Submitted by Jean, mailto:seanchai@escape.ca
American Sign Language, the language used by Deaf North Americans, is
every bit as colourful and complicated as French or Tagalog. How well do
YOU know ASL?
The syntax is very different, also. Instead of Signing, "I am going to
the store now," you would Sign, "Me store go."
--- PAGE 4 ---
If you live anywhere close to a Centre for the Deaf, or a collage or
school which teaches ASL, it might be better to have someone come to
your girls and talk to them about what it's like to be Deaf, to have an
invisible handicap. That person might be able to teach the girls the
alphabet and finger spell a few words. But that is NOT 'sign language'
but finger spelling. The Deaf community frowns on non-ASL speakers
teaching the hearing community about Deaf culture.
>>Submitted by Gloria, mailto:coffeecafe@cfl.rr.com
One game I teach the girls which helps with their ABC's is Hangman. Here
are my rules:
1. No voices can be used, only signing the ABC's. In the beginning, they
can whisper their letter to one of the leader's if they aren't sure how
to sign it. If you can, get them copies of the ABC's.
2. When they are ready to guess the word, they can speak only then
because we haven't learned the signed words yet. Once you do learn the
signed word, then NO VOICES. NO MATTER WHAT.
3. If the word is guessed, everyone does the silent cheer. Which is:
both hands spread (like showing the number 5), raise them to the sky and
shake them like crazy. I did this one with first years Brownies and they
did really well.
The other game I actually used with adults is Signed Bingo.
You make up your own cards with the words Just like a BINGO card.
The caller then Signs the word OR finger spells the word. In the
beginning, I gave the people scratch paper so they could write what they
thought I finger spelled. For younger girls, you can always cut out
pictures of the item. Again adult help is allowed.
2. Again no voices.
3. To yell BINGO, it is the Silent cheer.
4. Once pointed to, they person will finger spell or sign the word to
the caller. If they are right, they win a sticker or a small piece of
candy. The adults I taught loved the game and said it gave them good
practice.
Learning songs is also a lot of fun. I cannot remember the series name
but check with your Library for Sign Language videos. Ask the Librarian
if they have any for kids. The ones I saw had one for animals, numbers,
patriotic songs, nursery rhymes and I can't remember what else.
I am hearing impaired. There are a few tips for people chatting with/to
us that they don't always realize:
I am not ignoring you. Chances are I really didn't hear you.
I cannot listen to a radio, AND hear you. I have to concentrate on one
--- PAGE 5 ---
or the other. Turn it off or touch me to get my attention.
If your back is to me, likely I know you're talking, but I have no clue
what you're saying. Also, don't talk to me from another room. You're
wasting your time and mine, even if you raise your voice.
You may feel angry, "I've called you three times!" I do not feel bad
about that; I didn't hear you. Remember: I am not ignoring you.
If you are speaking quickly, I cannot always listen that fast. If you
are dropping your voice, you may drop your conversation right off the
edge of my hearing range. Don't try to tell me secrets unless we're
alone. I don't understand whispers well.
Don't tell me I have 'selective hearing' because that implies I do not
choose to listen. Some times acoustics seem to work better, or the other
person enunciates better or whatever. Also - please do not say, "Never
mind" and walk away from me. You are punishing me for a hearing loss
that I cannot control.
One of our family friends is known as DAVE because he has a big, booming
voice. He's a delight to talk to. Another friend is a shrinking violet -
she's stressful to chat with, because she speaks so low I can hear only
one word in six.
Face me, if possible with light on you so I can lip-read clearly. Try
not to let your voice drop too much. Be patient with me when I ask you
to repeat what you just said, or when I interrupt you when I cannot hear
you. Seat me across from you so I can see you. In a crowded space, with
many people talking, be aware that I cannot eavesdrop, or perhaps even
hear you. When there is background music, don't assume I can hear it,
too. If it is quiet, 'mood music,' I likely don't know it's there at
all.
You might see me, during coffee breaks, reading a newspaper or a book. I
am not being anti-social; it's my way of resting from the constant
having to strain to listen. I need 'down time' too!
The other thing is to ask - it's hard to have a 'hidden handicap'
because most other people get testy when you ask for help. Especially if
they think you didn't need it. One woman was often nasty to me when,
during District meetings, I'd ask for clarification. Finally I emailed
her, explaining my circumstances. She had assumed I was needy, looking
for attention, that I chose not to wear a hearing aid, etc. like some
fellow at her work. She was apologetic after we had an exchange, and
has been much nicer since.
--- PAGE 6 ---
>>Editor's Note: I don't really think about it, but I too am hearing
impaired (deaf in one ear). Jean's advice on talking to a hearing
impaired person made me think, "That's exactly how it is with me!" So
heed her advice, she is a wise woman!
>>Submitted by Rosie, mailto:rosie_0801@yahoo.com
I don't know how much sign language you or your co-leader know, but I
think it is important for you to make sure you really know what you are
teaching. I would assume you are thinking of teaching the girls the
"Signed English" version of the promise, and that is NOT the same as
ASL, and the girls need to be aware of the difference. There are lots of
games that can help to teach sign (I'm doing the same thing with my
girls at the moment.) "What's the time Mr. Wolf" is a great way to teach
and practice numbers. "Deaf Chinese Whispers" is great for everything.
If you or your co-leader sign, ignore this bit, but if you don't, I
HIGHLY recommend you find someone who does, to come and teach your
girls. This may be a Deaf person, an ASL student (who feels comfortable
enough to teach a little bit,) a teacher of the Deaf, a CODA (Child of
Deaf Adult.) Try contacting your closest Deaf Services Centre, or Deaf
School, they will be able to help you. Don't try to learn, or teach out
of a book. A book cannot teach a visual language. ASL is a language
belonging to a specific culture group, and deserves respect (it's not
just a "cool thing" like Pig Latin!) Also if this is an adventure you
and your girls would like to partake in, it would be incredibly wasteful
not to make the most of it. Sign language loses most of it's meaning if
it is not in context. Context in this case, is the Deaf Community. If
you want to do this properly, it will be one of the most interesting
projects you've ever taken part in. Being in the USA, you have many
resources that even this Aussie guide leader knows about! Gallaudet
University, for instance. Have you ever seen Deaf Theatre? I recommend
it highly!
We have a program over here, run through the Deaf Services, called
"Deaf, Deaf World." We run a baby version of it for the new students at
school. (I study Auslan- Australian Sign Language.) The aim is to turn
the tables on the hearing people. It involves setting up various
situations eg. a bank, travel agent, really anything involving detailed
conversation. Different tables, representing the different scenarios
will use different methods of communication. One will sign, at their
normal speed (perhaps getting slower and more condescending,) another
will speak without voice, another will mime. Extra deaf will stand
around having conversation, signing at 90 km an hour, joke, laugh, try
to sign to the hearing people, and give up signing "stupid hearing
person" to their friend. It might sound harsh, but that's what deaf have
to deal with everyday. The hearing people must go to each station, and
--- PAGE 7 ---
try and carry out the appropriate activity for each scenario. They tend
to get the idea, and understand what it's like to be in the other
person's shoes. I've never participated in this myself, but feedback
from others shows it to be an incredibly unpleasant, but valuable
experience.
A game we play at school, and I've taught my gumnuts (the equivalent of
Daisy Girl Scouts in the US), is "Deaf Chinese Whispers." Whoever is
running the game, should prepare a few sheets of paper with simple
pictures, eg. a circle with a square in the middle, a wavy line, a
house, etc. Start with very simple things, and increase as they get the
hang of it. Leaders ought to join in these games, if they are learning
also. They need just as much practice as the girls, if not more. Have
some spare paper and pens, or a whiteboard extra. To run the game, you
need teams of equal number, use their patrols if it suits. The girls
need to be lined up, one behind the other, with each team about an arms
length away. It's good to have a bit of elbow room. The first girl in
each patrol faces the leader in charge, all other participants face the
other way. The leader will draw the picture in the air, repeating a few
times if needed. The girl then turns and taps the next persons shoulder,
who turns around to carefully watch, then taps the next person, and so
on. The last in line, runs to the front to draw on the whiteboard, or
spare paper, what she saw. This is harder than it sounds to a beginner.
As with all deaf games, NO VOICE, although the leader in charge can if
she feels it necessary, but don't give hints, just repeat yourself
again... They are only beginners after all. The most common mistake is
to draw a mirror image of the original. The ability to reverse it is
called transposition, so a picture must be transposed. Cool word eh?
Believe it or not, once you get the hang of transposition, you'll have a
lot less problems reading a street directory, I hardly ever need to turn
it so it faces the 'right direction' anymore! This game can be used as
I've explained, or to sign a simple phrase eg "green frog" or something
like that, or a phrase you've already taught, to try and consolidate the
knowledge, or a short fingerspelled word, start small, only three or
four letters. This game can be used with all age groups, my gumnuts
found it a challenge, but one worth working on, and I've seen it played
by adults with just as much enthusiasm as kids.
There are lots of things important about teaching sign, which I've
talked about in other articles, but 2 more come to mind. One, accuracy
is more important than speed. Speed will come with practice, accuracy is
more important. Keep thumbs tucked in when they are supposed to be,
otherwise it's like trying to read messy handwriting. The other thing,
is not to teach them to speak at the same time as signing. It may be
appropriate in some situations, eg. You are going around the circle with
each girl/leader taking a turn to remember a sign. In that case,
--- PAGE 8 ---
sign-speaking is limited to that activity, and a good way to see what
the kids remember. Other than that, it's a really bad habit. Sign is a
visual language, the grammar is different, and it's impossible to think
visually while speaking English. If you are speaking (with voice or not)
you inhibit your language learning abilities, and you can't use the
correct facial expressions or lip patterns if you are jabbering away in
English, or any other spoken language. Can you draw a picture with
words. You can describe a picture with words, but can you draw it? Does
writing "tree here" on a bit of paper tell you what it looks like or
what else is around it?
Classifiers are an important part of sign languages; they are the parts
of the language that make it colourful and interesting. Take the
classifiers out of the language, and it becomes about as interesting as
a monotone math lecture. Classifiers are mostly adjectives, the
describing element of the language. It's hard for me to explain
classifiers, because they are visual, not verbal tools, but if you find
a deaf person, they'll teach you. They are probably more important for
beginners, than actual vocabulary. If you don't know a sign for
something, you can always act it, or classify it, if you know how. A
great way to practice classifiers, is Kim's game, which can be varied in
many ways. The object here, is not to remember all the items, but to
classify which items are 'missing,' describe it, not just shout out,
"the books missing!" I can tell you how to teach classifiers, but I
can't actually teach them to you. Besides, I "speak" Auslan, not ASL, so
it wouldn't be much help anyway. Auslan is very similar to BSL (British
Sign Language) but very different to ASL (American Sign Language.) I
know even classifying a car driving along the road, is different in ASL
than it is in Auslan, and you'd think that was pretty basic.
An interesting challenge for Cadettes or Seniors, would be researching
opinions about cochlear implants, or other such controversial issues.
There is a lot of stuff on the internet. They could set up a debate, if
they found themselves interested enough. They might get a bit more fired
up if you give them the scenario, that they have given birth to a deaf
baby, (or their friend has) what are the education options available,
should they have a cochlear implant put in, etc etc. It should really
get them thinking. Perhaps this could lead to a service project,
creating a comprehensive pamphlet, if they find it difficult to find
information. I don't know what information is available to new parents
of deaf babies in other countries, but here in Australia, the
information given is VERY poor. A friend of mine has a 9 year old son
who is deaf, all the info she got from the professionals was "Your son
is deaf, bye." Everything she knows, she found out herself, she wasn't
even referred to an early intervention centre.
--- PAGE 9 ---
>>Submitted by Tracy, mailto:Tracy.Breault@AndersenCorp.com
We are a Brownie troop that has had the same 24 girls since Daisy's. We
have a girl who is 90% deaf. She is the light and joy of our troop.
She participates in the hearing impaired class at our elementary school
as well.
We have never had a problem having her as part of our troop. The Girl
Scout Council in your area (as part of its laws and promise) does not
exclude anyone. We need a full-time interpreter for our troop when
"Sally" comes to the bi-weekly meetings as well as all of our field
trips and overnight camping trips. The Council set us up with an
interpreter that works through the council (they usually have several
different resources). Our interpreter participates in everything with
us as long as she has pretty good notice and if not - the council always
finds a replacement for us. At the beginning of the year, we give them
our meeting dates and then she plans for those meetings. She has
actually become one of our Girl Scout family and we include Sue in
everything with us including doing a special recognition for her at the
end of the year. Not only does she sign for "Sally", she helps our
other girls at craft time too. Our other 23 girls have learned
significant words in sign language and can talk to "Sally" through
pointing or through certain words they now know.
Call the council - they should be providing a no-cost resource to you
for something like this and provide support in the disability you need.
Websites:
Games for deaf scouts
-http://www.inquiry.net/outdoor/games/disabled/games_for_deaf_scouts.htm
American Alphabet - http://where.com/scott.net/asl/
British and Australian alphabet -
http://mysite.freeserve.com/redditch.deafclub
Mostly everyone's alphabet! (this one's very long, you may have to cut
and paste it)
http://www.download-games-and-free-game-
downloads.com/directory/Science/Social_Sciences/Language_and_Linguistics/Natural_L
anguages/Sign_Languages/
http://www.coe.ilstu.edu/portfolios/students/klshuba/edventure.htm -
Michigan State
http://edf3.gallaudet.edu/Projects.htm#Deaf%20Culture - Gallaudet the
Deaf College
* * * CEREBRAL PALSY * * *
--- PAGE 10 ---
>>Submitted by Mary, mailto:insanehousewife@yahoo.com
I have a 6 year old daughter with Cerebral Palsy, as well as a healthy
12 year old daughter who has been in GS since Daisies. I haven't signed
up my younger daughter for GS yet, and I'm not sure that I will. I have
a very hard time imagining her at events, both local and Council. I
would love to see how other leaders have handled these challenges. I'd
love her to be in, but don't see any resources to help her be an active
Girl Scout. I'd love to chip in with anything I can. She is in a
wheelchair, able to communicate and it is my aim to have her integrated
into regular activities as much as possible.
>>Response from Rosie, mailto:rosie_0801@yahoo.com
While I haven't had experience with Cerebral Palsy, so don't fully
understand, I think you should to try and find a troop with leaders who
are able to work with your daughter. It's certainly not fair to lend her
to just anyone. Not fair to the leaders, if they can't handle it, and
not fair to your daughter to be without adequate resources. Even if you
have to travel a bit outside your area, I think it's worth it. While it
is important to know one's limitations, us guide and scout leaders are
here to focus on strengths. Basically, if your daughter is unable to
participate to her fullest, someone needs a more creative mind. Perhaps
by enrolling your daughter, you will be providing an opportunity for a
troop out there to really live up to their Girl Scout promise and law.
It's all character building.
>>Submitted by Jean, mailto:seanchai@escape.ca
At this time I have a Guide with mild CP. She walks without aids, but
cannot run. Last winter she came snowshoeing with us. I think she fell
down every 2nd or 3rd step, but she kept on going. You should have seen
her face! "I DID IT!" I think, for her, the Snowshoer badge was a bit of
an anti-climax!
A couple of years ago, we had a girl with a more severe case of CP. She
needed a walker to get around but didn't bring it to Guides; instead,
she would pull herself up on the other girls' clothes or depend on them
to help her walk. She was a beautiful, clever child; I often wonder how
she's getting on.
>>Submitted by Shelagh, mailto:octamom@SHAW.CA
I am a Sparks Guider with a girl in my Unit who has CP and cannot run or
see. All year I have modified games and activities to fit her needs,
and my latest challenge was an Easter egg hunt. How do you have an
Easter egg hunt for 5 year olds without running or seeing? My answer and
other information can be found at
http://www.bc-girlguides.org/03resources/03specialneeds.html.
--- PAGE 11 ---
>>Helpful Websites:
http://www.comeunity.com/disability/cerebral_palsy/index.html
http://www.ucp.org/ - United Cerebral Palsy
* * * DISABILITY AWARENESS PROGRAMS & ACTIVITIES * * *
Note: You should always contact the council indicated before starting to
work on one of their patch programs to request permission to use their
program and to obtain patch ordering information.
>> Girl Scouts of the South Jersey Pines, NJ
http://www.zm.org/girlscouts/signing.tryit.shtml - Signing Friends
Brownie Try It
http://www.zm.org/girlscouts/signing.badge.shtml - Signing Friends
Junior Badge
http://www.zm.org/girlscouts/signing.ipp.shtml - Signing Friends
Cadette/Senior IPA
Girl Scouts San Diego Imperial Council, CA
http://www.girlscoutssdi.org/Program/PatchesandBadges.html - Disability
Awareness, Blind Awareness
>>Girl Scouts of Orange County, DA
http://www.gscoc.org/Try-It_Booklet.pdf - Page down to the Talking With
Your Hands Try It
http://www.gscoc.org/Junior_Badge_Booklet.pdf - Page down to the Talking
With Our Hands Badge
http://www.gscoc.org/Try-It_Booklet.pdf - Page down to Yes I Can! Try It
(disability awareness)
http://www.gscoc.org/Junior_Badge_Booklet.pdf - Page down to Yes I Can
Badge (disability awareness)
http://www.gscoc.org/Interest_Project_Booklet.pdf - Page down to Yes I
Can Interest Project (disability awareness)
Pine Valley Girl Scout Council, GA
http://hometown.aol.com/GSMomJoann/whatiftryit.html - What If You
Couldn't Try It
http://hometown.aol.com/GSMomJoann/whatifipp.html - What If You Couldn't
IPA
>>Submitted by Jean, mailto:seanchai@escape.ca
Just some ideas that I've gathered from various sources (SAPPHIRE and
the Ontario Newsletter, as well as some improvs)
Reduced sight: smear some dollar store glasses with vasoline then try to
see what the girls can see with them
--- PAGE 12 ---
Hands: tape hands up in various different ways... have them experiment
and see just what they can and can't do (simple tasks like buttoning
something up, writing their name, zipping up their jackets)
Speech impediment: 4 or five pieces of bubblegum in the mouth, try to
talk and carry out a normal conversation
Hearing impairment: in partners, 1 person wears cotton balls in their
ears while carrying out a conversation then switch. What was it like to
hear the other person, what was it like to hear yourself?
Blindness: with a partner, one blindfolded... have one help the other
girl around the room avoiding others and objects... afterwards how did
they lead them? As the person who couldn't see, did you feel
comfortable? Then show them the proper way to lead (hold the others
hand with your forearms together and walk side by side with
communication)
Mobility: play a circle game with a few girls (say three or four
depending on the number) in chairs.... these are wheelchairs and they
can't move... toss a ball from one to another around the room (can't
throw to the same person twice). Did the girls in the chair have any
problems and how did they feel? Do you notice any of the other girls
helping a lot/too little/just right?
Sign language: have a poster with the ASL up and have the girls learn
how to sign their name (good gathering activity).
Almost forgot one!! Can't remember who gave me this idea but it was a
good one.
Take an egg carton and cut in half (6 places)
00
00
00
(like that) and then teach the Braille alphabet by placing cotton balls
in the egg dip (what are those parts called?) for the appropriate
letter. Have the girls feel them and manipulate them. Ideally you could
acquire 13 full egg cartons (then cut in half you get 26) so that you
can just have the cotton balls into position for a complete set of the
alphabet (I would recommend labeling them)... or you could have a few in
a row to make up a word.... there are soooo many things that you can do
with this idea.
+++
We had a lady who is blind and her guide dog (she corrected us on the
"seeing eye dog") come to our Guide meeting a couple of years ago. She
brought with her a video tape on the training of Guide dogs which wasn't
--- PAGE 13 ---
too long, maybe 15 minutes, and it was excellent. (Our district has a
small TV & VCR for such purposes, but if yours doesn't, maybe a Guider
could offer to bring one.) She talked about her daily routine as a
blind person, the special relationship she has with her dog, etc. She
brought in several items to show and tell, e.g. a Braille cookbook that
she read recipes from, a money identifier, a special alarm clock with
removable crystal so you can feel the numbers, etc. She then answered
questions. If I remember correctly, this took over an hour. If you
still have time to fill, you could have the girls identify areas in
their meeting place that are not easily accessible to the handicapped.
You could also have them try doing simple tasks with their right hand
kept behind their back or with a blindfold. This was one of our best
meetings, and the girls wanted to know when our guest and her dog could
come back.
+++
We were able to borrow a wheelchair and crutches from the Red Cross, and
our girls had to get around our school (meeting site). It is an old
school, full of stairs, and so was interesting. Relays and obstacle
races using crutches and wheelchairs or blindfolded, painting with brush
in feet or mouth, etc. We did a booth at our Thinking Day Carnival last
year that included putting puzzles together wearing mittens, or with ski
masks that had wax paper across the glass (we had to add a couple of
_little_ holes, because you can't see at all through the wax paper!) If
we'd been willing to wreck them, we'd have used vasoline smeared on the
glass.
+++
* What about variations of Kim's Game based on the other senses, like
touch and tell, sniff and tell, hear and tell?
* Or a stalking game where a blindfolded person sits in the middle with
a water pistol (or spray bottle) and sprays in the direction she hears a
sound of someone coming to get an object (e.g., wrapped candy) that's
behind her back.
* Describe the position of food on a plate (use paper plates and
pictures from food magazines), as if it were a clock face. e.g., rice at
three o'clock, chicken at 3:30, carrots at 3:45, etc.
* See if they can walk a straight line when blindfolded.
* Try walking with a white cane or substitute, using the cane as if it
were an extension of their arm and using it to feel from side to side
ahead of them.
* Draw something specific, like a pig or an elephant, with their eyes
shut.
* How clearly can they write their name with eyes shut?
+++
We do a drama game in the dark that would be good. In the light: Each
person chooses a sound - a whistle, a word, a sound effect and you go
around the circle to be sure everyone knows the sounds. You need to pay
--- PAGE 14 ---
special attention to the sounds made be the person on either side of
you. Then either in dark or light, everyone mingles around. The lights
go out, and you start making your sound, and listening for the sound of
the people who were on either side of you. You try to reassemble the
circle by walking carefully around and listening for the sounds of your
neighbours. It can be very interesting!
+++
As part of our staff training, we did several activities that enhance
handicapped awareness.
1) Silent meal: No one was allowed to talk, only gesture or use sign
language...those of us who knew it. This activity was accompanied by an
explanation of deafness, and a discussion of how hard it can be for deaf
people to communicate in a world where not everyone knows sign
language. You can also teach some sign language.
2) Blindfold activity: This is a partner activity. One person is
blindfolded, the other "guides" them by allowing the blindfolded partner
to place her hand on the "sighted" person's arm. The sighted person
needs to be aware of steps up or down, and vocalize this to the
blindfolded individual. You can do this activity for a meal, a walk or
even an obstacle course.
3) Attempting to do a task using only one arm/hand. Changing for
swimming, cooking a meal, tying shoes, etc.
All these activities were followed by a discussion, so we could learn
from each other's experiences
Try doing things with oven mitts on, (like a Tupperware Shape sorter
that toddlers normally have very little trouble with) gives them an idea
of how a disability can make you very uncoordinated.
In the past I've had my son come in to explain and answer questions
about being in a wheelchair. He has also brought in special equipment
that he uses to horseback ride, canoe, bicycle, and downhill ski. He
also stresses that he hopes to marry, have children, and tells them
about his job, and college education. Now that all children are
integrated in the school system, disabilities are not the unknown of the
past. I find now that people do not think the people with severe
disabilities can find employment, marry, and have children.
>>More websites with Disability Awareness Activities:
http://www.urbanext.uiuc.edu/wims/wimsproject.html - Walk in My Shoes
http://www.storknet.com/cubbies/kidscrafts/blindpainting.htm - Blind
Painting
http://www.havasumagazine.com/craft.htm#touch%20letter
http://agrability.sdstate.edu/BNG4H.html
http://www.skl.com/~guidezon/disabili.htm
--- PAGE 15 ---
http://members.tripod.com/~imaware/index.html
http://www.girlscoutsmilehi.org/pdf/pageinpage/handouts/games/DisabilityAwarenessAc
tivities.pdf
http://www.cnib.ca/library/visunet/white_cane_week_2003/event_and_activity_selection.
htm
http://www.kotb.com/ - Kids on the Block
http://www.record-eagle.com/herald/2003/aug/20ins.htm
http://www.abilitiesfirst.org/discover.htm
http://www.familyvillage.wisc.edu/general/disability-awareness.html
http://abe.sdstate.edu/agrability/daa.htm
http://www.ideallives.com/awareness.htm
* * * SERVICE WITH A SMILE * * *
>>Submitted by Sue, mailto:bondasks@msn.com
A suggestion for a simple but well appreciated Service Project and a
learning experience at the same time. I work as an Instructional
Assistant in a preschool Autistic Support classroom. We are not able to
take our kids on the playground because it is not fenced in and some of
our kids are runners. Even though we only have nine children and three
staff, it is not possible for us to go on the playground without
one-on-one help. If older girls could give an hour of their time to help
support these children they would be able to enjoy something that is an
everyday experience for their typical peers but a rare activity for our
children. We have not been able to take them on the playground yet this
year. Our summer session just ended, but we begin again August 27th. Our
classroom is located in the Warminster Recreation Center in Warminster,
PA.
* * * CAMPING * * *
Think Girl Scouts with disabilities can't go camping? Think again!
There are many opportunities available to explore the great outdoors for
girls of all ability levels.
Check out these websites for more information:
http://www.geocities.com/Paris/1502/camping2002.htm
http://www.dto.com/camping/accessible/
http://www.hants.gov.uk/istcclr/cch11388.html
http://www.campingunlimited.com/
http://www.nscd.org/
http://wmoore.net/therapy.html
* * * DISABILITY RESOURCES * * *
Girl Scouts: Lenni Lenape Council in NJ has created some wonderful
--- PAGE 16 ---
information sheets to help Girl Scout leaders who have girls with
disabilities in their troops. They are:
Girls with Disabilities General Guidelines
Girls with Emotional Disabilities
Girls with Hearing Disabilities
Girls with Intellectual Disabilities (formerly known as Mental
Disabilities)
Girls with Non-Verbal Communication Methods
Girls with Physical Disabilities
Girls with Seizures General Guidelines
Girls with Speech and Language Disabilities
Girls with Visual Disabilities
These files can be found in the Scouting Links archives (as Microsoft
Word documents) by going to
http://groups.yahoo.com/group/Scouting_Links_Newsletter/files and
clicking on the Girl Scouts with Disabilities folder. You will need to
have a Yahoo! Id to join the group, but it's free. Just go to
http://www.yahoo.com.
GSUSA has some advice for leaders too at
http://www.girlscouts.org/adults/needs.html.
>>Available at your council shop:
Focus on Ability: Serving Girls with Special Needs. A must resource
offering practical suggestions for leaders, girls, trainers, program
staff members, and anyone else looking to include girls with
disabilities in Girl Scout activities successfully. This book offers
information about specific disabilities, suggestions for inclusion and
program adaptations, as well as a lengthy resource list.
>>Submitted by Cookie, mailto:grugan@epix.net
Our Pluralism Task Force put together "Abilities" kits to accompany the
GSUSA publication, Focus on Ability. The kits contain things like: a
tape recorder with spelling words dictated (they are muffled) to imitate
hearing impairment. We have glasses that have been painted with nail
polish so that vision is not clear. There are worksheets and
instructions. For instance, girls put masking tape on their fingers and
try to pick things up or thread a needle. This is a valuable booklet -
you can really take off from it.
Here are some disability resource websites:
http://mentalhealth.about.com/library/h/orgs/bl0918.htm
http://www.aapd.com/ - American Association of People with Disabilities
http://www.child.gov.ab.ca/whatwedo/disabilities/page.cfm?pg=index
http://www.teachervision.fen.com/lesson-plans/lesson-26106.html -
--- PAGE 17 ---
Special Need Resource Center
http://www.teachervision.fen.com/lesson-plans/lesson-3759.html - Adapt
Lessons to Reach All Students
http://www.childrenwithdisabilities.ncjrs.org/
http://www.comeunity.com/special_needs/
http://www.disabilityresources.org/
http://www.disabledparents.net/
http://www.irsc.org/
http://www.kidsource.com/NICHCY/infantpub.html
http://www.makoa.org/index.html
http://www.nichcy.org/ - National Information Center for Children and
Youth with Disabilities
http://www.overcomingdisabilities.com/?src=overture
http://www.rarediseases.org/ - National Organization for Rare Disorders
http://www.resourcesnyc.org/rcsn.htm
http://www.specialchild.com/index.html
http://www.tash.org/
http://www.biausa.org/Pages/splash.html - Brain Injury Association of
America
http://www.autism-society.org/site/PageServer - Autism Society of
America
http://www.feat.org/ - Families for Early Autism Treatment
http://www.sbaa.org/ - Spina Bifida Association of America
* * * WHAT NOT TO SAY TO A PERSON WITH SPECIAL NEEDS * * *
Submitted by Carol, mailto:lorac5@MINDSPRING.COM
Remembering that we serve "every girl, everywhere", we need to know what
to do -- and not to do -- in non-typical situations. It seems to me
that these speakers are not necessarily cruel, or even thoughtless --
which seems to indicate that the speaker knows better, and doesn't pay
attention. I would say that these speakers (for the most part) are
truly ignorant -- they simply don't know better.
I'm in another "non-average" situation. I teach visually impaired and
blind children, have many friends who are have visual disabilities, and
rely on crutches to get around whenever I need to do a bunch of walking,
or will be walking on uneven ground (like every time I go to GS camp).
I've gotten my own list's worth of comments over the years...here goes!
1) From the server at a restaurant, speaking about a blind friend: "What
does *she* want to eat? (My answer: "I don't know -- why don't you ask
her?"
2) From any well-meaning adult, about any child with a disability:
"What's wrong with him (her)?" (My answer: "Nothing! He's just
blind!"
--- PAGE 18 ---
3) And, the variation on #2, in a setting where there's more than one
child with a disability: "What's wrong with that one?" (Again, the
answer is "Nothing!")
4) This is one of my personal pet peeves, spoken to any person with
crutches, a walker, or even an uneven gait: "Slow down!" (C'mon! I'm
53 years old, in possession of at least most of my faculties, and
already walk more slowly than the general populace...I can't be trusted
to set my own comfortable and safe pace?)
5) Spoken to a child with arthritis, who was using her crutches and
walking down the hall at an almost normal pace, "Slow Down! You'll
Fall!" (Sadly, the people around her succeeded in convincing her that
she was a helpless invalid -- by the time she was in high school, she
would sit, passively, in her wheelchair and wait for the people around
her to do everything for her -- from pushing the "play" button on her
tape recorder to feeding her. This was NOT a case where the arthritis
prevented her from doing things!)
6) Spoken to any teacher or parent of a child with a disability: "You
must have sooooo much patience!" (They obviously haven't seen the times
I've lost my temper and blown sky-high!)
7) Mouthed silently, sometimes accompanied by a pointing gesture to the
eyes: "Is she blind?" If I'm feeling nice, I ignore this one. If I'm
not, I may answer, "What? I can't hear you!" or "Frankie, the
gentleman wants to know if you're blind!"
8) Spoken to me, by many, many girls and adults: "Let me do that -- you
can't!" (Mind you, I appreciate help when it's needed, and, on
occasion, love being pampered. A far better response, however, would
be, "May I help you?" or "You look like you could use a hand -- how can
I help?")
9) Spoken to many different children with many different disabilities,
when the rest of the (class, GS troop, camp group) were getting ready
for an active game or relay race: "(Child's name), come with me. You
can help me keep score!" (Again, well-meaning adults -- but where does
that leave the child? On the sidelines! I *do* realize that not all
children can participate in all activities -- but far more can
participate, with modifications, then are generally allowed to!)
10) Spoken by a day camp director, who was telling me about the efforts
she was making to recruit and include children with disabilities in her
session: "Of course, we won't include children with seizures!" (At
--- PAGE 19 ---
which, I'm ashamed to say, I forgot any vestige of professional demeanor
or appropriate GS language, and responded, "Why the h--- not?" After a
more fruitful discussion than my response warranted, and my promise to
do a presentation on first aid for seizures to the staff, she did,
indeed include such girls.)
11) Spoken at the same Day Camp session, when the director had gone out
of her way to include girls with disabilities. One of the leaders
gushed to me, "I think it's so *sweet* that, in addition to having
handicapped children, we have a handicapped leader!" That was one time
that I was truly taken aback to the point of speechlessness. I'd *like*
to think that, as a level II first aider, a canoeist, a life guard, a
long-time special educator, and a long-time Girl Scout volunteer, I was
valuable for more than my crutches!
12) Spoken to me many, many times, by educated people who *should* know
better...."You teach blind children? You must know sign language!"
(Uh...what's wrong with this picture? I hear from teachers of children
with hearing impairments that they get the "you must know Braille"
comment, too!)
= = = = = = = = = = = = = = = = = = = = = = = = = = = = = = =
Contact Info:
Katie Baron
Editor, Scouting Links Newsletter, mailto:katie.baron@att.net
Leader, Junior Girl Scout Troop 645
Assistant Service Unit Manager
National Delegate
Red Cross and Council Trainer
Member of, but not speaking for, Girl Scouts: Lenni-Lenape Council, NJ
Bert and Mary Gaddis, Webmaster
Scouting Links Website, mailto:postmaster@bgaddis.net
http://www.scoutinglinks.com/
Notice: This newsletter is not affiliated with nor endorsed by the Girl
Scouts of the USA. 'Girl Scouts' and 'Girl Scouts of the USA' are either
trademarks or registered trademarks of Girl Scouts of the USA. The names
of other companies, organizations or products mentioned herein may be
trademarks of their respective owners.