[Edu] Thesis Research - Redesigning games to facilitate inclusion

[Magi D. Shepley]

Hi, Lisa.
I have done a lot with games.  People who aren't familiar with my 
classroom think we're always either eating, off-campus or playing, 
because my method of instruction is very different! ;)  We play Uno (and 
the kids have to count up the cards to keep score) to use our math 
skills, logic, and social skills.  We play Monopoly for math skills, 
community skills, logic and social skills.  We have Scrabble, Othello, 
Dominos, and other board games in the room.  We just played BLURT for 
the first time on Friday, and we've played Fluxx and Nanofictionary 
(adapted that last one... we haven't been able to play a full game of 
that yet!).  Blurt is a game where somebody reads a definition, and your 
team has to "blurt" out the answer.  Whoever gets it first, gets to move 
their piece on the board.  There are junior and adult versions in the 
same box.  We also do MadLibs, Yahtzee, Bingo, and there are several 
games I've designed or redesigned for my students.  Among those is a 
not-yet-complete version of Fluxx based on various Life Skills tasks.  I 
need to finish that. 
I have made cue sheets for playing Yahtzee and Uno with picture cues on 
them, and I have a very old set of questions that matches the colors on 
the Trivial Pursuit board so we can play 'Life Skills Trivial Pursuit'.  
That lets my kids play the game with their parents or peers, but still 
have a chance at answering questions.  I keep meaning to redo those 
cards, too... so they look a little more like Trivial Pursuit cards.
Another project that I've worked on with a parent/friend of mine is 
compiling a list of resources for kids who use augmentative 
communication (voice output or other) to increase literacy and social 
skills.  We have a huge number of games on the list, including an 
adaptation that Carol Townsend came up with for Nanofictionary that 
makes a more grown-up version of the popular game Guess Who (which lots 
of kids with communication problems play, to increase attention to 
detail and asking questions).  We've played it several times, and the 
kids really liked it...  I've adapted it for other activites, also... 
its really just a version of 20 questions.  We play 21 questions in my 
class, though...  kids against teachers.  If the kids can guess the 
answer before we hit 21, they get a point.  Otherwise, I get the point.  
The last time we played seriously, whoever lost had to leave the tip 
when we out for lunch (which we do about once a month to practice the 
skills involved)...  the kids had to leave the tip, and I was so proud 
of the 3 of them that remembered and left the money! ;)

Magi

Lisa Timman wrote:

> I am a graduate student at the University of Cincinnati's College of 
> Design, Architecture, Art, and Planning.  As a part of my thesis 
> research, I am looking for ways to use my background in Graphic 
> Design/Visual Communication to facilitate social inclusion for 
> children with disabilities.
>
> I am investigating how to redesign an established board game (e.g. 
> Candyland/Chutes and Ladders) that will facilitate inclusion in the 
> family setting among parents and siblings .  As an alternative to 
> redesigning a board game, I am also open to opportunities for 
> designing visual devices that can help facilitate play, such as 
> helping a child to initiate play, join play circles, etc.
>
> I would love to hear your feedback on my topic and any issues you have 
> encountered as a teacher or parent in facilitating play and social 
> inclusion for children with disabilities. Either in engaging in board 
> game play with children with disabilities, or observing such play, 
> what issues have you perceived?  Or, what things have you observed 
> that has prohibited children with disabilities from engaging in play 
> with typical peers – either being included or initiating play?
>
> Also, if you are aware of any resources or existing studies in this 
> area, this would be very helpful!
>
> I look forward to hearing your comments!
>
> Sincerely,
> Lisa Timman
>
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